Digital game elements,user experience and learning: A conceptual framework     

Andreas Alexiou  Michaéla C. Schippers 《Education and Information Technologies》2018,23(6):2545-2567

The primary aim of this paper is to identify and theoretically validate the relationships between core game design elements and mechanics, user motivation and engagement and consequently learning. Additionally, it tries to highlight the moderating role of player personality traits on learning outcomes and acceptance and suggest ways to incorporate them in the game design process. To that end, it outlines the role of narrative, aesthetics and core game mechanics in facilitating higher learning outcomes through intrinsic motivation and engagement. At the same time, it discusses how player goal orientation, openness to experience, conscientiousness, sensation seeking and need for cognition influence the translation of the gameplay experience into valuable learning outcomes and user acceptance of the technology.  相似文献   

Aggregating concept map data to investigate the knowledge of beginning CS students     

Andreas Mühling 《Computer Science Education》2016,26(2-3):176-191

Concept maps have a long history in educational settings as a tool for teaching, learning, and assessing. As an assessment tool, they are predominantly used to extract the structural configuration of learners’ knowledge. This article presents an investigation of the knowledge structures of a large group of beginning CS students. The investigation is based on a method that collects, aggregates, and automatically analyzes the concept maps of a group of learners as a whole, to identify common structural configurations and differences in the learners’ knowledge. It shows that those students who have attended CS education in their secondary school life have, on average, configured their knowledge about typical core CS/OOP concepts differently. Also, artifacts of their particular CS curriculum are visible in their externalized knowledge. The data structures and analysis methods necessary for working with concept landscapes have been implemented as a GNU R package that is freely available.  相似文献   

Stress and Resources in Vocational Problem Solving     

Tobias Kärner  Nina Minkley  Andreas Rausch  Thomas Schley  Detlef Sembill 《Vocations and Learning》2018,11(3):365-398

By adapting the job demands-resources model of Demerouti et al. Journal of Applied Psychology, 86(3), 499–512, (2001) to vocational problem-solving situations, we aimed to investigate how, and to what extent, problem-solving demands and personal resources affect stress responses and task interest. Therefore, we used a problem-solving task from the business administration domain in a computer-based office simulation. We assigned 58 participants into two groups. The treatment group worked on the problem scenario, whereas the control group was instructed to inspect the computer-based scenario and to check the software’s usability without solving the problem. Problem-solving demands, perceived stress, task interest, cardiovascular parameters, and cortisol concentration were assessed before, during and after the task at several time points. The vocational problem-solving task was associated with perceived time pressure, uncertainty, mental effort, task difficulty, and perceived stress. In addition, we found higher heart rate and cortisol concentration and lower heart rate variability values in the treatment group (compared to the control group) at the end of the task. Furthermore, we found that content knowledge buffers the impact of problem-solving demands on stress responses and it maintains task interest under high mental effort. Overall, we found evidence that vocational problem-solving activities bear stress-evoking potential and personal resources may provide buffering and maintaining functions.  相似文献   

Seeing education through the prism of PISA          下载免费PDF全文

Andreas Schleicher 《European Journal of Education》2017,52(2):124-130

International comparisons are never easy and they are not perfect. But PISA shows what is possible in education and it helps countries to see themselves in the mirror of student performance and educational possibilities in other countries. This article summarises key policy insights from PISA. It highlights how excellence and improving equity need not be conflicting policy objectives, but that they tend to be jointly achieved only when deliberate policies are in place that match resources with needs and when stratification and grade repetition are contained. The article also shows how a number of countries have been able to raise learning outcomes and moderate the impact of social background in the last decade and highlights some of the policies and practices that characterise these countries.  相似文献   

Mandatory criteria for the application of variability-based parameters of fluid responsiveness: a prospective study in different groups of ICU patients     

Wolfgang Huber  Uli Mayr  Andreas Umgelter  Michael Franzen  Wolfgang Reindl  Roland M. Schmid  Florian Eckel 《Journal of Zhejiang University. Science. B》2018,19(7):515-524

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Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge     

Sophie Kirschner  Andreas Borowski  Hans E. Fischer  Julie Gess-Newsome  Claudia von Aufschnaiter 《International Journal of Science Education》2016,38(8):1343-1372

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A critical review of 13 years of mobile game-based learning     

Filippos Giannakas  Georgios Kambourakis  Andreas Papasalouros  Stefanos Gritzalis 《Educational technology research and development : ETR & D》2018,66(2):341-384

With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues involved in designing mGBL learning strategies, as well as to bring to the foreground important issues pertaining to mobile and context-aware ubiquitous GBL, the work at hand conducts a comprehensive survey of this particular area. Specifically, it introduces and applies a six-dimensional framework consisted of Spatio-temporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy, with the aim of scrutinizing the contributions in the field of mGBL published from 2004 to 2016. It was found that the transition to mGBL presents several difficulties, and therefore cannot be conceived as a simple and quick modification of existing GBL solutions. In this respect, this work is anticipated to foster the development of well-designed solutions that are intensive not only in their technological aspect, but in pedagogical qualities as well.  相似文献   

Blended learning and pure e-learning concepts for information retrieval: experiences and future directions     

Andreas Henrich  Stefanie Sieber 《Information Retrieval》2009,12(2):117-147

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Securing quality and equity in education: Lessons from PISA   总被引：2，自引：0，他引：2  

Andreas Schleicher 《Prospects》2009,39(3):251-263

Results from PISA show that strong educational performance, and indeed significant improvement over short periods of time, is possible. Whether in Asia (e.g., Japan and Korea), in Europe (e.g., Finland) or in North America (Canada), many countries display strong overall learning outcomes; equally important, they show that poor performance in school does not automatically follow from a disadvantaged socio-economic background. Furthermore, some countries show that educational success can become consistent and predictable, with very little variation in performance across schools. These countries set the goals to which others can aspire. This article sets out some of the key policy levers that are associated with high levels of quality in students’ learning outcomes as well as an equitable distribution of learning opportunities as measured by PISA.  相似文献   

Aggregate unemployment decreases individual returns to education     

Andreas Ammermueller  Anja Kuckulenz  Thomas Zwick 《Economics of Education Review》2009

Aggregate unemployment may affect individual returns to education through qualification-specific responses in participation and wage bargaining. This paper shows that an increase in regional unemployment by 1% decreases returns to education by 0.005 percentage points. This implies that higher skilled employees are better sheltered from labour market changes with respect to their jobs but they encounter larger wage changes than less skilled employees. We use representative individual data and panel variation in unemployment between German regions and employee groups. We demonstrate that our results are robust with respect to aggregation bias, time lags and potential endogeneity of the unemployment variable.  相似文献