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Learning from Apps and Objects: The Human Touch

MIND BRAIN AND EDUCATION 2020年第1期14卷 16-23页

作者： Eisen, Sierra Lillard, Angeline S. Univ Virginia Dept Psychol POB 400400 Charlottesville VA 22904 USA

In three studies, we examined children's geography learning from a physical puzzle and an app designed to mimic the puzzle. In Study 1, 5- and 6-year-olds were taught Australia's states by an experimenter using a puzzle or were taught by an app. Children learned significantly more states from instruction with the puzzle than when they used the app independently. When children were allowed to bring home the puzzle or app for 1 week in Study 2, total learning between conditions was comparable. Length and frequency of use were related to learning only for puzzle users. In Study 3, children were taught the geography lesson by an experimenter using the app. Children's learning from this social app condition was equal to the social puzzle condition but higher than the solo app condition of the earlier studies, suggesting that learning from digital devices is most successful when supplemented with in-person social interaction.

关键词： Foreign Countries Young Children Geography Geography Instruction Teaching Methods computer oriented programs Puzzles computer Assisted Instruction Instructional Effectiveness Electronic LearningAustralia

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Appropriating WhatsApp-mediated postgraduate supervision to negotiate "relational authenticity" in resource-constrained environments

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2019年第2期50卷 702-734页

作者： Rambe, Patient Mkono, Muchazondida Cent Univ Technol Dept Business Support Studies Private Bag 20539 Bloemfontein South Africa Australian Res Council DECRA Canberra ACT Australia Univ Queensland Sch Business Brisbane Qld Australia

Despite the surging prominence of literature that explores mobile instant messaging's (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of postgraduate supervisees' existential and relational authenticity as they interface with MIM and supervisors during their consultation processes. This study drew on Heidegger's existential authenticity, a netnography of WhatsApp-based supervisor-supervisee consultations and in-depth interviews to unravel how WhatsApp-mediated postgraduate supervision fosters the social construction of relational and existential authenticity in resource-constrained contexts. The findings suggest that authentic supervision was constructed through supervisor-supervisees' negotiation of academic hierarchies, supervisees' self-expression and self-disclosure, their management of moments of anxiety and conflict deflation in ambivalent supervision scenarios. The study recommends that supervisors need to manage the significant yet unrecognised "nervous moments" in technology-mediated supervision environments, where compression of hierarchy may be conflated with negation of the supervisor's authority.

关键词： Telecommunications Handheld Devices Teaching Methods Higher Education Graduate Study Graduate Students Supervision computer oriented programs Supervisor Supervisee Relationship Educational Technology Technology Uses in Education

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The effects of m-learning on motivation, achievement and well-being: A Self-Determination Theory approach

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2019年第2期50卷 669-683页

作者： Jeno, Lucas M. Adachi, Paul J. C. Grytnes, John-Arvid Vandvik, Vigdis Deci, Edward L. Univ Bergen Dept Biol Thormohlensgate 53 A-B N-5006 Bergen Norway Univ Rochester Dept Clin & Social Psychol Rochester NY 14627 USA Univ Bergen Dept Biol Biol Bergen Norway Univ Rochester Psychol Rochester NY USA Univ Rochester Social Sci Rochester NY USA Australian Catholic Univ Inst Posit Psychol & Educ Sydney NSW Australia Univ South East Norway Motivat & Management Honefoss Norway

From the lens of Self-Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students' achievement and well-being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application's built-in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty-eight second-year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well-being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students' perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence.

关键词： Electronic Learning Student Motivation Academic Achievement Well Being Self Determination Handheld Devices computer oriented programs Undergraduate Students Biology Feedback (Response) Competence Personal Autonomy

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Brief Analysis of Sounds Using a Smartphone

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PHYSICS TEACHER 2019年第4期57卷 214-215页

作者： Florea, Catalin Honeywell 512 Virginia Dr Ft Washington PA 19034 USA

In almost any given day, one will stumble upon sounds that are out of the ordinary, distinct enough to capture one's attention. Ordinary sounds in a home are represented by the white-noise-like background created by speaking, moving around, household appliances running, and so forth. The out of the ordinary is the sparkling sound of a knife blade or a fork, the clinking of glasses, or dropping of a coin in a bowl. With the help of a smartphone and an app that can provide basic sound analysis, we can identify what makes a given sound to be out of the ordinary and, in the process, learn more about the sounds we hear. It has already been shown, for example, how a smartphone can be used to check resonant frequencies of whistles, or to map a sound field in polar coordinates—to give just a couple of examples. It is our intention in the following to show the wealth of findings when a variety of sounds from around the house are recorded and analyzed using a smartphone and a readily available app. [ABSTRACT FROM AUTHOR]

关键词： Telecommunications Handheld Devices Acoustics Science Instruction Educational Technology Technology Uses in Education computer oriented programs Teaching Methods Physics Scientific Concepts

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The Use of Mobile Phone Applications for Concussions When Athletic Trainers Are Not Present

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JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE 2019年第2期90卷 43-51页

作者： Howard, Julie Dorgo, Sandor Salvatore, Anthony Boyle, Jason B. Univ Texas El Paso Dept Kinesiol El Paso TX 79968 USA Univ Louisiana Lafayette Dept Commun Disorders Lafayette LA 70504 USA

Concussions continue to be an injury that is confusing for healthcare professionals, athletes and parents alike. This confusion stems from the fact that not every concussion presents or resolves in the same way. What is known, however, is that coaches must have appropriate screening and identifying practices in place for every athlete at every level. This article reviews which smartphone applications follow best-practice guidelines for helping parents and coaches at the youth level when a concussion is suspected. Collegiate and professional athletes have access to an athletic trainer and often a team of doctors to help in the diagnosis of a concussion, but coaches must find a way to help the younger athletes who often do not have an athletic trainer available to them immediately following an injury.

关键词： computer oriented programs Handheld Devices computer Uses in Education Head Injuries Athletes Educational Practices Best Practices College Athletics Athletic Coaches Identification Clinical Diagnosis Barriers Evaluation Methods Evaluation Criteria Incidence

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Assistive Technologies to Support Students With Dyslexia

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TEACHING EXCEPTIONAL CHILDREN 2019年第3期51卷 226-239页

作者： Dawson, Kara Antonenko, Pavlo Lane, Holly Zhu, Jiawen Univ Florida Educ Technol Gainesville FL USA Univ Florida Sch Special Educ Sch Psychol & Early Childhood Studies Gainesville FL USA Univ Florida Coll Educ Gainesville FL USA

Individuals with dyslexia face numerous challenges in school and daily life. Although effective intervention may reduce those challenges (Mather & Wendling, 2011; Shaywitz, 2003; Snowling & Hulme, 2012), most individuals with dyslexia benefit from additional supports that allow them to learn and function independently. The term assistive technology (AT) refers to the services and devices that enable people with disabilities to accomplish daily living tasks; assist them in communication, education, work, or recreation activities; and ultimately, help them achieve greater independence and enhance their quality of life. The National Assistive Technology Research Institute found that although schools do tend to consider AT during individualized education program (IEP) meetings, it is less common that they follow through adequately with assessment, selection, implementation, and evaluation (Bausch, Ault, & Hasselbring, 2015). This may be because most members of the typical IEP team have had little or no preparation specific to why or how assistive technology may benefit learners with different needs despite the fact that such training is mandated within Individuals With Disabilities Education Improvement Act (IDEA) (Edyburn, 2004). AT for students with dyslexia most often mediates the disability in areas of challenge. Specifically, AT can mediate challenges with reading, writing, and spelling. AT helps provide options for students to access content and information in different ways. Text-to-speech software, for example, can be beneficial for students with dyslexia who exhibit weak decoding skills, low levels of fluency, and strong listening comprehension skills. Technologies are being developed more and more rapidly each year, and this is particularly true of technologies designed for individuals with dyslexia. One of the best ways to identify AT for students with dyslexia is for educators to speak with special education and technology experts in their schools or distric

关键词： Dyslexia Assistive Technology Intervention Technology Uses in Education Reading Skills Writing Skills Spelling computer oriented programs computer Software Literacy Education

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Expanding physics learning beyond classroom boundaries - a case study

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Physics Education 2020年第2期55卷 1-1页

作者： Klieger, Aviva Goldsmith, Lihi Beit Berl College 4490500 Israel

The importance of this research is the use of WhatsApp in physics instruction beyond the classroom. This study evaluated the content of conversations in a in a class-wide WhatsApp group of high-school physics students (e.g., the goals of the conversations, topics of conversation, the hours at which conversations were conducted, and who participated in the conversations) and the role of the physics teacher in the group in order to evaluate the value of this tool for physics instruction. The use of WhatsApp expanded the space and time in which learning occurred and allowed for closer relationships among students and, especially, between the teacher and the students. The findings demonstrate that the use of WhatsApp contributed to the understanding of physics concepts. The students used WhatsApp to further their physics' knowledge. They asked questions, asked one another for help, and shared solutions. It also broadened the role of the teacher beyond the classroom by the teacher's guidance, the creation of a supportive atmosphere and the creation of a learning community and allowing her to perform additional functions, beyond what she could do in the classroom. The unique contribution of this tool to physics education, is that it allows for open, immediate discussion of students' questions, which allows for their difficulties and misconceptions to be addressed. This use of WhatsApp made physics studies more accessible for students and more relevant. © 2019 IOP Publishing Ltd.

关键词： Science Instruction Physics computer oriented programs Educational Technology Technology Uses in Education Secondary School Science High School Students Science Teachers Student Role Teacher Role Interpersonal Relationship Scientific Concepts Concept Formation Program Effectiveness Knowledge Level

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Utilizing the phyphox app for measuring kinematics variables with a smartphone

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Physics Education 2020年第2期55卷 1-1页

作者： Pierratos, Theodoros Polatoglou, Hariton M. School of Education Aristotle University of Thessaloniki Greece and Laboratory Centre for Physical Sciences of Evosmos Thessaloniki Thessaloniki Greece Laboratory for Physics Didactics and Educational Technology (EDIFET) School of Physics Aristotle University of Thessaloniki Thessaloniki Greece

In this work, we propose an interesting combination of the Atwood machine and Galileo's inclined plane to study quantitatively kinematics with a smartphone and the phyphox app. For this purpose, we use the optical stopwatch function, based on the photosensor of the smartphone. The choice of phyphox app has some advantages for presenting the concepts of kinematics to lower high school students, as it directly and wirelessly provides analysed data to the screen of a laptop or a desktop computer. Thus, eliminating the need to export the raw data and necessitating the demanding step of data processing by the young pupils. © 2020 IOP Publishing Ltd.

关键词： Science Instruction Physics Telecommunications Handheld Devices computer oriented programs High School Students Secondary School Science Measurement Techniques Mechanics (Physics) Motion Foreign CountriesGreece

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Digital animation: New conditions for children's development in play-based setting

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2018年第5期49卷 943-958页

作者： Fleer, Marilyn Monash Univ Early Childhood Educ & Dev Clayton Vic Australia Monash Univ Child & Community Dev Clayton Vic Australia Univ Oxford Dept Educ Oxford England Int Soc Cultural Hist Act Res ISCAR Oxford England

There is increasing recognition of digital childhoods [Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (Eds.). (2018). Digital childhood. Amsterdam: Springer] and a corresponding body of research into young child's engagement with digital devices across a broad range of contexts [Marsh, J. A., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: a new classification. Early Years, 36, 242-253. doi:10.1080/09575146.20161167675]. What is missing from the literature is an understanding of if and how these devices, when used with animation apps in play-based programs, change pre-school practices and the developmental conditions of children's play. In drawing upon Vygotsky's [(). Play and its role in the mental development of the child. Voprosy Psikhologii, 12, 62-76] conception of play as the leading motive of pre-school-aged children, the naturalistic study reported in this paper seeks to address this gap. Video observations of children (3.3-5.8 years) and teachers digitally engaged across five sites during free-play time (413.8 h of video observations) were studied using a cultural-historical conception of play [Vygotsky, L. S. (2005). Appendix: from the notes of L.S Vygotsky for lectures on the psychology of preschool children. Journal of Russian and East European Psychology, 43, 90-97]. The findings show that digital animation in a free-play program where role-play is featured can enrich the play opportunities of children which in turn promote play complexity and increase social and cognitive demands on children, which together can be theorized as a positive force for children's development. These developmental conditions emerged as a profile of five interrelated key digital practices and psychological characteristics, adding to our understandings of digital play.

关键词： Animation Information Technology computer oriented programs Play Preschool Education Child Development Preschool Children Preschool Teachers Role Playing Social Development Cognitive Development

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"Are chemistry educational apps useful?" - a quantitative study with three in-house apps

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CHEMISTRY EDUCATION RESEARCH AND PRACTICE 2018年第1期19卷 15-23页

作者： Ping, Grace Lee Yuan Lok, Chang Yeat, Tan Wei Cherynn, Tan Jie Ying Tan, Emelyn Sue Qing Natl Univ Singapore Dept Chem 3 Sci Dr 3 Singapore 117543 Singapore

Three internally developed mobile apps, "3D Sym Op", "SM2 Chem" and "ARMolVis", available for free on both the Apple App Store and Google Play Store were evaluated in seven studies. Each study was a systematic process of Pre-Test, In-lecture App Demo, App Assisted Interactive Tutorials (AAITs) and/or Independent App Usage (IAU), followed by a Survey and Post-Test. Overall, the mobile apps were effective evident by the higher Post-Test vs. Pre-Test % increase for those who used the app more frequently compared to those who used the app rarely. Apps were most effective when used in AAITs with the Blended Learning approach. This approach requires the physical presence of both teacher and student, but with some element of student free play such as using the app to complete worksheets in pairs or groups.

关键词： Chemistry Science Instruction computer oriented programs Statistical Analysis Pretests Posttests Blended Learning Tutorial programs Surveys Teacher Student Relationship Technology Uses in Education Educational Technology College Science

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