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1.
Castro-Alonso Juan C. Wong Rachel M. Adesope Olusola O. Paas Fred 《Educational Psychology Review》2021,33(3):989-1015
Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.
相似文献2.
University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention‐deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self‐regulation of learning. This study investigated the relations among self‐compassion, self‐acceptance of an LD, and self‐regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self‐identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self‐compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self‐acceptance of an LD, self‐compassion, and self‐regulated learning. 相似文献
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The current study examines students’ emotional responses to instructor swearing and extends previous research to validate functions and targets of instructor swearing. A measure was created to assess college students’ perceptions of instructor swearing. A principle components analysis yielded a seven-factor structure that supports past functions and targets of classroom swearing: at self/job tools; at students/assignments; to elaborate course concepts; part of the instructor’s disposition; to gain attention; accidental swearing; and, to converge/be humorous. Framed by emotional response theory (ERT), instructor swearing behaviors significantly predicted students’ pleasure and dominance emotions. Additionally, students’ emotional responses in the classroom explained significantly more unique variation in students’ cognitive and affective learning, and motivation, compared to instructor swearing. Implications for instructional practice and instructional communication theory are addressed. 相似文献
4.
Laura Helena Porras‐Hernandez 《Distance Education》2000,21(2):385-405
This paper discusses the results of the student dimension in an evaluation applied to an educational teleconferencing system in a Mexican higher education institution. Traditionally, this institution has gained prestige for its face‐to‐face programs, and students are not used to mediated or distance learning. Courses offered through this system are based on a pedagogical model which emphasises the active role of the learner. Therefore, student variables such as perceptions of the self, and self‐regulatory processes become key components in this learning environment. Conclusions here presented correspond to: (i) students’ expectations; (ii) perceptions of efficacy for self‐regulated learning, and perceptions of the course, and of the teacher's and learner's work.
Results indicate students’ expectations focus on ‘learning more than in face‐to‐face situations’, followed by ‘using technology’, and ‘having freedom and initiative’. Perceptions of efficacy for self‐regulated learning were high overall. Nevertheless, analyses of individual items indicate specific areas requiring improvement. Qualitative data on perceptions of the course, and teachers’ and learners’ work suggest that these courses are more demanding than the face‐to‐face ones they are taking. Students’ responses include attitudinal and cognitive adjustments needed for these learning environments. These results have led to improvements, which are presently being applied. The importance of considering these student variables in evaluations of mediated learning environments is discussed. 相似文献
5.
Jerry Chih‐Yuan Sun Robert Rueda 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):191-204
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments. 相似文献
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Mary E. Webb 《International Journal of Science Education》2013,35(6):705-735
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. 相似文献
7.
张群芳 《湖州师范学院学报》2014,(9):95-100
针对独立学院学生学习特点,对独立学院英语专业大一学生综合英语课程,从了解学习认知和策略认知、目标制定和计划制定、自我监控和自我评价等三方面进行元认知策略培训。通过定性和定量研究总结元认知策略培训结果及成效。研究结果表明,元认知策略培训融入英语教学过程中是可行的且富有实效的;有效的培训可提高学生元认知意识,提升学生自主学习意识。此项研究对于普通高校英语教学也有一定的借鉴意义。 相似文献
8.
Nicolás Pino-James 《Educational Action Research》2018,26(3):456-479
Current research suggests that student engagement with academic schoolwork in secondary school classrooms is often insufficient. This issue is of relevance because student engagement is a prerequisite for acquiring knowledge and skills and is also a mediator of achievement and important life outcomes. In response to this, the present study evaluates a pedagogical model for stimulating student engagement in learning activities in secondary school contexts through an action research approach. This model is composed of five facilitators of engagement that, when considered in both the design and implementation of learning activities, can potentially contribute to stimulating behavioural, emotional and cognitive engagement in such activities. Nineteen Year 9 students of Spanish from a state school in England, their teacher and the researcher participated in two long-term, learning activities designed using the proposed pedagogical model. Data were collected over two school terms through qualitative student self-reports, interviews with students and their teacher and the researcher’s journal. Thematic analyses were used to examine the effects of the learning activities on student behavioural, emotional and cognitive engagement. The results seem to confirm that the application of the proposed pedagogical model could help promote thorough student engagement in learning activities. Findings also suggest that failing to support the model’s facilitators of engagement may have detrimental effects on overall student engagement in learning activities. The study contributes to the improvement of student engagement with academic schoolwork internationally by proposing an assessed pedagogical solution that could be implemented by secondary school teachers with relative ease. 相似文献
9.
We focus on assessing whether newly qualified teachers’ professional outcome expectations and their beliefs about students’ intellectual potential are associated with teachers’ self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers’ more optimistic views of the malleability of students’ intellectual potential and teachers’ confidence in themselves as positive change agents in student outcomes. Also, teachers’ belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief–behaviour links demonstrated, more explicit attention to the sophistication of teachers’ ability beliefs in teacher education programmes is recommended. 相似文献
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Christian Förtsch Sonja Werner Lena von Kotzebue Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666
This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. 相似文献
12.
Huda Felimban Elizabeth A. Nowicki Lynn Dare Jason Brown 《British Journal of Special Education》2016,43(4):394-415
In this comparative study, students from inclusive schools in Canada and Saudi Arabia shared their beliefs about factors associated with learning difficulties. Qualitative data were collected through interviews with 36 Canadian and 62 Saudi elementary students in Grades 5 and 6. Thematic analysis uncovered six themes: lack of knowledge, achievement or academic skills; cognitive and social‐emotional barriers; lack of attention and/or motivation and behavioural issues; home and parental concerns; teacher‐related issues; and physical/sensory disabilities and innate conditions. Although participants from both countries had a general understanding of the factors associated with learning difficulties, Canadian students showed a deeper understanding of cognitive and social‐emotional factors associated with learning difficulties. Educational and research implications are discussed. 相似文献
13.
Supporting emerging teacher identities: can we identify teacher potential among students? 总被引：1，自引：1，他引：0
Erika Löfström Katrin Poom‐Valickis Markku S. Hannula Samuel R. Mathews 《欧洲师范教育杂志》2010,33(2):167-184
The research focuses on Estonian university students’ emerging teacher identity and their interest in becoming teachers. Five hundred and sixty‐five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self‐efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students’ continued interest in and entry to teacher education and the teaching profession. 相似文献
14.
詹泽慧 《现代远程教育研究》2011,(4):76-82
智能教学代理是以鲜活的动画人物或拟人形象出现在计算机辅助教学过程中,对学习者进行学习支持的教育软件。智能教学代理近年来受到广泛关注,其应用和研究的广度和深度也在不断增加。在远程教育领域,智能教学代理可以作为辅导教师、学习伙伴、自身影像和实习对象,从认知、情感、创新等方面给予远程教育支持。为了保证智能教学代理的效果,设计过程中应注重其形象、能力、信息传递、情绪状态和交互方式等因素的设计。当前智能教学代理的研究尝试从双代理或多代理角度优化教学环境,提供更为精细、多元化的形象、信息和交互方式。今后,学者们将把学习者特征纳入到智能教学代理研究中,挖掘其在情感和元认知支持方面的更多功能。 相似文献
15.
Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students’ engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students’ engagement (behavioral, affective and cognitive) in the collaborative learning process. 相似文献
16.
赵葵葵 《南阳师范学院学报》2012,11(9):85-88
在体育教学中,自我管理的任务就是以较强的责任意识,有效地将自我的智慧和能量管理起来,充分发挥其主动精神与创造性,实现既定体育学习目标.所以,重视引导与培养大学生自我管理能力,能够有效地促进大学生主动提出与确立自己的学习目标和任务,提高大学生的学习责任感,发展大学生的身体素质和运动能力,为大学生终身体育奠定坚实基础. 相似文献
17.
Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. 相似文献
18.
针对高职学生的认知特点,情绪唤醒作用机制在高职教学中的运用具有非常重要的意义。引入情绪唤醒机制有助于改善学生在学习抽象知识内容时的理解力和记忆力,能提升学生的自主学习能力和解决问题的能力。在应用中,要有效运用教学手段调动学生情绪,引导学生注意力;注重突出形象思维优势来强化学生记忆;有意识运用负面情绪素材进行唤醒。 相似文献
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Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This ‘learning enterprise’ constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an ‘equilibrium model’. In this model, the balances that are needed between motivating students, activating them towards self‐regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a ‘student‐controlled’, a ‘teacher‐controlled and a ‘coached approach’, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback‐strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre‐test/post‐test design. Results confirmed the postulated hypotheses that there will need to be a balance between, on the one hand giving students enough freedom for self‐discovery and self‐regulation, and on the other hand steering the students in such a way that certain problems can be avoided and that every student can get optimal learning chances. An adequate assessment‐strategy is needed to search for this balance. Further, a systematic action research of the design experiences resulted in more information on how best to coach a learning enterprise. This information has been summarized in the form of general guidelines. 相似文献