Educational magic toys developed with augmented reality technology for early childhood education

The aim of the study was to examine the effects of augmented reality technology on stories in terms of narrative skill, story length and creativity and also to examine correlations between these variables. Posttest-only design with a nonequivalent group model was used. In this study, the sample consisted of 100 fifth-grade elementary students, comprising 46 boys and 54 girls. Purposive and convenience sampling methods were applied. For purposive sampling, the group's ages, education levels, and experiences in storytelling activities were gathered, and for convenience sampling, easy access to schools was considered. As data collection tools, a suitable narrative scale was used which was found in the literature and creative story form was developed by the researcher. According to the findings, mean scores for all variables for the experimental group were higher than those for the control group. Also, a statistically significant mean difference was found between the experimental and control groups with regard to narrative skill, length of stories, and creativity in stories. In fact, a positive correlation was found between all variables. It is important to recognize when a technology is found to contribute positively to narrative skill and creativity in telling stories, and to ensure this technology is used. Determining correlation between these variables may provide a contribution to studies about evaluating the effect of the new technologies.

Using augmented reality technology in storytelling activities: examining elementary students' narrative skill and creativity

The present study explored the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills by collecting and analysing the data through a sequential explanator...

An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study

The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions on WebQuests. A survey was conducted on teachers (n = 226) recruited from one large research university in the USA and a professional listserv. The findings reveal three constructs perceived by teachers as critical to WebQuests: constructivist problem solving, social interaction and scaffolded learning. Results also show that variables like purpose of WebQuest use, years of teaching, years of WebQuest use and gender predict, at various degrees, teachers' perceptions on WebQuests. Discussions are made on how the constructs identified can be used to improve online teaching and learning. Suggestions for future study are included by examining the influences of social, psychological and affective factors on learners' learning in WebQuests.

WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning

An important skill in solving problems, especially ill-structured problems, is the production of coherent arguments to justify solutions and actions. Because direct instruction in argumentation has produced inconsistent results and cannot effectively support online learning, we examined the use of online argumentation scaffolds to engage and support coherent argumentation. In this study, we showed that providing a constraint-based argumentation scaffold during group problem-solving activities increased the generation of coherent arguments. The same scaffold further resulted in significantly more problem-solving actions during collaborative group discussions. The effects of the scaffold varied for problem type. Groups that solved ill-structured problems produced more extensive arguments. When solving ill-structured problems, students need more argumentation support because of the importance of generating and supporting alternative solutions. The close relationship between argumentation and problem solving, especially ill-structured problem solving, is significant. The effects of the argument scaffold consistently transferred to the production of arguments during individual problem solving. Students used the familiar argumentation scripts while solving problems individually.

The effects of argumentation scaffolds on argumentation and problem solving in an online collaborative group problem-solving environment

T he WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education (Dutt-Doner, Wilmer, Stevens, & Hartmann, 2000; Joseph, 2000; Pohan & Mathison, 1998). It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment (Patterson & Pipkin, 2001). Originated by Bernie Dodge and Tom March in 1995, the WebQuest is an instructional tool for inquiry-oriented learning in which learners interact with resources on the Internet, develop small group skills in collaborative learning and engage in higher level thinking. The WebQuest can be designed within a single discipline or be interdisciplinary. Two levels of WebQuests exist: short term and long term. Short term WebQuests focus on learners' knowledge acquisition and integration that can be completed in one to three class hours, whereas long term WebQuests emphasize learners' ability to extend and refine knowledge. Long term WebQuests may take between one week and a month in a classroom setting. A well designed WebQuest typically contains six parts: (a) introduction; (b) task; (c) information sources; (d) description of process; (e) guidance; and (f) conclusion (Dodge, 1995). These segments guide learners through WebQuest activities by providing descriptive background information, defining tasks, supplying information resources needed to complete tasks and offering a description of the process learners should go through in accomplishing tasks. Although WebQuests have been adopted in K-12 schools and universities, their functionality and underlying principles are often not well-understood. Vidoni and Maddux (2002) pointed out that WebQuests are sometimes used as "a panacea for all manner of educational ills" (p.ll3). Dodge (2001) expressed his concern that some WebQuests "do not represent the model well at all and are merely worksheets with URLs" (p.7). The existing body of research on WebQuests is mainly focused on their design and development (Gohagan, 1999; Joseph, 2000; Pohan et al, 1998; Seamon, 2001). Little is known about how learners perceive the WebQuest as an instructional and learning tool. Research suggests that perceptions can influence exit behavior and should become part of the design process (Blose & Fisher, 2003; Sahin, 2003). Sahin (2003) observed that student teachers' perceptions of instructional technology, for example, may influence the way they "incorporate technology for teaching and learning across the curriculum" (p. 67). Wheeler (2002) asserted that student perceptions, such as their perceptions of learning and social support, can affect the way that distance learning is designed and implemented. This paper offers a discussion of the underlying constructs of WebQuests followed by the report ofa study examining existing issues regarding WebQuest learning. Implications for teaching and learning with WebQuests will be made, along with suggestions for future research. "Little is known about how learners perceive the WebQuest as an instructional and learning tool"

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Sue Stoddart

Papers

WebQuest Learning as Perceived by Higher-Education Learners