Can narrative cutscenes improve home learning from a math game? An experimental study with children     

Tomáš Sýkora  Tereza Stárková  Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):42-56

Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M_age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.  相似文献   

Switching　Phenomena　of　CuTCNQ　Induced　Mainly　by　the　Interaction　among　Microcrystaline　Grains     

Gu Ning a Sheng Haoying b Lu Wu a Pang Shuming a Zhang Lan b Wei Yu a 《东南大学学报》1996,(1)

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Planning Inclusion: The Need to Formalize Parental Participation in Individual Education Plans (and Meetings)     

María Cioè-Peña 《The Educational forum》2020,84(4):377-390

Abstract

Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality. Centering the experiences of Spanish-speaking mothers of emergent bilinguals labeled as disabled, this paper presents how educators limit parents’ abilities to engage as equal stakeholders. Therefore, this paper explores the tensions culturally and linguistically diverse mothers encounter during Individual Education Plan (IEP) meetings and the possibilities that can come from reimagining IEPs and IEP meetings in ways that allow stakeholders to actively tend to the intersectional vision of inclusive education that Salamanca put forth and that emergent bilinguals labeled as disabled desperately need.  相似文献   

Development and validation of the DIGIGLO,a tool for assessing the digital competence of educators     

Rafael Alarcón  Elena del Pilar Jiménez  María Isabel de Vicente-Yagüe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2407-2421

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Meeting the needs of teachers and students within the CESAR training system     

Paloma Díaz  Ignacio Aedo  Nuria Torra  Pilar Miranda  & María Martín 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):35-45

Computers seem to be an unquestionably useful tool to support the learning process, although positive students' and teachers' attitude towards the system is required to guarantee a successful introduction of new technologies in traditional classrooms. Training or exercises provide the students with the challenge of using their knowledge to solve concrete problems, so that they incite students to participate actively. Training can be adapted to different learning styles in order to strengthen student involvement. Moreover, tools to adapt the didactic material to several educational methods must be provided, in such a way that teachers consider the system a helpful tool rather than a substitute. Taking into account the foregoing, this paper describes a training system to create and use exercises in a hypermedia learning environment for hearing-impaired children called CESAR.  相似文献   

School discipline and the building of values in the daily life of secondary schools     

Ana María Cerda  Jenny Assaél 《Prospects》1998,28(4):571-585

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Young Children Are Wishful Thinkers: The Development of Wishful Thinking in 3- to 10-Year-Old Children     

Adrienne O. Wente  Mariel K. Goddu  Teresa Garcia  Elyanah Posner  María Fernández Flecha  Alison Gopnik 《Child development》2020,91(4):1166-1182

Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age.  相似文献   

Challenges in developing the academic profession in the Western Balkans     

Samo Pavlin  Zoran Sušanj 《European Journal of Education》2020,55(4):471-475

In this paper, we explore the developmental challenges facing the academic profession in Europe and especially in some Western Balkan countries, Croatia and Slovenia. First, we look at how the higher education environment determines key changes to the academic profession: expectations to demonstrate professional expertise, internationalisation, segmentation, and precarity. While these processes are mainly considered from the above perspective, we also examine the work of academics from within. Second, we discuss aspects of academic tasks, challenges of synchronising academic work with performance measures, intensification of work and expansion of bureaucratic tasks. Building on these perspectives, we introduce a qualitative pilot study that tests how these general trends described in the literature may be applied to given situations in five countries of former Yugoslavia: Slovenia, Croatia, Serbia, North Macedonia and Kosovo. Although these countries cover a relatively small geographical area, the differences among them with respect to the economy, society and politics are important. Our findings suggest that problems accumulating in academic work in Slovenia and Croatia were in almost all of the surveyed aspects less problematic than in the three other observed countries.  相似文献   

The Scientific Periphery in Spain: The Establishment of a Biomedical Discipline at the Centro de Investigaciones Biológicas, 1956-1967     

Santesmases  María Jesús  Muñoz  Emilio 《Minerva》1997,35(1):27-45

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Classroom environment in the implementation of an innovative curriculum project in science education     

Mercedes Surez  Rosa Pías  Pedro Membiela  Dolores Dapía 《科学教学研究杂志》1998,35(6):655-671

A curriculum project can be positively or negatively influenced by the environment of the classroom in which it is implemented. Analysis of the perceptions of students, teachers, and external observers has allowed us to study the influence of classroom environment in the implementation of an innovative project in science education. The main conclusions indicate that even though the global evaluation is positive, more so among teachers than among students, there are differences between the perceptions of the participants, probably due to differences in interests and needs. Moreover, in the classroom environment, the teacher and the actual dynamic and spatial organization are of great importance, and it can be difficult to maintain interest or to achieve a satisfactory evaluation on the part of those students whose academic performance is lowest. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 655–671, 1998.  相似文献