Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop

In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as coresearchers

A critical analysis of technology’s impact on teacher’s views of literacy learning and teaching: A continuum of understandings

The purpose of this study was to investigate three middle school English teachers’ understandings of literacy and technology. In particular, how do they view literacy and technology learning and teaching, and how do they use (or not use) technology to enact their views of literacy in their classrooms. This narrative inquiry qualitative study consisted of three open-ended interviews, written literacy narratives, and multiple classroom observations with each participant as well as the collection of various teacher documents, such as lesson plans, presentation notes, rubrics, and student handouts. Narrative methods were used in the data analysis. Findings were organized across a continuum of literacy understandings from traditional understandings to new conceptions of literacy. Discussion and implications point to the need for an expanded definition of literacy with teachers that addresses the complexity of multiliteracies. There is also a need for extending pedagogical repertoires of teachers to recognize TPACK as a beginning to multiliteracies

A critical analysis of technology’s impact on teacher’s views of literacy learning and teaching: A continuum of understandings

The purpose of this study was to investigate three middle school English teachers’ understandings of literacy and technology. In particular, how do they view literacy and technology learning and teaching, and how do they use (or not use) technology to enact their views of literacy in their classrooms. This narrative inquiry qualitative study consisted of three open-ended interviews, written literacy narratives, and multiple classroom observations with each participant as well as the collection of various teacher documents, such as lesson plans, presentation notes, rubrics, and student handouts. Narrative methods were used in the data analysis. Findings were organized across a continuum of literacy understandings from traditional understandings to new conceptions of literacy. Discussion and implications point to the need for an expanded definition of literacy with teachers that addresses the complexity of multiliteracies. There is also a need for extending pedagogical repertoires of teachers to recognize TPACK as a beginning to multiliteracies

The Impact of a Video Game Intervention on the Cognitive Functioning, Self-Efficacy, Self-Esteem, and Video Game Attitudes of Older Adults

While a well-established body of empirical work indicates that engaging in mentally stimulating activities is linked to positive physical and mental health outcomes, relatively few studies have specifically examined the impact that video game training can have on cognitive functioning and well-being. Given the substantial implications that such work has for an ever-growing older adult population, this area of research has begun to pique the interest of researchers world-wide. The present study employed an experimental paradigm to explore the impact of a Nintendo DS video game, Brain Age, on the cognitive functioning, self-efficacy, self-esteem, and video game attitudes of adults aged 65 and older. A total of 35 participants were recruited from various Senior Centers located in the San Fernando Valley and were randomly assigned to an intervention group that played Brain Age for five weeks (three hours of supervised training per week) or a control group that was only required to complete an assessment battery before and after a five week period. Findings stemming from ANCOVA analyses in which pre-test scores (and in the case of cognitive outcome variables, a separate cognitive screener) served as covariates indicated significant group differences with regards to brief arithmetic and syllable count assessments, and marginally significant differences on the basis of the Stroop Interference Test. While all the effects for self-efficacy, self-esteem, and a newly developed video game attitudes scale were in the predicted direction, no statistically significant group differences were found. Findings across the 16 examined outcome variables also indicate larger effects among cognitive outcome variables that are directly practiced via the intervention. Such findings also indicate larger effects among timed over non-timed cognitive measures, and among cognitive over affective/attitudinal variables. Notwithstanding limitations concerning the transferability of trained skills to a broader set of cognitive abilities, the current study\u27s evidence suggests that playing a simple, inexpensive, and easily accessible videogame can enhance some aspects of cognitive functioning. These findings hold significant implications for the millions of older Americans looking for technologically-oriented avenues by which to sharpen their cognitive skills

Minimising Extraneous Cognitive Load in Immersive Virtual Environments: Evaluating an Immersive Virtual Reality Educational Platform Against the Principles of Cognitive Load Theory

This item is only available electronically.Many consider STEM skills to be increasingly important for the future workplace. However, Australian enrolments in senior secondary STEM subjects declined through the 90s and early 2000s, especially in science subjects. The number of enrolments plateaued and has changed little since. One reasons behind this is that students tend to avoid and dropout of STEM subjects. This is partly because STEM education across Australia is not fostering enough interest in students, and a lack of engagement and enjoyment in the classroom. STEM Classrooms need to be made more interesting, engaging and enjoyable, but in a way that does not harm learning. Immersive Virtual Reality (IVR) is uniquely positioned for this as it can create novel, authentic, immersive, interactive and emotional experiences. These experiences immerse users within the virtual environment (VE), establishing a sense of presence or ‘being there’. Presence and authenticity create unmediated and engaging experiences, of the type recommended by most modern learning theories. However, IVR comes with many limitations, of which cost is the most notable. Furthermore, there are significant gaps in the literature describing and demonstrating the relation between the countless factors that define IVR, and learning outcomes. So far studies have demonstrated that IVR is often not superior, and sometimes inferior, to traditional methods with respect to cognitive learning outcomes. A problem which is exacerbated by the fact that few of the many IVR devices and software developed are grounded in solid pedagogy. Early research has indicated why this might be the case, the answer might come from Cognitive Load Theory (CLT). CLT is a learning theory especially suited for describing the cognitive loads associated with learning tasks and the methods to manage and reduce it. IVR is often informationally dense, requiring that students navigate a full 360˚, 3D virtual environment whilst being dazzled by many sources of visual and sometimes audial information. CLT suggests that cognitive load comes in two forms. One of these, extraneous load, encompasses content that is irrelevant to learning that either distracts students, or forces them to process it alongside task-relevant information. IVR, it is suggested, tends to create large extraneous loads, which is possibly the source of its mediocre performance in producing cognitive learning outcomes. The goal of this study was to use the principles of CLT to evaluate an educational IVR platform with regards to minimising extraneous load. This platform could support large numbers of users simultaneously within shared or separate VEs whilst an instructor, using a separate non-IVR device, selected, controlled and manipulate the content. After a review of the literature, two questions would define the evaluation: Q1) How does the educational IVR platform compare to the recommendations of CLT regarding the reduction of extraneous load in the presentation of content? Q2) Where & how could the educational IVR platform be changed to better meet the recommendations? The evaluation was conducted by directly using the platform, during which the platform’s content was qualitatively observed and its characteristics explored. These observations were conducted using a coding framework consisting of criteria that was synthesised from the principles of CLT and the characteristics, capabilities and limitations of the platform initially identified. The observations were analysed and discussed, in these discussions content design methods based off the criteria were suggested. More importantly, the interaction between the defining characteristics of the platform and the criteria was determined, from which the primary evaluation and recommendations were made. The evaluation concluded that the platform was well suited for minimising extraneous load for several reasons (Q1). Some simple recommendations were made, primarily the addition of more tools for the instructor to use to manipulate running content (Q2). By attempting to evaluate an ICT technology, the research aimed to guide or assist future evaluations. However, due to limitations in the literature and research method, assumptions had to be made. The limitations that necessitated these assumptions provided a basis for suggested research directions.Thesis (MTeach) -- University of Adelaide, School of Education, 201

Curriculum –Releasing Maths Anxiety with the Use of Robotics

info:eu-repo/semantics/publishedVersio

Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in comparison to the traditional face-to-face counterpart has been uncertain in terms of multidimensional student engagement. Research has a need to determine the impact of virtual worlds on student engagement in comparison to the traditional face-to-face environment. The study examined the effects of virtual world and face-to-face learning environments on high school foreign language students\u27 emotional, cognitive, and behavioral engagement, as well as combined engagement. A two-way MANOVA was used to determine the effect of traditional face-to-face and virtual world learning environments on combined student engagement. A 2 x 2 analysis of covariance was used to determine the effect of traditional face-to-face and virtual world learning environments on emotional student engagement. A 2 x 2 analysis of covariance was also used to determine the effect of traditional face-to-face and virtual world learning environments on cognitive student engagement. A t-test was used to determine the effect of traditional face-to-face and virtual world learning environments on behavioral engagement. The study did not find evidence of overall, cognitive, emotional, or behavioral engagement difference between the two learning environments. The findings indicate the virtual world environment is similar to the traditional face-to-face environment in terms of student engagement. School administrators and teachers can benefit from this research when determining effective means of creating highly engaging learning environments for students. Virtual worlds can be a medium for engaging learning opportunities for students in face-to-face and virtual schools. Additional research in this area is recommended to determine the impact of virtual worlds with different student populations and subject areas

Multisensory learning in adaptive interactive systems

The main purpose of my work is to investigate multisensory perceptual learning and sensory integration in the design and development of adaptive user interfaces for educational purposes. To this aim, starting from renewed understanding from neuroscience and cognitive science on multisensory perceptual learning and sensory integration, I developed a theoretical computational model for designing multimodal learning technologies that take into account these results. Main theoretical foundations of my research are multisensory perceptual learning theories and the research on sensory processing and integration, embodied cognition theories, computational models of non-verbal and emotion communication in full-body movement, and human-computer interaction models. Finally, a computational model was applied in two case studies, based on two EU ICT-H2020 Projects, "weDRAW" and "TELMI", on which I worked during the PhD

The Effect of Using Virtual Manipulatives on Students’ Ability to Mentally Compare Proper Fractions

This study proposes a method to analyze the effects of the use of virtual fraction models (circle/bar/number line) on students’ ability to mentally compare proper fractions. Since developing a sense of magnitude with both whole numbers and rational numbers is highly correlated with improved performance on standardized assessments and improved performance in later algebra classes, special attention is directed to the bar and number line as they are linear representations. The study used an experimental pretest/posttest group design by randomly assigning subjects within class sections to a control group (physical fraction circles) and treatment groups with seven different methods of comparing fractions (virtual fraction circle, virtual bar model, virtual number line, and all combinations). The pretest and posttest instruments identifying student reasoning in fraction comparison used in the study were developed by the Education Development Center’s Eliciting Mathematics Misconceptions Project. The instruments were designed to gauge students’ dependence on whole number reasoning, the unit fraction, and gap reasoning (the difference between the numerator and denominator) The use of the virtual fraction circle should determine whether a technology bias is inherent in the study, while the bar model and the number line model show a more linear view of the fractions. A t-test showed significant improvement in the overall sample, but analysis of variance by manipulative on the differences between pretest and posttest scores and the differences between a pre/post classification on a scale of student comparison method showed no significant differences between the manipulatives