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Yang Xiaotong Rahimi Seyedahmad Shute Valerie Kuba Renata Smith Ginny Alonso-Fernández Cristina 《Educational technology research and development : ETR & D》2021,69(2):1055-1075
Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,... 相似文献
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Valerie J. Shute Jacqueline P. Leighton Eunice E. Jang Man-Wai Chu 《Educational Assessment》2016,21(1):34-59
Designing, developing, and administering assessments has remained fairly unchanged across the past century. However, recent developments in instructional technology, learning science theory, and advances in the design of assessments necessitate a newfound perspective on assessment. The objective of the present article is to review the topic of assessment in depth—past, present, and future. Specifically, we focus on the use of technologically rich learning environments that have spurred advances in student assessment, new methods and procedures from these advances, and consequently the need to consider implementing comprehensive assessment systems that provide rigorous and ubiquitous measurement of the whole student learning experience. 相似文献
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Successful tutoring depends in part on child tutors’ ability to recognise and interpret accurately signals of misunderstanding by their tutees. Age- and gender-related differences were investigated in a study which exposed 80 children to a video-recorded episode involving a target child receiving ambiguous instructions in her attempts to move a model car along a designated route on a playmat roadway from one destination to another. The results showed that explicit, general and facial modes of displaying puzzlement by the target child were judged as equally powerful expressions of degree of puzzlement, but 8-10 year olds judged the target child as significantly more puzzled than did 7 year olds. Older children were also more likely to attribute the puzzlement of the target child to the ambiguous instructions than to her verbal or facial expression of puzzlement. Girls were generally more accurate than boys in judging facial expressions and less likely than boys to give wrong or alternatively ambiguous responses when given the opportunity to correct the video-recorded ambiguous instructions. The results throw some light on the developing sensitivities of boys and girls in recognising and attributing failures of understanding by other children. 相似文献
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Southern countries have invested rather heavily in higher education. Yet, their development is severely hampered by problems
originating from both national policy conditions and institutional weaknesses. This paper presents an analysis of these problems
through a critical analysis of the World Bank Report onEducation in Sub-Saharan Africa: Policies for Adjustment, Revitalization and Expansion. The paper further highlights the results of a recently published comparative study of higher agricultural education institutions
in ten countries in Asia, Africa and Latin America. By carefully examining the concrete mandates, expectations and actual
possibilities of higher education institutions, this paper tries to explore the academic and societal frontiers of higher
education in the South. The paper ends by suggesting ways to improve higher education in the South by using the instrument
of South-North university co-operation. 相似文献
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OBJECTIVE: This study examined a significant issue for chronic sexual abuse investigations: Children's eyewitness testimony about repeated events. The few previous studies focused on preschoolers and none used the present methodology of presenting repeated events differing slightly in their details, as would happen in chronic abuse. METHOD: One group of 6- to 7-year-olds played individually with an experimenter on one occasion; the other group experienced three such events, with some details remaining the same and others changing. In a phased interview, children were questioned about the initial event. RESULTS: For details which stayed the same, the children who experienced three events had more accurate memories. They had poorer memories than the single-event group for details which were changed in the later events; however, this was due to interference errors, with errors of omission and commission being lower than in the single-event group. Children conveyed clearly that inappropriate touching did not occur. CONCLUSIONS: Children who experience repeated events have increased recall for repeated details but confuse the timing of details which change across events. The findings support previous suggestions that (a) it is unrealistic to expect children to be able to report repeated events without some confusion about timing of details and (b) children are resistant to misleading questions about abuse. 相似文献
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Valerie J. Shute Matthew Ventura Yoon Jeon Kim 《The Journal of educational research》2013,106(6):423-430
ABSTRACT Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called Newton's Playground. The sample consisted of 167 eighth- and ninth-grade students who played Newton's Playground for about 4 hr over the course of 1.5 weeks. Findings include significant pretest–posttest physics gains, and significant relations between in-game indicators and learning. 相似文献
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Nancy Shute 《海外英语》2008,(9):9-11
If you judge the progress of humanity by Homer Simpson, Paris Hilton, and Girls Gone Wild videos, you might conclude that our evolution has stalled-or even shifted into reverse. Not so, scientists say.…… 相似文献
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