Student use of animated pedagogical agents in a middle school science inquiry program     

Catherine D. D. Bowman 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):359-375

Animated pedagogical agents (APAs) have the potential to provide one‐on‐one, just‐in‐time instruction, guidance or mentoring in classrooms where such individualized human interactions may be infeasible. Much current APA research focuses on a wide range of design variables tested with small samples or in laboratory settings, while overlooking important practical issues relating to large‐scale, school‐based implementations. The present study provides an early step in addressing this gap by investigating the patterns, affordances and challenges of sustained classroom use of APAs. During a 15‐class‐period science curriculum, middle school students in the treatment groups (n_{Dr C‐1} = 191; n_{Dr C‐2} = 181) had uninterrupted classroom access to one of the two APAs, while control group students (n = 149) completed the same curriculum without APA access. Usage patterns indicate that students accessed the APAs on a fluctuating, “as needed,” basis corresponding to the introductory, information‐gathering, and synthesis and reporting segments of the curriculum. Survey results revealed no statistically significant difference in student feelings toward the APAs between the two treatments. While treatment students reported that the APAs were unique, reliable, timely resources, interviews indicate little difference between their experiences with the curriculum and those of the control group. Results presented here provide guidance for researchers and practitioners.  相似文献   

Through the Looking Glass (Self): The Impact of Wearable Technology on Perceptions of Face-to-Face Interaction     

Nicholas Bowman  Jaime Banks  David Westerman 《Communication Research Reports》2016,33(4):332-340

Advancements in wearable technology have allowed for extradyadic social cues to be inserted directly (albeit conspicuously) into face-to-face interactions. The current study simulated a fictitious “Looking Glass” program that (a) autodetects (via facial recognition) one’s partner and (b) displays that person’s last 12 social media posts on a pair of Google Glass. In a randomized case/control experiment, nonwearers were more likely to perceive Glass wearers as physically attractive and socioemotionally close, while feeling lower self-esteem and having higher mental and physical demand with the conversation. Open-ended data suggested Glass wearers to be less attentive to the conversation, and Glass-present conversations were less on topic. These data, while preliminary and based on a small sample of users, hold implications for future application and research on cyborgic face-to-face interactions.  相似文献   

An economist's approach to education     

Mary Jean Bowman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(2):160-178

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“Reframing:” A tool for the school psychologist     

Phyllis Bowman  Miriam Goldberg 《Psychology in the schools》1983,20(2):210-214

Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting.  相似文献   

Mentoring is performance improvement     

Margo Murray 《Performance Improvement》1998,37(2):35-39

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Issues in generalization: Implications for special education     

Thomas E. Scruggs  Margo A. Mastropieri 《Psychology in the schools》1984,21(3):397-403

Cognitive and behavioral theories in psychology have failed to explain adequately the commonly reported failures in generalization exhibited by mentally retarded populations. This article provides background on generalization as viewed by behavior and cognitive psychologists, describes the failures to facilitate generalization, and offers an alternative explanation of such failures. This explanation describes the generalization process in terms of individual capacity for analogical reasoning.  相似文献   

The toke economy system     

Robert Bowman 《Performance Improvement》1980,19(1):51-52

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Modular instruction     

Margo Hicks 《Performance Improvement》1977,16(2):16-16

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Differential effects of candy,social, and token rewards on the IQ scores of children of above average intelligence     

Joy Moore Clingman  Stephen M. Auerbach  Philip C. Bowman  John M. Parrish 《Psychology in the schools》1977,14(1):95-98

The present study investigated the effects of candy, social, and token rewards on the IQ scores of children of above average intelligence. The results showed that IQ scores increased considerably as a function of token rewards. Social rewards produced only minor changes, and candy rewards produced none.  相似文献   

Energizing employees with mentoring: They keep staying,and staying,and staying…     

Margo Murray 《Performance Improvement》2001,40(3):34-38

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