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1.
ABSTRACT

The purpose of the current study was to investigate students’ overall learning process during the implementation of educational escape-the-room games (EERGs) in classrooms. This study adopted a two-stage case-study methodology, namely single-case and multi-case designs. In the first stage, a well-designed EERG for a Chinese language class was developed on a web-based game platform. A total of 15 second-grade students from a public elementary school in Taiwan used tablet computers to engage in problem-solving tasks in the EERG. In the second stage, five schoolteachers from other elementary schools who had adopted similar EERGs in their classrooms in the previous academic year participated in the study to share their instructional experiences. The results indicated that students actively collaborated with their team members to address problem-solving tasks during the EERG activity. Positive collaborative learning experiences and learning attitudes towards the EERG were identified in the students’ self-reflection worksheets.  相似文献   

2.
ABSTRACT

Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.

Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.

Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.

Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.

Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.

Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching.  相似文献   

3.
ABSTRACT

Facilitating students’ deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students’ science learning approaches, learning achievements and problem-solving awareness as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted in an elementary school geoscience course. The participants were two classes of sixth graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential gaming system showed better learning achievements, problem-solving tendency, deep learning strategies, and deep learning motive than those who learned with the conventional technology-enhanced learning approach. Moreover, the higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement students. The findings of this study provide a good reference for helping lower-achievement students improve their learning performance.  相似文献   

4.
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research.  相似文献   

5.
ABSTRACT

Sixty-one elementary school students who had never participated in cooperative learning lessons before were included in this study. Students were randomly assigned to the conditions of cooperative learning with and without group processing and participated to 5 instructional sessions during a period of approximately 15 instructional days. Results on achievement show that by the end of the study students assigned to group processing condition achieved higher than did students assigned to no processing condition. Results on perception of peer academic and personal support and teacher academic and personal support do not show significant differences between the experimental groups.  相似文献   

6.
Abstract

This study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance.  相似文献   

7.
In this study, a mission synchronization-based peer-assistance approach is proposed to improve students’ learning performance in digital game-based learning activities. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the participants’ learning attitudes, collaboration skills, and learning achievements. From the experimental results, it was found that the educational game with the mission synchronization-based peer-assistance mechanism not only benefited the students in terms of promoting their learning achievements and attitudes, but also improved their collaboration skills via encouraging them to actively provide assistance to their peers during the gaming process. Finally, to further investigate the factors that might affect the performance of the mission synchronization-based peer-assistance approach, the students’ learning behaviors are summarized and discussed.  相似文献   

8.
ABSTRACT

The study provides an insight into how teachers may facilitate students’ group learning in science with digital technology, which was examined when Norwegian lower secondary school students engaged in learning concepts of mitosis and meiosis. Quantitative and qualitative analyses of the teacher’s assistance draw on Galperin’s conceptualisation of learning.

Findings reveal patterns in the teacher’s guidance: the teacher fulfilled the orienting, executive and controlling functions while assisting students in identifying the key features of mitosis and meiosis and solving the compare and contrast task. The teacher relied on and interplayed with the available mediational resources: compare and contrast task, digital animations, and collaborating peers. However, it was the compare and contrast task that demonstrated an approach to study scientific concepts which may have contributed to the development of learners’ understanding about to engage in learning in science. By adopting such an approach, learning activity has the potential to not only help students to achieve learning outcomes but it acquires a functional significance, becoming a tool in the learning process aimed at the development of students’ as learners. The digital animations, in turn, demonstrated scientific processes that were otherwise invisible for students and triggered group discussions. The study, therefore, raises questions about the need for practitioners’ awareness of the type of support the technology and other resources provide to assist both conceptual learning and enhancing students’ agency in learning to learn.  相似文献   

9.
ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.  相似文献   

10.
《学校用计算机》2013,30(3-4):43-64
ABSTRACT

A meta-analysis was performed to synthesize existing research comparing the effects of computer applications (i.e., computer-assisted instruction, computer simulations, and Web-based learning) versus traditional instruction on elementary school students' achievement in Taiwan. Forty-eight studies were located from four sources, and their quantitative data were transformed into Effect Size (ES). The overall grand mean of the study-weighted ES for all 48 studies was 0.449. The results suggest that computer application instruction is more effective than traditional instruction for elementary school students in Taiwan. However, none of the 14 individual variables, conjectured to be related to achievement, had a statistically significant impact on the mean ES.  相似文献   

11.
Abstract

This exploratory study aimed to describe the impact of the ‘Science in Family project’, as a transformative learning model for science teachers trying to improve student’s attitudes toward STEM subjects. This study took place in a public elementary school in Monterrey, Mexico, which has been developing this project for more than thirteen years with students from 4th, 5th and 6th grade. We used participant observation and interviews with four families whose children are students of this elementary school, and with one family whose sons were students of this school some years ago. Results showed that there is a relationship between positive attitudes towards science in students who were exposed to transformative learning models of teaching. Two of the participants took steps to follow science related careers. This study helps to illuminate the extent to which teacher education models influence students’ attitudes and how positive attitudes to science are influenced by the use of learning by doing projects.  相似文献   

12.
Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.

Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff’s design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience.

Sample: Seventh grade students aged 12–14 (n = 15) were selected from a rural K–12 school in Turkey through purposeful sampling.

Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students’ technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics.

Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff’s design features for a collaborative PBL environment, applying features appropriate for a rural K–12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed.

Conclusions: This study’s interdisciplinary, collaborative PBL was efficient in enhancing students’ advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions.  相似文献   


13.
Background: Helping upper elementary and lower secondary school students develop an awareness of various aspects of the nature of science (NOS) and nature of technology (NOT) is a widely recognized goal of science teaching. In this study, we focus on the connections between science and technology (S&T).

Purpose: We report on the design, development, enactment and evaluation of a teaching-learning sequence (TLS) that combines hands-on activities in geometrical optics with explicit epistemological discourse for reflection purposes. The design of the TLS draws on perspectives from the inquiry-oriented and design-based teaching and learning frameworks.

Sample: The enactment of the TLS involved a class of 17 sixth-grade students, aged 10–11 years old, of a public elementary school in Cyprus.

Design and methods: We present findings from written responses to both closed and open-ended tasks as well as follow-up semi-structured interviews that probed students’ understanding of the difference between the main goals of S&T.

Results: The results illustrate elementary students’ readiness to engage with epistemic issues and demonstrate the potential of prompting young learners’ ability to develop informed awareness of the NOS and NOT. The results also provided feedback for the revision of the TLS so as to further enhance its effectiveness in achieving the stated learning objectives.

Conclusion: We discuss the implications of our findings for the teaching of the NOS and NOT and for the design and validation of TLSs. It is possible for students of this age group to develop an awareness of issues related to the NOS and NOT. TLSs can be improved through design-based research approaches to serve as productive tools to this end.  相似文献   

14.
ABSTRACT

Space, time and movement have particular meanings and significance for Australian prisoners attempting higher education while incarcerated. In a sense, the prison is another ‘world’ or ‘country’ with its own spatial and temporal arrangements and constraints for incarcerated university students. The contemporary digital university typically presupposes a level of mobility and access to mobile communication technologies which most Australian prisoners cannot access. This article examines the immobility of incarcerated students and their attempts to complete tertiary and pre-tertiary distance education courses without direct internet access. Drawing on critical mobilities theory, this article also explores attempts to address this digital disconnection of incarcerated students and where such interventions have been frustrated by movement issues within the prison. Prison focus group data suggest the use of modified digital learning technologies in prisons needs to be informed by a critical approach to the institutional processes and practices of this unique and challenging learning environment. This article also highlights the limitations and contradictions of painful immobilisation as a core strategy of Australia’s modern, expanding penal state, which encourages rehabilitation through education, while effectively cutting prisoners off from the wider digital world.  相似文献   

15.
ABSTRACT

Students at open-enrollment institutions enter college with a wide range of academic preparedness and are often required to take developmental classes to increase their academic skills to be successful in higher education. Further, few students possess self-regulated learning skills to aid in their learning. Researchers posited that academically at-risk students benefit from gains in self-regulated learning skills when a modeling and scaffolding approach is used to implement self-regulated learning tools. Self-regulated skills coupled with an active learning environment like the flipped classroom provide positive synergistic effects for academically at-risk students. This study compared several iterations of the flipped classroom in a general chemistry class at an open-enrollment college where high school class rank and mathematics placement level varied significantly. The results of the multiple regression analysis indicated that mathematics level and class rank were significant when predicting overall course grade regardless of the learning environment. The results of a paired-samples t test did not reveal a significant difference upon addition of note-taking and exam wrappers in a flipped classroom learning environment. However, students graduating high school in the top third, middle third, and bottom third of their graduating class increased their overall course grades in a flipped classroom using self-regulated tools by 7%, 3%, and 6%, respectively. To enhance the quantitative results, the author provides student comments on note-taking and the use of exam wrappers.  相似文献   

16.
Abstract

The purpose of this study was to examine the effects of teacher-parent contacts on the reading achievement of 398 underachievers in an ESEA program in a desegregated elementary school district. Most of the students were black. The central hypothesis was that the home environment influences classroom learning. The results, as measured by normed CAT achievement tests, indicate that the number of contacts was found to have a differential effect on achievement gains. With increasing numbers of contacts, younger students made significant gains in reading; however, increasing numbers of contacts were associated with decreased achievement in older students.  相似文献   

17.
Background: Knowledge construction and technology have been identified as critical for an understanding of the future of teacher education. Knowledge is discovered, applied and created collaboratively from authentic starting points. Today’s new mobile and blended learning environments create increased opportunities for such processes, including learner-centred approaches, authenticity and dialogical knowledge construction. However, teaching still requires appropriate learning design and structuring. The presented study explored, and was designed and implemented, using the ‘Dialogical Authentic Netlearning Activity’ (DIANA) pedagogical model, which is seen as one of the learning designing models for existing digital, open and mobile learning environments.

Purpose: The purpose of this study was to identify the challenges and opportunities inherent in the adoption of the DIANA model and to examine student-teachers’ reflections concerning authentic and dialogical knowledge construction. The focus is on the learning process.

Sample: Participants were 63 student-teachers who were following the study module ‘Networks in Vocational Education’ at the School of Professional Teacher Education, in Hämeenlinna, Finland.

Design and methods: This qualitative study uses a deductive content analysis to discern relationships between the data and the existing theory. The data for this study were drawn from an online questionnaire and participants’ self-reflective accounts.

Findings: The results indicate that achieving deep-oriented learning through dialogical actions is the most challenging part of using the DIANA model. Some of the students had difficulty understanding the concept of ‘authenticity’.

Conclusions: The findings of this study suggest enhancing learner-centred scaffolding and guidance, particularly at the outset of the learning process. In addition, methods that develop dialogical skills and competences ought to be integrated into teacher education as extensively as possible, in order to make collaborative work and problem-solving genuinely dialogical and equal.  相似文献   

18.
Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.

Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.

Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.

Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.

Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.

Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction.  相似文献   

19.
Abstract

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.  相似文献   

20.
Abstract

This study examined how blended learning impacts high school learners’ community of inquiry (CoI) and perceived learning in comparison to online instruction. Archival data collected from a public charter high school in the U.S. southeast was examined. The results demonstrate a statistically significant difference in social presence among students enrolled in blended learning courses as compared to online learning only. No statistically significant difference in perceived learning existed between groups. Findings are discussed in light of the community of inquiry framework and add to current understanding of the impacts of distance learning on K-12 student outcomes and the applicability of the CoI framework to K-12 learning environments.  相似文献   

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