Learning from interactive learning environments enriched with multiple external representations (MERs) is often beneficial. The learning benefits of MERs highly rely on the development of Representational Competence. ...
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Learning from interactive learning environments enriched with multiple external representations (MERs) is often beneficial. The learning benefits of MERs highly rely on the development of Representational Competence. Representational Competence refers to an ability to translate and see relations between MERs. The relevant research findings have consistently reported learners’ difficulty in relating and translating in MERs due to insufficient development of Representational Competence. Although dynamic linking is one of the strategies recommended to address this issue, it offers mixed results. This paper reports design of a new interaction feature that overcomes some of the limitations of traditional dynamically linked representations. We designed an additional interaction in dynamically linked MERs to support learners’ cognitive demands;we refer to this as Reciprocative Dynamic Linking. The goal of this additional affordance was to strengthen learners’ cross-representation cognitive linkage by promoting Representational Competence. The paper reports the study conducted to investigate effects of Reciprocative Dynamic Linking on students’ Representational Competence. The said study was conducted in a course on Signals and Systems from Electrical Engineering program (N = 24). The subjects were assigned to two conditions: a Simulation and a Simulation with Reciprocative Dynamic Linking. The representation competence was assessed with an instrument for measuring Representational Competence within Signals and Systems domain. The effect of Reciprocative Dynamic Linking on learners’ cognitive load was also investigated. The results confirmed that Reciprocative Dynamic Linking could lead to improvement in Representational Competence and thus, higher learning for “Apply and Analyze Procedural knowledge” categories of tasks. Reciprocative Dynamic Linking also promoted germane cognitive load of learners, as it could offer the required cognitive support to improve learners’ Repr
MIC-O-MAP (MICroscopic-Observations-Macroscopic-Predictions) is a technology-enhanced learning (TEL) environment designed for developing micro-macro thinking skills among science and engineering undergraduate students...
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interactive Stratified Attribute Tracking (iSAT) is a visual analytics tool for cohort analysis. In this paper, we show how instructors can use iSAT to visualize transitions of groups of students during teaching-learn...
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Geometry holds a special place in Mathematics. Learning of Geometry requires understanding and integrating a wide range of topics such as coordinates, shapes, theorems, proofs, properties and formulae, to name a few. ...
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ISBN:
(纸本)9789869401210
Geometry holds a special place in Mathematics. Learning of Geometry requires understanding and integrating a wide range of topics such as coordinates, shapes, theorems, proofs, properties and formulae, to name a few. In 3D geometry, students find difficult the manipulation of 3D objects and interpreting their structure and properties, such as volume and surface area. Research shows that students mainly focus on the formulae and the numerical operations to calculate the volume or the surface area of a 3D object, and not on visualizing the 3D objects. Various media such as images, animation, simulations and 3D geometric software have been used to help learners visualize 3D shapes. However, the affordances provided by these media do not fully support the construction and manipulation of 3D objects. Based on an embodied interaction approach, we have designed a gesture-based application for high school students to learn the properties of 3D objects. In this paper, we describe the design of the application, "Geometry-via-Gestures" (GvG), which enables learners to construct a right circular cylinder using gestures and derive its volume. We present the results of the first prototype pilot and the proposed redesign. Copyright 2016 Asia-Pacific Society for Computers in Education. All rights reserved.
Divide and conquer is an essential thinking skill for engineering undergraduates to have in order to solve engineering estimation problems. However, there exist no teaching-learning tools and strategies for divide and...
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ISBN:
(纸本)9784990801472
Divide and conquer is an essential thinking skill for engineering undergraduates to have in order to solve engineering estimation problems. However, there exist no teaching-learning tools and strategies for divide and conquer skill for engineering estimation. In this paper, we report on the design of a mapping tool to improve students' divide and conquer skill while solving engineering estimation problems. We evaluated the tool to identify student difficulties in doing divide and conquer while using the tool. We identified several categories of difficulties which will be used to design appropriate scaffolds to support improvement of students' divide and conquer skill for engineering estimation.
Multiple External Representations (MERs) have been known to facilitate and strengthen learning processes, and are common in technology Enhanced Learning (TEL) environments. However, learners face difficulty in transla...
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ISBN:
(纸本)9784990801458
Multiple External Representations (MERs) have been known to facilitate and strengthen learning processes, and are common in technology Enhanced Learning (TEL) environments. However, learners face difficulty in translating between and connecting across MERs, leading to poorly developed representational competence. Improving representational competence requires additional support in enabling translation and integration of MERs. Although dynamic linking of MERs is a popular strategy, empirical studies are not unanimous in terms of its learning impact. The mixed nature of results demands further research that can contribute towards the design of meaningful interactions in TEL environments. This paper describes an exploratory study to investigate how additional interactivity in the form of 'Reciprocative Dynamic Linking' could support learners in developing representational competence in TEL environments. Reciprocative Dynamic Linking is an affordance where a learner can select and manipulate each representation individually in a reciprocative manner. In this study, qualitative data was collected from screen captures, semi-structured interviews and open ended questions as students interacted with simulations incorporating Reciprocative Dynamic Linking. The results showed that Reciprocative Dynamic Linking promoted learners' ability to relate and translate among MERs, thus facilitated the development of representational competence. Reciprocative Dynamic Linking also supported learners' optimal management of cognitive resources and was useful in stimulating their inquiry process while integrating MERs.
Background: Problem posing, the generation of questions by learners, has been shown to be an effective instructional strategy for teaching–learning of complex materials in domains such as mathematics. In this paper, ...
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In this paper we investigate if a technology enhanced learning environment for engineering design competencies can promote transfer of these competencies. We developed TELE-EDesC, a self-learning technology enhanced l...
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In this paper we investigate if a technology enhanced learning environment for engineering design competencies can promote transfer of these competencies. We developed TELE-EDesC, a self-learning technology enhanced learning environment to teach Structure Open Problem competency, one of the first competencies used in the engineering design thinking process. TELE-EDesC contains learning activities and instructional scaffolds that have been known to promote transfer. In this study, students worked with TELE-EDesC learning activities in the topic of analog electronics. The two-part study investigated if: i) students can acquire Structure Open Problem competencies by learning with TELE-EDesC, and ii) the TELE-EDesC (experimental group) students can transfer these competencies by structuring a new open design problem in a new topic in analog electronics. Analysis of students' solutions demonstrated that students who learnt with TELE-EDesC scored higher on a posttest that measured Structure Open Problem competencies than students in a control group. Further, TELE-EDesC helped students transfer some competencies to the new topic, but they struggled to transfer competencies involving higher order cognitive skills.
Design thinking framework is a powerful framework for innovation and design. It involves design specific cognitive activities such as Empathize, Define, Ideate, Prototype and Test (EDIPT). In this paper we present an ...
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Design thinking framework is a powerful framework for innovation and design. It involves design specific cognitive activities such as Empathize, Define, Ideate, Prototype and Test (EDIPT). In this paper we present an implementation of EDIPT framework by novice educationaltechnology (ET) researchers and investigate if the quality of research problems generated by the novice researchers is comparable to the expert ET researchers. We find that the quality of the problems generated by the novices was user-centric and realistic, but expert researchers generated more thoughtful and formally articulated research problems.
Spatial ability training is useful in developing problem solving skills in engineering drawing (ED). Mental rotation (MR) is a substantial part of spatial abilities. In a previous work we described a three-hour comput...
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Spatial ability training is useful in developing problem solving skills in engineering drawing (ED). Mental rotation (MR) is a substantial part of spatial abilities. In a previous work we described a three-hour computer based 3D MR training module and showed that it improves MR skills of first year engineering undergraduates. In this paper, we present a study on the effectiveness of a two-week computer based 3D MR training on students' problem solving skills in ED. We performed a two-group experimental study and found that students who learned via computer based 3D MR training performed significantly better on ED posttests than students who learned the same concepts via traditional instruction. Responses of experimental group students on an open ended question revealed that they found the 3D MR training to be useful in resolving their ED problem solving difficulties.
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