Robert H. Ahlers

Bio: Robert H. Ahlers is an academic researcher from Naval Air Warfare Center Training Systems Division. The author has contributed to research in topics: Simulations and games in economics education & Game mechanics. The author has an hindex of 2, co-authored 3 publications receiving 2715 citations.

Games, Motivation, and Learning: A Research and Practice Model:

Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.

Eliminating Gender Differences Through Practice in an Applied Visual Spatial Task

Abstract: Training strategies to reduce the well-documented (e.g., Lim & Petersen, 1985; Voyer, Voyer, & Bryden, 1995) gender difference in visual spatial ability were investigated. Participants (21 men, 21 women) were trained under 1 of 2 conditions to estimate the orientation angle of a ship viewed on a submarine periscope simulator. The data were analyzed in a 3 by 2 by 2 (Training Conditions by Gender by Test Session) mixed design with repeated measures over the last variable. A significant Training Condition by Gender interaction revealed large performance differences in favor of men in the control group and the group trained using an instruction manual. However, no significant gender difference was found for participants trained with repeated practice accompanied by feedback. This suggests that even a brief training session, using an appropriate instructional strategy, may be all that is required to increase the mental rotation performance of women to the level of men on a specific task. The benefit of the in...

To Ve or not to Ve? A Comparison of two Ve Technologies for Training

Abstract: This paper summarizes the training value of two types of desk top virtual environment (VE) technologies. The advantages and disadvantages of a model-based and a digital image-based approach are described. The engine room spaces of a naval destroyer were modeled using each of these approaches to train Navy engineering students to conduct material readiness inspections. The impact of the technologies on dynamics, and the learning of systems knowledge and spatial orientation are discussed. This paper provides the practitioner with some issues and guidance to aid in deciding how to employ virtual environment technology for training.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

A systematic literature review of empirical evidence on computer games and serious games

Abstract: This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.

What are the learning affordances of 3-D virtual environments?

Abstract: Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au

The malleability of spatial skills: a meta-analysis of training studies.

Abstract: spatial skills. After eliminating outliers, the average effect size (Hedges’s g) for training relative to control was 0.47 (SE 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.