13,329 research outputs found
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review
Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit studentsâ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the studentâs cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties
Improving argumentative writing: Effects of a blended learning approach and gamification
This study investigated the effectiveness of a blended learning approach - involving the Thesis-Analysis-Synthesis Key (TASK) procedural strategy, online Edmodo discussion, online message labels and writing models - on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game mechanics increased student online contribution and writing performance. Three classes of Secondary 4 students (16 to 17 year-old) participated in the seven-week study. The first experimental group (n=22) utilized the blended learning + gamification approach. The second experimental group (n=30) utilized only the blended learning approach. In the control group (n=20), a teacher-led direct instruction approach on the components of argumentation was employed. Data sources included studentsâ pre- and post-test written essays, studentsâ online Edmodo postings, and studentsâ interviews. We found a significant improvement in studentsâ writing using the blended learning approach. On-topic online contributions were significantly higher when gamification was adopted. Studentsâ and teacherâs opinions on the blended learning approach were also examined.published_or_final_versio
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