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Bergey Bradley W. Ketelhut Diane Jass Liang Senfeng Natarajan Uma Karakus Melissa 《Journal of Science Education and Technology》2015,24(5):696-708
Journal of Science Education and Technology - The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes... 相似文献
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Bradley W. Bergey Jennifer G. Cromley Nora S. Newcombe 《International Journal of Science Education》2013,35(15):2476-2502
There is growing evidence that targeted instruction can improve diagram comprehension, yet one of the skills identified in the diagram comprehension literature—coordinating multiple representations—has rarely been directly taught to students and tested as a classroom intervention. We created a Coordinating Multiple Representation (CMR) intervention that was an addition to an intervention focused on Conventions of Diagrams (COD) and tested their joint effects on diagram comprehension for near transfer (uninstructed biology diagrams), far transfer (uninstructed geology diagrams), and content learning (biology knowledge). The comparison group received instruction using a previously validated intervention that focused exclusively on COD. Participants were 9th–10th grade biology students (N?=?158 from two schools), whose classes were randomly assigned to COD alone or COD?+?CMR conditions and studied with a pretest–posttest experimental design. Both groups showed significant growth in biology knowledge (d?=?.30–.53, for COD and COD?+?CMR, respectively) and biology diagram comprehension (d?=?.28–.57). Neither group showed far transfer. Analyses of student work products during the interventions suggest that gains were not simply due to the passage of time, because student effort was correlated with gains in both treatment groups. Directions for improving future CMR interventions are discussed. 相似文献
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This paper reports on the cross‐disciplinary research that resulted in a decision‐support tool, Team Machine (TM), which was designed to create maximally diverse student teams. TM was used at a large United States university between 2004 and 2012, and resulted in significant improvement in the performance of student teams, superior overall balance of the teams as well as overwhelmingly favorable reactions from stakeholders. An empirical study is conducted comparing the performance of teams created by TM compared to teams manually allocated by a subject matter expert. The findings show that optimally balanced teams perform better than those created manually. TM serves as a broad‐based example of how to integrate business analytics into interactive search by conflating human judgment with algorithmic efficiency in the context of team formation. The contribution of this research to the academic community is a model and solution method which can be easily implemented to solve a very important and recurring issue faced by many MBA programs and empirical evidence of its value. The outcomes of this study include empirical evidence of increased team performance, significant administrative time savings, improvement to team diversity, and increased satisfaction from students and administrators with the team formation process. 相似文献
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