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1.
Scaffolding has proven an especially interesting and promising area for supporting teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments. In this paper, we discuss how scaffolding is implemented in technology-enhanced environments, provide an overview of scaffolding processes and techniques in various contexts, and then provide empirically based guidelines for designing scaffolding in technological environments. We examine current research to identify two primary design components, cognitive and interface, and suggest how scaffold design might be improved for more effective use by learners. We conclude by identifying practice and research implications. 相似文献
2.
Hai-Ning Liang 《Interactive Learning Environments》2013,21(1):53-75
Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information space of an ILE, a process which can be quite difficult and cognitively exacting as the information space becomes very large and complex. Proper design can make this process less exacting and, at the same time, facilitate better learning of the information space. However, this is not easy to do, especially for ILEs. Frameworks can assist in the effective analysis and design of interactive environments. However, there is lack of conceptual frameworks for guiding the analysis and design of navigation in ILEs. This paper tries to address this issue by presenting a framework which can be used to characterize navigation within ILEs. To create this framework, this paper brings together research from various disciplines, such as human-computer interaction design, educational multimedia design, cognitive technologies and learning sciences. This framework prescribes a three-stage process for designing and analyzing navigation: 1. content structuring; 2. information navigation modeling; 3. interface presentation structuring. By bringing these three stages together, it is intended to provide a conceptual framework to assist and guide designers in the proper analysis and design of navigation in ILEs. 相似文献
3.
Mei Chen 《Instructional Science》1995,23(1-3):183-220
This paper presents a methodology for characterizing computer-based learning environments, focusing on the cognitive, pedagogical, and interactive features. The framework for this characterization is explained in relation to the relevant theories and findings in cognitive and instructional research. The methodology is illustrated by a characterization of computer-based learning environments developed by student teachers and professionals. The usability of these environments is analyzed along the dimensions of the framework presented. The results showed that this methodology can systematically and precisely characterize the cognitive, pedagogical, and interactive features of computer-based learning environments. It can be used to predict and explain the success or failure that a given software program promotes for learning particular types of knowledge. The applications of this methodology for the evaluation and design of computer-based learning environments, for instructional research in various instructional contexts, as well as for the study of expertise in the development of computer-based learning environments, are discussed. 相似文献
4.
Mary E. Webb 《International Journal of Science Education》2013,35(6):705-735
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. 相似文献
5.
To know whether students' achievements are the result of online interaction and not just a consequence of individual differences themselves, it seems essential to link the cognitive results to the students' online behavior (technological presence). In technological presence, interaction is based on the degree in which the online student senses the availability of, and connectedness with, other students, the teacher, and the context. Cognitive presence as a part of the interaction process of teaching and learning reflects the level of accomplishment in online learning environments (cognitive attainment). The purpose of this article is to show some evidence of the mutual influence of the students' technological behaviors and the students' cognitive factors in online learning environments – including teacher and instructional design factors. Two thousand one-hundred thirty written computer-mediated communications from 88 participants in four prototypical online learning activities have been analyzed for this purpose. The analysis shows the influence of technological presence on the quality of learning results of the online knowledge construction process. The conclusions point out the importance of considering technological presence as a new and complementary type of presence as it provides relevant information for instructional and technological design. 相似文献
6.
Collaborative learning environments found with gaming communities can provide excellent structures to study the way that learners act within informal learning environments. For example, many of these gaming communities encourage gamers to create videogames and virtual world walkthroughs and commentaries. Walkthroughs and commentaries provide gamers information that helps them in game play. We refer to this process of walkthrough creation as digital maker culture. This study explored the phenomena of digital maker culture through a multiple case study design by examining five Minecraft walkthrough creators who created walkthrough repositories on YouTube. Findings suggest multiple levels of experience are needed when players are involved in digital maker communities. These multiple levels of experience are (a) to engage in creating designs for immediate prototypes, (b) to belong to cultural environments that foster collaboration and sharing, and (c) use common design standards. This has implications that could inform innovative instructional practices with digital tools in school environments, in order to foster a more collaborative, participatory classroom experience. 相似文献
7.
Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n?=?95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners’ self-regulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners’ self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments. 相似文献
8.
Han‐Chin Liu I‐Hsien Su 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):598-607
Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi‐experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation‐based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided. 相似文献
9.
Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students’ engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students’ engagement (behavioral, affective and cognitive) in the collaborative learning process. 相似文献
10.
11.
Wolfgang Schnotz Justus Böckheler Harriet Grzondziel 《European Journal of Psychology of Education - EJPE》1999,14(2):245-265
Computer-based multimedia learning environments make it possible to present interactive animated pictures, which can be manipulated for active exploratory learning and which allow the dynamic behavior of complex subject matter to be displayed. Due to the large range of possibilities for exploratory interaction, such learning environments seem well suited for co-operative learning in which different learners analyse the presented subject matter from different perspectives. This paper first describes a theoretical framework for learning from texts and pictures together with an analysis of possible effects of animation and interactivity on knowledge acquisition. It then presents two empirical studies in which knowledge acquisition from interactive animated pictures was compared with knowledge acquisition from static pictures under the conditions of individual learning (Study I) and of cooperative learning (Study II). In Study I, learning with interactive animated pictures resulted in a superior encoding of detail information, but did not facilitate performance of mental simulation tasks. In Study II, learning with interactive animated pictures resulted both in inferior encoding of detail information and poorer results in mental simulations. These findings and the analysis of discourse protocols of subjects’ co-operation suggest that exploratory learning with interactive animated pictures is associated with extraneous cognitive load and that this load can be further increased by the co-ordination demands of co-operative learning. Although animated pictures may provide external support for mental simulations, they do not appear to be generally beneficial for learning, because they can prevent individuals from performing relevant cognitive processes. 相似文献
12.
Managing cognitive load in educational multi-user virtual environments: reflection on design practice 总被引：1，自引：0，他引：1
Brian C. Nelson Benjamin E. Erlandson 《Educational technology research and development : ETR & D》2008,56(5-6):619-641
In this paper, we explore how the application of multimedia design principles may inform the development of educational multi-user virtual environments (MUVEs). We look at design principles that have been shown to help learners manage cognitive load within multimedia environments and conduct a conjectural analysis of the extent to which such principles can help manage cognitive load in the highly immersive “beyond multimedia” environments that 3-D educational MUVEs represent. We frame our discussion as a design practice analysis of the River City MUVE, a science inquiry environment that has middle school students collaborating to develop and test hypotheses regarding illnesses sweeping a virtual town. We analyze the current River City interface design using a framework describing cognitive overload scenarios and associated approaches to manage cognitive load. We also discuss the potential difficulties that may be seen as multimedia principles are applied to 3-D MUVEs. Our discussion describes a blueprint for research implementations that we are undertaking to systematically investigate the effect of an educational MUVE interface design based on multimedia principles—implementations that we hope will provide an action framework for other MUVE researchers to use in their own studies. 相似文献
13.
The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed. 相似文献
14.
Tim N. Höffler Helmut Prechtl Claudia Nerdel 《Learning and individual differences》2010,20(5):479-483
In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference. 相似文献
15.
《Learning and Instruction》2006,16(3):183-198
Multiple (external) representations can provide unique benefits when people are learning complex new ideas. Unfortunately, many studies have shown this promise is not always achieved. The DeFT (Design, Functions, Tasks) framework for learning with multiple representations integrates research on learning, the cognitive science of representation and constructivist theories of education. It proposes that the effectiveness of multiple representations can best be understood by considering three fundamental aspects of learning: the design parameters that are unique to learning with multiple representations; the functions that multiple representations serve in supporting learning and the cognitive tasks that must be undertaken by a learner interacting with multiple representations. The utility of this framework is proposed to be in identifying a broad range of factors that influence learning, reconciling inconsistent experimental findings, revealing under-explored areas of multi-representational research and pointing forward to potential design heuristics for learning with multiple representations. 相似文献
16.
ABSTRACTBackground and Context: The use of block-based programming environments is purported to be a good way to gently introduce novice computer programmers to computer programming. A small, but growing body of research examines the differences between block-based and text-based programming environments.Objective: Thus, the purpose of this study was to examine the overall effect of block-based versus text-based programming environments on both cognitive and affective student learning outcomes.Method: Five academic databases were searched to identify literature meeting our inclusion criteria and resulted in 13 publications with 52 effect size comparisons on both cognitive and affective outcomes.Findings: We found small effect size (g = 0.245; p = .137; with a 95% confidence interval of ?0.078 to 0.567) in favor of block-based programming environments on cognitive outcomes, and a trivial effect size (g = 0.195, p = .429; with a 95% confidence interval of ?0.289 to 0.678) on affective outcomes. Both effect size calculations were statistically insignificant using random effects models. The effect sizes were examined for moderating effects by education level, learning environment, and study duration. Some evidence of publication bias was detected in these data.Implications: More research is needed to examine the utility and efficacy of block-based programming environments for novice programmers. Future studies should account for hybrid programming environments using novel research methods. 相似文献
17.
Genevieve Marie Johnson 《Interactive Learning Environments》2013,21(3):298-308
In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments. 相似文献
18.
Liz Falconer 《Interactive Learning Environments》2013,21(2):117-129
Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and populate the resource and from early pilots with student users is discussed. A particular focus for the discussion is the problem faced by sufferers of autism spectrum disorder, brain damage, and other cognitive disabilities that affect the comprehension of metaphor. Research that demonstrates that autistic tendencies also exist in members of the general population is also discussed as an important consideration in learning environment design. The paper concludes that there appears to be evidence that many people in the general population have traits associated with autism spectrum disorder that are likely to affect their engagement with online learning. This variation in approaches to learning strongly suggests that one single online environment is unlikely to facilitate learning equally in all students. Currently most learning sites and commercial and open source virtual learning environments offer some facility for customization of the interface, but no opportunity for students to choose from a range of environments in which to study. This paper argues that the creation of multiple learning environments which overlay the same learning content is a priority if we are to optimize the experience for the greatest number of learners and avoid exclusion due to disability or learning preferences. 相似文献
19.
Tina Seidel 《Learning Environments Research》2006,9(3):253-271
This study explored the role of student characteristics in studying micro teaching–learning environments. The overarching hypothesis is that teachers teach differently to micro environments in their classrooms. This study is the first of a series exploring the following four questions: (1) What student profiles are identified at the beginning of a school year with respect to cognitive and motivational-affective factors? (2) How do students with different profiles perceive conditions in their learning environment? (3) To what degree do classrooms differ in the composition of student profiles? (4) What are possible consequences for examining micro teaching–learning environments? The study investigated 82 randomly selected high school science classrooms. Student characteristics were assessed at the beginning of the school year. After a video taped teaching unit, students were asked to rate the degree to which they experienced learning conditions as supportive. Latent class analysis (LCA) showed five distinct student profiles that varied along cognitive and motivational-affective dimensions. Multilevel analyses showed effects of student profiles assessed at the beginning of the school year on the students’ perception of learning conditions in a teaching unit 4 months later. To illustrate consequences for examining micro teaching–learning environments, student profiles were linked to video examples. The examples point to the special value of LCA in studying micro teaching–learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment. 相似文献
20.
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed. 相似文献