22 research outputs found

    Capturing and Scaffolding the Complexities of Self-Regulation During Game-Based Learning

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    Game-based learning environments (GBLEs) can offer students with engaging interactive instructional materials while also providing a research platform to investigate the dynamics and intricacies of effective self-regulated learning (SRL). Past research has indicated learners are often unable to monitor and regulate their cognitive and metacognitive processes within GBLEs accurately and effectively on their own due mostly to the open-ended nature of these environments. The future design and development of GBLEs and embedded scaffolds, therefore, require a better understanding of the discrepancies between the affordances of GBLEs and the required use of SRL. Specifically, how to incorporate interdisciplinary theories and concepts outside of traditional educational, learning, and psychological sciences literature, how to utilize process data to measure SRL processes during interactions with instructional materials accounting for the dynamics of leaners\u27 SRL, and how to improve SRL-driven scaffolds to be individualized and adaptive based on the level of agency GBLEs provide. Across four studies, this dissertation investigates learners\u27 SRL while they learn about microbiology using CRYSTAL ISLAND, a GBLE, building upon each other by enhancing the type of data collected, analytical methodologies used, and applied theoretical models and theories. Specifically, this dissertation utilizes a combination of traditional statistical approaches (i.e., linear regression models), non-linear statistical approaches (i.e., growth modeling), and non-linear dynamical theory (NDST) approaches (aRQA) with process trace data to contribute to the field\u27s current understanding of the dynamics and complexities of SRL. Furthermore, this dissertation examines how limited agency can act as an implicit scaffold during game-based learning to promote the use of SRL processes and increase learning outcomes

    Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

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    The use of learning environments that apply Advanced Learning Technologies (ALTs) and Self-Regulated Learning (SRL) is increasingly frequent. In this study, eye-tracking technology was used to analyze scan-path differences in a History of Art learning task. The study involved 36 participants (students versus university teachers with and without previous knowledge). The scan-paths were registered during the viewing of video based on SRL. Subsequently, the participants were asked to solve a crossword puzzle, and relevant vs. non-relevant Areas of Interest (AOI) were defined. Conventional statistical techniques (ANCOVA) and data mining techniques (string-edit methods and k-means clustering) were applied. The former only detected differences for the crossword puzzle. However, the latter, with the Uniform Distance model, detected the participants with the most effective scan-path. The use of this technique successfully predicted 64.9% of the variance in learning results. The contribution of this study is to analyze the teaching–learning process with resources that allow a personalized response to each learner, understanding education as a right throughout life from a sustainable perspective.uropean Project “Self-Regulated Learning in SmartArt” 2019-1-ES01-KA204-065615 and the Research Funding Program (Funding of dissemination of research results, 2020) of the Vice-Rectorate for Research and Knowledge Transfer of the University of Burgos to the Recognized Investigation Group DATAHES

    Exploring Learning Management System of the Smartphone Application Based e-Learning in Covid-19 Era: Developing Innovation to Investigate the Metacognitive Approach for Students of AIK Lesson

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    Exploring Learning Management System of the Smartphone Application Based e-Learning for learners’ approach  about metacognitive approaches contact on effectiveness, and the association between metacognitive approach and effectiveness on their developing Innovation to Investigate the metacogntive Approach for Students of Al-Islam and Kemuhammadiyahan (AIK) lesson. To examine the effects of approach instruction on students’ reading performance, a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation will use to estimate the relationship between metacognitive approaches and effectiveness on students’ reading accomplishment of Al-Islam and Kemuhammadiyahan (AIK) lesson. Significance showed that the most frequent use of metacognitive approachwas found to be the metacognitive approach, followed by the cognitive approach. Learning strategies and on language learning documents of Al-Islam and Kemuhammadiyahan (AIK) lesson that are self-directed at continuing recognition of the need to help language learners reflect and improve their beliefs and knowledge about learning metacognitive knowledge explicitly about the function of knowledge in language learning of Al-Islam and Kemuhammadiyahan (AIK) lesson. This article reviews the theoretical literature and research on metacognition to enhance the understanding of approaches to second language acquisition that establish active roles for students, and conclude with consideration of the practical implications for teaching foreign languages and second languages. In addition, there is a significant positive connection between metacognitive approachand effectiveness on their Smartphone application. Reading approach, on the other hand, was unrelated to reading achievement

    The sequence matters: A systematic literature review of using sequence analysis in Learning Analytics

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    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

    Productive Failure in Virtual Language Learning for English

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    Vocabulary and syntax are challenges for English as Foreign Language (EFL) learners when they want to communicate in English. Task-based Language Teaching is commonly used in EFL teaching of vocabulary and syntax, which is a type of Direct Instruction (DI) that involves the initial use of explicit language instruction followed by a language learning activity. This study compared the efficacy for language learning of a different type of pedagogical approach, Productive Failure (PF), which delays instruction until after a language learning activity, to Direct Instruction (DI). There were three main language learning assessment areas: (a) students' declarative and procedural knowledge in the written production of the target language, (b) students' declarative and procedural knowledge in the spoken production of the target language, and (c) students' cognitive and metacognitive strategies in learning. English language education department freshmen in an Indonesian university (N=112) participated in the study by performing language learning activities in Second Life (SL), which is a 3-D virtual learning environment. They were randomly assigned to two language learning treatment groups. The PF group finished a communicative task on describing places prior to receiving explicit instruction. In contrast, the DI group watched an instructional video before completing a communicative task on describing places. This was followed by students in both groups finishing a similar communicative task in SL. Data from pre-and post-tests were analysed quantitatively, and video captures were transcribed and analysed qualitatively. The quantitative results found that PF group students performed significantly higher on the English syntax written assessment and both groups performed equally on the written vocabulary assessment. However, both groups performed equally on the spoken assessments of syntax and vocabulary. In the qualitative analysis, the PF students were found to use more self-regulated learning strategies and study tactics than DI students. The pattern of these findings is discussed in terms of previous research and theory. Overall, these findings suggest further research is warranted to investigate the use of PF language learning activities that involve the use of a virtual learning environment

    Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

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    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 students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s 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

    THE EFFECT OF A SELF-REGULATORY STRATEGY USE INTERVENTION ON COLLEGE STUDENTS’ SELF-REGULATED LEARNING AND CONCEPTUAL UNDERSTANDING

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    An increasing number of people are going online to learn in their everyday lives. Learning and integrating new information from online sources can be difficult because it takes time and taxes human memory (Greene et al., 2018b). People must self-regulate while learning online to accurately and aptly learn new information (Azevedo, 2005). Self-regulation is the process of monitoring and controlling aspects of the internal environment (e.g., motivation) and external environment (e.g., physical environment) in the service of a goal (Oettingen & Gollwitzer, 2015). When self-regulation is applied to learning contexts, it is called self-regulated learning (SRL; Schunk & Greene, 2018). When people encounter difficulty, both during self-regulation and self-regulated learning, they must enact self-control, which can deplete personal resources (Baumeister & Vohs, 2016). Interventions have been designed to enhance self-regulation by addressing this depletion of resources, which in turn can help students reach their learning goals (Hoch et al., 2017, 2020a). I tested a self-regulation intervention, multiple contrasting with implementation intentions (Oettingen & Gollwitzer, 2015), which was designed to automatize strategies for dealing with obstacles while learning. I posited that this would reduce the depletion that can occur when students simultaneously regulate aspects of themselves and their learning, thus allowing participants to allocate those resources to engage in deep learning strategies, instead. I found that the intervention did increase scores on a conceptual learning outcome measure, while controlling for prior knowledge. However, the relationship between the intervention and the conceptual learning outcome measure was not mediated by deep learning strategies. These findings imply that multiple contrasting with implementation intentions interventions have promise as a way to help people more effectively allocate their mental resources when learning online, leading to more and better understanding.Doctor of Educatio

    The student-produced electronic portfolio in craft education

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    The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

    Applied Cognitive Sciences

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    Cognitive science is an interdisciplinary field in the study of the mind and intelligence. The term cognition refers to a variety of mental processes, including perception, problem solving, learning, decision making, language use, and emotional experience. The basis of the cognitive sciences is the contribution of philosophy and computing to the study of cognition. Computing is very important in the study of cognition because computer-aided research helps to develop mental processes, and computers are used to test scientific hypotheses about mental organization and functioning. This book provides a platform for reviewing these disciplines and presenting cognitive research as a separate discipline

    The role of eye contact in promoting effective learning in natural science in the secondary school

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    The study explores the role of eye contact in promoting effective learning in natural science in the secondary school using eye-tracking technology. A theoretical framework constituting the theories of Vygotsky, Piaget and Bandura inform the study. In the empirical inquiry in this study a purposefully selected group of eleven Grade 9-learners of mixed ability were eye-tracked by means of the Tobii 60 X-2 eye-tracker during individual viewings of a video-recording of a natural science lesson taught by the educator using a PowerPoint presentation. The Tobii 60 X-2 eyetracker establishes how a learner pays attention to information presented through educator narration, visuals and texts during teaching and learning. The findings indicate that, as the learners’ areas of interest, their highest total fixation duration was firstly on the PowerPoint presentation, and secondly on the educator. Under-performing natural science learners showed shorter and less dense fixation in both areas of interest.Science and Technology EducationM. Ed. (Natural Science Education
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