More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献   

Measuring Habituation in Infants: An Approach Using Regression Analysis   总被引：1，自引：0，他引：1  

Daniel H. Ashmead  DeFord L. Davis 《Child development》1996,67(6):2677-2690

The effectiveness of different habituation criteria was examined by means of computer simulations. A criterion based on fitting a second-order polynomial regression function to the looking time data was described. This criterion produced more accurate estimation of looking times as well as higher experimental power for detecting novelty effects, compared to the traditional windowed running average criterion or to a criterion based on linear regression. The polynomial regression approach probably has this advantage because it utilizes all of the available looking time data, rather than just the data in the current windowed average, and because it is sensitive to nonlinear trends in looking time. This new habituation criterion is easy to implement on a laboratory computer, and it should increase session lengths by no more than one trial or so, compared to windowed average criteria. With regard to test-retest reliability, all of the habituation criteria that were evaluated appear to have low reliability on average, with high sample-to-sample variability. These undesirable reliability characteristics are attributable to the high variability of infants' attentional behavior.  相似文献   

Ethics of Engagement: User-Centered Design and Rhetorical Methodology     

Michael J. Salvo 《Technical Communication Quarterly》2001,10(3):273-290

This article explores the shift from observation of users to participation with users, describing and investigating three examples of user-centered design practice in order to consider the new ethical demands being made of technical communicators. Pelle Ehn's participatory design method, Roger Whitehouse's design of tactile signage for blind users, and the design of an online writing program are explored for the creation of a dialogic design ethic. The development of effective collaborative design methods requires meaningful communication between users and designers, and dialogic ethics can guide the development of effective and humane technological design methods.  相似文献   

设计专题学习网站开展高中语文自主学习     

廖晨星 《中国教育技术装备》2004,(6):8-11

介绍了高中语文专题学习网站《鸿门宴》的设计与应用策略。在实践中，采取学习动机激励、学法指导、个剐辅导、过程调控、评价指导等策略指导学习，得出的结论是开发与使用专题学习网站能有效地促进高中生语文自主学习能力的发展，能进一步提高学生的语文素养。  相似文献   

How to structure online discussions for meaningful discourse: a case study   总被引：3，自引：0，他引：3  

Patricia K. Gilbert  Nada Dabbagh 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):5-18

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Reporting effect size estimates in school psychology research     

Martin A. Volker 《Psychology in the schools》2006,43(6):653-672

This article reviews the arguments for reporting effect size estimates as part of the statistical results in empirical studies. Following this review, formulas are presented for the calculation of major mean‐difference and association‐based effect size measures for t tests, one‐way ANOVA, zero order correlation, simple regression, multiple regression, and chi‐square. The emphasis is on the presentation formulas that make the calculation of effect size measures as easy as possible. In most cases, the formula components are readily available and easily recognizable on the output from most major statistical software. Examples of effect size reporting with guidelines for design and analytic variations are provided. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 653–672, 2006.  相似文献   

Confirmation of precounselling expectations: Does expectation valence moderate changes in state anxiety?     

Hamish J. Mcleod  Frank P. Deane 《International journal for the advancement of counseling》1994,17(2):139-147

Despite considerable research attention, it remains unclear whether failing to meet clients' precounselling expectations causes increases in state anxiety. Empirical support for such a relationship is equivocal and it has been suggested that the treatment of expectations as a unitary construct and a lack of theory have given rise to this situation. The present study measured pre- and post-session expectations and anxiety in a sample of clients attending a university counselling service. The Expectations About Counselling questionnaire (EAC) and State-Trait Anxiety Inventory — Form Y (STAI-Y) were used as dependent measures. Self-Regulation theory and the Attentional Bias model of anxiety provided a theoretical framework from which the experimental hypothesis was drawn. Affective valence of expectations (positive vs. negative) was assessed as well as whether confirmation or disconfirmation occurred. As predicted, the results failed to support a main effect for disconfirmation on elevations in state anxiety, but the moderating effect of expectation valence was observed. The theoretical and methodological implications of the results are briefly discussed.  相似文献   

Pre-service teachers' use of problem-solving in primary science     

MS. Christine Chin  DRS. Ngoh-Khang Goh  Lian-Sai Chia  Kam-Wah Lucille Lee  DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50

The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes part of the science curriculum, as teaching behaviour influences student learning outcomes. Specializations: science eeducation Specializations: educational measurement, research methodology.  相似文献   

An approach through the looking-glass     

Wayne A. Hershberger 《Learning & behavior》1986,14(4):443-451

Forty food-deprived cockerel chicks were tested individually in a straight runway containing a familiar food cup that moved when the chicks moved. The food cup always moved in the same direction as the chick: For 20 experimental chicks it moved twice as far as the chick; for 20 control chicks it moved half as far. In Lewis Carroll’s (1898/1926) picturesque terminology, the experimental chicks were tested in Alice’s “room through the looking-glass,” in which, in order to approach the food cup, they had to “walk the other way.” Although the control chicks performed well, the experimental chicks evinced the runway behavior that characterizes positive feedback: They persistently chased the food cup away. This means that the spatial polarity of visual feedback is critical and implies that an ordinary approach response is but an automatic (closed-loop) realization of an intended visual perception.  相似文献   

WeAre amused     

Roger A. Fischer 《Academic Questions》1992,6(1):8-9

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