检索结果-内蒙古大学图书馆

6th IASTED International Conference on Web-based Education

作者： Stark, Robin Koch, Babette Saarland Univ Inst Educ POB 15 11 50 D-66041 Saarbrucken Germany

ISBN: (纸本)9780889866508

Even advanced students of education often have serious problems with interpreting empirical data and constructing valid and convincing scientific arguments in educational discourses. Starting from an analysis of these problems, a problem-oriented, computer-based learning environment (WALe) was conceptualized. WALe is a hypertext that displays a complex and authentic educational discourse in the context of a fictitious workshop situation. In this hypertext, various means to induce intensive self-directed learning (e.g., open questions with feedback) to support the students understanding of statistical concepts and procedures and educational theories are integrated (e.g., explication of arguments, tables). In order to evaluate WALe, a field study was carried out with a sample of 43 advanced students of education. Beforehand, cognitive and motivational learning prerequisites were recorded. Then, the participants were instructed to work with WALe at home. First results indicate that the prior knowledge of the students was very low. By learning with WALe, learning progress was fostered substantially. However, the quality of knowledge application in general and specifically of interpretation and argumentation still was dissatisfying. Although a lot of students were overtaxed by learning with WALe, its potential as a rich learning tool was acknowledged. Consequences for instructional practice and further research are drawn.

关键词： empirical research methods statistics problem-based learning computer-based learning learning prerequisites

来源：评论

学校读者我要写书评

暂无评论

Leavening Agents: The Chemistry of Baking Discovered with a computer-based learning

引用

JOURNAL OF CHEMICAL EDUCATION 2020年第4期97卷 1190-1194页

作者： Babincakova, Maria Pavol Jozef Safarik Univ Kosice Fac Sci Dept Didact Chem Kosice 04180 Slovakia

Knowing the volume of evolved gases is helpful to select an optimal leavening agent for a particular application. The comparison of leavening agents, their reactions through the baking process in the modern and attractive way, is presented here. A gas pressure sensor probe was used to monitor the pressure change due to the carbon dioxide produced in the decomposition as a function of time. The experiment is simple to set up, uses nonhazardous materials, and provides students with an opportunity to engage with commonly used household products. It was conducted by over 200 high school students. Both students and teachers found the activity interesting. Students' engagement was increased by seeing the real-world application of this activity. Most students and teachers recommended this activity to be part of the laboratory practices.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Inorganic Chemistry Public Understanding/Outreach computer-based learning Professional Development Consumer Chemistry

来源：评论

学校读者我要写书评

暂无评论

A Conceptual Model of Interactive Persuasive learning System for Elderly to Encourage computer-based learning Process

A Conceptual Model of Interactive Persuasive Learning System...

引用

International Conference on Informatics and Creative Multimedia (ICICM)

作者： Zulkifli, Abdul Nasir Noor, Nurtihah Mohamed Abu Bakar, Juliana Aida Mat, Ruzinoor Che Ahmad, Mazida Univ Utara Malaysia Coll Arts & Sci Sch Multimedia Technol & Commun Sintok Kedah Malaysia Univ Utara Malaysia Coll Arts & Sci Sch Comp Sintok Kedah Malaysia

ISBN: (纸本)9780769551333

Over the past few years, new and improved learning techniques and technologies have been introduced. Among them, interactive media holds a lot of potential in learning. This technology highly promotes self-directed and active learning approaches and has capabilities to foster the learning process. Furthermore, the emergence of persuasive technology increased the capability of the media features to be used in learning field within variety of ways. Persuasive technology is the attempts of several researchers and its founder to proof the power of persuasion through the computer technology in changing peoples' behavior and attitude. Even though previous studies have highlighted the various features of interactive media contribute to learning, our preliminary study indicated that most of elderly prefers conventional learning approach over computer approach. It is evident that elderly choose the use of computer applications as their last resort in learning. In order to highlight an interactive media system with persuasion elements, this study attempt to propose a conceptual model of interactive persuasive learning system for elderly that can be used in encouraging them to learn using computer-based learning tools. Thus this paper reviews the introduction of persuasive technology and interactive media. Then, we propose the conceptual model of interactive persuasive learning system for elderly that can be used in encouraging them to learn using computer-based learning tools. The proposed model will be helpful in designing and developing interactive media systems that can encourage and engage a learning process among elderly.

关键词： interactive media persuasion computer-based learning

来源：评论

学校读者我要写书评

暂无评论

Metacognitive Load - Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in computer-based learning

引用

EDUCATIONAL TECHNOLOGY & SOCIETY 2015年第4期18卷 172-184页

作者： Schwonke, Rolf Univ Freiburg Germany Dept Psychol Freiburg Germany

Instructional design theories such as the cognitive load theory (CLT) or the cognitive theory of multimedia learning (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed learning environments. In this theoretical paper, I will argue that cognitive resources-oriented theories such as the cognitive load theory might profit from extending their predominantly cognitive focus to one that additionally considers metacognitive and self-regulation demands. Empirical results on learning from multiple external representations and research on tool use are integrated to illustrate that computer-based learning environments usually pose a variety of cognitive, metacognitive and self-regulatory demands on learners which require knowledge and skills that learners often lack. Specifically, empirical findings suggest that most learners are unable to regulate their learning automatically. I thus argue that these activities consume working-memory resources as do activities that are closely related to schema construction. My article concludes with suggestions on how the concept of metacognitive load can be incorporated into resource-oriented theories such as the CLT to explain a wider variety of phenomena.

关键词： Cognitive load computer-based learning Metacognition Self-regulated learning Working memory

来源：评论

学校读者我要写书评

暂无评论

The simulation of emergency cases and other computer-based learning programs on the Internet for medical students and young doctors

The simulation of emergency cases and other computer-based l...

引用

17th International Conference of the European-Federation-of-Medical-Informatics (MIE 2002)

作者： Grabowski, M Rudowski, R Med Univ Warsaw Dept Med Informat Warsaw Poland

ISBN: (纸本)1586032798

The aim of the project was to evaluate several of the most interesting Internet "interactive patient" programs, as well as simulations of real clinical cases, and to compare them with a program "The Simulation of Emergency Cases" described in this work, and created by the Students' Research Group at the Department of Medical Informatics, the Medical University of Warsaw. These programs are aimed at medical students and doctors, and they are of great help in gaining medical experience in situations when the access to the real patient is limited.

关键词： interactive patient computer-based learning internet

来源：评论

学校读者我要写书评

暂无评论

Inventing motivates and prepares student teachers for computer-based learning

引用

JOURNAL OF computer ASSISTED learning 2015年第6期31卷 546-561页

作者： Glogger-Frey, I. Kappich, J. Schwonke, R. Holzaepfel, L. Nueckles, M. Renkl, A. Univ Freiburg Dept Psychol D-79085 Freiburg Germany Univ Educ Freiburg Dept Math Freiburg Germany Univ Freiburg Dept Educ Sci D-79085 Freiburg Germany

A brief, problem-oriented phase such as an inventing activity is one potential instructional method for preparing learners not only cognitively but also motivationally for learning. Student teachers often need to overcome motivational barriers in order to use computer-based learning opportunities. In a preliminary experiment, we found that student teachers who were given paper-based course material spent more time on follow-up coursework than teachers who were given a well-developed computer-based learning environment (CBLE), leading to higher learning outcomes. Thus, we tested inventing as an instructional method that may help overcome motivational barriers of teachers' use of computer-supported tools or learning environments in our main experimental study (N = 44). As a computer-based environment, we used the 'Assessment of learning strategies in learning journals'. The inventing group produced ideas about criteria to evaluate learning strategies based on student cases prior to the learning phase. The control condition read a text containing possible answers to the inventing problem. The inventing activity enhanced motivation prior to the learning phase and assessment skills as assessed by transfer problems. Hence, the inventing activity prepared student teachers to learn from a CBLE in a motivational as well as cognitive way.

关键词： assessment of learning strategies computer-based learning interactive learning environments invention as preparation for learning motivation teacher education

来源：评论

学校读者我要写书评

暂无评论

Pairing and gender effects on children's computer-based learning

引用

European Journal of Psychology of Education 1992年第4期7卷 311-324页

作者： Littleton, Karen Light, Paul Joiner, Richard Messer, David Barnes, Peter School of Education The Open University Milton Keynes MK7 6AA United Kingdom Department of Psychology University of Southampton Southampton SO9 5NH United Kingdom Division of Psychology University of Hertfordshire Hatfield AL10 9AB United Kingdom School of Education The Open University Milton Keynes MK7 6AA United Kingdom

This paper reports an experimental study in which one hundred and twenty 11 and 12 year olds worked on a computer based problem solving task couched in an adventure game format. Previous results with this type of task (Blaye, Light, Joiner, & Sheldon, 1991) indicated marked facilitative effects of working in pairs, both on children's paired performance and on their subsequent individual performance. In this study all children were pre-and post-tested individually. For the intervening practice session subjects were assigned at random to work alone or in single- or mixed-gender pairs. Pairs showed a significant advantage over individuals, but this advantage was not carried over to individual post-test. Gender differences were also attenuated relative to previous results. The findings are interpreted in terms of detailed characteristics of the experimental design (in particular the presence of other children even in the 'individual' condition) and reduction of gender stereotyping in the software. © 1992 Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands.

关键词： computer-based learning Gender Peer interaction

来源：评论

学校读者我要写书评

暂无评论

A contribution to the understanding of what makes young students genuinely engaged in computer-based learning tasks

引用

Procedia - Social and Behavioral Sciences 2009年第1期1卷 184-188页

作者： Ott, Michela Tavella, Mauro Istituto per le Tecnologie Didattiche - CNR Genova 16149 Via De Marini 6 Italy

Students' interest, motivation, attention and concentration, in one word their genuine engagement in learning activities, is largely considered as a potential gauge of future academic success. This paper, drawing on a research project dealing with the use of digital mind games for educational purposes in primary schools, puts forward some ideas for answering to a key research question: "Which factors may have a positive influence on young students' involvement in computer based learning activities?" The project results suggest that student engagement is strongly related to the actual possession of the skills needed to perform the task. © 2009.

关键词： attention computer-based learning games-based learning Motivation primary school

来源：评论

学校读者我要写书评

暂无评论

A Case Study in Educational Game Designing: Junior Chemists in Action! An Educational Live Action Role Playing Game (LARP) Analysis With a computer-based learning Element 5

A Case Study in Educational Game Designing: Junior Chemists ...

引用

5th European Conference on Games based learning

作者： Timplalexi, Eleni Univ Athens Theatre Studies Dept GR-10679 Athens Greece

ISBN: (纸本)9781908272188

The case study paper reflects upon the designing and realization of Junior Chemists in Action!, an educational Live Action Role Playing Game (LARP) containing a computer-based learning element. Junior Chemists in Action! was presented at the National Hellenic Research Foundation in February 2011, as part of the events dedicated to the Year of Chemistry. The intention of the game was to introduce participants (children, aged 6-12 years old) to the Science and History of Chemistry. The educational game received the support of British Council. It ran twice and was attended by approximately 95 children. The feedback received by the organisers and parents was very good and the children's engagement with the game proved out to be very satisfactory. The paper starts with a short introduction about the position of Role Playing Games and specifically LARPs in Education in Greece as well as with an explanation of how the educational LARP Junior Chemists in Action! may be considered innovative. A reference to the current interface change in Greek School Education along with a comparison between factual and processual knowledge in contemporary educational practice are then made. In addition, the educational theoretical framework of Junior Chemists in Action! is discussed, especially with regards to Piaget's constructivist and Vygotsky's cultural-historical approaches. A presentation of the ways the game was designed to trigger cross-contextual use of knowledge is attempted. A thorough analysis of the game follows, which includes design principles, goals, game objectives and core features amongst other parameters and an extensive description of the game-play process. The computer-based learning element receives emphasis in the analysis, with regards to its designing and gaming/learning functions. A short evaluation on the actual game realization brings the discussion closer to an end. In conclusion, the connection between playing and learning within an educational LARP frame and

关键词： educational games Live Action Role Playing Games (LARPs) chemistry computer-based learning teacher as performer immersion

来源：评论

学校读者我要写书评

暂无评论

Auditory Narrative Does Not Improve learning when Added to Visual computer-based learning Modules

引用

MEDICAL SCIENCE EDUCATOR 2019年第4期29卷 1043-1049页

作者： Mounsey, Anne Reid, Alfred Univ N Carolina Dept Family Med 590 Manning Dr Chapel Hill NC 27599 USA

Backgroundcomputer-based learning (CBL) is considered by many to be an effective means of education. However, features of computer-based modules purported to contribute to learning have not been studied with medical student *** study was designed to evaluate the effect of auditory supplements in a computer-based instructional module on learning and knowledge *** prospective, randomized controlled trial comparing the effectiveness of two types of web-based instructional presentations used to teach key aspects of systems-based practice to fourth-year medical *** intervention and control group each received a computer-based module comprised of the same mix of visual and written material, but the intervention group also received an auditory narration of the *** MeasuresThe primary outcome measures were the difference in the students' scores between the two modules using an online 8-item knowledge test completed immediately after the first exposure to the module and again 1 to 7 months later. Students were also asked whether they considered themselves auditory learners. learning efficiency (the amount of learning per unit time) was calculated for each student and the Mann-Whitney U test was used to compare scores between the two *** hundred thirty fourth-year medical students were randomized by a computer program to one of the two modules. All students completed the first knowledge test and 86 (66%) students completed the second test. Test scores did not differ significantly between the two groups in either the first or the second test. learning efficiency was lower in the intervention group. Self-identification as auditory learners had no effect on *** addition of narration to a computer-based instructional module did not improve learning or knowledge retention even in students who self-identified as auditory learners and resulted in overall lower learning efficiency.

关键词： computer-based learning Systems-based practice Education

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：