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Martina Lucht Steffi Heidig 《Educational technology research and development : ETR & D》2013,61(5):767-792
This article describes HOPSCOTCH, a design concept for an exer-learning game to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to support the acquisition of factual knowledge. HOPSCOTCH is based on the popular playground game in which a course is drawn on the pavement with numbers that indicate the course to be hopped. In two exploratory studies at a German elementary school, we investigated the potential of HOPSCOTCH to engage students, as well as to facilitate the acquisition of factual knowledge (English vocabulary) and to improve the attitudes of students towards learning English as a second language. The results of these studies indicated that the students remembered and correctly spelled about the same number of new vocabulary words after learning with HOPSCOTCH as they did after a teacher-centred lesson. Importantly however, the students enjoyed playing this exer-learning game very much and they reported better attitudes towards studying English after learning vocabulary with HOPSCOTCH compared to a teacher-centred lesson. These encouraging first results support the assumption that HOPSCOTCH as a design concept may have the potential to actively engage players in learning activities leading to a virtuous circle of reduced low level disruption and self-exclusion, increased assimilation of knowledge and greater engagement in lessons to the benefit of the whole class, not just the better-motivated individual. As such we suggest that exer-learning games could serve as additional classroom control and teaching aids in schools. 相似文献
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Spatial task solving on tablets: analysing mental and physical rotation processes of 12–13-year olds
Wetzel Stefanie Bertel Sven Montag Michael Zander Steffi 《Educational technology research and development : ETR & D》2020,68(1):363-381
Educational technology research and development - Spatial skill assessment and training are promising fields of application for tablets, as touch-based interaction can prime and support mental... 相似文献
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Steffi L. Colyer Keith A. Stokes James L. J. Bilzon Danny Holdcroft 《Journal of sports sciences》2018,36(17):1930-1936
Athletes initiating skeleton runs differ in the number of steps taken before loading the sled. We aimed to understand how experimentally modifying loading distance influenced sled velocity and overall start performance. Ten athletes (five elite, five talent; 67% of all national athletes) underwent two to four sessions, consisting of two dry-land push-starts in each of three conditions (preferred, long and short loading distances). A magnet encoder on the sled wheel provided velocity profiles and the overall performance measure (sled acceleration index). Longer pre-load distances (12% average increase from preferred to long distances) were related to higher pre-load velocity (r = 0.94), but lower load effectiveness (r = ?0.75; average reduction 29%). Performance evaluations across conditions revealed that elite athletes’ preferred distance push-starts were typically superior to the other conditions. Short loading distances were generally detrimental, whereas pushing the sled further improved some talent-squad athletes’ performance. Thus, an important trade-off between generating high pre-load velocity and loading effectively was revealed, which coaches should consider when encouraging athletes to load later. This novel intervention study conducted within a real-world training setting has demonstrated the scope to enhance push-start performance by altering loading distance, particularly in developing athletes with less extensive training experience. 相似文献
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De Almeida Maia Denise Pohl Steffi Okuda Paola Matiko Martins Liu Ting Puglisi Marina Leite Ploubidis George Eid Michael Cogo-Moreira Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239
Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important... 相似文献
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Claudia Schrader Maria Reichelt Steffi Zander 《Educational technology research and development : ETR & D》2018,66(6):1387-1397
By focusing on the personalization principle, the present study investigates whether two different language presentation formats of a multimedia presentation influence students’ learning outcome and how individual interest towards the learning material moderates this impact. German students (N?=?104) were randomly assigned to either a conversational or a formal language format of the multimedia presentation that taught Gestalt Laws. The results of this study showed that there were more positive effects on the learning performance in the conversational presentation format than the formal language format. This was, therefore, an indication of the effects of personalization. Furthermore, individual interest is a significant predictor for learning in this study. By testing different percentiles of individual interest, the findings showed that students with intermediate interest were affected by the format of language style. In contrast, learning results of students with the very lowest and very highest individual interest were not affected by different language styles. These results underline the necessity to take into account individual motivational prerequisites when designing multimedia learning environments. 相似文献
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Kerstin Haberkorn Kathrin Lockl Steffi Pohl Susanne Ebert Sabine Weinert 《Metacognition and Learning》2014,9(3):239-263
In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children’s knowledge about mental processes and strategies in early elementary school aiming to extend findings on the respective age period. Therefore, at first, a new test that can be administered in group settings and that assesses a broad concept of children’s metacognitive knowledge in early elementary school was evaluated. Furthermore, analyses on the structure of metacognitive knowledge were carried out in cross-sectional as well as longitudinal analyses. In a longitudinal design, the new test instrument was administered to 870 children at the end of first grade and again one year later (N?=?720). Item Response models were used to evaluate the construct validity of the test. Test characteristics were checked based on different fit statistics, test fairness, and discriminant validity. In summary, the test exhibited good psychometric properties. Analyses on the dimensionality of the assessed metacognitive knowledge revealed that different strategies seemed to form rather distinct dimensions of metacognitive knowledge. However, these dimensions showed a rather homogeneous development from first to second grade. Impacts of the findings on theoretical considerations and on the theoretical understanding of metacognitive knowledge and further analyses with metacognitive competence data are discussed. 相似文献
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Beside parents, teachers in early childhood education and care have the greatest potential to foster language acquisition in children. This is especially important for children with language delays, language disorders or bi-/multilingual children. However, they present teachers with a particular challenge in language support. Therefore, integrated language facilitation programmes are needed to promote language acquisition in the daily routine of daycare facilities and kindergartens. In this article, the Heidelberg Interaction Training for Language Promotion in Early Childhood Settings (HIT) is presented as a systematic approach to improve daily interactions between preschool teachers and children. This group training comprises six half-day sessions over a period of six months. The objective is to expand teachers’ knowledge about language development in general and more specifically regarding children with language problems or bi-/multilingual children. Furthermore, teachers learn a responsive interaction style and various strategies of language modelling by means of video supervision and feedback. Teachers’ satisfaction with the training has been evaluated and its efficacy in terms of changes in their behaviour and children's language performance has been proven in several intervention studies and meta-analytic reviews. Lastly, implementation considerations for lasting effects following the HIT are discussed. 相似文献
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Dealing With Item Nonresponse in Large‐Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships 
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下载免费PDF全文 Carmen Köhler Steffi Pohl Claus H. Carstensen 《Journal of Educational Measurement》2017,54(4):397-419
Competence data from low‐stakes educational large‐scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item‐level nonresponse has not been investigated with regard to statistics that determine the size of these relationships (e.g., correlations, regression coefficients). Classical approaches such as ignoring missing values or treating them as incorrect are currently applied in many large‐scale studies, while recent model‐based approaches that can account for nonignorable nonresponse have been developed. Estimates of item and person parameters have been demonstrated to be biased for classical approaches when missing data are missing not at random (MNAR). In our study, we focus on parameter estimates of the structural model (i.e., the true regression coefficient when regressing competence on an explanatory variable), simulating data according to various missing data mechanisms. We found that model‐based approaches and ignoring missing values performed well in retrieving regression coefficients even when we induced missing data that were MNAR. Treating missing values as incorrect responses can lead to substantial bias. We demonstrate the validity of our approach empirically and discuss the relevance of our results. 相似文献
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Steffi Pohl 《Journal of Educational Measurement》2013,50(4):447-468
This article introduces longitudinal multistage testing (lMST), a special form of multistage testing (MST), as a method for adaptive testing in longitudinal large‐scale studies. In lMST designs, test forms of different difficulty levels are used, whereas the values on a pretest determine the routing to these test forms. Since lMST allows for testing in paper and pencil mode, lMST may represent an alternative to conventional testing (CT) in assessments for which other adaptive testing designs are not applicable. In this article the performance of lMST is compared to CT in terms of test targeting as well as bias and efficiency of ability and change estimates. Using a simulation study, the effect of the stability of ability across waves, the difficulty level of the different test forms, and the number of link items between the test forms were investigated. 相似文献
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