January 2012 Volume 15 Number 1 - Educational Technology ...

More documents

Recommendations

Info

Table 9. Results of the Wilcoxon test Statement Z Asymp. Sig. (2-tailed) Statistically significant difference? The way the subject of Mathematics is taught is interesting. -.309 a .757 NO The way the subject of Mathematics is taught helps me understand the concepts which are taught. -.598 a .550 NO The way the subject of Mathematics is taught helps me understand its usefulness. -2.306 a .021 YES The subject of Mathematics is useful for me in my life. -.922 a .357 NO Mathematics helps me understand life in general. -1.844 a .065 NO Mathematics can help me make important decisions. -.124 a .901 NO Good mathematics knowledge makes it easier to learn other subjects. -.291 a .771 NO The subject of Mathematics is important. -.741 a .458 NO It is important for someone to be good at Maths in school. -2.211 a .027 YES The subject of Mathematics is boring. -1.006 a a. Based on positive ranks. .314 NO Conclusions – Discussion As evidenced by the analysis of research data, the use of the selected game in the context of an appropriate educational design facilitated the achievement of general educational objectives and was equally effective with the non-gaming approach in terms of achieving standard curriculum mathematics educational objectives. The fact that there are research findings showing that educational games can be as effective as non-gaming approaches, with regard to the achievement of Mathematics related objectives, (e.g. Rosas et al., 2003; Ke, 2008) allows us to infer that not only specially-designed educational games but also general-purpose commercial games can contribute to the achievement of standard curriculum mathematics educational objectives when used as part of appropriately designed activities. By designing and implementing meaningful activities with the support of the selected game we offered opportunities for engaging students in problem-solving actions. Students were able to formulate and test their own hypotheses, observe the outcomes of their actions, compare and contrast data available from the game, justify and evaluate outcomes of performed actions. Feedback provided from the game as well as its potential to simulate unexpected events were specific features that informed students’ actions within the game world. Supporting game-based activities with appropriately designed worksheets provided the necessary structure and allowed for reflection. As evidenced by the results of our research, students of the experimental group outperformed their control group counterparts with regard to achieving general educational objectives. Thus, commercial simulation games, as opposed to educational games, can be considered as highly interactive environments providing learners with structure and authentic learning contexts. With the support of our findings we can confirm statements highlighting the contribution of commercial off-the-shelf digital games to the achievement of educational objectives aligned with the upper levels of standard taxonomies (Van Eck, 2006). Finally, participating students commented on the innovative character of the game-based scenario and reported positive effects on understanding real-world situations. However, the limited duration of the proposed educational design did not probably allow for the establishment of intended links between abstract mathematical concepts and real-world situations, at least not to the degree that was expected. Furthermore, expectations that students were likely to have from such an innovation, especially if we consider their gaming experience, can provide explanations for the fact that their attitudes toward school math teaching and learning did not overall change. On the other hand, it must be noticed that digital gaming is generally considered as a leisure activity with no potential implications for learning (Rieber, 1996) and thus the effectiveness of digital game-based learning should be evidenced by further research. To this end, larger scale and longer term research is proposed with an emphasis on the design and implementation of activities highlighting links between school-based mathematics and real-world situations and allowing for interdisciplinary approaches. 25
References Annetta, L.A., Minogue, J., Holmes S.Y. and Cheng, M.T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers and Education, 53(1), 74–85. Bottino, M. et al. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers and Education, 49(4), 1272–1286. Chen, M.P. and Wang, L.C. (2009). The effects of types of interactivity in experimental game-based learning. Proceedings of 4th International Conference on eLearning and Games,Edutainment 2009, Banff, Canada, 273–282. Chen, Z.H. and Chan, T.W. (2010). Using Game Quests to Incorporate Learning Tasks within a Virtual World. Proceedings of 10th IEEE International Conference on Advanced Learning Technologies 2010, Sousse, Tunisia, 750–751. Chen, M.P. and Shen, C.Y. (2010). Game-play as Knowledge Transformation Process for Learning. Proceedings of 10th IEEE International Conference on Advanced Learning Technologies 2010, Sousse, Tunisia, 746–747. Cohen, L., Manion, L. and Morrison, K. (2008). Research methods in education. New York: Routledge. Connolly, T.M. and Stansfield, M.H. (2007). From eLearning to games-based eLearning: Using interactive technologies in teaching an IS course. International Journal of Information Technology Management, 26(2/3/4), 188–208. De Freitas, S.I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–358. Egenfeldt-Nielsen, S. (2005). Beyond edutainment: Exploring the educational potential of computer games. Ph.D. Dissertation, University of Copenhagen, Copenhagen, Denmark. Eggen, P. and Kauchak, D. (2004). Educational psychology: Windows on classrooms (6 th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Eggen, P. and Kauchak, D. (2006). Strategies for teachers: Teaching content and thinking skills. Boston: Pearson Education Inc. Falconer, I. et al. (2006). Learning activity reference model – pedagogy. University of Dundee, University of Southampton and Intrallect Ltd, UK. Gee, J.P. (2007). What videogames have to teach us about learning and literacy. New York: Palgrave McMillan. Greek National Curriculum (2003). Mathematics Syllabus. Greek Ministry of Education, Athens, Greece. Herz, J.C. (1997). Joystick Nation: How Videogames Ate Our Quarters, Won Our Hearts, and Rewired Our Minds. London, UK: Little Brown and Company. Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay?, Computers and Education, 51(4), 1609–1620. Kirriemuir, J. and McFarlane, A. (2004). Literature review in games and learning. Futurelab, Bristol, UK. Kislenko, K. et al. (2005). “Mathematics is important but boring”: Students’ beliefs and attitudes towards mathematics. Retrieved April 21, 2010, from http://fag.hia.no/lcm/papers/Kislenko.pdf. Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press. Lim, C.P. (2008). Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers and Education, 51(3), 1073–1093. Lowrie, T. (2005). Problem solving in technology rich contexts: Mathematics sense making in out-of-school environments. Journal of Mathematical Behavior, 24(3-4), 275–286. Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 2004(8), 1–18. Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers and Education, 52(1), 1–12. Pew Internet and American Life Project. Gaming & civic engagement - Survey of teens/parents. Retrieved April 21, 2010, from http://www.pewinternet.org/pdfs/PIAL%20Gaming%20FINAL%20Topline.pdf. Prensky, M. (2007). Digital Game-Based Learning. Minnesota: Paragon House. Rieber, L.P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology, Research, and Development, 44(1), 43–58. 26
Page 1 and 2: January 2012 Volume 15 Number 1
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Analyzing the Learning Process of a
Page 7 and 8: Angeli, C., & Valanides, N. (2012).
Page 9 and 10: ased on an integration and evaluati
Page 11 and 12: ased on the assumption that no sing
Page 13 and 14: Diagram type D thinking (shown in F
Page 15 and 16: collaborative task in terms of inte
Page 17 and 18: Table 4. Descriptive statistics for
Page 19 and 20: Hong, N. S., Jonassen, D. H., & McG
Page 21 and 22: commercial off-the-shelf digital ga
Page 23 and 24: The post-questionnaire was used aft
Page 25 and 26: Phase Table 1. Phases and activitie
Page 27 and 28: Research results Describing student
Page 29: Assessment results for each one of
Page 33 and 34: Huang, T.-W. (2012). Aberrance Dete
Page 35 and 36: Detection power Typically, the rela
Page 37 and 38: Results Detection rates As seen in
Page 39 and 40: 2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
Page 41 and 42: their easily understandable devices
Page 43 and 44: Ifenthaler, D. (2012). Determining
Page 45 and 46: activities is assumed to be reflect
Page 47 and 48: that the problem representations (i
Page 49 and 50: deductive reasoning inventory (33 m
Page 51 and 52: HIMATT structural measures The part
Page 53 and 54: outcomes, r = .297, p < .01. Accord
Page 55 and 56: Azevedo, R. (2009). Theoretical, co
Page 57 and 58: Seel, N. M. (1999b). Educational se
Page 59 and 60: Initially this paper explores defin
Page 61 and 62: gamers were boys, and 35% were girl
Page 63 and 64: Teachers underwent eight hours of p
Page 65 and 66: A correlation analysis was used to
Page 67 and 68: playing the game. This would mean P
Page 69 and 70: Yu, F. Y. (2012). Any Effects of Di
Page 71 and 72: Considering that identity concealme
Page 73 and 74: In the nickname group, the student
Page 75 and 76: Attitudes toward assessors Percepti
Page 77 and 78: Liu, Z. F., Chiu, C. H., Lin, S. S.
Page 79 and 80: Appendix A: Attitudes toward Peer-A
Page 81 and 82:
Appendix C: Perception toward the I
Page 83 and 84:
Han, H., & Johnson, S. D. (2012). R
Page 85 and 86:
Research participants The target po
Page 87 and 88:
that its value of cross-loading is
Page 89 and 90:
The canonical variable for the emot
Page 91 and 92:
Literature in the field of online l
Page 93 and 94:
Cornelius, R. R. (1996). The scienc
Page 95 and 96:
Shih, W.-C., Tseng, S.-S., Yang, C.
Page 97 and 98:
To provide personalized (e-)learnin
Page 99 and 100:
Figure 3. An illustrative example o
Page 101 and 102:
elementary schools. Thus they are b
Page 103 and 104:
Table 5. Descriptive statistics for
Page 105 and 106:
References Abowd, G. D., & Atkeson,
Page 107 and 108:
Tseng, K.-H., Chang, C.-C., Lou, S.
Page 109 and 110:
Figure 1. The five stages of KT (Gi
Page 111 and 112:
The use of learning strategies, mon
Page 113 and 114:
Additionally, the above two scales
Page 115 and 116:
Figure 3. Canonical structure betwe
Page 117 and 118:
highly positive perception of CM an
Page 119 and 120:
Langan-Fox, J., Platania-Phung, C.,
Page 121 and 122:
Gömleksiz, M. N. (2012). Elementar
Page 123 and 124:
any statistically significant diffe
Page 125 and 126:
consideration in an educational set
Page 127 and 128:
conditions of a learning environmen
Page 129 and 130:
Kahle, J. B. (1983). The disadvanta
Page 131 and 132:
Appendix A Science and Technology S
Page 133 and 134:
(Guuawardena, Nola, Wilson, Lopez-I
Page 135 and 136:
Questionnaire on student satisfacti
Page 137 and 138:
G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
Page 139 and 140:
across the five levels of knowledge
Page 141 and 142:
Santhanam, R., Sasidharan, S., Webs
Page 143 and 144:
This paper reports only the early e
Page 145 and 146:
Figure 1 illustrates how the abovem
Page 147 and 148:
teacher/instructor continues to dom
Page 149 and 150:
The instructor plays a significant
Page 151 and 152:
Data collection and data sources Fi
Page 153 and 154:
y turning over the responsibility t
Page 155 and 156:
Brophy, J. (1999). Toward a model o
Page 157 and 158:
Lawanto, O., Santoso, H. B., & Liu,
Page 159 and 160:
such as grades and evaluation by ot
Page 161 and 162:
students’ interest, expectancy fo
Page 163 and 164:
constructs that measure students’
Page 165 and 166:
Bandura, A. (1978). Reflections on
Page 167 and 168:
Lin, J. M.-C., & Liu, S.-F. (2012).
Page 169 and 170:
Table 1. The MSWLogo commands learn
Page 171 and 172:
other words, we had prepared a set
Page 173 and 174:
lab. When she returned and found th
Page 175 and 176:
Attitudes toward Programming and Co
Page 177 and 178:
Table 5 successfully, it took four
Page 179 and 180:
Kuter, S., Altinay Gazi, Z., & Alti
Page 181 and 182:
not only the means for trainees’
Page 183 and 184:
Data Collection Techniques and Anal
Page 185 and 186:
organizations was highlighted by on
Page 187 and 188:
provides the means for professional
Page 189 and 190:
Kohonen, V. (2001). Towards experie
Page 191 and 192:
As Rogers (1995) postulates in his
Page 193 and 194:
Instrument and data collection Afte
Page 195 and 196:
“Raising our computer skills in C
Page 197 and 198:
teachers deploy ICT tools in langua
Page 199 and 200:
Ma, W., Anderson, R., & Streith, K.
Page 201 and 202:
APPENDIX A. Questionnaire for Dista
Page 203 and 204:
consistency with other ideas, and a
Page 205 and 206:
conceptions, justifying their belie
Page 207 and 208:
each group. The experimental group
Page 209 and 210:
specifically, instructional approac
Page 211 and 212:
Table 3 shows that the mean frequen
Page 213 and 214:
previous Web-based instructional le
Page 215 and 216:
Millar, R., & Osborne, J.F. (1998).
Page 217 and 218:
Several studies explore the roles t
Page 219 and 220:
understand the content structures o
Page 221 and 222:
teacher was not allowed to provide
Page 223 and 224:
two coding schemes, as illustrated
Page 225 and 226:
also very limited. Teachers and sof
Page 227 and 228:
learning activities. British Journa
Page 229 and 230:
2009; Bernard & Cathryn, 2006) or p
Page 231 and 232:
In this study, the focus of the ins
Page 233 and 234:
The student’s degree of mastery i
Page 235 and 236:
The questionnaire for the acceptanc
Page 237 and 238:
the t-test result, it is found that
Page 239 and 240:
Scale Questionnaire item Mean S.D.
Page 241 and 242:
Hwang, G. J. (2003). A conceptual m
Page 243 and 244:
sharing, problem solving, and achie
Page 245 and 246:
Virtual learning environment In the
Page 247 and 248:
Class Table 1. The survey questions
Page 249 and 250:
“…the distance and the lack of
Page 251 and 252:
collaboration within EVS, thus prev
Page 253 and 254:
Huang, T.-H., Liu, Y.-C., & Chang,
Page 255 and 256:
y personalised context examples in
Page 257 and 258:
Students’ Problem-Solving Guidanc
Page 259 and 260:
Research Method Figure 8. The scree
Page 261 and 262:
Table 4. Abstract of Pairwise Compa
Page 263 and 264:
questions designed for the system h
Page 265 and 266:
Lee, J. (2012). Patterns of Interac
Page 267 and 268:
This study focused on online fora i
Page 269 and 270:
Results and Discussion Due date-cen
Page 271 and 272:
In addition, all groups developed 8
Page 273 and 274:
future. Therefore, they had an oppo
Page 275 and 276:
surprising that most interaction wa
Page 277 and 278:
Pawan, F., Paulus, T. M., Yalcin, S
Page 279 and 280:
systems by using 18 personalization
Page 281 and 282:
Short-Term Sensory Memory is a temp
Page 283 and 284:
with respect to articles by using a
Page 285 and 286:
system also computes a review value
Page 287 and 288:
DFL. d ( yi ) is the degree of mem
Page 289 and 290:
the experimental group can understa
Page 291 and 292:
Finally, Figure 10(A) and Figure 10
Page 293 and 294:
Appendix # Question Description Par
Page 295 and 296:
mental models, are cognitive struct
Page 297 and 298:
Based on the theoretical implicatio
Page 299 and 300:
Data analysis To test the model fit
Page 301 and 302:
may be considered an effective inte
Page 303 and 304:
Hsu, I.-C. (2012). Intelligent Disc
Page 305 and 306:
(Gradinarova, Zhelezov et al. 2006)
Page 307 and 308:
RLO denotes a remote learning objec
Page 309 and 310:
Figure 2. The flow-oriented LOFinde
Page 311 and 312:
if x include with y, and y include
Page 313 and 314:
Similarly, the relation metadata of
Page 315 and 316:
(defrule student-advisor (triple (p
Page 317 and 318:
References ADL. (2006). Sharable Co
Page 319 and 320:
determinants of how people think, b
Page 321 and 322:
Mediating effect of learning flow A
Page 323 and 324:
The instrument used to measure lear
Page 325 and 326:
addition, the cross-loadings of the
Page 327 and 328:
and ease of use had significant eff
Page 329 and 330:
Connell, J. P., Spencer, M. B., & A
Page 331 and 332:
Despotović-Zrakić, M., Marković,
Page 333 and 334:
Learning is a cognitive activity th
Page 335 and 336:
The survey consisted of 30 question
Page 337 and 338:
Created data mining model needs to
Page 339 and 340:
dealt with the matter taught at the
Page 341 and 342:
Conclusion Conducted research showe
Page 343 and 344:
Romero, C., Ventura S., García E.,
Page 345 and 346:
prompts as scaffolding strategy to
Page 347 and 348:
Reflection Types This study attempt
Page 349 and 350:
All the three groups completed the
Page 351 and 352:
Results Learning Outcomes Pre- and
Page 353 and 354:
Map Analysis in Transfer Test Figur
Page 355 and 356:
Generic Prompts and Specific Prompt
Page 357 and 358:
Biswas, G., Schwartz, D., Bransford
Page 359 and 360:
Chen, Y.-H., Looi, C.-K., Lin, C.-P
Page 361 and 362:
of correct response, answer until c
Page 363 and 364:
Figure 7 shows a screenshot of one
Page 365 and 366:
Collaboration Questionnaire results
Page 367 and 368:
following diagrams. The double-arro
Page 369 and 370:
“Most students were encouraged to
Page 371 and 372:
Bangert-Drowns, R.L., Kulick, C. C.
Page 373 and 374:
primary research questions. First,
Page 375 and 376:
Individual learning Figure 2. Scree
Page 377 and 378:
Experimental Tools This study emplo
Page 379 and 380:
Table 3 shows that almost all items
Page 381 and 382:
I usually engaged myself in listeni
Page 383 and 384:
References Bloom, B. S. (Ed.). (195
Page 385 and 386:
APPENDIX 2. Taxonomy for Informatio
Page 387 and 388:
understand how we can effectively u
Page 389 and 390:
5. Is there a relationship between
Page 391 and 392:
correlation between teachers’ IWB
Page 393 and 394:
Q7. IWB provides advantages to me t
Page 395 and 396:
training regarding this topic. This
Page 397 and 398:
Conclusion This study provides a so
Page 399:
Smith, H. J., Higgins, S., Wall, K.
show all

January 2012 Volume 15 Number 1 - Educational Technology ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?