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Showing papers in "Educational Technology Research and Development in 2013"


Journal ArticleDOI
TL;DR: The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.
Abstract: The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students’ perceptions of these approaches to determine the affect each intervention might have on a student’s motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation’s instruction and assessments frustrated students and decreased their motivation to learn. Students’ attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction.

826 citations


Journal ArticleDOI
TL;DR: This paper conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students and found that badges could have a positive effect on critical learner motivations.
Abstract: Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and moti- vations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges.

409 citations


Journal ArticleDOI
TL;DR: The authors investigated whether the addition of the gaming element "competition" to a computer-based language learning environment is related to students' motivation, perceptions and learning outcomes, and found that the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment.
Abstract: Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes Additionally, this study probed into the effect of instruction, ie, the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed

104 citations


Journal ArticleDOI
TL;DR: In this article, the authors report the experiences of five instructors who used a social networking platform in their courses and find that instructors had expectations of Elgg that stemmed from numerous sources, used Elgg in heterogeneous ways and for varied purposes.
Abstract: Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. In this qualitative study, we address this gap in the literature by reporting the experiences of five instructors who used a social networking platform in their courses. We find that instructors (a) had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d) faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used “on the ground” is contested and contrasts starkly with the narrative of how social software might contribute benefits to educational practice. In addition, we note that learning management systems may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced.

93 citations


Journal ArticleDOI
TL;DR: In this paper, a cross-cultural validation of the UTAUT by examining a large sample (N = 4,589) of educational technology users from three European countries, Germany, Romania and Turkey is presented.
Abstract: The continuous development of new platforms and environments for technology-enhanced learning emphasizes the increasing importance of research in educational technology acceptance (ETA) Responding to this need, the unified theory of acceptance and use of technology (UTAUT) proposes a major ETA model However, the UTAUT has been so far validated only in restrained contexts The ongoing internationalization of education calls for extending ETA research and the UTAUT across national and professional boundaries Therefore, this study aims at cross-cultural validation of the UTAUT by examining a large sample (N = 4,589) of educational technology users from three European countries, Germany, Romania and Turkey As a first conclusion, the UTAUT questionnaire displays adequate validity, reliability, and measurement equivalence across cultures, which further enables UTAUT-based comparisons of the cultural groups Secondly, the effect of technology use intention on the actual use behavior proves to be extremely weak Several possible explanations are proposed along with suggestions for future research Thirdly, for the first time in ETA research the cultural sample diversity allows the verification of correlations between acceptance and culture Thus, this study makes headway in the integration of culture (sensu Hofstede) in the UTAUT by suggesting effects of power distance, individualism, masculinity, uncertainty avoidance and long-term orientation on performance and effort expectancy, perceived social influence, computer anxiety, technology use intention and actual use behavior Fourthly, for educational practice the presented results suggest several ways of anticipating and supporting ETA in multicultural user groups

90 citations


Journal ArticleDOI
TL;DR: In this article, the authors used multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan and found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process.
Abstract: Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers’ use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1–9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers’ beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers’ perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration.

79 citations


Journal ArticleDOI
TL;DR: This study investigated the use of a wiki for collaborative writing among primary levels five and six students in a Chinese primary school in Hong Kong, showing that different types of feedback elicited actual revisions, which may have resulted in better group writing.
Abstract: This study investigated the use of a wiki for collaborative writing among primary levels five (P5) and six (P6) students (n = 119) in a Chinese primary school in Hong Kong where English is taught as a second language (L2). Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Quantitative and qualitative data were analyzed from activities recorded in the wiki system, including posted edits and comments, students’ group writings and student and teacher interviews. The wiki page history revealed information on the types of revisions that occurred, showing that different types of feedback elicited actual revisions, which may have resulted in better group writing. Findings from the study may shed light on how wikis can help provide support for students’ collaborative writing process with wikis, and how peer-feedback can influence this process.

76 citations


Journal ArticleDOI
TL;DR: The authors applied text mining methods to examine the abstracts of 2,997 international research articles published between 2000 and 2010 by six journals included in the Social Science Citation Index in the field of Educational Technology (EDTECH).
Abstract: This study applied text mining methods to examine the abstracts of 2,997 international research articles published between 2000 and 2010 by six journals included in the Social Science Citation Index in the field of Educational Technology (EDTECH). A total of 19 clusters of research areas were identified, and these clusters were further analyzed in terms of productivity by country and by journal. The analysis revealed research areas with rising trends, stable status, and low attention. This study also identified areas of research emphasis by journal and research strength by country. A discussion of results through the lens of Critical Theory of Technology is also included. The authors hope to inform the EDTECH community about the trends of EDTECH research on topics and regions of research contributions. The authors also believe that such examination of trends can help facilitate fruitful discussions of directions for future research, and possible international collaboration across various geographical regions.

73 citations


Journal ArticleDOI
TL;DR: The authors examined gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students from Florida public schools and found that females had higher factor scores in perception measures for Frequency of Computer Use, Perceived ICT Skills, and Attitudes toward Computers.
Abstract: This paper examines gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students (N = 1,513) from Florida public schools. The results of t test statistical analyses, which examined only gender differences in demonstrated and perceived ICT skills, indicate significant differences in all areas in favor of females. Females had higher factor scores in perception measures for Frequency of Computer Use, Perceived ICT Skills, and Attitudes toward Computers. In addition, female students had significantly higher scores on all six sections from the Student Tool for Technology Literacy, a performance-based assessment. These results counter many empirical research studies that show males generally perform better with ICT skills and have overall better attitudes toward computers than their female counterparts. However, when adding predictors to the model and using multilevel modeling statistical methods, findings indicate that gender was no longer significant. These findings question the importance of the gender differences related to ICT skills that were found with previous statistical examinations. Using more advanced statistical methods to answer research questions pertaining to ICT skills is important in order to determine which factors have the greatest potential for intervention programs that focus on developing equitable ICT skills and career choices for all students.

62 citations


Journal ArticleDOI
TL;DR: A versatile assessment platform, the CBA Item Builder, which allows the authoring, delivery, and scoring of CPS tasks for scientific and educational purposes is introduced and the potential of such a tool for research is demonstrated by reporting an experimental study illustrating the effect of domain specific content knowledge on performance in CPS tasks.
Abstract: Complex Problem Solving (CPS) skills are essential to successfully deal with environments that change dynamically and involve a large number of interconnected and partially unknown causal influences. The increasing importance of such skills in the 21st century requires appropriate assessment and intervention methods, which in turn rely on adequate item construction, delivery, and scoring. The lack of assessment tools, however, has slowed down research on and understanding of CPS. This paper first presents the MicroDYN framework for assessing CPS, which is based on linear structural equation systems with input and output variables and opaque relations among them. Second, a versatile assessment platform, the CBA Item Builder, which allows the authoring, delivery, and scoring of CPS tasks for scientific and educational purposes is introduced. Third, we demonstrate the potential of such a tool for research by reporting an experimental study illustrating the effect of domain specific content knowledge on performance in CPS tasks both on an overall performance and on a process level. The importance of accessible and versatile technical platforms not only for assessment and research but also for intervention and learning are discussed with a particular focus on educational contexts.

61 citations


Journal ArticleDOI
TL;DR: In this paper, a qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted to analyze the content features of educational technology curricula for primary education developed by national governments.
Abstract: The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed.

Journal ArticleDOI
TL;DR: Betty's Brain this article is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena.
Abstract: Betty’s Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition, causal map construction, and progress monitoring. Previous research has established that middle school students struggle at such tasks without proper scaffolding and feedback. In Betty’s Brain, this feedback is provided by Betty and Mr. Davis, another virtual agent designed to provide guidance and suggestions as students work. This paper discusses our implementation of contextualized conversational (CC) feedback, and then presents the results of an experimental study exploring the effects of this feedback in two 8th-grade science classrooms. The results illustrate some advantages of the CC feedback in comparison with a baseline dialogue mechanism that presents similar strategies in a non-conversational, non-contextualized form. While both groups showed significant pre-to-post test learning gains, the difference in learning gains between the groups was not statistically significant. However, students who received CC feedback more often performed actions in accordance with the advised strategies, and they created higher quality causal maps.

Journal ArticleDOI
TL;DR: In this article, the authors present a study carried out in the University of Granada, during the first year of undergraduate courses, which considered a total of 1,128 students organized into 17 groups during the academic year 2009-2010 and focused on the students' voluntary use of online learning activities.
Abstract: In blended learning, the internet acts as an instrument to complement traditional forms of instruction, in the belief that the incorporation of new information and communication technologies may lead to more efficient and effective education. This paper presents a study carried out in the University of Granada, during the first year of undergraduate courses, which considered a total of 1,128 students organized into 17 groups during the academic year 2009–2010 and focused on the students’ voluntary use of online learning activities. The results show that the students’ participation in these activities and the number of tasks completed both had a positive effect on the students’ final marks. The time employed in carrying out online tasks did not influence the results achieved but the marks obtained in such activities were a significant factor. In addition, the students’ respective background, rate of class attendance and interest in the subject were explanatory variables of the outcome.

Journal ArticleDOI
TL;DR: This paper investigated the effects of different case types (success, failures) on analogical transfer to similar problems and found that failure-based case library condition produced significantly higher scores on measurements of counterarguments and holistic argumentation scores on both tasks.
Abstract: Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of practitioners, but also serve as problem-solving narratives from which learners can acquire meaning. The current study investigated the effects of different case-types (success, failures) on analogical transfer to similar problems. In the first week, undergraduate sales management students (N = 36) were assigned to different case library treatments (success, failure) and asked to construct a multifaceted argument (initial argument, counterargument, rebuttal) to resolve an ill-structured, decision-making hiring problem. In the following week, students constructed an argument to solve a novel case without the support of the case library. Data analysis revealed the failure-based case library condition produced significantly higher scores on measurements of counterarguments and holistic argumentation scores on both tasks. A discussion of the implications for pedagogy and instructional design are also presented.

Journal ArticleDOI
TL;DR: In this article, the types of cognitive processing and cognitive components of team-based problem solving (TBPS) as well as the cognitive states of collective emergent cognitive states and the interactive mechanisms are discussed.
Abstract: Today, much problem solving is performed by teams, rather than individuals. The complexity of these problems has exceeded the cognitive capacity of any individual and requires a team of members to solve them. The success of solving these complex problems not only relies on individual team members who possess different but complementary expertise, but more importantly, their collective problem solving ability. To better conceptualize large scale complex problem solving, an understanding of collective cognitive components and processes during team-based complex problem solving is necessary. This paper offers a conceptual discussion about complex problem solving from a collective cognition perspective. The types of cognitive processing and cognitive components of team-based problem solving (TBPS) as well as the cognitive states of collective emergent cognitive states and the interactive mechanisms will be discussed. Also, implications from the model for assessing TBPS performance and suggestions for future research will be offered.

Journal ArticleDOI
TL;DR: The authors examined the relationship between student academic achievement and use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model.
Abstract: Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies have focused on small intact and qualitative samples. The purpose of the present study is to examine the association between academic achievement in high school and student use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model. Our results indicate that both student use of computers for fun and moderate levels of video gaming were positive and significant on cross-sectional reading and mathematics achievement assessments in high school, controlling for multiple covariates of achievement, but were not related to growth in mathematics from grade 10 to grade 12.

Journal ArticleDOI
TL;DR: In this paper, a study was conducted to predict faculty members' use of digital technologies in Nigerian Universities, and the authors found that gender, academic qualification, academic status, motivating and discouraging factors jointly contributed to the prediction of faculty members using digital technologies.
Abstract: The interactive digital technologies in education is an effective means used to widen educational opportunities. However, many faculty members do not use or adopt digital technologies as instructional tools. The purpose of this study was to predict faculty members’ use of digital technologies in Nigerian Universities. 492 university lecturers from Southwest Universities in Nigeria constituted the sample for the study. Faculty Members Technology Use Scale was used for collecting the data that were analysed at .05 significance level. Descriptive statistics such as simple percentage mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, Analysis of Variance, and Multiple regression were used for the data analysis. The study provides evidence which support that most faculty members are yet to adopt emerging digital technologies for teaching and learning. Furthermore, findings of the study also indicate that some environmental factors motivate and frustrate faculty members’ use of digital technologies in the classroom. Similarly, the use of digital technologies by faculty members was found to be influenced by their academic status. In addition, the study reveals that gender, academic qualification, academic status, motivating and discouraging factors jointly contributed to the prediction of faculty members’ use of digital technologies. Meanwhile, all other variables except gender relatively and significantly contributed to the faculty members’ use of digital technologies.

Journal ArticleDOI
TL;DR: This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students’ complex, ill-structured problem solving skill acquisition.
Abstract: The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Then, we present an experimental study investigating its validity against adapted protocol analysis. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students’ complex, ill-structured problem solving skill acquisition. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving.

Journal ArticleDOI
TL;DR: In this article, the authors applied centrality measures to reanalyze existing concept maps from a recent investigation and demonstrated that centrality is a useful measure of knowledge structure contained in these team concept map artifacts that allows researchers to infer problem representation start and goal state transitions during problem solving.
Abstract: Problem solving likely involves at least two broad stages, problem space representation and then problem solution (Newell and Simon, Human problem solving, 1972). The metric centrality that Freeman (Social Networks 1:215–239, 1978) implemented in social network analysis is offered here as a potential measure of both. This development research study applied centrality measures to reanalyze existing concept maps from a recent investigation (Engelmann and Hesse, Computer-Supported Collaborative Learning 5:299–319, 2010). Participants (N = 120) were randomly assigned to interdependent (i.e. hidden profiles) or non-interdependent conditions to work online in triads using CmapTools software to create a concept map in order to solve a problem scenario. The centrality values of these group-created concept maps agreed with the common relations count analysis used in that investigation and allowed for additional comparisons as well as analysis by multidimensional scaling. Specifically, the interdependent triad maps resembled the fully explicated problem space, while the non-interdependent triad maps mainly resembled the problem solution. The results demonstrate that centrality is a useful measure of knowledge structure contained in these team concept map artifacts that allows researchers to infer problem representation start and goal state transitions during problem solving.

Journal ArticleDOI
TL;DR: The results show that students learn and react favorably towards interactive tabletops and that the effect that CSCL technology has on the gender gap is examined.
Abstract: This research examined the effect that a relatively new Computer Supported Collaborative Learning (CSCL) device, specifically an interactive tabletop, has on elementary students’ attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. Prior research has shown many positive effects of CSCL technologies on mathematics education, such as increased math performance and an increased interest in math. Further, previous research has shown inconsistent results regarding gender differences in mathematics and has not examined the effect that CSCL technology has on the gender gap. Therefore, the effects of interactive tabletops on math performance, attitudes, and gender differences were examined. This study was conducted using a sample of 53 elementary students. The technology was brought to the classroom twice each week for an entire academic semester. To obtain a more accurate understanding of the influence of the CSCL technology, both self-report data and performance data were collected. Specifically, changes in students’ attitudes and reactions and changes in cognitive learning were measured. The results show that students learn and react favorably towards interactive tabletops. Implications for future research are discussed.

Journal ArticleDOI
TL;DR: In this paper, an assessment was conducted of a web-based formative peer assessment system (WFPAS) emphasizing learners' metacognitive awareness for their performance in ill-structured tasks.
Abstract: An assessment was conducted of a web-based formative peer assessment system (WFPAS) emphasizing learners’ metacognitive awareness for their performance in ill-structured tasks. Results indicate that the WFPAS group achieved significantly higher scores for metacognitive awareness and performance in ill-structured tasks than the traditional peer assessment group and that a traditional peer assessment group achieved higher scores for metacognitive awareness than a self-assessment group. In addition, the WFPAS group showed significantly higher scores in motivation than the traditional peer assessment group. Results are explained from the perspective of peer interaction and scaffolding. The potential challenges and implications of the WFPAS are discussed.

Journal ArticleDOI
TL;DR: In this article, a multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem.
Abstract: This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study. Data sources included direct observation of solution operations, participants’ think aloud and stimulated recalls as they solved the problem, as well as solution scores indicating how well each participant solved the problem. A grounded theory approach was used to analyze stimulated recall and think aloud data. A set of thirteen cognitive processes emerged in the coding and were tallied for each participant. Individual cases were then grouped into clusters that shared similar frequencies of prior knowledge activation, performance outcomes, and tool use behaviors. Each cluster was profiled from least to most successful with descriptive accounts of each cluster’s approach to solving the problem. A cross cluster analysis indicated how learners’ cognitive processes corresponded with problem solving operations that revealed thresholds of knowledge development and formed an integrated mental model of the problem. The findings suggested that mastering problem solving operations within each threshold enhanced the learners’ conceptual awareness of where to apply cognitive processes and increased the combinations of cognitive processes they activated at higher thresholds of knowledge development. The findings have implications for anticipating where novices need support within each threshold of knowledge development during complex problem solving.

Journal ArticleDOI
TL;DR: In this paper, the authors report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual campus, and find that participants were both successful and not successful in task completion within the virtual campus.
Abstract: Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual campus. Sixteen college students with documented learning disabilities were observed and interviewed while completing eight tasks in a virtual campus environment. Tasks were chosen from those typically performed by college students and included such items as locating the email address of an instructor, locating a journal article in the library’s online database, and identifying the textbook for a course on the bookstore webpage. Findings indicate that these participants were both successful and not successful in task completion within the virtual campus. Factors that impacted performance included features of the virtual campus and participants’ implementation of cognitive and behavioral strategies.

Journal ArticleDOI
TL;DR: The results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and to the use of tools during the implementation of inquiry activities are all taken into account.
Abstract: Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account.

Journal ArticleDOI
TL;DR: The assumption that HOPSCOTCH as a design concept may have the potential to actively engage players in learning activities leading to a virtuous circle of reduced low level disruption and self-exclusion, increased assimilation of knowledge and greater engagement in lessons to the benefit of the whole class, not just the better-motivated individual is supported.
Abstract: This article describes HOPSCOTCH, a design concept for an exer-learning game to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to support the acquisition of factual knowledge. HOPSCOTCH is based on the popular playground game in which a course is drawn on the pavement with numbers that indicate the course to be hopped. In two exploratory studies at a German elementary school, we investigated the potential of HOPSCOTCH to engage students, as well as to facilitate the acquisition of factual knowledge (English vocabulary) and to improve the attitudes of students towards learning English as a second language. The results of these studies indicated that the students remembered and correctly spelled about the same number of new vocabulary words after learning with HOPSCOTCH as they did after a teacher-centred lesson. Importantly however, the students enjoyed playing this exer-learning game very much and they reported better attitudes towards studying English after learning vocabulary with HOPSCOTCH compared to a teacher-centred lesson. These encouraging first results support the assumption that HOPSCOTCH as a design concept may have the potential to actively engage players in learning activities leading to a virtuous circle of reduced low level disruption and self-exclusion, increased assimilation of knowledge and greater engagement in lessons to the benefit of the whole class, not just the better-motivated individual. As such we suggest that exer-learning games could serve as additional classroom control and teaching aids in schools.

Journal ArticleDOI
TL;DR: This conceptual paper argues that affordances and motives drive how and why K-12 students use computer-based scaffolds, and uses activity theory and the theory of affordances to build an initial theoretical framework.
Abstract: One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored.

Journal ArticleDOI
TL;DR: In this article, the qualitative findings from a quasi-experimental study comparing clickers and low-technology polling were reported. But the qualitative data collected includes an open-ended survey administered to all study participants (n = 198), informal observations, and interviews conducted using purposeful sampling.
Abstract: Recent research suggests that clickers (electronic feedback devices) influence metacognition. This article reports qualitative findings from a quasi-experimental study comparing clickers and low technology polling. We sought to establish how clickers influence metacognition and whether differences exist in how each response system influences metacognition. The qualitative data collected includes an open-ended survey administer to all study participants (n = 198), informal observations, and interviews conducted using purposeful sampling. While low technology polling appears to elicit more metacognition than clickers, negative feelings and conformity affect also increase. Clickers result in positive feelings and reduction of the conformity effect. In addition to significantly higher performance outcomes, findings indicate polling systems result in different qualities of metacognition, meaning either more or less productive, and either self-reflective or group reflective. These differences contribute to the degree to which the environment is learner centered.

Journal ArticleDOI
TL;DR: The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30.
Abstract: This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30.

Journal ArticleDOI
TL;DR: The results showed that there were significant differences among the three groups of learners in terms of their problem-solving performance and implications for designing effective joint cognitive systems are discussed.
Abstract: The present study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool in order to solve a complex problem. Based on their performance on the hidden figures test, students were assigned to three groups of field-dependent (FD), field-mixed (FM), and field-independent (FI) learners, and were instructed to use integrated-format materials and Model-It® in order to solve a problem about immigration policy. The results showed that there were significant differences among the three groups of learners in terms of their problem-solving performance. Consequently, the study employed educational data mining (EDM) methods in order to examine how FD and FI learners actually interacted with Model-It® in order to solve the problem. The EDM methods provided rich analytical information and details about learners’ interactions with the computer tool. Implications for designing effective joint cognitive systems are discussed.

Journal ArticleDOI
TL;DR: This article explored the perceptions of graduate students concerning the use of an online discussion board, focusing on whether the character of the interactions evidenced in the content of the discussion was reflected in the participants' views of their experiences.
Abstract: Course instructors across a wide range of disciplines have implemented computer-based learning resources such as online discussion boards. While the benefits of implementing an online discussion board in teaching have been well-documented, investigation into the social aspects of online learning environments is still needed in order to develop a deeper understanding of how group dynamics affect the overall learning experience. Accordingly, this action research project was designed to explore the perceptions of graduate students concerning the use of an online discussion board, focusing on whether the character of the interactions evidenced in the content of the discussion was reflected in the participants’ views of their experiences. The messages posted to the discussion forum were examined via discourse analysis, while the perceptions of the participants were interrogated through self-administered interviews. The results revealed that while positive group dynamics appeared to be prevalent in the discussion, the perceptions of the individual class members did not always agree with this view. In light of the findings, the researcher outlines some possible solutions for creating an online environment that is conducive to learning for members of a discussion forum with disparate levels of experience, as well as some suggestions for further research.