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Ifenthaler Dirk Gibson David Prasse Doreen Shimada Atsushi Yamada Masanori 《Educational technology research and development : ETR & D》2021,69(4):2131-2150
Educational technology research and development - This paper is based on (a) a literature review focussing on the impact of learning analytics on supporting learning and teaching, (b) a Delphi... 相似文献
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Dirk Ifenthaler Volker Schweinbenz 《Journal of Research on Technology in Education》2016,48(4):306-321
In recent years digital technologies, such as tablet personal computers (TPCs), have become an integral part of a school's infrastructure and are seen as a promising way to facilitate students' learning processes. This study empirically tested a theoretical model derived from the technology acceptance model containing key constructs developed in previous research on the acceptance of technological innovations. On the basis of the research model, it was hypothesized that students' acceptance of tablet PCs could be explained by key constructs and could be distinguished in organizational, individual, and technological factors. The survey research was conducted in three German middle schools, involving a total of 120 students. Overall, participants' attitude toward the TPC positively predicted their behavioral intention to use the TPC and as such had the strongest direct influence. The findings emphasize the importance of understanding factors affecting students' attitudes in order to manage and influence the integration of TPCs in schools. 相似文献
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This paper introduces the MAPLET framework that was developed to map and link teaching aims, learning processes, learner expertise and technologies. An experimental study with 65 participants is reported to test the effectiveness of the framework as a guide to the design of lessons embedded within larger units of study. The findings indicate the potential of the MAPLET framework and reinforces the need to take a fresh approach to the design and development of curriculum that makes more effective use of the diminishing time available. It provides a conceptual model and working procedure that places the learner and the process of learning at the forefront of decisions. 相似文献
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The demand for good instructional environments presupposes valid and reliable analytical instruments for educational research.
This paper introduces the SMD Technology (Surface, Matching, Deep Structure), which measures relational, structural, and semantic levels of graphical representations
and concept maps. The reliability and validity of the computer-based and automated SMD Technology was tested in three experimental studies with 106 participants. The findings indicate a high reliability and validity. The
discussion focuses on the development and realization of the three levels of the SMD Technology and applications for research, learning and instruction. 相似文献
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Dirk Ifenthaler 《Educational technology research and development : ETR & D》2011,59(6):817-840
Our research aims to identify domain-specific similarities and differences of externalized cognitive structures. Cognitive structure, also known as knowledge structure or structural knowledge, is conceived as the manner in which an individual organizes the relationships of concepts in memory. By diagnosing these structures precisely, even partially, the educator comes closer to influencing them through instructional settings and materials. Our assessment and analysis of cognitive structures is realized within the HIMATT tool, which automatically generates four quantitative indicators for the structural entities of written text or causal maps. In our study, participants worked on the subject domains biology, history, and mathematics. Results clearly indicate different structural and semantic features across the three subject domains. Additionally, we found that written texts and causal maps seem to represent different structure and content across the three subject domains when compared to an expert??s representation. We conclude with a general discussion, instructional implications and suggestions for future research. 相似文献
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Pablo Pirnay-Dummer Dirk Ifenthaler J. Michael Spector 《Educational technology research and development : ETR & D》2010,58(1):3-18
Effective and efficient measurement of the development of skill and knowledge, especially in domains of human activity that involve complex and challenging problems, is important with regard to workplace and academic performance. However, there has been little progress in the area of practical measurement and assessment, due in part to the lack of automated tools that are appropriate for assessing the acquisition and development of complex cognitive skills. In the last 2 years, an international team of researchers has developed and validated an integrated set of assessment tools called highly integrated model assessment technology and tools (HIMATT) which addresses this deficiency. HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance. In this paper, we describe the functions of HIMATT and demonstrate several applications for its use. Additionally, we present two studies on the quality and usability of HIMATT. We conclude with research suggestions for the use of HIMATT and for its further development. 相似文献
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Our study integrates automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension
tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into an association net which
has similarities to a concept map. The “text to graph” feature of the software is based on several parsing heuristics and
can be used both to assess the learner’s understanding by generating graphical information from his or her text and to generate
conceptual graphs from text which can be used as learning materials. In this study we investigate the effects of association
nets made available to learners prior to reading. The results reveal that the automatically created graphs are highly similar
to classical expert graphs. However, neither the association nets nor the expert graphs had a significant effect on learning,
although the latter have been reported to have an effect in previous studies. 相似文献