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Soumela Atmatzidou Stavros Demetriadis Panagiota Nika 《Journal of Science Education and Technology》2018,27(1):70-85
Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students’ metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11–12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: “minimal” (with minimal MC and PS guidance) and “strong” (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students’ metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students’ MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender. 相似文献
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Maria Kyprianidou Stavros Demetriadis Thrasyvoulos Tsiatsos Andreas Pombortsis 《Educational technology research and development : ETR & D》2012,60(1):83-110
This work explores the impact of teacher-led heterogeneous group formation on students?? teamwork, based on students?? learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and distribute them to heterogeneous groups. Second, group facilitation meetings were introduced as a technique to help students reflect on their weak/strong traits and employ appropriate roles in their group. The study research questions focused mainly on students?? attitudes regarding the learning style-based group formation approach. By applying qualitative research method students?? views were recorded about the impact of styles awareness and group heterogeneity on group collaboration and possible benefits and drawbacks related to the style-based grouping approach. Evaluation data revealed that students gradually overcame their initial reservations for the innovative group formation method and were highly benefited since styles heterogeneity within the group emphasized complementarities and pluralism in students?? ways of thinking. Overall, this work provides evidence that the adoption of learning styles theories in practice can be facilitated by systems for automated group formation and supportive group facilitation meetings that help avoiding the trivial and discouraging approach of using learning styles to simply label students. 相似文献
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Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2011,59(1):71-90
This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important
issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management
(SPM) cases for a week, using a web-based learning environment designed especially for this purpose. The first group (control)
studied the cases without any prompting. The second group (“writing mode”) studied the same cases, while prompted to provide
written answers to a set of knowledge integration prompts meant to engage students in deeper processing of the material. The
third group (“thinking mode”) studied the cases, while prompted only to think of possible answers to the same question prompts.
Results indicated that students in the writing condition group outperformed the others in both domain knowledge acquisition
and knowledge transfer post-test items. Several students in the thinking condition group skipped the question prompts, while
those that reported having reflected on the material were unable to achieve high performance comparable to the writing condition
group. Overall, the study provides evidence that the implementation of prompting techniques in technology-enhanced learning
environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing. 相似文献
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Tzimas Dimitrios Demetriadis Stavros 《Educational technology research and development : ETR & D》2021,69(2):1101-1133
Learning analytics (LA) collects, analyses, and reports big data about learners to optimise learning. LA ethics is an interdisciplinary field of study that addresses moral, legal, and social issues; therefore, institutions are responsible for implementing frameworks that integrate these topics. Many of the ethical issues raised apply equally to educational data sets of any size. However, in this study, we focus on big data that increases the scale and granularity of data gathered. The purpose of this study is twofold: (a) to critically review the published (2011–2018) scientific literature on LA ethics issues and (b) to identify current trends and answer research questions in the field. This study’s research questions are as follows: what is essential in LA ethics for key educational stakeholders, and what should a proposed checklist for LA ethics include for specific educational stakeholders? After systematically searching online bibliographic databases, journals, and conferences, a literature review identified 53 articles from a sample of 562. The selected articles, based on critical and qualitative content analysis, were exhaustively analysed. The findings demonstrate the shortage of empirical evidence-based guidelines on LA ethics and highlight the need to establish codes of practices to monitor and evaluate LA ethics policies. Finally, this work proposes a useful checklist as an instructional design model for scholars, policymakers, and instructional designers, so that trusted partners may use LA responsibly to improve teaching and learning.
相似文献6.
Prompting students’ context-generating cognitive activity in ill-structured domains: does the prompting mode affect learning? 总被引：1，自引：0，他引：1
Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2009,57(2):193-210
This study was designed to investigate the impact of question prompts that guide students to focus on context-related issues
when learning through cases in an ill-structured domain. Three groups of undergraduate students studied cases during a lab-session
time period using a web-based environment. The first group studied without any question prompts. The second group studied
the same material while prompted to provide written answers to embedded questions in the cases. The third group studied while
having only to think of possible answers for the question prompts. In this study, we explored how the questioning intervention
affected students’ conceptual knowledge of the domain and their problem-solving ability. Post-tests did not reveal significant
statistical differences in the groups’ performance, indicating that under specific study conditions the prompting impact is
not traceable in the learning outcomes. This result, however, is discussed in the light of a previous study, which showed
that this context-oriented prompting method had a beneficial effect on student learning in a prolonged study-time setting,
where students were able to self-regulate their study activity.
相似文献
| Pantelis M. PapadopoulosEmail: |
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Evangelos Triantafillou reas Pomportsis Stavros Demetriadis Elissavet Georgiadou 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):95-106
Adaptive Hypermedia Systems can be developed to accommodate a variety of individual differences, including learning style and cognitive style. This study investigates the hypothesis that adaptive hypermedia accommodating cognitive styles can be beneficial for the observed learning outcomes. A prototype system, designed to be adapted to individual cognitive styles, was developed as a case study. In order to evaluate the effectiveness of the prototype system, an empirical study was conducted. This paper presents the results of the summative evaluation of the system. Statistical analyses indicated that students in the experimental group performed significantly better than students in a control group. These findings indicate that student performance is mainly affected by adaptivity based on individual cognitive styles. 相似文献
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