Showing papers in "Journal of Educational Computing Research in 2006"
TL;DR: It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes, however, consideration of specific moderator variables yielded a more complex picture.
Abstract: Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a me...
842 citations
TL;DR: In this paper, two studies addressed students' motivation and participation in an online discussion board which was part of a traditional lecture-based course and the discussion board represented an external communi...
Abstract: Two studies addressed students' motivation and participation in an online discussion board which was part of a traditional lecture-based course. The discussion board represented an external communi...
216 citations
TL;DR: Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training, and for high-strategy knowledge students, iSTart improved comprehension for bridging–inference questions.
Abstract: This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehensi...
197 citations
TL;DR: In this paper, the assumption was tested experimentally, whether prompting for reflection will enhance hypermedia learning and transfer and it was shown that students who were prompted at each navigation step in a hypermedia system to say the reasons why they chose this specific information node out loud showed better transfer performance compared to the control group, especially if their navigation was based on strategic decisions.
Abstract: In this study the assumption was tested experimentally, whether prompting for reflection will enhance hypermedia learning and transfer. Students of the experimental group were prompted at each navigation step in a hypermedia system to say the reasons why they chose this specific information node out loud whereas the students of the control group learned without reflection prompting. University students (N = 46) participated and were counterbalanced according to their prior knowledge, metacognitive knowledge, and verbal intelligence. The students' task was to learn the concepts of operant conditioning within 35 minutes. Students were completely free in navigation and students' individual learning sessions were videotaped. Immediately afterwards learning outcome was obtained. As expected, students learning with reflection prompts showed better transfer performance compared to the control group, especially if their navigation was based on strategic decisions. Even though prompting for reflection was successf...
115 citations
TL;DR: It is speculated that the gender equalization effect observed in this study could have a significant impact on the extent to which technology is used by future students, especially given recent trends in promoting the use of technology in the classroom.
Abstract: The impact of gender on computer related attitudes, ability, and use has been actively documented, but little research has been done examining how to modify and reduce imbalances. The purpose of this study was to explore the effect of ubiquitous computing (24-hour access to a laptop and the Internet) on gender differences in pre-service teachers with respect to computer attitudes, ability, and use. Regarding computer attitudes, gender differences before the laptop program were observed in only one of the four constructs assessed: future intentions to use computers (behavioral attitude). There were no significant differences in attitude between males and females after the laptop program. With respect to computer ability, males reported having stronger skills in five of the ten ability constructs assessed before the laptop program (operating systems, database software, creating a web page, and programming). There were no significant gender differences in ability after the laptop program, with the exception of programming which continued to favor males. It is speculated that the gender equalization effect observed in this study could have a significant impact on the extent to which technology is used by future students, especially given recent trends in promoting the use of technology in the classroom.
114 citations
TL;DR: This study compared the use of ananimated pedagogical agent (agent) with an electronic arrow and voice narration (arrow and voice) in a multimedia learning environment where 74 college level English as a Second Language students learned English relative clauses.
Abstract: This study compared the use of ananimated pedagogical agent (agent) with an electronic arrow and voice narration (arrow and voice) in a multimedia learning environment where 74 college level English as a Second Language (ESL) students learned English relative clauses. No significant differences in learning or performance were found between the group receiving the agent and the arrow and voice group. This result provides evidence for Clark's (2001) claim that learning is supported by appropriate instructional methods (in this study directing attention to and voicing key concepts), not a delivery medium (in this study an animated agent or the drawing of an arrow with voice). Clark has also argued against using expensive instructional media when lower cost alternatives achieve the same or similar learning and motivation goals. It was also found that the agent's visual appearances and social behaviors did not motivate, interest, or tutor learners better than the simple arrow with voice. Thus, this result does...
111 citations
TL;DR: This contribution summarizes findings from several years of design research and offers evidence concerning the strengths and limitations of the instructional model that evolved during the course of this work.
Abstract: The work we report in this special issue attempted to exploit the power of technology and cognitive theory to help make conceptual systems taught in large college courses truly useful in students' ...
89 citations
TL;DR: An international collaboration between two classes of fifth grade students through an online discussion platform with one group more experienced in online knowledge building activities than the other with evidence that the novice class learned from the experienced class to ask more questions in their online discussion.
Abstract: This article describes a case study of an international collaboration between two classes of fifth grade students through an online discussion platform with one group more experienced in online knowledge building activities than the other. Before the collaboration, the novice class tended to produce isolated notes filled with information and confined their efforts to their own selected topics. When the more experienced class joined in, the discourse of the students in the novice class changed from more information-centered toward meaning negotiations; many more of their notes were linked with one another and they no longer confined their reading and responses to their own study topic. The class more experienced in knowledge building was more ready to express disagreement in their discourse. There was also evidence that the novice class learned from the experienced class to ask more questions in their online discussion. When the joint-collaboration ended, the novice class could still maintain the changed i...
84 citations
TL;DR: This study developed and validated a student evaluation of online teaching effectiveness instrument based on Chickering and Gamson's (1987) Seven Principles of Effective Teaching and found that the hypothesized four-factor model fit the data well.
Abstract: Traditional student evaluations of teaching do not adequately assess the essential constructivist-based practices that have been recommended for effective online instruction. There is a need for student evaluation of teaching instruments that are specifically designed to provide online instructors with valid feedback about the effectiveness of their online teaching practices. This study was undertaken to develop and validate a student evaluation of online teaching effectiveness instrument based on Chickering and Gamson's (1987) Seven Principles of Effective Teaching. Eight hundred and seven students enrolled in WebCT courses at a mid-sized university in the western United States completed the Student Evaluation of Online Effectiveness (SEOTE) for this study. Results from an exploratory factor of analysis of a randomly selected sub-sample of SEOTE responses of online students yielded four interpretable factors: Student–Faculty Interaction, Active Learning, Time on Task, and Cooperation Among Students. Acon...
83 citations
TL;DR: In this article, the authors examined the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system, and found that learners differentiate between tasks of different complexity, and set goals and plan their learning behavior accordingly.
Abstract: This article presents an explorative study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system. More specifically, this study investigates: 1) if learners differentiate between tasks of different complexity, and set goals and plan their learning behavior accordingly; and 2) whether such adaptive learning behavior is influenced by their epistemological beliefs. Students (n = 72) inspected a set of six learning tasks and answered multiple questions derived from the COPES-model of self-regulated learning (Winne & Hadwin, 1998)—e.g., they judged the importance of specific learning strategies for a particular learning task. Furthermore, they filled in inventories measuring their epistemological beliefs. Results confirmed significant relationships between task complexity and epistemological beliefs on the one hand and students' judgments on the other.
70 citations
TL;DR: The Virtual Math Teams Project as mentioned in this paper explored the use of a graphical referencing tool in coordination with text chat to achieve a group orientation to a particular mathematical object in a shared whiteboard.
Abstract: The Virtual Math Teams Project is exploring how to create, structure, support and assess an online chat-based collaborative community devoted to mathematics discourse. It is analyzing the forms of group cognition that emerge from the use of shared cognitive tools with specific functionalities. Centered on a case study of a synchronous online interchange, this paper discusses the use of a graphical referencing tool in coordination with text chat to achieve a group orientation to a particular mathematical object in a shared whiteboard. Deictic referencing is seen to be a critical foundation of intersubjective cognitive processes that index objects of shared attention. The case study suggests that cognitive tools to support group referencing can be important to supporting group alignment, intentionality and cognition in online communities such as this one for collaborative mathematics.
TL;DR: In this paper, the authors explored the views on learning, technology and classroom practices of both students and teachers in a technology-enriched classroom environment and examined the characteristics and uniqu...
Abstract: This study explores the views on learning, technology and classroom practices of both students and teachers in a technology-enriched classroom environment. It examined the characteristics and uniqu...
TL;DR: This article zooms in on the use of mindtools in education—computer programs and applications that facilitate meaningful professional thinking and working—because this is the epitome of learning from ICT.
Abstract: When a computer-based tool or application is used to carry out a specific task in a learning situation—that is, it is used for learning—more effectively or efficiently one speaks of learning with t...
TL;DR: In this paper, the authors investigated the impact of using Alice and pair-programming on confidence, enjoyment and acyclic ability of students in an introductory computer science class.
Abstract: Students in an introductory computing class participated in a study investigating the impact of using a graphics programming environment (Alice) and pair-programming on confidence, enjoyment and ac...
TL;DR: Teachers' instructional technology use has shifted from the drill-and-practice and word-processing usage that was so pervasive in the 1980s and 1990s, to more constructive hands-on tool-based uses.
Abstract: The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the NETS*S, and the constructivist principles that support them. Findings suggest teachers' instructional technology use has shifted from the drill-and-practice and word-processing usage that was so pervasive in the 1980s and 1990s, to more constructive hands-on tool-based uses. However, teachers missed opportunities to engage their students in higher-order thinking when they limited problem-solving potential and over-structured student design activities.
TL;DR: This article investigated the benefits of using a Web-based reading curriculum program featuring music and video, on struggling readers' performance and motivation, using a sample of 36 third-grade student.
Abstract: This study investigated the benefits of using a Web-based reading curriculum program featuring music and video, on struggling readers' performance and motivation A sample of 36 third grade student
TL;DR: Feedback-based mechanisms that aimed at contributing to group functions of well-being, member support, and productive learning outcomes and suggest that by distributing learning material, collaboration can be positively influenced.
Abstract: This research describes a methodology for applying design- and management-based scaffolding techniques aimed to enhance cooperative behavior. Based on assumptions of how successful online learning ...
TL;DR: In this article, the Studio Model was used at Rensselaer Polytechnic Institute (RPI) to improve teaching and learning in introductory science classes at the high school level.
Abstract: The Studio Model was developed at Rensselaer Polytechnic Institute (RPI) to improve teaching and learning in introductory science classes. The study reported in this article explored the efficacy of the Studio Model at the high school level. The Studio Model combines collaborative learning with the use of online materials designed to support and augment in-class activities. The study explored the effects of the Studio Model on student learning of Earth Science concepts. In addition, the research investigated the potential attribution of such effects to either of the Studio Model's component parts (collaborative learning or online materials) by comparing student learning and attitudes across four treatment groups: a Studio Model group, a Cooperative Only group, an Online Materials Only group, and a Control group who received traditional science instruction. Findings demonstrate the superiority of the Studio Model, and the Studio Model alone, over traditional science instruction. They suggest the Studio Mod...
TL;DR: In this paper, the authors describe and analyze the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms, and investigate the impact of those activities on teacher learning and practice.
Abstract: This study describes and analyzes the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms. Most importantly, it investigates the impact of those activities on teacher learning and practice. Results of the study provide empirical evidence that links key components of professional development to changes in teacher knowledge, practices, and beliefs. Specifically, findings of the study indicate that both professional development models enabled participating teachers to: a) improve their technology proficiency, b) understand how to use technology as an instructional tool, c) incorporate technology into their professional and instructional practices, and d) reinforce and reconsider their beliefs toward teaching with technology. The study also offers much needed insights into the process by which teacher learning and change occur. The results of this study have significant implications for the design of in-service programs o...
TL;DR: In this article, the authors investigated links between students' achievement goal orientations and learning tactics using software (gStudy) that supports a variety of learning tactics and strategies, and found that mastery goal orientation was negatively related to amount of highlighting, a study tactic that is theorized to be less effective than summarizing and other forms of elaborative annotation for assembling and integrating knowledge.
Abstract: Links between students' achievement goal orientations and learning tactics were investigated using software (gStudy) that supports a variety of learning tactics and strategies. An achievement goal questionnaire was administered to 307 students enrolled in an introductory educational psychology course. Data tracing study tactics were logged for 80 of these students who prepared for a test by studying a textbook chapter presented as a multimedia document. Using correlations and canonical correlations, we found relationships between goal orientations and activity traces indicating different forms of cognitive engagement. Notably, mastery goal orientation (approach or avoidance) was negatively related to amount of highlighting, a study tactic that is theorized to be less effective than summarizing and other forms of elaborative annotation for assembling and integrating knowledge.
TL;DR: In this paper, the authors discuss the determinants of computer self-efficacy from the perspective of participant internal learning motivations and external learning environments, and construct a causal model to analyze how these determinants affected participant computer selfefficacy.
Abstract: The purpose of this article is to discuss determinants of computer self-efficacy from the perspective of participant internal learning motivations and external learning environments. The former consisted of three motivations—interest, trend, and employment—while the latter comprised two environments—home and school. Through an intermediate variable—computer use—a causal model was constructed to analyze how the determinants affected participant computer self-efficacy. To validate the model, 235 vocational and technology college and university students were surveyed. The results indicated that computer use and interest motivation had significant direct effects on participant computer self-efficacy, as did school environment and trend motivations, but the latter was negative. The home environment and employment motivations had indirect effects on computer self-efficacy through computer use, as did the interest and trend motivations. Among the correlations of determinants, the home environment was significant...
TL;DR: To support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding, it is argued that digital media have a strong potential to provide adaptive instructional support for learners with different prerequisites.
Abstract: This article's main claim is that to support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding. Starting from this assertion, we discuss 6 issues that surfaced in the 5 articles of this special issue. First, we argue that designers need good reasons for taking freedom away from the learners. Beyond practical reasons, we suggest that the reduction of freedom should more often be warranted in theoretical considerations. Second, as the articles in this special issue show, other-regulation can come from a variety of external sources like software tools, peers, or teachers. However, one critical issue for the design of other-regulation seems to be its degree of coercion. Third, by reviewing the empirical results of the single articles, it can be inferred that learners with different prerequisites do not benefit equally from the scaffolds reported in this special issue. In the fourth section of this discussion, we therefore argue that inter- and intra-individual differences are key challenges for the design of instruction for self-regulated learning and, fifth, that digital media have a strong potential to provide adaptive instructional support for learners with different prerequisites. They might be used to dynamically assess the learners' internalization of self-regulated learning strategies and fade single scaffolds in and out of the learning environment as appropriate. Finally, we argue that, especially in institutionalized learning settings, designers of instruction need to consider how best to orchestrate different sources of other-regulation in order to successfully facilitate the development of self-regulated learners.
TL;DR: The analyses reveal the discursive patterns between instructors and students in both settings, with an examination of teacher presence as it pertains to a cognitive apprenticeship perspective, with particular attention to teacher's modeling and scaffolding.
Abstract: This article examines the use of technology in higher education to support an international collaboration between 2 graduate seminars in cognition and instruction, one in Mexico and another in Cana...
TL;DR: The results suggest that educational computer simulations have the potential to significantly enhance the learning of implicit domain knowledge.
Abstract: This study investigated potential differences in learning between two instructional activities: reading from a text and using a computer simulation. Participants were undergraduate students with limited knowledge of the domain topic (project management). Participants in both conditions (Simulation and Text) improved equally on a decontextualized, abstract knowledge assessment. In contrast, only the participants in the Simulation condition significantly improved on a contextualized case-based assessment. A propositional analysis revealed that participants in the Simulation condition acquired a significant amount of implicit domain information from pretest to posttest, whereas participants in the Text condition did not. These results suggest that educational computer simulations have the potential to significantly enhance the learning of implicit domain knowledge.
TL;DR: This study tests the impact of an automated essay scorer (AES) that provides formative feedback on essay drafts written as part of a series of online teacher education case studies.
Abstract: Research on computer-based writing evaluation has only recently focused on the potential for providing formative feedback rather than summative assessment. This study tests the impact of an automated essay scorer (AES) that provides formative feedback on essay drafts written as part of a series of online teacher education case studies. Seventy preservice teachers in four teacher education classes were assigned to complete two cases. Each student was randomly assigned to either a condition where the AES was available (experimental condition) or a condition where the AES was unavailable (control condition). Students in the experimental condition who opted to use the AES submitted more highly rated final, human-scored essays (in the second of two case studies) and conducted more relevant searches (in both of the two case studies) than students either in the control condition or in the experimental condition who chose not to use the scorer.
TL;DR: In this paper, a folklore-based learning system based on the well-known Chinese folklore called “Tong Pak Fu and Chou Heung,” and its effects on learning the subject of probability by a group of 454 Hong Kong secondary school students when compared with 3 teacher-guided methods.
Abstract: Folklore-based learning is a kind of situated learning paradigm in which students learn by solving problems embedded in a near-real situation. The proposed learning approach employs further interesting story plots from folklores as the background situation to motivate students to participate in learning activities. It is believed that such a paradigm has, on one hand, the advantages of helping students to learn in an authentic situation and, on the other, the provision of interesting story episodes as a stimulating agent for less initiated students. This article reports a folklore-based learning system based on the well-known Chinese folklore called “Tong Pak Fu and Chou Heung,” and its effects on learning the subject of probability by a group of 454 Hong Kong secondary school tsudents when compared with 3 teacher-guided methods. Results show that although no significant differences can be found among the different methods initially, when students with high pre-test scores were excluded the folklore-based...
TL;DR: This study compares two experimental conditions to a control condition and shows that the NPA-group outperforms the control group, and that the APA-group takes a middle position, not differing from either the Npa-group or the control-group.
Abstract: Research reveals that in highly structured learning environments pedagogical agents can act as tools to direct students' learning processes by providing content or problem solving guidance. It has not yet been addressed whether pedagogical agents have a similar impact in more open learning environments that aim at fostering students' acquisition of complex problem solving skills. To fill this gap, this study compares two experimental conditions to a control condition. In the first experimental condition, the pedagogical agent's interventions are adapted to students' activities (APA-group). In the second experimental group, the agent interferes on fixed time intervals (NPA-group). Students work on an environmental problem in an open learning environment. It was hypothesized that the two experimental groups would outperform the control group and, additionally, that the APA-group would outperform the NPA-group. Results show that the NPA-group outperforms the control group, and that the APA-group takes a midd...
TL;DR: A study analyzing survey results of more than 850 students enrolled in college computer courses was conducted by as mentioned in this paper, which included questions about students' preferences for a p...... and
Abstract: A study analyzing survey results of more than 850 students enrolled in college computer courses was conducted. The survey included, among other things, questions about students' preferences for a p...
TL;DR: This article found significant correlations among activation of areas of the brain associated with working memory during fMRI imaging for good readers and dyslexic children during a two-week class on the marine environment.
Abstract: Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4–6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The children attended class for three hours each day, 45 minutes of which were devoted to working with a computer-based, interactive, three-dimensional simulation of the ocean. The rest of the time was spent on hands-on, problem-based, non-verbal classroom activities. Data obtained from logs of the children's activity using the computer, maps drawn on two occasions from memory, and brain activation obtained from fMRI before and after the class showed that the dyslexic children were as able to use the simulation and construct spatial mental models as the good readers. However, significant correlations among activation of areas of the brain associated with working memory were found during fMRI imaging for good readers perf...
TL;DR: The article describes how case-based learning can promote knowledge acquisition and then discusses the characteristics of videoconferencing in such scenarios, and presents two methods which could particularly facilitate learners in their collaborative case-solving: collaboration scripts and content schemes.
Abstract: This article focuses on facilitating learners' collaborative knowledge construction in case-based learning scenarios. The article first describes how case-based learning can promote knowledge acquisition and then discusses the characteristics of videoconferencing in such scenarios. Then we focus our attention on the process and outcomes of the collaborative case solution. Following this, we concentrate on the issue of instructional support and present two methods which could particularly facilitate learners in their collaborative case-solving: collaboration scripts and content schemes. The empirical section describes an experimental study with 150 participants who collaborated in groups of three via videoconferencing. These triads were assigned randomly to one of four conditions, which involved using a collaboration script and a content scheme. Results reveal that the collaboration script reduced the level of learners' content-specific negotiation and the content scheme reduced the level of strategic nego...