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1.
This study used a large-scale cluster randomized longitudinal experiment (N = 719; 35 schools) to investigate the effects of online mathematics mini-games on primary school students’ multiplicative reasoning ability. The experiment included four conditions: playing at school, integrated in a lesson (Eschool), playing at home without attention at school (Ehome), playing at home with debriefing at school (Ehome-school) and, in the control group, playing at school mini-games on other mathematics topics (C). The mini-games were played in Grade 2 and Grade 3 (32 mini-games in total). Using tests at the end of each grade, effects on three aspects of multiplicative reasoning ability were measured: knowledge of multiplicative number facts, skills in multiplicative operations, and insight in multiplicative number relations and properties of multiplicative operations. Through path analyses it was found that the mini-games were most effective in the Ehome-school condition, where both students’ skills and their insight were positively affected as compared to the control group (significant ds ranging from 0.22 to 0.29). In the Eschool condition, an effect was only found for insight in Grade 2 (d = 0.35), while in the Ehome condition no significant effects were found. Students’ gameplay behavior (time and effort put in the games) was in some cases, but not always, related to their learning outcomes.  相似文献   

2.
The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.  相似文献   

3.
This study investigated whether active learning within computer‐based training courses can be measured and whether it serves as a predictor of learner‐perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time‐based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner‐perceived course quality, resulted in a correlation coefficient of .83 (r2=.69) and a p‐value <.0001. These results suggest a framework for quantifying the active learning components in computer‐based training courses and guiding the work of instructional designers toward higher‐quality courses.  相似文献   

4.
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students’ mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth‐grade algebra and geometry course placements are academically selective, but considerable between‐school variation exists in students’ odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.  相似文献   

5.
The professional behavior of future doctors is increasingly important in medical education. One of the first subjects in the curriculum to address this issue is gross anatomy. The Tuebingen Medical Faculty implemented a learning portfolio and a seminar on medical professionalism during the dissection course. The aims of this research project are to get an overview of how students form a professional identity in the dissection course and to compare the content of both their oral and written reflections on the course. A qualitative analysis was conducted of the oral and written reflections on the dissection laboratory experience. This study was conducted during winter term 2013/2014 with a cohort of 163 participants in the regular dissection course. Written reflection texts (from n = 96 students) and audio recordings from four oral reflection seminar discussions (with n = 11 students) were transcribed and deductively categorized with Mayring’s qualitative content analysis method. Both qualitative analyses show that students reflected on many topics relevant to professional development, including empathy, respect, altruism, compassion, teamwork, and self-regulation. Quantitative analysis reveals that students who attended the oral reflection wrote significantly more in their written reflection than students who did not. There is, however, no difference in the reflection categories. Reflection content from students corresponds with categories derived from existing competency frameworks. Both the seminar (oral reflections) and the learning portfolio (written reflections) present excellent opportunities to foster professional development during anatomy education; the key is using them in conjunction with the dissection course.  相似文献   

6.
ABSTRACT

This study was to investigate the role of students’ game self-efficacy in their game performance as well as in their visual behavior distributions and transfer patterns during their gameplay. A total of 48 university students were recruited for participating in a gameplaying task while wearing with an ASL Mobile Eye eye-tracker. After the gameplay, each participant was asked to report their self-efficacy of the gameplay. Based on the self-reported game self-efficacy (GSE) score, the participants were divided into the higher and lower GSE groups. Independent t tests were used to compare their game performances and eye-tracking indices for each area of interest. A lag sequential analysis was used to profile the visual transfer pattern for each group. The results showed that the higher GSE group had better performances than the lower GSE group. During the gameplay, the higher GSE students tended to pay more attention to the critical information for a successful play. In addition, the lag sequential analyses revealed different visual transfer patterns for the two GSE groups. The higher GSE group tended to show a critical-factor-centralized visual-trasfer pattern which demonstrated more planning and monitoring gameplaying strategies; while the lower GSE students, probably lacking the self-confidence of gameplaying, tended to pay more attention to the remaining time for the game.This study may provide suggestions for future game-based leraning system designs.  相似文献   

7.
Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
Pamela GreenEmail:
Theodore Frick   is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha   is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson   is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang   is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green   is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research.  相似文献   

8.
This paper describes the development and evaluation of an interactive, narrative-based, multimedia game to promote learning and communication about sexual violence and health topics. High school-aged participants created the game concept in a three-week workshop, after which assets were assembled and refined by a university-based game design lab. The outcome, Lucidity, was a multimedia game with a nonlinear narrative that led to two different outcomes based on player decisions. The narrative followed the life of one character, an African American woman named Zaria who remembers and grapples with a sexual assault from her past. The player discovers parts of the story by reading comics, watching videos, navigating interactive websites and playing short videogames. The final evaluation consisted of gameplay, a post-game focus group and follow-up interviews. Twenty-four young people participated in three focus group discussions (n = 9, n = 5, n = 10); 23 participated in the follow-up interviews. Salient themes identified in the focus group discussions included: overall approval of the game, the acquisition of new knowledge and minimal past exposure to conversations or education about sexual violence. At follow-up, almost all (n = 22) had initiated a conversation about sexual violence with a parent, peer and/or teacher. Lucidity succeeded in engaging young people and facilitating communication with adults and peers regarding sexual violence and other sexual health topics. Ultimately, a game-based intervention such as this represents a feasible approach for introducing issues of sexual violence, with potential for future implementation in educational settings.  相似文献   

9.
The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance.  相似文献   

10.
Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning.  相似文献   

11.
Portfolios are an assessment tool that help frame expectations of personal professional learning about teaching in higher education, a key dimension of academic practice. In this paper, we review our experiences in both supporting academic colleagues to develop a teaching portfolio, and in their assessment. We argue that the authenticity of the account offered is key: participants should aspire to render an authentic account of themselves, their context, actions and their professional stance. Likewise, assessors need to verify that an account is authentic. We posit five signifiers of authenticity: biographical/professional context; practice development and experience of practice; integration of core concepts and key ideas from the literature, especially evaluation and conceptions of teaching; purpose and values in continuing professional learning (CPL); coherence of writing, vocabulary used, writing style, etc. These are intended to help course leaders and conveners of CPL activities to articulate what it is that is being sought from participants, and hence clarify expectations for both participants doing the learning and for disciplinary colleagues assisting with the assessment.  相似文献   

12.
Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. Science, 255, 556–559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2 × 2 factorial design with the factors adaptation (present or absent) and control over task-selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task-selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement.  相似文献   

13.
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’ attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course (n = 72) and a comparison course (n = 26). Data collection included: researchers’ observations, instructors’ reflections, and teacher candidates’ feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.  相似文献   

14.
A co-evolutionary model for supporting the emergence of authenticity   总被引：2，自引：0，他引：2  
The purpose of this study was to share our experiences using emerging technologies to create an authentic learning context where preservice teachers at a university and practicing K-12 teachers collaborate in the conduct of real-world (as opposed to textbook) tasks. In this paper, we demonstrate and evaluate the design of professional development that involved a partnership between two universities and eight surrounding K-12 schools. This partnership provides the foundation for supporting a learning community of preservice and practicing teachers that situates in collaborative practices that are both authentic and valuable to all involved. Specifically, we studied how issues of ownership, power, authenticity, and collaboration contribute to students' successes and the success of the program through four case studies. We also explored how asynchronous conferencing tools might be used to facilitate communication across geographic and chronological boundaries, breaking down traditional barriers to distributed communities of practice and making possible the creation of a co-evolutionary model for supporting the emergence of a context that was authentic to both preservice and in-service teachers. In contrast to claims that suggest authenticity for an individual can be prescribed to a learner by the instructor, we deny the legitimacy of preauthentication. Instead, an assumption underlying this research is that authenticity is an emergent process that is actualized through individuals' participation in tasks and practices of value to themselves and to a community of practice. The co-evolutionary model for supporting the emergence of authenticity described in this study provides a means of overcoming some of the challenges associated with simulation and participation models for establishing authentic learning experiences.  相似文献   

15.
Eighty‐seven preservice teachers, some of whom had preschool teaching experience, were randomly assigned to an intervention that included training in breathing awareness meditation infused with social‐emotional learning (n = 43) or a control group that received training in (n = 44) in breathing awareness meditation only. Both groups showed an increase in mindfulness from pre‐ to posttest. However, as expected, dimensions of emotional competence improved more significantly for preservice teachers in the intervention group. Increases were also greater for participants with teaching experience. Both groups also increased in the belief that classroom misbehavior would result in negative cognitive and social costs to children, but a larger increase was observed for the intervention group. Implications for teacher preparation are discussed.  相似文献   

16.
A constructivist learning paradigm emphasises authenticity as a required condition for learning. However, the design of an online learning environment is ultimately separate from learners’ real-life environments, it is inevitably challenging to make online learning authentic. In this article, the author aims to propose an alternative way of conceptualizing online learning and its boundaries, based on a double-layered Community of Practice model as a means to facilitate authentically constructivist online learning. The model conceptualizes online learning as interlinked processes of participation and socialization in multiple communities across online- and offline-“layers” of learners’ lives. The model guides online course designers in expanding the perceived boundaries of the course environments they design to include learners’ offline learning contexts. Instead of having an exclusive focus on providing learners with constructivist learning opportunities within a non-authentic course environment, the model suggests helping learners to engage in more personalized social learning activities situated in their everyday lives. The paper presents data from a series of case studies drawn from the author’s work that has examined students’ learning experiences in different kinds of online courses, unpacking and answering the central question of what authentically constructivist online learning looks like in each case. With a more holistic conceptualization of online learning, which recognizes and supports online learners’ simultaneous presence across internal and external communities, instructional designers may be able to facilitate learners’ more authentically constructivist learning experiences.  相似文献   

17.
Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.  相似文献   

18.
The demand for upper-level undergraduate dissection-based anatomy courses is growing, as professional programs require more advanced anatomy training prior to matriculation. To address this need, Indiana University School of Medicine (IUSM) partnered with Indiana University-Purdue University Indianapolis—a large, urban, life science-focused campus nearby to IUSM—to offer an undergraduate, dissection-based course in regional gross anatomy. Because this is a new course, a deeper post-course evaluation of student perceptions was conducted using Q methodology. In this study, Q methodology was used to evaluate student views of the overall course structure, pre-laboratory materials and activities, assessments, and quality of instruction. Of the 15 students in the spring semester 2018 cohort, 80% (n = 12) participated in the evaluation, and 10 of those students followed up with written explanations for their rationale in selecting the four statements with which they most strongly agreed and disagreed. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n = 6), Traditional Students (n = 3), and Inspired Learners (n = 3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self-directed learning and that the pre-laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre-laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming. This study demonstrates the utility of Q methodology to evaluate courses to elucidate student perspectives and inform future course modifications.  相似文献   

19.
This study examines how 31 middle-school children conducted multimodal analyses of video games. Over four consecutive days, students played video games for 30 minutes and then wrote written reflections about the multimodal symbols within the game and how these symbols influenced their interpretation and decision-making processes during gameplay. Students produced 124 reflections in total, which were analysed via template analysis to determine how children metacognitively reflected on different types of multimodal symbols and used those symbols to comprehend the games and make decisions. Results illustrate how students engaged in metacognitive semantic and syntactic processes with a variety of multimodal symbols, such as written language, dynamic visuals and abstract symbols, during gameplay that aided their understanding of the games and influenced their decisions. This study contributes to the limited empirical research on video game literacies and illustrates children's meaning-making processes while engaged with video games as multimodal interactive texts.  相似文献   

20.
The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.  相似文献   

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