Showing papers in "Educational Technology Research and Development in 2006"
1,349 citations
TL;DR: This analysis presents a brief overview of game genres and the role of narrative in popular adventure game design, along with an analysis of how narrative supports problem solving in adventure games.
Abstract: The purpose of this conceptual analysis is to investigate how contemporary video and computer games might inform instructional design by looking at how narrative devices and techniques support problem solving within complex, multimodal environments. Specifically, this analysis presents a brief overview of game genres and the role of narrative in popular adventure game design, along with an analysis of how narrative supports problem solving in adventure games. Additionally, an analysis of the underlying structure used in game design for developing narratives is presented along with design heuristics for constructing narratives for educational purposes.
310 citations
TL;DR: In this paper, the instructional potential of pedagogical agents as learning companions (PALs) in several social-cognitive theories, including distributed cognition, social interaction, and Bandura's social cognitive theory is discussed.
Abstract: Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)—animated digital characters functioning to simulate human-peer-like interaction—might provide an opportunity to simulate such social interaction in computer-based learning. In this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition, social interaction, and Bandura’s social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives, we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary.
287 citations
TL;DR: The results indicate that the effect sizes far synchronous instructor-directed DE were consistent and not significantly different from zero; in asynchronous DE, media only supporting independent learning was generally less effective than media supporting collaborative discussion among students, although both subsets were significantly heterogeneous.
Abstract: This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how media were used to support DE pedagogy. The results indicate that the effect sizes far synchronous instructor-directed DE were consistent and not significantly different from zero; in asynchronous DE, media only supporting independent learning was generally less effective than media supporting collaborative discussion among students, although both subsets were significantly heterogeneous. Follow-up analysis of asynchronous DE findings was framed in terms of three patterns of interaction—student-content, student-instructor and student-student.
178 citations
TL;DR: In this paper, the authors explore the competencies required for a project manager to be effective in the workplace using a Web-based Delphi method to lead experienced project managers through an anonymous consensus-building process consisting of two rounds of surveys.
Abstract: In this study, we explore the competencies required for a project manager to be effective in the workplace. We used a Web-based Delphi method to lead experienced project managers through an anonymous consensus-building process consisting of two rounds of surveys. The Round I analysis of 147 respondents, all with 20 or more years of project management experience, yielded 117 project management success factors, 78 of which were identified as trainable competencies. The Round II analysis confirmed 42 of the 78 competencies (53.8%) as very important to extremely important to project manager success. Important contributions of this study include: (a) reporting on project manager competencies that can inform the literature and guide the development of educational programs for instructional designers and other professionals, and (b) demonstrating the Web-based Delphi technique to be an efficient methodology for conducting afront-end analysis, a core process of instructional design (ID) work.
163 citations
TL;DR: In this paper, the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, selfefficacy, and attitudes were examined.
Abstract: This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive, High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive attitudes toward the PAL. However, students who worked with the low-competency PAL reported significantly enhanced self-efficacy beliefs in the learning tasks. Also, there was a main effect far PAL interaction type. A proactive PAL had a significantly positive impact on recall. These different results on learning and motivational outcomes suggest that the competency and interaction type of a PAL should be designed according to the desired learning and motivational goals.
149 citations
TL;DR: In this paper, a Web-based learning environment (Web-LE) was designed to improve the students' motivation to learn science by incorporating factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) into the instructional design of the web-based tool.
Abstract: Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve the students' motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher's tenth-grade classroom as a three-day student- centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and obser- vations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved students' motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instruc- tional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research.
128 citations
TL;DR: A model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional design is proposed and it is argued that these two approaches are complementary rather than oppositional.
Abstract: This article proposes a model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional design. I argue that these two approaches are complementary rather than oppositional. I present and analyze two learning programs in order to show how learning events can contain both objectivist and constructivist elements. By plotting the two approaches at right angles to one another, I produce four quadrants which I then discuss and explain. What follows after that is a discussion of comments that were received from members of a prominent instructional technology mailing list about the feasibility of the model. Finally I present two case studies. The first describes a two-day workshop that was designed to be high on both axes, while the second shows how the model could be used as a decision-making tool. Initial findings suggest that it is both feasible and useful to plot objectivism and constructivism at right angles to one another rather than at opposite ends of a continuum.
121 citations
TL;DR: The authors investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure) and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment.
Abstract: In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure) and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry students worked together in small, fully online discussion groups that lasted for seven days. Results indicated that participants in groups given roles plus rewards interacted with their teammates significantly more than those given rewards only or no-structured-interdependence conditions. A significant positive correlation suggested that participants with higher numbers of interactions attained higher posttest scores. However, no significant differences were found in achievement by type of interdependence or by affiliation motive. Results also revealed that type of interdependence and affiliation motive had a significant impact on student attitudes. Implications for integrating small group work in online higher education settings are discussed.
118 citations
TL;DR: This descriptive investigation seeks to confirm and extend a technique for automatically scoring concept maps using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach.
Abstract: In this descriptive investigation, we seek to confirm and extend a technique for automatically scoring concept maps. Sixty unscored concept maps from a published dissertation were scored using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach. The scores were based on link lines drawn between terms and on the geometric distances between terms. These concept map scores were compared to terminology and comprehension posttest scores. Concept map scores derived from link data were more related to terminology whereas concept map scores derived from distance data were more related to comprehension. A step-by-step description of the scoring technique is presented and the next steps in the development process are discussed.
110 citations
TL;DR: Although very little research has focused on assessing conceptual change, the theories of conceptual change recommend assessing patterns of concepts and concepts-in-use.
Abstract: The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation, patterns of concepts, and concepts-in-use. Probabilistic-prototype and exemplar views have accommodated some of the inherent fuzziness of concepts. Concepts can only be fully understood as processes of conceptual change, the reorganization of conceptual frameworks. Although very little research has focused on assessing conceptual change, the theories of conceptual change recommend assessing patterns of concepts and concepts-in-use. Descriptions of pertinent assessment methods are presented.
TL;DR: In this paper, a new perspective emerging in psychology, known as functional contextualism, is presented like constructivism, but provides a much more coherent philosophical basis on which to build an empirical science of learning and instruction.
Abstract: Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach As an alternative to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented Like constructivism, functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which to build an empirical science of learning and instruction The philosophical worldview known as contextualism is reviewed to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics of functional contextualism and the science it supports, behavior analysis, are described Implications of functional contextualism for research and practice in IDT are then explored
TL;DR: In this paper, the authors investigated the relationship between two types of goal orientations and their effects on motivation and problem solving by varying three instructional contexts designed to promote one of the two orientations.
Abstract: One important factor related to ill-structured problem-solving success is intrinsic motivation, that is, students’ willingness to persist in solving the problem. Goal orientation, a motivational variable, explains reasons why students engage in the activity because they want to either learn or perform. This study investigated the relationship between these two types of goal orientations and their effects on motivation and problem solving by varying three instructional contexts designed to promote one of the two orientations. Heterogeneous and homogeneous peer grouping based on self-efficacy was also predicted to affect intrinsic motivation and problem solving. The results indicated that students in the learning-oriented context had significantly higher intrinsic motivation than those in the performance-oriented context. Students in the heterogeneous peer group had higher scores on monitoring and evaluating problem-solving subskills than those in the homogeneous peer groups. Learning-goal orientation and solution development were significantly related when students participated in the learning-oriented, heterogeneous peer grouping treatment group.
TL;DR: E2ML can be used for visualizing the intermediate and final results of design, thus providing documentation in a shared language that can enhance team communication, improve design, and contribute to the development of high-quality instruction.
Abstract: The last decade has brought about a major change in higher education. Course design has developed from a craftsmanship-like process to a structured production, which involves interdisciplinary teams and requires more complex communication skills. This conceptual article introduces E2ML–Educational Environment Modeling Language–a visual language for supporting complex instructional design processes. E2ML can be used for visualizing the intermediate and final results of design, thus providing documentation in a shared language that can enhance team communication, improve design, and contribute to the development of high-quality instruction. The language and its formal features are presented from a conceptual point of view and illustrated by examples. The main results of a first evaluation study are reported, and the exploitation of E2ML in practice as well as its costs and benefits are critically discussed.
TL;DR: This article is a case study of how one interactive role-playing game, Island Telecom, was adapted for online play, including automated player roles and a structured team decision-making process, and shows how they match with design challenges.
Abstract: The rapid acceleration of online course offerings presents a design challenge for instructors who want to take materials developed for face-to-face settings and adapt them for asynchronous online usage. Broadcast lectures are relatively easy to transfer, but adapting content is harder when classes use small-group discussions, as in role-playing or negotiation games. To be successful, such environments should address three interrelated design challenges: (a) sustaining engagement, (b) promoting content-focused discussion, and (c) promoting reflection-on-action. This article is a case study of how one interactive role-playing game, Island Telecom, was adapted for online play. We describe eight design features, including automated player roles and a structured team decision-making process, and show how they match with design challenges. Feedback from a recent run of this game shows that, although students still prefer to play face-to-face, they now also give favorable ratings to the online version. Feedback on specific adaptations is also presented.
TL;DR: This paper examined response patterns in exchanges between males and females and their effects on gender participation in five online debates and found no differences in number of critiques posted in response to arguments because females were just as likely as males to critique messages from both males and female, and females responded to males with critiques at a higher than expected frequency.
Abstract: In this study we examined response patterns in exchanges between males and females and their effects on gender participation in five online debates Students classified messages into arguments, evidence, critiques, and elaborations while posting messages to the debates to facilitate argumentation and the sequential analysis of message-response sequences The findings revealed no differences in number of critiques posted in response to arguments because females were just as likely as males to critique messages from both males and females, and because females responded to males with critiques at a higher than expected frequency Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and males posted more rebuttals to the critiques of females than females The methods used in this study illustrate a process-oriented approach to explain and predict gender differences in participation and serve as a framework for future research on gender participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving
TL;DR: The effects of constructivism are not as obvious because constructivism is not a theory of learning as discussed by the authors, nor is it a model for designing instruction, rather, it is fundamentally an epistemology that has affected the way that educators in the past decade conceive of learning.
Abstract: First, the effects of constructivism are not as obvious because constructivism is not a theory of learning. Nor is it a model for designing instruction. Rather, it is fundamentally an epistemology that has affected the way that educators in the past decade conceive of learning. As an ontology, it has significantly affected the fields of art and sociology for more than 60 years. More than a decade ago, I tried to articulate constructivist models of design, but I soon discovered that such a concept is oxymoronic. One can argue that it is impossible to directly and empirically demonstrate the effectiveness of constructivism. That was not its intention, despite the claims of many designers who claim to be constructivist.
TL;DR: In this paper, the authors examine how graduate instructional design students engage with and learn from stories in an online environment and find that students often reflected on their prior experiences and demonstrated an increased awareness of teamwork issues.
Abstract: Teamwork skills such as conflict resolution and communication strategies are challenging to teach. The use of stories may help develop these complex skills. Although engagement is generally seen as a key component of learning environments, what constitutes engagement has not been fully explored. The purpose of this study was to examine how graduate instructional design students engage with and learn from stories in an online environment. This WisdomTools Scenario (Scenario) was designed specifically to facilitate the development of teamwork skills. Students followed the experiences of two fictitious student teams and discussed what happened asynchronously with small dialogue groups. Through a qualitative case study analysis, four themes emerged which captured how students engaged with and learned from this environment. First, engagement was evident through students’ emotional reactions to the characters. Second, this engagement was affected by perceived credibility and relevance of the scenes. Third, students often reflected on their prior experiences and demonstrated an increased awareness of teamwork issues. Fourth, students reported various degrees of application of what they learned to their team practice. Implications for the design of story-based learning environments are explored.
TL;DR: A conceptual ID model is presented, and the ID model task is described, where students most frequently represented design, followed by program evaluation, needs assessment, development, and implementation.
Abstract: Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers (Kennedy, 1994). In a graduate ID course students constructed their own ID models. This study analyzed student models for (a) what ADDIE components were included (by teacher, nonteacher), and (b) model structural characteristics (by teacher, nonteacher). Participants included 178 students in 12 deliveries of a master's level ID course (115 teachers, 63 nonteachers). Our conceptual ID model is presented, and the ID model task is described. Students most frequently represented design, followed by program evaluation, needs assessment, development, and implementation. In terms of structural characteristics, 76 models were characterized as metaphoric, 61 dynamic, and 35 sequential. Three interrelated conclusions and implications for ID learning are offered.
TL;DR: A survey of the literature regarding the use of elearning in two mainline e-learning projects in the European Union: (a) the e-Learning Action Plan and (b) the E-Learning Program is presented in this paper.
Abstract: This was a survey of the literature regarding the use ofe-learning in two mainline e-learning projects in the European Union: (a) the e-Learning Action Plan and (b) the e-Learning Program. I found evidence that the European Commission (EC) has positively affected European countries that have participated in these projects by (a) providing necessary infrastructures and equipment, (b) implementing teacher training, (c) delivering useful content and services, (d) encouraging cooperation and networking; (e) promoting digital literacy, (f) launching European virtual campuses, and (g) supporting the use of the World Wide Web (WWW) for “e-Twinning” primary and secondary schools.
TL;DR: This book brings the global perspectives on e learning rhetoric and reality book in soft file to provide the inspiration and spirit to face this life.
Abstract: Reading is a hobby to open the knowledge windows. Besides, it can provide the inspiration and spirit to face this life. By this way, concomitant with the technology development, many companies serve the e-book or book in soft file. The system of this book of course will be much easier. No worry to forget bringing the global perspectives on e learning rhetoric and reality book. You can open the device and get the book by on-line.
TL;DR: This article describes how rate of implementation was used as a sensitive measure to help identify barriers to implementation of class-wide peer tutoring (CWPT) and its research protocol across nine schools in five states.
Abstract: Few evidence-based instructional practices achieve large-scale use, often remaining only in the schools directly involved in their development. Research on scaling up effective educational practice often lacks sensitive measures of the practice's implementation and the required research protocol. This article describes how we used rate of implementation as a sensitive measure to help identify barriers to implementation of class-wide peer tutoring (CWPT). Using communication technologies and a learning management system, we monitored the rate of CWPT implementation and its research protocol across nine schools in five states. Rate of implementation was defined as the number of weeks in which a school successfully completed the 12 implementation tasks required to reach full implementation. We discuss factors related to the variation in implementation rate (30-50 weeks) between schools, and implications of this measurement strategy for research on instructional practices and the technology used to facilitate scalability research.
TL;DR: In a knowledge-based society, the sharing and expansion of knowledge and information are the key factors for economic and social development (Yu, 2004). Because of this, the speed at which information and information travel has accelerated tremendously in connection with the rapid expansion of the Internet and information and communications technology (Baek, 2002) as discussed by the authors.
Abstract: In a knowledge-based society, the sharing and expansion of knowledge and information are the key factors for economic and social development (Yu, 2004). Because of this, the speed at which knowledge and information travel has accelerated tremendously in connection with the rapid expansion of the Internet and information and communications technology (Baek, 2002). The flow of information is one of the important agents of change in society (Jeong, 2002). Thus, many nations around the world have created key policies for developing human resources with a focus on acquiring and expanding knowledge and information. With these shifting policies, e-learning has emerged as a new alternative in education and training. The initiative to develop national human resources through e-learning has been widely adapted by the Korean government as elearning overcomes the limits of time and space and contributes to knowledge expansion through interaction (Kim, 2004).
TL;DR: The Master of Science in Computer-Mediated Computer Communications (MScCMCP) program was launched in August 2004 at the University of Mauritius with a first cohort of 14 students and a second cohort began in August 2005 and is currently enrolled in the program.
Abstract: ] The Master of Science in Computer-Mediated Computer Communications (MScCMCP) program was launched in August 2004 at the University of Mauritius with a first cohort of 14 students. It represents one major thrust of the Virtual Center for Innovative Learning Technologies (VCILT). A second cohort of 15 students began in August 2005 and is currently enrolled in the program. E-Learning, technology-enhanced learning and computer-mediated pedagogies are currently receiving widespread attention from educators, researchers, teachers, and practitioners all over the world. The number of national and international e-learning and computers-in-education conferences has been increasing yearly, where presenters expose new and innovative ideas, revolutionary and sometimes controversial practices, and systems and technologies that have been developed to facilitate implementation of these new modes of education.
TL;DR: The Lifelong Learning Cluster (LLC) of the University of Mauritius as mentioned in this paper is a succesful initiative of ICT-based sustainable development, which combines three resource centers of the university into an internal flexible organization, counting today 60 programmers, Web and multimedia developers, instructional designers, and distance and open learning lecturers.
Abstract: □ Some five years ago, the government of Mauritius decided on a national policy to convert the country's economy, then mainly based on sugar cane, textile manufacturing, and tourism, into one of information-and-communications-technology- (ICT-) enabled services and business process outsourcing. The promotion of ICT, embodied in the creation of a "cybercity," lies within the framework of an economic and social reengineering at the level of the whole country, to make Mauritius a cyber-island. In this context, I present the Lifelong Learning Cluster (LLC) of the University of Mauritius as a succesful initiative of ICT-based sustainable development. The LLC combines three resource centers of the university into an internal flexible organization, counting today 60 programmers, Web and multimedia developers, instructional designers, and distance and open learning lecturers. Without questioning the autonomy of the centers, or adding a layer of bureaucracy, the cluster provides the centers with the capacity to act as a whole, to do research, and to deliver graduate programs, but also to act as a developmental intervention unit, helping other units or institutions build capacity in all dimensions of technology-enhanced education (TEE): infrastructure, human resources, content development, content management, and content integration. In this article, I attempt to spell out strategies that can benefit efforts in building capacity in developing countries through comprehensive ICT integration and developmental intervention, placing special emphasis on the work at the University of Mauritius.
TL;DR: In this article, the relation between functional contextualism and objectivism, the empirical basis and applications of relational frame theory (RFT), and the analytic goals of functional contextism and instructional design are discussed.
Abstract: Several prominent researchers and theorists in the field of instructional design and technology provided commentary on my article, “Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism” (Fox, 2005). Some of the important issues raised by those commentaries are addressed briefly in this reply. In particular, further clarification is provided regarding the distinction between theory and philosophy, the relation between functional contextualism and objectivism, the empirical basis and applications of relational frame theory (RFT), and the analytic goals of functional contextualism and instructional design.
TL;DR: In this article, the authors show that there are more ways to meet the goals Fox sets for a behavior-based science of learning and instruction than those he suggests, and they also suggest some specific examples of paths they might follow within that framework.
Abstract: Fox (2005) deals with three important issues in his article: (a) He gives an assessment of the current conceptual framework within which instructional designers are doing research and development; (b) he suggests a different conceptual framework to guide them; and (c) he offers some specific examples of paths they might follow within that framework. He does a good job with the first two of these. He is less successful with the third. What follows sets Fox’s paper in a slightly broader context and leads to the conclusion that there are more ways to meet the goals Fox sets for a behavior-based science of learning and instruction than those he suggests.