8,364 research outputs found

    The effect of learning problem-solving methods on learning to program in the BASIC language

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    This study was designed to compare learning problem-solving methods versus non problem-solving activity (word-processing) on subsequent learning to program in the BASIC language. It also examined a method to provide students with increased knowledge and skills to enable them to learn how to program;A pretest-posttest control group design was used in this experiment with random assignment of subjects to one of three groups. Experiment groups one (deduction group) and two (induction group) first received the pretest and learning problem-solving methods; then group one received deduction instruction while group two received induction instruction, both followed by learning BASIC language programming instruction, taking midterm test one and two, and then the post-test. The control group first received the pretest and wordprocessing instruction, followed by learning BASIC language programming instruction and taking midterm test one and two, and then the post-test;The results indicated that when female students first study problem-solving methods (induction and deduction) they experience a significant increase in BASIC language programming achievement. Likewise, male students who first learn problem solving (induction) experience a significant increase in BASIC language program achievement;The study also showed that female students who first receive problem-solving instruction in induction subsequently learn BASIC language programming significantly better than female students who first receive problem-solving instruction in deduction and subsequently learn BASIC language programming;Further evidence supports that female students in group one and two on BASIC language programming in design and understanding performed significantly better than female students in the control group. In addition, male students who first learn problem solving (induction) perform significantly better than males who first receive non-problem solving instruction prior to learning BASIC language programming in design and understanding;From this study, the researcher concluded the following: (1) students who first learn problem-solving methods, rather than receiving non problem-solving instruction followed by learning BASIC programming, perform significantly better than their counterparts; and (2) female students who learn problem solving (induction) perform significantly higher than female students who learn problem solving (deduction) followed by learning BASIC language programming. Thus, first learning problem-solving skills enhances the ability to learn a programming language

    The Faculty Notebook, September 2016

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    The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

    Gathering Momentum: Evaluation of a Mobile Learning Initiative

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    Online cake instructor

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    This thesis will be an e-learning website about making cakes. Users will learn how to make a cake in a virtual environment by following the instructions and interacting with the surroundings, instead of learning from text statements. “Simulation” will be a focus in this thesis. Users will go through the cooking process by using virtual tools and a virtual oven. The final goal of the online courses is that users should use those virtual materials and tools correctly without a cue. Still images, videos, 3D models, and animations will be used to simulate the whole process. As an e-learning material, there will be two sections, instruction mode and quiz mode, in this website. When people practice in the virtual kitchen and make a mistake, there will be instant feedback will be given in the form of suggestions. Regarding the technology issues, I want to explore the usability of 3D technology in e-learning material design. In my opinion, 3D technology, which is usually used to simulate the reality in computer graphics arts, should bring the advantages of e-learning materials, simulation, and virtual experience, into full play. In addition, programming in e-learning material design plays an important role. How to use it to judge users’ “mistakes,” give them rapid feedback, and make the cake-making process smooth are other challenges in this thesis. The URL: http://www.yushiu.com.tw/cake/index.htm

    Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

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    The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

    Video games and learning : a scoping study of the diverse use of video games in Australian classrooms

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    This study investigates current uses of video games within secondary classrooms in Australia, and the ways this is impacted by teacher attitudes and experiences. First, a thorough systematic review of current literature surrounding video games in secondary classrooms was conducted. The review indicated that current research regarding video games and education is primarily concerned with short-term interventions, and often does not take into consideration the context of wider teaching activities. The review further found that research in the Australian context is limited, and primarily qualitative in nature. Second, a survey of Australian secondary teachers was conducted to explore teacher attitudes towards video game based learning, and to identify promoters and barriers to the adoption of video games. Results indicated teacher beliefs were positive regarding the ability of video games to increase student interest and engagement, and to teach real-world skills. External support for video games and the frequency of teacher video game use in their own practice significantly influenced teacher attitudes. The opportunities for building on the limited research within an Australian context means this study contributes to building a comprehensive body of research that accounts for teacher attitudes and uses of video games within Australian secondary classrooms

    The Effectiveness of Using Cloud-Based Cross-Device IRS to Support Classical Chinese Learning

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    [[abstract]]The purpose of the present study was to examine the effects of integrating a cloud-based cross-device interactive response system (CCIRS) on enhancing students¡¦ classical Chinese learning. The system is a cloud-based IRS system which provides instructors and learners with an environment in which to achieve immediate interactive learning and discussion in the classroom. A quasi-experimental design was employed in which the experimental group (E.G.) learned classical Chinese with the system, while the control group (C.G.) followed their original learning method. The results revealed that the novice and medium-achievement learners in the E.G. performed significantly better than other E.G. students, and most students as well as the instructor gave positive feedback regarding the use of the system for course learning. In sum, CCIRS is an easy-to-use learning trigger that encourages students to participate in activities, arouses course discussion, and helps to achieve students¡¦ social and self-directed learning. The study concludes that the idea of ¡¥bring your own device¡¦ could be implemented with this system, while integrating educational factors such as game-based elements and competitive activities into the response system could reinforce flipped classroom learning.[[notice]]補正完
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