Aristotle     

Charles Hummel 《Prospects》1993,23(1-2):39-51

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Profiles of educators     

Charles Hummel 《Prospects》1989,19(2):283-290

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Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills     

Hans G. K. Hummel  Jasper van Houcke  Rob J. Nadolski  Tony van der Hiele  Hub Kurvers  Ansje Löhr 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1029-1041

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National Competitiveness and Economic Growth: The Changing Determinants of Economic Performance in the World Economy: Tino J. Hämäläinen, Edward Elgar Publishing, Cheltenham, UK, 2003, 380 pp., £79.95, ISBN 1-84064-454-0     

Eberhard Jochem 《Research Policy》2004,33(3):563

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Learning moves home     

Karen Kurotsuchi Inkelas  William J. Zeller  Rena K. Murphy  Mary L. Hummel 《About Campus》2006,10(6):10-16

Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story.  相似文献   

Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity     

Hans G. K. Hummel  Rob J. Nadolski  Jannes Eshuis  Aad Slootmaker  Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141

Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay.  相似文献   

Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers     

Xiao‐lei Wang  Philippe Eberhard 《Educational studies》2004,30(3):217-229

This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks.  相似文献   

Living Animals in the Classroom: A Meta-Analysis on Learning Outcome and a Treatment–Control Study Focusing on Knowledge and Motivation     

Eberhard Hummel  Christoph Randler 《Journal of Science Education and Technology》2012,21(1):95-105

Prior research states that the use of living animals in the classroom leads to a higher knowledge but those previous studies have methodological and statistical problems. We applied a meta-analysis and developed a treatment–control study in a middle school classroom. The treatments (film vs. living animal) differed only by the presence of the living animal. Both treatments were based on the self-determination theory. More than 400 pupils filled in pre-test, post-test and two follow-up-tests (with a delay of 6–8 weeks and 7–8 months). After each lesson, pupils rated the lesson on a short intrinsic motivation scale. In the meta-analysis, we found that the living animal treatments significantly scored better than a control group, but not when comparing living animals with alternative treatments. In the treatment–control study, both treatments led to a significant increase in knowledge but there were no differences between film and living animal treatment. Pre-test and previous grading had a significant influence on post- and both follow-up tests. In the mouse lesson, pupils of the living animal group showed higher values in interest and competence and lower values in pressure. Interest and competence correlated positively with achievement, while pressure correlated negatively.  相似文献   

The effectiveness of cross-age tutoring with truant, junior high school students with learning disabilities     

D B Lazerson  H L Foster  S I Brown  J W Hummel 《Journal of learning disabilities》1988,21(4):253-255

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Profiles of educators     

Charles Hummel 《Prospects》1992,22(4):521-531

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