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In an exploratory survey that sampled video gamers, participants were asked to indicate why they enjoy playing their favorite video game. On the basis of ESRB ratings, we compare those whose favorite game is violent to those whose favorite game is nonviolent. Consistent with self-determination theory, the findings suggest need for autonomy and competence are important motivating factors. However, the findings also suggest fans of violent games differed from fans of nonviolent games in the degree to which arousal, liking violence, playing the vicarious hero, and playing the vicarious villain drive enjoyment. Furthermore, being able to play the hero and “fight bad guys” was a significant predictor of enjoyment of violent games. Implications for self-determination theory and theories of media enjoyment are discussed. 相似文献
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Swee‐Kin Loke June Tordoff Michael Winikoff Jenny McDonald Peter Vlugter Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874
Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances. 相似文献
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When any innovations or measurement procedures are introduced into the education system to improve or judge the quality of its teaching force, beginning teachers often have to adapt to these new concepts of what constitute a high quality teaching. This article contends that these new concepts neither necessarily match beginning teachers’ own conceptions about their own competency nor has it given beginning teachers a chance to be heard. This study provides an opportunity for beginning teachers’ ‘voices’ to be heard through phenomenography which is an interpretive research approach to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do every day as teachers. The main finding of this study is the key role played by beginning teachers’ conceptions of competency which has provided strong implications for educational policies and teacher education. The findings suggest that teachers need to be represented in any quality improvement measures. Careful attention should also be paid to the school systems and to teacher training programmes to support and encourage teachers in their professional growth as competent teachers. 相似文献
4.
Lachlan Crawford Leslie Sharpe Hu Chun S. Gopinathan Moo Swee Ngoh Angela Wong 《Asia-Pacific Journal of Teacher Education》2002,30(1):67-78
Members of this research team are investigating the use of multipoint desktop video conferencing (MDVC) technology in Singapore to enhance the National Institute of Education's schools practicum partnership model. The project builds on the Singapore ONE ATM island-wide network and the high-speed ADSL line access provided by Singtel Magix. This infrastructure provides state-of-the-art support for the White Pine CU-SeeMe Meeting Point server and client software that enables students on teaching practice to conference with each other and their university-based supervisors. A typical conference involves four of five students at different schools and one staff member at the National Institute of Education in Singapore. These conferences provide opportunities for professional sharing between staff and students without the limits of time and space which are traditional constraints on conventional teaching practice. 相似文献
5.
Rapid advances in technology, particularly with the Internet, have led to the availability of numerous tools to support teaching
and learning. This study involved the use of an Internet application, Connecting Communities of Learners (CCL), in courses
for prospective teachers. Unlike earlier studies involving the use of the CCL, the context of this study related to full-time
graduate students who used the CCL to augment weekly face-to-face instruction. An interpretive study was undertaken to ascertain
student and teacher perceptions of the learning environments associated with the use of the CCL. Through the use of the CCL,
students were able to be autonomous in regard to their own learning, co-participate with their peers and the instructor, and
establish and maintain a community of learners in which participants could interact with others as co-teachers and co-learners.
The CCL was perceived as a useful tool for building learning environments in which all participants can contribute written
texts as evidence of what is known and as objects from which others can learn.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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This paper reports the findings of a study aimed at investigating the relationship between Singaporean preschool children's play and language patterns. Observations of 56 children (aged between 4.0 and 6.0 years) from middle and lower‐middle income families at play in a standardised setting in their classrooms and in their homes were videotaped and analysed using two play measures and five language measures. Analysis of parental data revealed positive attitudes towards child play and high involvement in children's play. High Caldwell HOME scores revealed homogeneity in home environments for stimulating child learning and cognitive development. Few significant differences as a function of age, sex or SES were found. Correlational data demonstrated the utility of specific play and language measures. Higher levels of play and higher levels of language were correlated. 相似文献
8.
Poh Chua Siah Sook Beng Christina Ong Swee Mee Tan Chzia Poaw Sim Raphael Yi Xian Thoo 《Journal of School Choice》2018,12(1):34-51
Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs to national secondary schools—the former are concerned with teachers’ quality, chances of learning the Chinese culture and Mandarin while the latter are concerned with tuition fees and strategic location. In general, the finding that Malaysian Chinese parents take cultural and language factors into account when choosing a suitable school for their children is interesting because both are seldom listed as important. 相似文献
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Swee Noi Smith 《教育心理学》2005,25(1):43-53
A sample of 248 Australian university students participated in a study that investigated the influence of assessment type and discipline of study on students' learning approaches. Participants (93 psychology and 155 business students) responded to the Study Process Questionnaire in a context of preparation for a hypothetical examination. The hypothetical examination is in either a multiple‐choice or an essay format. Results indicated that assessment type had no significant influence on how students approach their learning, while discipline did have significant influence on student learning. 相似文献