Marlynn M. Griffin

Bio: Marlynn M. Griffin is an academic researcher from Georgia Southern University. The author has contributed to research in topics: Educational psychology & Psychology. The author has an hindex of 7, co-authored 10 publications receiving 318 citations.

The Effects of Reciprocal Peer Tutoring on Graduate Students' Achievement, Test Anxiety, and Academic Self-Efficacy.

Abstract: Two experiments were conducted to determine the effects of reciprocal peer tutoring (RPT) on graduate students' academic achievement, test anxiety, and academic self-efficacy. In Experiment 1, students were assigned to one of two conditions—RPT or non-RPT. RPT students developed questions on specific course topics; they then used these questions to quiz other students before taking midterm and final course examinations. Contrary to previous research findings, the RPT and control groups did not differ significantly on lower cognitive or higher cognitive achievement measures. Students who used RPT generally reported that RPT improved their understanding of course content In Experiment 2, the RPT procedures were modifled to better match the procedures used in earlier studies whose authors had found RPT to be superior to non-RPT conditions. Also, the instruments were expanded to include course-relevant outcome measures of student academic self-efficacy and test anxiety. As in Experiment 1, the RPT an...

Situated cognition and cognitive style : Effects on students' learning as measured by conventional tests and performance assessments

Abstract: The purpose of the present study was to replicate and extend an earlier study that examined the effectiveness of an instructional method based on the tenets of situated cognition. The findings of an earlier study indicated that students who learned to read maps by this method did better on a performance assessment of map skills than, and equally as well on a written assessment of map skills as, students who learned to read maps by conventional instruction. The impact of situated cognition on short- and long-term retention of map skills among fourth graders and the effect of cognitive style on their learning was investigated in the present study. Fourth-grade students were assigned either to situated-cognition instruction using cognitive apprenticeship or to a conventional-instruction treatment. The conventional-instruction group performed significantly better than the situated-cognition group on the immediate postwritten measure of map skills, but the two groups did not differ on the corresponding...

An instructional design framework for authentic learning environments

Abstract: The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning.

Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning

Abstract: The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE) interface that underlies Internet games, AR is a good medium for immersive collaborative simulation, but has different strengths and limitations than MUVEs. Within a design-based research project, the researchers conducted multiple qualitative case studies across two middle schools (6th and 7th grade) and one high school (10th grade) in the northeastern United States to document the affordances and limitations of AR simulations from the student and teacher perspective. The researchers collected data through formal and informal interviews, direct observations, web site posts, and site documents. Teachers and students reported that the technology-mediated narrative and the interactive, situated, collaborative problem solving affordances of the AR simulation were highly engaging, especially among students who had previously presented behavioral and academic challenges for the teachers. However, while the AR simulation provided potentially transformative added value, it simultaneously presented unique technological, managerial, and cognitive challenges to teaching and learning.

Learning With Concept and Knowledge Maps: A Meta-Analysis

Abstract: This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science, psychology, statistics, and nursing. Posttests measured recall and transfer. Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention. Mean effect sizes varied from small to large depending on how concept maps were used and on the type of comparison treatment. Significant heterogeneity was found in most subsets.

A Guide to Authentic e-Learning

Abstract: Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes.