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Fostering argumentative knowledge 普通类
This paper examines how pre-university students shared and constructed knowledge in the context of GP (general paper) by interacting through individual virtual characters across five cycles of enactive role play sessions. Contextualized scenarios on the topic of euthanasia were developed in Second Life. Role-playing the virtual characters through three-dimensional avatars, 45 students from two different classes grappled and dealt with issues related to euthanasia such as ethics, morality, and religion. The enactment log transcripts of 10 student groups across five enactment sessions were analyzed using an adapted collaborative argumentation framework. We present the results from two types of data analysis: a macro quantitative analysis of students’ enactment log transcripts and a qualitative analysis of their open-ended responses. Our quantitative analysis at the class level revealed salient differences in the nature of epistemic interactions, the patterns of argumentative moves, and the patterns of social interactions between students from two classes. The findings from the qualitative analysis of students’ open-ended responses indicate that students valued the embodied experience afforded by the immersive virtual environment. We discuss the findings of our research in terms of important pedagogical implications and the factors that influence argumentative knowledge sharing and constructing activities.
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Collaborative robotic instruction 普通类
Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It has been observed that despite the amount of previous graph-working experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students’ understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them.
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Gendering the ICT curriculum paradox of choice 普通类
This paper looks at the ICT (information and communication technology) curriculum in New Zealand secondary schools and gendered participation patterns in different specialist ICT subjects. New Zealand has a permissive ICT curriculum, comprising a variety of subjects and characterised by choice and variation in the curriculum in practice at the local level. The data that are reported include results of (i) a national questionnaire survey of secondary schools, and (ii) a qualitative case study conducted in a large, co-educational New Zealand secondary school and involving classroom observations and interviews with teachers and students. It is suggested that the permissiveness of the curriculum, which ostensibly caters for the needs of students by providing choices, may, in some circumstances, effectively reinforce gender stereotypes relating to computer interests and practices. This is a paradox of choice. Questions are raised about the nature of the ICT curriculum in New Zealand and how it may contribute to or challenge gender stereotypes, future curriculum developments and, more broadly, how we can account for persistent gendered participation patterns in ICT subjects in schools.
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Automatic detection of learning styles 普通类
A desirable characteristic for an e-learning system is to provide the learner the most appropriate information based on his requirements and preferences. This can be achieved by capturing and utilizing the learner model. Learner models can be extracted based on personality factors like learning styles, behavioral factors like user’s browsing history and knowledge factors like user’s prior knowledge. In this paper, we address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results. Experimental results are also conducted to evaluate the performance of the proposed automated learner modeling approach. The results show that the match ratio between the obtained learner’s learning style using the proposed learner model and those obtained by the questionnaires traditionally used for learning style assessment is consistent for most of the dimensions of Felder–Silverman learning style.
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Board’s IQ What makes a board smart 普通类
The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results. Article Outline
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Students’ performance and satisfaction 普通类
The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students’ performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised Web site was designed based on ergonomic criteria, to test the hypothesis that improved usability would decrease time spent on the task, the number of pages consulted, and students’ perceived cognitive load. The group working with printed documents had the highest performance. Furthermore, students perceived the paper materials as less effortful to read, and expressed preference for printing lecture notes and questions. However, students appreciated having a Web site available. No differences were found between the two sites. We conclude that Web delivery imposed higher perceived cognitive load due to the need to read lengthy documents. We suggest possible ways to improve Web-based practice materials, such as simultaneous display of questions and lecture notes.
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Podcasting A new technological tool 普通类
The literature has frequently highlighted the usefulness of podcasting in higher education; however, there is an important gap between the theory on good practice in higher education and empirical studies about podcasting. With this in mind, we carried out an empirical study on an undergraduate degree course in Information Systems Management. The study consisted of the creation and broadcast of 13 podcasts, distributed over four months in which ninety distance students took part. The analysis follows the suggestions proposed in previous literature about the evaluation of technologies in a university learning environment. The findings, discussed within the framework of principles for good practice in higher education, suggest some interesting issues in distance courses, such as: (1) podcasting is a powerful tool as a complement to the traditional resources on a course, but not a substitute for them; (2) the characteristics of podcasting increase the impression of permanent contact between students and teachers, increasing students’ motivation; (3) the use of podcasting allows for a diverse range of student skills and learning methods. Other secondary findings are discussed and some suggestions for future research are proposed at the end of this paper.
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Multiple Mice based collaborative 普通类
Exchange is a collaborative learning application, originally developed for wirelessly interconnected Pocket PCs, that provides support for students and a teacher performing a face-to-face computer supported collaborative learning (CSCL) activity in a Single Input/Single Display (SISD) mode. We extend the application to support a single display groupware (SDG) mode. In this new version, named Exchange-MM, three users each with their own mouse (Multiple Mice) interact on a single display with mediation by a technological network. The original collaborative interaction is maintained. We describe a collaborative learning activity and the software architecture that supports both interaction modes, and also present a usability analysis of the activity conducted with second-grade schoolchildren. The results show that as in SISD mode, in SDG with Multiple Mice (MM) the technological network improves communication, negotiation, interactivity, coordination and appropriability between members of collaborative learning groups.
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A context-aware ubiquitous learning 普通类
Context-aware ubiquitous learning (u-learning) is an innovative approach that integrates wireless, mobile, and context-awareness technologies to detect the situation of learners in the real world and provide adaptive support or guidance accordingly. In this paper, a context-aware u-learning environment is developed for guiding inexperienced researchers to practice single-crystal X-ray diffraction operations. Experimental results showed that the benefits of this innovative approach are that it is “systematic”, “authentic”, and “economical”, which implies the potential of applying it to complex science experiments, such as physics, chemistry or biotechnology experiments, for graduate and PhD students in colleges, or research workers in research institutes.
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Video-games Do they require general intelligence 普通类
Here we test if playing video-games require intelligence. Twenty-seven university undergraduate students were trained on three games from Big Brain Academy (Wii): Calculus, Backward Memory and Train. Participants did not have any previous experience with these games. General intelligence was measured by five ability tests before the training session. Training comprised 10 blocks of trials (10 trials per block). Ackerman’s (Ackerman, P. L. (1988). Individual differences and skill acquisition. In P. L. Ackerman, R. J. Sernberg, & R. Glaser (Eds.), Learning and individual differences: Advances in theory and practice (pp. 165–217). New York: W.H. Freeman and Company) theory of skill learning was used as a framework for the present study. Results show that playing the Train game increases the correlation with general intelligence across blocks of trials. This is not the case for Calculus and Backward Memory. These findings suggest strategies for designing video-games presumably appropriate to stimulate our core cognitive abilities.