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Developing a scale for teacher integration 普通类
Mobile guide system using problem-solving strategy
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Using social software in teaching and learning 普通类
Mobile guide system using problem-solving strategy
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23-31 普通类
The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning.
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The application of SALS 普通类
Mobile guide system using problem-solving strategy
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Analysis of learners' navigational behaviour 普通类
Mobile guide system using problem-solving strategy
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Mobile guide system using problem-solving strategy 普通类
Mobile guide system using problem-solving strategy
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Micro-adaptivity: protecting immersion 普通类
How East Asian classrooms may change
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5-22 普通类
The current paper provides insight into the learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated the attainment of basic computer literacy by groups of young children in the age groups of 7–14 years. This learning takes place due to the emergence and development of group social processes, an aspect crucial for achieving basic computing skills. The paper describes the process of socially shared understanding and learning as being crucial to individual learning. It is to be noted that this approach of socially shared learning does not challenge the analysis of the individual level of processing; it maintains that individual learning is vital in any learning context, but insufficient to build the psychology of learning. MIE research is of the view that young children learn through interaction with others, particularly peers as it provides an important context for social and cognitive learning. For it is in this way that children make sense of their own experience and environment. Hence, schools are not the only privileged sites of learning
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Highly integrated model assessment 普通类
Highly integrated model assessment
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Special issue on cognition and learning technology 普通类
to readers for not having all of the papers involved in this special issue in a single issue as originally planned.