排序方式： 共有14条查询结果，搜索用时 15 毫秒
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Luo Wenjing Wei Hsin-Ro Ritzhaupt Albert D. Huggins-Manley A. Corinne Gardner-McCune Christina 《Journal of Science Education and Technology》2019,28(4):429-443
Journal of Science Education and Technology - Numerous studies have been undertaken to design, develop, and provide validity evidence for using instruments to measure students’ attitudes... 相似文献
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Albert D. Ritzhaupt Raymond Pastore Jiahui Wang Robert O. Davis 《Educational technology research and development : ETR & D》2018,66(5):1069-1086
One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided. 相似文献
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In this paper, we sought to address the following research question: What knowledge and skills are needed by instructional designers in higher education to be successful in their roles? We interviewed eight instructional designers from across the United States, all working for institutions of higher education. Using the constant comparative method, we analyzed our data to identify relevant themes. Our results suggest that instructional designers in higher education must have a solid foundation in instructional design and learning theory, possess soft skills and technical skills, and have a willingness to learn on the job. Most instructional designers felt their academic backgrounds assisted them with their job roles, and, in particular, valued their professional experiences. Instructional designers in higher education must also keep abreast of multiple emerging information and communication technologies. We provide a discussion to synthesize our findings. The findings are relevant to professionals, professional academic programs, and professional associations. 相似文献
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Tina N. Hohlfeld Albert D. Ritzhaupt Ann E. Barron 《Educational technology research and development : ETR & D》2013,61(4):639-663
This paper examines gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students (N = 1,513) from Florida public schools. The results of t test statistical analyses, which examined only gender differences in demonstrated and perceived ICT skills, indicate significant differences in all areas in favor of females. Females had higher factor scores in perception measures for Frequency of Computer Use, Perceived ICT Skills, and Attitudes toward Computers. In addition, female students had significantly higher scores on all six sections from the Student Tool for Technology Literacy, a performance-based assessment. These results counter many empirical research studies that show males generally perform better with ICT skills and have overall better attitudes toward computers than their female counterparts. However, when adding predictors to the model and using multilevel modeling statistical methods, findings indicate that gender was no longer significant. These findings question the importance of the gender differences related to ICT skills that were found with previous statistical examinations. Using more advanced statistical methods to answer research questions pertaining to ICT skills is important in order to determine which factors have the greatest potential for intervention programs that focus on developing equitable ICT skills and career choices for all students. 相似文献
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Pringle Rose M. Dawson Kara Ritzhaupt Albert D. 《Journal of Science Education and Technology》2015,24(5):648-662
Journal of Science Education and Technology - In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and... 相似文献
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Ritzhaupt Albert D. Huang Rui Sommer Max Zhu Jiawen Stephen Anita Valle Natercia Hampton John Li Jingwei 《Educational technology research and development : ETR & D》2021,69(5):2493-2522
Educational technology research and development - The purpose of this study was to examine the effects of gamification used in formal educational settings on student affective and behavioral... 相似文献
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Cheng Li Ritzhaupt Albert D. Antonenko Pavlo 《Educational technology research and development : ETR & D》2019,67(4):793-824
Educational technology research and development - The flipped classroom instructional strategy is thought to be a good way to structure learning experiences to improve student learning outcomes.... 相似文献