Abstracts - Earli

A review of edutainment-softwareClaudia Schrader, FernUniversität Hagen, GermanyTheo J. Bastiaens, FernUniversität Hagen, GermanyEven though educational computer-games are becoming highly popular, the discussion of theireducational value is still controversial. The debate within the scientific community is to muchfocused on technical features, design aspects and return-on-investment and less on the effects ofthis ‘edutainment-software’ on learning. The main aim of this paper is to present a review ofcritical variables that influence the learning effectiveness of edutainment, i.e. software that bringstogether education and game-like entertainment features. In order to analyze and illustrate typicalgame-based elements in edutainment-software, typical applications and examples are illustrated.Depending on the cognitive conceptual models of ‘cognitive load’ (Sweller, 1988) and ‘investedmental effort’ (Salomon, 1984), conditions and effects of edutainment-software are discussed interms of their success for learning. Furthermore, it describes the results of a first inventory amongstudents on their beliefs and perceptions of game-based electronic learning environments. It isexpected that students show differences on their interest in-, and abilities and skills on edutainmentsoftware.An interactive ICT demonstration of MAPS (Mental Attributes Profiling System)Yiannis Laouris, Cyprus Neuroscience & Technology Institute, CyprusPantelis Makris, Ministry of Education, CyprusIn this ICT session, participants will have the opportunity to try out various computer based testsdesigned to evaluate selected mental abilities of the learning brain. The M.A.P.S. (MentalAttributes Profiling System) was developed to provide a psychometrical sound, yet a conciseprofile of cognitive abilities of school aged children (8-12 years old). The MAPS battery consistsof eight language-independent tests and four other sub-tests (the last four) that measure languagerelatedskills: (1) Short-term and working visual memory, (2) Short-term auditory memory, (3)Auditory discrimination, (4) Letter-sound and sound-symbol correspondence, (5) Visual-auditorydiscrimination, (6) Lateralization, (7) Navigational ability, (8) Eye-hand coordination and finemotor control, (9) Categorization, (10) Sequencing ability, (11) Letter sequencing, (12) Syntax,and (13) Comprehension. Past and current research on reading development has constantly shownthat all the above attributes correlate significantly with reading and that, consequently, they can bereliably used to diagnose reading disabilities. The M.A.P.S. battery has been tested for construct,developmental, and diagnostic validity. Participants of the session will go through all modules,learn the theoretical background and use the tests. At the end of the session, a free fully-functionalCD version will be handed out.Memory and mathematics: A working memory training programme with primary school childrenMarcus Witt, University of Bristol, United KingdomDespite considerable evidence that working memory is involved in children’s mathematicalperformance (Gathercole and Pickering, 2000; Swanson, 2004), there has been little attempt toinvestigate possible mathematical benefits of working memory training. Forty-five children inYear 5 (9-10 years old) were given tests of visual-spatial working memory, central executiveworking memory and a test of addition to assess mathematical performance. Half of the group wasthen given a six-week programme of working memory training focusing on the central executive.The participants were selected using a matched-pairs design with participants matched as closelyas possible for working memory and mathematical performance. Following the working memory– 439 –