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Larysa Nadolny Joan Woolfrey Matthew Pierlott Seth Kahn 《Educational technology research and development : ETR & D》2013,61(6):979-999
Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of ethical dilemmas. The 2 year development process is examined through the lens of the rapid prototyping instructional design model, following the project from conceptualization to implementation of a 3D simulation. Through expert interviews, focus groups, and working groups, we were able to determine critical scientific and ethical issues to present to learners in the virtual world. We collected data on 53 students using the simulation at universities in the United States and South Africa and evaluated their experience using qualitative and quantitative methods. Results showed that student participants were engaged and motivated by the simulation. The students reported an increase in science knowledge and ethical understanding, but individual experiences varied. 相似文献
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Philip C. Abrami C. Anne Wade Larysa Lysenko Jonathon Marsh Anthony Gioko 《Education and Information Technologies》2016,21(4):945-964
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N?=?180) where ABRA was part of their English Language instruction and a control group (N?=?174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies. 相似文献
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Rico Illing Corinna Burkart Daniel Pfitzner Dirk Jungmann Larysa Baraban Gianaurelio Cuniberti 《Biomicrofluidics》2016,10(2)
Precise analysis of the aquatic cells and their responses to the toxic chemicals, i.e., water disinfective agents, is of crucial importance due to their role in the ecosystem. We demonstrate the application of the droplets based millifluidic tool for isolating and longtime monitoring of single Paramecium tetraurelia cells using a large number of water-in-oil emulsion droplets. Due to the automated monitoring of the fluorescence signal, the droplets containing cells are distinguished from the empty reservoirs. A viability indicator is used to follow the metabolic dynamic of the cells in every single droplet. Finally, we perform ecotoxicity tests in droplets, exposing the encapsulated paramecia cells to silver nitrate for determination of EC50 levels, and compare the output with the conventional microtiter plate assay. 相似文献
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