語用論(Pragmatics)を考える

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

For many years, theories of collaborative learning tended to focus on how individuals function in a group. More recently, the focus has shifted so that the group itself has become the unit of analysis. In terms of empirical research, the initial goal was to establish whether and under what circumstances collaborative learning was more effective than learning alone. Researchers controlled several independent variables (size of the group, composition of the group, nature of the task, communication media, and so on). However, these variables interacted with one another in a way that made it almost impossible to establish causal links between the conditions and the effects of collaboration. Hence, empirical studies have more recently started to focus less on establishing parameters for effective collaboration and more on trying to understand the role which such variables play in mediating interaction. In this chapter, we argue that this shift to a more process-oriented account requires new tools for analysing and modelling interactions.

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The evolution of research on collaborative learning

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game's learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N=47) and the other one the non-gaming one (Group B, N=41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students' views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students' knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys' greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students' gender.

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

This paper reports a study that attempts to explore how using mobile technologies in direct physical interaction with space and with other players can be combined with principles of engagement and self-motivation to create a powerful and engaging learning experience We developed a mobile gaming experience designed to encourage the development of children's conceptual understanding of animal behaviour Ten children (five boys and five girls) aged between 11 and 12 years played and explored the game The findings from this study offer interesting insights into the extent to which mobile gaming might be employed as a tool for supporting learning It also highlights a number of major challenges that this format raises for the organisation of learning within schools and the design of such resources

Savannah: mobile gaming and learning?

Collaborative learning tasks involve interaction between multiple participants, who thus need to maintain some degree of mutual understanding. The process by which this is accomplished is termed grounding . The way in which collaboration, grounding and learning take place is largely determined by the task, the situation and the tools available. This paper discusses relations between grounding, collaboration and learning, drawing on research from two main areas: the Language Sciences and Cultural-Historical Activity Theory ("CHAT"). We build a unifying perspective of mutual understanding mediated by material and semiotic tools that can be used for analysis as well as for design of collaborative learning tasks, especially those that are carried out via computermediated communication. We illustrate the perspective with reference to a particular computermediated collaborative learning situation in the domain of physics.

The role of grounding in collaborative learning tasks

This paper reports a study that investigated the effects of gender, Internet anxiety, and Internet identification on use of the Internet. The study involved 608 undergraduate students (490 females and 118 males). We surveyed the students' experience with the Internet, as well as their levels of Internet anxiety and Internet identification. We found a number of gender differences in participants' use of the Internet. Males were proportionally more likely to have their own web page than were females. They used the Internet more than females; in particular, they were more likely to use game websites, to use other specialist websites, and to download material from the Internet. However, females did not use the Internet for communication more than males. There was a significant positive relationship between Internet identification and total use of the Internet, and a significant negative relationship between Internet anxiety and total use of the Internet. Controlling for Internet identification and Internet anxiety, we found a significant and negative correlation between gender and use of the Internet. In total, all three of our predictors accounted for 40% of the variance in general Internet use: with Internet identification accounting for 26%, Internet anxiety accounting for 11%, and gender accounting for 3%.

Gender, Internet Identification, and Internet Anxiety : Correlates of Internet Use

https://purehost.bath.ac.uk/ws/files/62209709/Accepted_version.pdf

Constantly connected - The effects of smart-devices on mental health

Editorial presents information on the development of wireless and mobile technologies and their influence on education. The use of information technology in education and training has undergone several paradigm shifts over the last three decades. Very recently the notions of e-learning (learning supported by digital electronic tools and media) and m-learning (learning using mobile devices and wireless transmission) have emerged. These terms are often associated with a simplistic understanding of facilitating learning by delivering learning content. Handheld devices are emerging as one of the most promising technologies for supporting learning and particularly collaborative learning scenarios. These technologies offer the possibility of moving away from the stand-alone computer, thus allowing interaction with several devices and making information accessible through a wireless connection to a server. It also introduces articles published in the special issue of 'Journal of Computer Assisted Learning'. (PsycINFO Database Record (c) 2007 APA, all rights reserved).

Richard Joiner

Papers

Savannah: mobile gaming and learning?

The role of grounding in collaborative learning tasks

Gender, Internet Identification, and Internet Anxiety : Correlates of Internet Use

Constantly connected - The effects of smart-devices on mental health

Guest editorial: Wireless and Mobile Technologies in Education