A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

What Video Games Have to Teach Us about Learning and Literacy

mental representations a dual coding approach is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the mental representations a dual coding approach is universally compatible with any devices to read.

Mental Representations A Dual Coding Approach

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

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Computational Thinking 計算論的思考

/pdf/iea-international-computer-and-information-literacy-study-1gs7kq6jxw.pdf

IEA International Computer and Information Literacy Study 2018 Assessment Framework

The 'will, skill, tool' model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study's survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.

Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations

Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self-reported cognitive and motivational learning gains and test results. In an explorative study, 74 children from five primary schools played the learning game AWWWARE. The results of pre- and post-tests were analysed using multiple linear regressions. The analysis showed that anticipated enjoyment played only a minor part in students' willingness to learn with serious games. Of greater importance was the students' expectation that the learning game would be easy and instructive. The level of actual enjoyment of the game also had a smaller influence than expected. While there was a correlation between enjoyment and the motivation to continue being engaged with the subject matter of the game, no effect was found with respect to self-assessed or tested learning gains. The results lead to the conclusion that other factors, such as explicit learning tasks, instruction and support inherent in the game or supplemented by teachers, may be more decisive than the experience of fun during the game. [ABSTRACT FROM AUTHOR]

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12226

Learning with serious games: Is fun playing the game a predictor of learning success?

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in Int...

Perceived Quality of Educational Technology Matters A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores

https://www.zora.uzh.ch/id/eprint/205619/1/1-s2.0-S0747563220303332-main.pdf

Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans

Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school teachers. It confirms that educational technology integration is dependent on individual teachers' readiness, which is in turn influenced by school readiness. Teacher readiness to integrate educational technology is based on perceived skills and beliefs. Facets of school readiness include educational technology resources in classrooms, perceived importance of technology integration, goal clarity, head teacher support, as well as formal and informal exchange among teachers.

Dominik Petko

Papers

Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations

Learning with serious games: Is fun playing the game a predictor of learning success?

Perceived Quality of Educational Technology Matters A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores

Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans

The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model