103 research outputs found

    Investigating Students' Motivation and Cultural Heritage Learning in a Gamified Versus Non-gamified VR Environment

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    This empirical study investigated how the use of a gamified versus a non-gamified Virtual Reality (VR) learning environment impacted student motivation and learning outcomes in the context of a virtual visit at a cultural heritage site. For this purpose, we adopted an experimental research design to analyse the experience of 46 undergraduate university students; 23 of them used a gamified version of the VR learning environment, while 23 of them used the same VR environment without the gamification elements. Data were collected using pre and post learning assessments, motivation questionnaires, as well as individual semistructured interviews. The data analyses showed that students who experienced the gamified VR learning environment had greater learning gains and perceived competence, as compared to their counterparts who used the VR environment without the gamification elements. The findings of this research contribute to the principled design of VR environments to optimize students' knowledge acquisition and learning experience

    Το διαδίκτυο στην Κύπρο 2010, Τελική Έκθεση

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    Για την αναπαραγωγή αυτής της έκθεσης σε κάθε άλλη μορφή πέραν της χρήσης συνοπτικών αποσπασμάτων απαιτείται ρητή γραπτή άδεια από το World Internet Project Cyprus.Χρηματοδοτούμενη από το ΤΕΠΑΚ, το δεύτερο κύμα της έρευνας «The Cyprus World Internet Project» διεξάχθηκε κατά το διάστημα Μάιος- Ιούνιος 2010 μέσω προσωπικών συνεντεύξεων ενός δείγματος 1000 ατόμων από την Ελληνοκυπριακή και 600 ατόμων από την Τουρκοκυπριακή κοινότητα. Το πρώτο κύμα της έρευνας πραγματοποιήθηκε το 2008 και αφορούσε μόνο τους Ελληνοκύπριους.Τεχνολογικό Πανεπιστήμιο Κύπρο

    Middle-school students' reasoning about alternative hypotheses in a scaffolded, software-based inquiry investigation

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    The examination of alternative hypotheses can initiate students into scientific practices and equip them with scientific literacy skills that will help them participate in ongoing debates involving complex socio-scientific problems. Hypothesis testing, in which the examination of alternative hypotheses is situated, has received much attention in the literature. However, the topic of alternative hypotheses has not been examined as extensively in scaffolded data-rich instructional interventions. This article contributes to that body of knowledge by reporting on middle-school students' inquiry practices as they relate to considering alternative hypotheses of their data. Specifically, the article reports a multiple-case study examining six pairs' reasoning as they try to solve a data-rich, scientific problem, scaffolded by the software investigation, the task setup, and the teacher. The students' generation and testing of alternative hypotheses was examined through students' discourse, actions, inquiry products, and interactions with their teacher and peers. Pre-post assessment analyses showed statistically significant learning gains while the analyses of the students' inquiry discourse and actions indicated that the scaffolding contributed to students' inquiry. However, several epistemological problems surfaced relating to students' perception of the usefulness of examining and communicating alternative explanations. These findings indicate the importance of epistemologically targeted discourse alongside guided inquiry experiences, and underline the need for further examination of appropriate scaffolding to support students' scientific reasoning processes

    Promises, challenges, and realities of a design-based approach to e-portfolios

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    Proceedings of the 7th European Conference on e-Learning, ECEL 2008, Volume 2, 2008, Pages 44-53Electronic portfolios can be powerful learning tools, whose process of construction can offer its creator insights into their own learning, by engaging them in knowledge construction and reflection. Even though reflection can be facilitated through the use of e-portfolios it cannot be taken for granted, with several examples in the literature citing problems with productive reflective thinking. Most of the literature on e-portfolios has focused on the use of such tools in teachers' professional development. In this context, in spite of the frequent mentions of how portfolios can create opportunities for reflection, the concept has remained ill-defined, resulting to problems in assessing it, supporting it and designing for it. In this paper, we examine how a design-based approach to e-portfolios can support middle-school students' reflective learning in science. We present a webbased tool designed to support students' reflective inquiry in science and explain how the e-portfolio features can support students' ongoing inquiry investigations. Data from a study with thirteen pairs of 6th grade students using this e-portfolio tool are used to illustrate the main affordances of the tool in supporting sense-making and reflection. The data sources included pre- and post-tests assessing students' conceptual understanding of the investigation they were solving, all the artifacts created using the web-based portfolio, and videotaped discussions of three of the pairs. Findings provide evidence that this approach supported students in their learning by structuring the students' task and offering them tools for reflection; challenges and areas of future work are also identified. This work contributes to addressing to what we see as two gaps in the existing eportfolio literature: a) the lack of extensive literature on the use of e-portfolios to support the moment-by-moment learning of younger learners; b) offering functional definitions of reflection, at a level that will be informative to design and teaching. The findings provide support for the role of e-portfolio tools in supporting learning as it unfolds, but also highlight the need for additional foci in e-portfolio research
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