\u3ci\u3eThe Nebraska Educator,\u3c/i\u3e Volume 3: 2016 (complete issue)

There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our third year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous two volumes of our journal have been downloaded more than 7,000 times by readers all across the globe. The Nebraska Educator has four main goals with its published research: (1) to familiarize students with the publication process, (2) to faciliate dialogue between emerging scholars, educators, and the larger community, (3) to promote collegiality and interdisciplinary awareness, and (4) to establish a mechanism for networking and collaboration. This publication would not have been possible without the guidance and assistance from faculty, staff, and graduate students across the College of Education and Human Sciences. We are also grateful for the work of Paul Royster at Love Library, who assisted us with the final formatting and online publication of our journal. In addition, we would like to thank the Department of Teaching, Learning, and Teacher Education’s Graduate Student Assocation, whose financial contributions helped to launch our journal. The Nebraska Educator is an open-access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance at all levels of education. We seek original research that covers topics which include by are not limited to: (a) curriculum, teaching, and professional development; (b) education policy, practice, and analysis; (c) literacy, language, and culture; (d) school, society, and reform; and (e) teaching and learning with technologies. If you are interested in submitting your work to The Nebraska Educator, please submit online using: http://digitalcommons.unl.edu/nebeducator/ Contents of Volume 3 Examining doctoral attrition: A self-determination theory approach, by Mark Beck Korea and the Dominican Republic: A transnational case study-analysis, by Aprille Phillips Transitional Adjustment Intervention for International Students in U.S. Colleges, by Zhuo Chen Language, Literacy, and Dewey: “Experience” in the Language Arts Context, by Jessica Masterson Fostering Metacognition in K-12 Classrooms: Recommendations for Practice, by Markeya S. Peteranetz A Technology-Supported Learning Experience to Facilitate Chinese Character Acquisition, by Xianquan Liu and Justin Olmanso

Modes and Mechanisms of Game-like Interventions in Intelligent Tutoring Systems

While games can be an innovative and a highly promising approach to education, creating effective educational games is a challenge. It requires effectively integrating educational content with game attributes and aligning cognitive and affective outcomes, which can be in conflict with each other. Intelligent Tutoring Systems (ITS), on the other hand, have proven to be effective learning environments that are conducive to strong learning outcomes. Direct comparisons between tutoring systems and educational games have found digital tutors to be more effective at producing learning gains. However, tutoring systems have had difficulties in maintaining students€™ interest and engagement for long periods of time, which limits their ability to generate learning in the long-term. Given the complementary benefits of games and digital tutors, there has been considerable effort to combine these two fields. This dissertation undertakes and analyzes three different ways of integrating Intelligent Tutoring Systems and digital games. We created three game-like systems with cognition, metacognition and affect as their primary target and mode of intervention. Monkey\u27s Revenge is a game-like math tutor that offers cognitive tutoring in a game-like environment. The Learning Dashboard is a game-like metacognitive support tool for students using Mathspring, an ITS. Mosaic comprises a series of mini-math games that pop-up within Mathspring to enhance students\u27 affect. The methodology consisted of multiple randomized controlled studies ran to evaluate each of these three interventions, attempting to understand their effect on students€™ performance, affect and perception of the intervention and the system that embeds it. Further, we used causal modeling to further explore mechanisms of action, the inter-relationships between student€™s incoming characteristics and predispositions, their mechanisms of interaction with the tutor, and the ultimate learning outcomes and perceptions of the learning experience

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 “scientific study of how people learn” (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 “scientific study of how to help people learn” (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 “scientific study of how to determine what people know” (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

Gamification as a neuroergonomic approach to improving interpersonal situational awareness in cyber defense

In cyber threat situations, the establishment of a shared situational awareness as a basis for cyber defense decision-making results from adequate communication of a Recognized Cyber Picture (RCP). RCPs consist of actively selected information and have the goal of accurately presenting the severity and potential consequences of the situation. RCPs must be communicated between individuals, but also between organizations, and often from technical to non-/less technical personnel. The communication of RCPs is subject to many challenges that may affect the transfer of critical information between individuals. There are currently no common best practices for training communication for shared situational awareness among cyber defense personnel. The Orient, Locate, Bridge (OLB) model is a pedagogic tool to improve communication between individuals during a cyber threat situation. According to the model, an individual must apply meta-cognitive awareness (O), perspective taking (L), and communication skills (B) to successfully communicate the RCP. Gamification (applying game elements to non-game contexts) has shown promise as an approach to learning. We propose a novel OLB-based Gamification design to improve dyadic communication for shared situational awareness among (technical and non-technical) individuals during a cyber threat situation. The design includes the Gamification elements of narrative, scoring, feedback, and judgment of self. The proposed concept contributes to the educational development of cyber operators from both military and civilian organizations responsible for defending and securing digital infrastructure. This is achieved by combining the elements of a novel communication model with Gamification in a context in urgent need for educational input.publishedVersio

An adaptive Metalearner-based flow: a tool for reducing anxiety and increasing self-regulation

Anxiety and self-regulation are the most common problems among the college student population. There are few attempts found in the literature to promote the development of students’ cognitive and metacognitive abilities in online learning environments. In addition, mechanisms for overcoming or reducing individuals’ anxiety in a computer-mediated environment is yet to be fully characterized. This study was conducted to investigate the potential of integrating the concept of flow into the design of a Metalearner (MTL) to help reduce anxiety and increase self-regulation among students. The design of MTL was based on the development of adaptive strategies to balance between the challenge of the task and user skills. A total of 260 participants were asked to use the system and respond to an online questionnaire that asked about flow antecedents, experience, and consequences. The structural model results showed that incorporating flow into the design of MTL can help reduce anxiety and improve self-regulation among students. Our findings can be used to enrich students’ online learning experience and inform designers and developers of learning systems about the importance of regulating task complexity according to the challenge/skills balance. This would help learners to process the presented information meaningfully and to make the inferences necessary for understanding the learning content

The medical pause in simulation training

The medical pause, stopping current performance for a short time for additional cognitive activities, can potentially advance patient safety and learning in medicine. Yet, to date, we do not have a theoretical understanding of why pausing skills should be taught as a professional skill, nor empirical evidence of how pausing affects performance and learning. To address this gap, this thesis investigates the effects of pausing in medical training theoretically and empirically. For the empirical investigation, a computer-based simulation was used for the task environment, and eye-tracking and log data to assess performance

A Meta-Analysis of Self-Regulated Learning Interventions and Learning Outcomes in Higher Education E-Learning Environments

Through a systematic review of the literature, 36 empirical studies regarding self-regulated learning (SRL) interventions and learning outcomes in higher education e-learning environments were identified and meta-analyzed using15 years of data. Frequently studied interventions included providing SRL scaffolding, SRL training, or SRL training and scaffolding either as a precursor or as part of the learning environment or both. Scaffolding interventions were embedded as part of the learning environment and designed to guide learners to perform cognitive and metacognitive strategies such as task analysis, goal setting, and reflection during a learning activity. Training interventions, by contrast, involved instruction in the use of SRL strategies prior to beginning a learning activity, course or program. In some studies, both training and scaffolding SRL interventions were implemented. Information about the types of SRLinterventions including the means of measuring learning outcomes (more or less complex), instructional design characteristics and learning outcomes data for calculating effect sizes were extracted for the purposes of conducting this meta-analysis

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

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

Interactions Between Patterns of Gamer Behaviors and Time-on-Task for Mathematics Remediation in a Game-based HIVE

As the presence of digital game-based learning increases in United States classrooms, understanding their impact on achievement is critical. Digital games for learning offer many potential benefits, including reducing the number of students trapped in a remediation cycle, a contributor to college dropout. Despite the recognized potential of game-based learning, few researchers have explored the relationships between specific patterns of behaviors and types of digital game-based learning environments. The underlying theory for this study was patterns of gamer behaviors may predict in-game behaviors. Archival, third-party data regarding The Lost Function - Episode 1: Sum of the Forgotten Minds by Advanced Training & Learning Technology, LLC was used in this study. Using 4 case groups at the high school and college levels (n=114), self-reported levels of the 3 patterns of gamer behaviors, gender, and age-band were analyzed using multiple regression to determine relationships to time-on-task in a game-based highly interactive virtual environment, designed for mathematics remediation. While the results were inconclusive, this study supported the existing literature regarding gender differences and the lack of mutual exclusivity in behavior typing. Recommendations include additional research in how the statements used in the 3-factor model may be adjusted to allow for a broader population of game players. The social change implication is that further understanding of the relationship between learner traits and digital learning environment may assist educators that employ digital game-based learning a way to better align learners to the most appropriate digital learning environment, thereby increases their chances at success

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 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