Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations     

Makransky  Guido  Mayer  Richard  Nøremølle  Anne  Cordoba  Ainara Lopez  Wandall  Jakob  Bonde  Mads 《Educational technology research and development : ETR & D》2020,68(1):293-317

Educational technology research and development - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop...  相似文献   

A model for optimizing step size of learning tasks in competency-based multimedia practicals     

Rob J. Nadolski  Paul A. Kirschner  Jeroen J. G. van Merriënboer  Hans G. K. Hummel 《Educational technology research and development : ETR & D》2001,49(3):87-101

Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law.  相似文献   

“Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses     

Mari Murtonen  Erkki Olkinuora  P?ivi Tynj?l?  Erno Lehtinen 《Higher Education》2008,56(5):599-612

This study explored university students’ views of whether they will need research skills in their future work in relation to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who were not sure whether they would need these skills. The students, who considered research skills important for their future work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations are related to expectations about future work. For instruction, this means that if we were somehow able to change students’ experiences and orientations towards research into a more positive direction, students might be better prepared for their future work.  相似文献   

Numerical estimation in adults with and without developmental dyscalculia     

Sandrine Mejias  Jacques Grégoire  Marie-Pascale Noël 《Learning and individual differences》2012,22(1):164-170

It has been hypothesized that developmental dyscalculia (DD) is either due to a defect of the approximate number system (ANS) or to an impaired access between that system and symbolic numbers. Several studies have tested these two hypotheses in children with DD but none has dealt with adults who had experienced DD as children.This study aimed to compare these two hypotheses in an adult population in order to investigate which deficits still persist at that age. To that aim, numerical estimation tasks were given to adults who had or had not experienced DD as a child. Three of the estimation tasks required a mapping between the ANS and symbolic numbers: participants had to estimate the number of same or different-sized dots presented by producing the corresponding Arabic number or, conversely, to produce the number of dots corresponding to a presented Arabic number. A fourth task did not require any processing of symbolic numbers; participants had to produce a collection of dots of the same numerosity as another one previously presented.Consistently, in all the four numerical tasks and irrespective of whether the tasks used symbolic numbers or not, the estimates of DD participants were less accurate than those of the control participants. These results indicate that adults who had experienced DD as children continue to demonstrate a less precise magnitude representation.  相似文献