73 research outputs found
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Development of Self-Regulated Learning Skills Within Open-Ended Computer-Based Learning Environments for Science
Over the past decade, open-ended computer-based learning environments have been increasingly used to facilitate studentsâ learning of complex scientific topics. The non-linearity and open-endedness of these environments create learning opportunities for students, but can also impose challenges in terms of extraneous cognitive load and greater requirements for self-regulated learning (SRL). SRL is crucial for academic success in various educational settings. This dissertation explores how self-regulatory skills develop and the role of gender in the development of SRL skills in Virtual Performance Assessments (VPA), an immersive, open-ended virtual environment designed to assess middle school studentsâ science inquiry skills. Findings from three analyses combining educational data mining techniques with multilevel modeling indicated that students developed self-regulatory behaviors and strategies as they used VPA. For example, experience with VPA prepared students to adopt more efficient note-taking and note-reviewing strategies. Students who used VPA for the second time engaged in note-taking more frequently, noted a significantly higher quantity of unique information, used the control of variables strategy more frequently in note-taking, and reproduced more domain-specific declarative information in notes than students who used VPA for the first time, all of which have been found to be positively associated with science inquiry performance. Students also learned to exploit more available sources of information by applying learning strategies, in order to either solve inquiry problems, or to monitor and evaluate their solutions. Compared to the second-time users who focused primarily on answering the core inquiry question and selectively collected data, the first-time usersâ behaviors showed the repetition and combination of exploratory actions such as talking with non-player characters and collecting data. In addition, consistent gender differences in SRL were observed in this study. Female students were more likely to take notes than male students; they took notes and reviewed notes more frequently and recorded a higher quantity of information in notes, especially information from the research kiosk. Females were also more likely to review notes or read research pages to assist them with the problem-solving and decision-making process than their male counterparts. Possibly due to the higher quantity of information recorded by female note-takers and their tendency to review notes over males, female studentsâ performance on science inquiry tasks improved across the course of using the two scenarios of VPA, whereas the male studentsâ science inquiry skills did not show improvement. Results from this dissertation study provide insights into the instructional design of personalized open-ended learning environments to facilitate self-regulated learning for both male and female students
The sequence matters: A systematic literature review of using sequence analysis in Learning Analytics
Describing and analysing sequences of learner actions is becoming more
popular in learning analytics. Nevertheless, the authors found a variety of
definitions of what a learning sequence is, of which data is used for the
analysis, and which methods are implemented, as well as of the purpose and
educational interventions designed with them. In this literature review, the
authors aim to generate an overview of these concepts to develop a decision
framework for using sequence analysis in educational research. After analysing
44 articles, the conclusions enable us to highlight different learning tasks
and educational settings where sequences are analysed, identify data mapping
models for different types of sequence actions, differentiate methods based on
purpose and scope, and identify possible educational interventions based on the
outcomes of sequence analysis.Comment: Submitted to the Journal of Learning Analytic
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The effect of negative feedback on motivation : a meta-analytic investigation
textAlthough the most prominent view in psychological theory has been that negative feedback should generally have a detrimental impact on motivation, competing perspectives and caveats on this prominent view have suggested that negative feedback may sometimes have neutral or even positive effects on motivation. A meta-analysis of 79 studies examined the effect of negative feedback on motivation and related outcomes with both child and adult samples. Results indicated that negative feedback compared to positive feedback decreased intrinsic motivation and perceived competence. This effect is much smaller when compared to neutral or no feedback. Moderator tests revealed that the effect of negative feedback seems to be less demotivating when a) the feedback statement includes instructional details to improve, b) compared to objective versus normative standards, and c) the task is interesting. Implications for future research and applications to real-world settings are discussed.Educational Psycholog
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The Design, Use and Effectiveness of Different Forms of Content in e-Learning Tutorials
An investigation into interest and its elicitation in Middle School Science lessons
I surveyed 193 Year 8 students in 50 high schools about their interest in science. Prior interest in science predicted general academic aptitude and lesson interest was inversely proportional to class size. Students with low prior interest in science responded differently from their peers. Novelty of visual teaching materials was the most influential factor in lesson interest. The study reinforced the significance of interest in education
How does extraneous textbook material influence the reading comprehension of normal and impaired college students?
Seductive details are interesting but irrelevant details added to a passage to make
it more interesting, and research indicates that such details impair learning and recall of
information. Seductive details have traditionally included illustrations, facts, names, and
examples, but the effects of boxed material in textbooks have yet to be studied. If
seductive details impede normal readers, they may have particularly adverse affects on
students with serious reading problems, such as those with learning disabilities (LD) or
attention deficit hyperactivity disorder (ADHD). The present study examined the effects
of boxed material on recall for both âNormal Controlâ (NC) and âAttentional Deficitâ
(AD) participants, who each read one of two versions of a text passage entitled âPeople
with Severe and Multiple Disabilities.â The âOriginal Textâ (OT) version contained
extraneous information and illustrations, set apart from the rest of the text, as they appear
in the textbook Human Exceptionality: Society, School, and Family (Hardman, Drew, &
Egan, 1999). The âModified Textâ (MT) version presented this information imbedded in
the text and illustrations and âFocusâ questions from the margins were eliminated. The
Wender Utah Rating Scale, the Beck Depression Inventory, and a Personal History
Questionnaire were administered, and students completed a 45-question multiple choice
quiz on the passage material and a series of post-study questions. Results indicate that all
readers performed significantly better on text information (TI) questions than on boxed
information (BI) questions. Clearly contrary to prediction, however, AD participants
performed better, on average, than did NC participants, with the effect nearly reaching
significance. In addition, questionnaire data indicated that NC and AD participants did
not rate significantly differently on either passage clarity or content; AD participants generally find information presented inside boxes in textbooks to be significantly more
helpful than do NC participants; and AD participants read the preface and/or
âInformation for Studentsâ at the beginning of a textbook significantly less often than do
NC participants
Improving Metacomprehension and Calibration Accuracy Through Embedded Cognitive and Metacognitive Strategy Prompts
A societal shift from print-based to digital texts has afforded the ability to embed reader support within an instructional text. Numerous factors make eBooks an attractive option for colleges and universities, though undergraduates consistently reaffirm a preference for print-based materials. Given that many undergraduates arrive to college with a deficiency in reading comprehension skills and metacognitive awareness, digital text is able to offer an additional layer of support. A sample population of college undergraduates (N = 80) read an expository text on the basics of photography in the form of a fill-in field PDF. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy self-question. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support.
Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on high-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance. Because cognitive load was reported to be significantly higher in the mixed strategy condition, the trade-off between the benefits of embedded reading support and the effects on mental demand should be investigated in more depth. This study found that providing embedded cognitive and metacognitive support in text lead to more accurate calibration and stronger metacomprehension judgments, both of which are common attributes of an academically successful learner
Player agency in interactive narrative: audience, actor & author
The question motivating this review paper is, how can
computer-based interactive narrative be used as a constructivist learn-
ing activity? The paper proposes that player agency can be used to
link interactive narrative to learner agency in constructivist theory,
and to classify approaches to interactive narrative. The traditional
question driving research in interactive narrative is, âhow can an in-
teractive narrative deal with a high degree of player agency, while
maintaining a coherent and well-formed narrative?â This question
derives from an Aristotelian approach to interactive narrative that,
as the question shows, is inherently antagonistic to player agency.
Within this approach, player agency must be restricted and manip-
ulated to maintain the narrative. Two alternative approaches based
on Brechtâs Epic Theatre and Boalâs Theatre of the Oppressed are
reviewed. If a Boalian approach to interactive narrative is taken the
conflict between narrative and player agency dissolves. The question
that emerges from this approach is quite different from the traditional
question above, and presents a more useful approach to applying in-
teractive narrative as a constructivist learning activity
Applying science of learning in education: Infusing psychological science into the curriculum
The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the âscientific study of how people learnâ (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the âscientific study of how to help people learnâ (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the âscientific study of how to determine what people knowâ (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings
The influence of situational interest on the appropriate use of cognitive learning strategies
This study explores the role of two facets of situational interest, interestingness and
personal significance, as predictors of the adequate use of three types of cognitive
learning strategies (rehearsal strategies, organizational strategies, and elaboration
strategies). In order to attain this goal, it introduces a new measure of the adequacy
of the use of cognitive learning strategies by using the distance between teachersâ
estimates of appropriate use of learning strategies for a specific task and studentsâ
reported strategic behavior.
Based on a theoretical model of the use of cognitive learning strategies, the study
shows, by means of structural equation modeling, that different facets of situational
interest play different roles in predicting studentsâ surface and deep processing. In
summary, it was found that experienced personal significance played a major role
in predicting deep-processing strategies for a significant proportion of the 34 tasks
in this study, whereas interestingness fell short of expectations.
Limitations did arise owing to some missing values, which may blur the findings at
the lower interest and achievement end for the student sample. Nevertheless, suggestions
have been made for future research, which can help teachers of history
classes to determine components of success, namely experienced personal significance,
when designing tasks and consequently provide effective learning tasks to
their classes
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