Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.
In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an impact on the wellbeing of teachers. 相似文献
A “digital revolution” has introduced new privacy violations concerning access to information stored on electronic devices. The present two studies assessed how U.S. children ages 5–17 and adults (N = 416; 55% female; 67% white) evaluated those accessing digital information belonging to someone else, either location data (Study 1) or digital photos (Study 2). The trustworthiness of the tracker (Studies 1 and 2) and the privacy of the information (Study 2) were manipulated. At all ages, evaluations were more negative when the tracker was less trustworthy, and when information was private. However, younger children were substantially more positive overall about digital tracking than older participants. These results, yielding primarily medium-to-large effect sizes, suggest that with age, children increasingly appreciate digital privacy considerations. 相似文献
This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain. 相似文献
Research in Higher Education - State financial aid grant programs are commonly categorized as either need-based, merit-based, or both, but their initial eligibility requirements include many more... 相似文献
For this review I sought to understand how the field of education has come to conceptualize and study the relationship between schools and prisons. In doing so, I found that the vast majority of scholars who have studied the relationship(s) between school and prisons have done so within the context of the school to prison pipeline conceptual framework. This review both explores the affordances and contributions of the school to prison pipeline framework, as well as some of the limitations and critiques of the framework when used as the most preeminent frame by which we understand and study the ties between schools and prisons. I examine these limitations by focusing on four principal areas of study within the school to prison pipeline literature: (1) school discipline policies and practices, (2) school-police partnerships, (3) surveillance technologies in schools, and (4) disproportionality. The broader aim of this review is to develop the way we conceptualize the relationships between schools and prisons by building on what we have already learned in using the STPP framework, while also exploring new ways of theorizing and empirically studying the growing relations between schools and prisons.
Notwithstanding the increasing number of UK and international studies focused on parental involvement in education and parental imprisonment there remains little focus upon the involvement of imprisoned fathers in children’s education and the impact of this upon paternal identity. Despite the now accepted perspective that parental imprisonment often impacts negatively on family functioning, child outcomes and parental identity, this qualitative study is distinctive in drawing on the discourse of parental involvement in education, using the lens of identity theory to examine the experiences of 15 imprisoned fathers regarding their involvement in their children’s education and their parenting possible selves as educators. Participants demonstrated limited identity standards in relation to education and sometimes a reduced commitment as a result of this. All offered a vision of their possible selves as educators if contextual barriers were addressed. Possible implications are suggested. 相似文献
There are many assumptions about the ways in which textbooks and other learning and teaching support materials (LTSM) can contribute to improved learning outcomes in many international contexts. These can focus on ways that they can implement the school curriculum, often in lieu of good pedagogical practice. Drawing on case studies from Rwanda and South Africa, the complexity of the role of LTSM as part of classroom enactment is shown. The discussion suggests that there are enabling factors to this including support for teachers’ use of LTSM and the availability of materials to all learners. A framework is presented in which LTSM, teachers and learners can become equal partners in teaching and learning, but only when adequate language and other pedagogical support structures are provided. Conclusions consider the potential impact for LTSM use when it is elevated to a medium that is accessible and useful to both teachers and learners. 相似文献
This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures. 相似文献
Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices. 相似文献