ethanporcaro/eric-fulltext-meta huggingface dataset:
Some Psychometric and Design Implications of Game-Based Learning Analytics
Author: Gibson, David
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Psychometrics,Educational Games,Educational Research,Data Collection,Data Analysis,Simulation,Regression (Statistics),Scores,Electronic Learning,Network Analysis,Multivariate Analysis,Design

The rise of digital game and simulation-based learning applications has led to new approaches in educational measurement that take account of patterns in time, high resolution paths of action, and clusters of virtual performance artifacts. The new approaches, which depart from traditional statistical analyses, include data mining, machine learning, and symbolic regression. This article briefly describes the context, methods and broad findings from two game-based analyses and describes key explanatory constructs use to make claims about the users, as well as the implications for design of digital game-based learning and assessment applications. [For the full proceedings, see ED562107.]
Strengthening Parent-Child Relationships through Co-Playing Video Games
Author: Sheffield, Anneliese
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Parent Child Relationship,Video Games,Gender Differences,Parenting Styles

Parent-child relationships may be strengthened when parents and children play video games together. Literature is limited in addressing the impact of co-playing video games on parent-child relationships. Family systems theory, in particular, parental mediation through co-play, may provide insights into parent-child relationships. Parents who co-play in order to mediate video game content or child behaviors are selecting one of the less restrictive forms of mediation. Co-playing is likely to have an impact on parent-child relationships. Additionally, girls may benefit more than boys from co-play and fathers as co-players may have a greater impact on relationships than mothers. [For Full Proceedings, see: ED562107.]
Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement
Author: Winn, Pam
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Science,Middle School Students,Grade 7,Science Instruction,Instructional Effectiveness,Web Based Instruction,Electronic Learning,Educational Technology,Pretests Posttests,Benchmarking,Science Achievement,Scores,Quasiexperimental Design,Outcomes of Education,Student Improvement

Results of a collaborative, quasi-experimental, research and development project partnering university professors with a seventh grade science teacher are reported. The study proposed to test the academic effectiveness of innovative digitally-inspired instruction using commonly available digital tools on 33 North Texas public school students enrolled in seventh grade science. Technology was introduced into science lessons not as the goal of instruction, but as tools to develop effective and engaging 21st Century learning. State mandated student learning objectives were tested pre- and post-intervention using district benchmark tests to determine effects of digitally-inspired instruction on achievement. Mean achievement pass rates increased from 18%-42% for all learning objectives measured. Instructional unit lesson design and associated digital tools are also described. [For the full proceedings, see ED562107.]
Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation?
Author: Levy, Dalit
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Online Courses,Case Studies,Large Group Instruction,Teacher Education Programs,Resource Units,Shared Resources and Services,Learning Theories,Social Networks,Interviews

A case study involving the establishment of a Connectivist massive open online course (c-MOOC) at a college of education is presented. c-MOOCs are seen to represent an approach to learning that should be of interest to educators preparing their learners (the teachers of tomorrow) for life and work in a knowledge society. The paper differentiates between c-MOOCs and courses that are labeled massive, open, and online--MOOCs, but of a different kind and that reflect theories differing from Connectivism in most essential respects. Then, it examines the case of establishing a c-MOOC at the college using a methodology for analyzing organizational transformation triggered by the adoption of computing technologies. Through the narrative analysis of the actions characterizing the implementation of our initiative, we have succeeded in understanding how the affordances of MOOCs may subvert the mainstream agenda of an organization and its established practices. This understanding is valuable in future plans to establish a MOOC in its appropriate context. The rise of the MOOC is relatively young; hence studying how to implement it is also in its infancy. The presentation aims to contribute to this research-in-progress by bringing the teacher educators' point of view. [For Full Proceedings, see: ED562107.]
Understanding and Applying Technology in Faculty Development Programs
Author: Burton, Sharon L.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Faculty Development,Distance Education,Andragogy,Teaching Methods,Educational Technology,Adult Learning

Being aware of what is absent in faculty development programs is important for practitioners and researchers so that they can create and advance programs, and support the development of knowledge, skills, and abilities for distance education instructors. Requests for distance education courses persist to grow at the college and university levels, as students and corporations push for more flexibility in education. Administrators emphasize the return on investment, while faculty members develop distance education courses. More and more faculty members are being prompted to facilitate in the distance education and online arena. This paper focuses on the current state of knowledge needed by facilitators to teach and deliver education using androgogical techniques and technologies. Additionally it emphasizes the need to understand the different types of available technologies and understand their applicability to facilitate learning. These technologies are becoming more and more important to facilitators and administrators as the Internet continues to energize educational deliveries. [For the full proceedings, see ED562107.]
Intelligent Tutors in Immersive Virtual Environments
Author: Yan, Peng
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Immersion Programs,Role Playing,Biological Sciences,Educational Games,Student Centered Learning,Cooperative Learning,Competition,Data Collection,Models,Play,Efficiency,Learning Modules,Computer Science Education,Problem Solving

Research into virtual role-based learning has progressed over the past decade. Modern issues include gauging the difficulty of designing a goal system capable of meeting the requirements of students with different knowledge levels, and the reasonability and possibility of taking advantage of the well-designed formula and techniques served in other research fields to improve role-based tutoring. In this paper, we attempt to develop a comprehensive and adaptable goal system and intelligent tutors in an educational bioscience game by proposing a hybrid approach. Our solution supports multi-user collaborations and competitive play, and integrates a data mining model to help discover student play patterns. The overarching aim is to make informed tutoring decisions, and improve student learning and efficiency, as they work through each module in the game. [For the full proceedings, see ED562107.]
The Cognitve Cost of Chatting While Attending a Lecture: A Temporal Analysis
Author: Bigenho, Chris
Date: 2013-10-00
Type: Reports - Research
Subjects: High School Students,Time Management,Cognitive Processes,Time on Task,Attention Control,Lecture Method,Interpersonal Communication,Computer Mediated Communication,Notetaking,Video Technology,Technology Integration,Social Media,Handheld Devices,Computer Uses in Education,Statistical Analysis

It is common to see students multitasking or switching between different tasks on the computer while also listening to the teacher lecture in the front of a classroom. In today's classrooms, students have much greater control over how they use their time, with the classroom integration of computers and mobile devices combined with social media and text-based chat tools. It is important to understand how students learn with the connected technologies. This study examines high-school students' ability to take notes and obtain information from a video while simultaneously carrying a conversation online with a friend. [For the full proceedings, see ED562107.]
Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment
Author: Vellonen, Virpi
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Children,Autism,Pervasive Developmental Disorders,Action Research,Empowerment,Special Schools,Workstations,Qualitative Research,Video Technology

This paper introduces four principles for the establishment of a technology-enhanced learning environment with and for children with autism spectrum disorders and presents results on how the principles were actualized in relation to children's actions in the environment. The study was conducted as action research premised on the children's active roles as participants and developers, the empowerment of children's strengths and creativity, and the modifiability and transformability of technology solutions. The learning environment consisted of four workstations: symbol matching, building with bricks, storytelling, and game playing. According to results, the strength-based approach and versatile technology solutions engaged children with autistic features as active participants and creative actors. This engagement is crucial for creating new possibilities for the children's education and everyday life. [For Full Proceedings, see: ED562107.]
Life-Long Learning and Social Responsibility Obligations
Author: Mayes, Robin
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Social Responsibility,Ethics,Inclusion

The literature affirms that widespread lapses in corporate social responsibility obligations (unethical behaviors) have periodically brought about extensive forfeitures of economic wealth and countless job losses leaving the world economy in recession or depression. Put forth as a resolution to unemployment issues the academic literature champions the idea of life-long learning as a way to prepare our workforce for the changing nature of occupations. The purpose of this work-in-process report is to provide insight into the progress of my research for advocating an inclusion of social responsibility obligations into life-long learning agendas. It is my belief that inclusion will advance life-long identification and edification of higher social responsibility obligations for all levels of society. [For the full proceedings, see ED562107.]
Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course
Author: Lan, Chung-Hsien
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Peer Evaluation,Electronic Learning,Computer Simulation,Undergraduate Students,Handheld Devices,Telecommunications

This study presents a conceptual framework for supporting mobile peer assessment by incorporating augmented reality technology to eliminate limitation of reviewing and assessing. According to the characteristics of mobile technology and augmented reality, students' work can be shown in various ways by considering the locations and situations. This study proposes a novel mobile peer-assessment system which incorporates augmented reality into the reviewing and assessing processes. The mechanism enables students to enhance work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works. Moreover, the mobile AR technique provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and to observe how works are possibly applied to the real world in the future. The overall process facilitates students in reviewing works based on various dimensions, acquiring important knowledge, fostering critical thinking skills and reflection as well as promoting meaningful learning. [For Full Proceedings, see: ED562107.]
Confidence-Based Assessments within an Adult Learning Environment
Author: Novacek, Paul
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Multiple Choice Tests,Guessing (Tests),Confidence Testing,Grading,Scoring

Traditional knowledge assessments rely on multiple-choice type questions that only report a right or wrong answer. The reliance within the education system on this technique infers that a student who provides a correct answer purely through guesswork possesses knowledge equivalent to a student who actually knows the correct answer. A more complete assessment is needed to eliminate guesswork and offer greater efficiency in managing the remediation process. Confidence-based assessment techniques integrate the selection of multiple-choice answers with the student's self-perceived level of certainty and offer a middle ground between the traditional multiple-choice answer and a lengthy essay response. Research has discovered that confidence-based assessments provide a more comprehensive measure of a person's knowledge, increases the retainability of learned material and identifies topics in which people are misinformed. [For the full proceedings, see ED562107.]
Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources
Author: Davies, Jim
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Assignments,Internet,College Instruction,Case Studies,Instructional Materials,Web 2.0 Technologies,Mnemonics,Student Research,College Students,Student Projects

Millions of hours are spent on assignments in university education every year. This exploratory paper describes ways in which instructors can create assignments that not only educate students, but also create lasting online contributions for use by scholars and future students. I describe case studies of assignment types I have used effectively: Paper Summaries, Contributions to Wikibooks, Creation of Mnemonics for a Wiki, Online Flash Cards, and Actual Research. Although formal study has yet to be conducted on these methods, in addition to making external contributions these assignments appear to have the benefits of higher motivation and greater exposure to scholarly research. [For the full proceedings, see ED562107.]
ASK-LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs
Author: Zervas, Panagiotis
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Resource Units,Shared Resources and Services,Instructional Design,Integrated Learning Systems,Workshops,Foreign Countries,Higher Education,Questionnaires,Statistical Analysis,Student Attitudes,Student Satisfaction,Program Effectiveness

During the last decade, Open Educational Resources (OERs) have gained increased attention for their potential to support open access, sharing and reuse of digital educational resources. Therefore, a large amount of digital educational resources have become available worldwide through web-based open access repositories which are referred to as Learning Object Repositories (LORs). These resources have the potential to facilitate teachers to improve and enhance their day-to-day teaching activities. On the other hand, it has been identified that teachers could benefit from their participation in communities of best teaching practices by sharing, not only educational resources, but also learning designs that represent their pedagogical approach. As a result, there is an increased interest for the development of web-based repositories that facilitate open access to both educational resources and learning designs. However, the process of developing and sharing learning designs through web-based repositories requires authoring tools that can represent learning designs in a machine-readable way. A commonly accepted way that provides a standard notation language for the description of learning designs is the IMS Learning Design (LD) Specification. Consequently, a number of IMS LD compatible learning design authoring tools has already been developed. Nevertheless, most of these tools (a) are not supporting the process of importing and editing learning designs and (b) they are stand-alone tools restricting their widespread use. To this end, in this paper we present a web-based learning design authoring tool that aims to overcome the previous identified problems. [For Full Proceedings, see: ED562107.]
Piaget, Inhelder and &quot;Minecraft&quot;
Author: Schifter, Catherine C.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Video Games,Computer Games,High Schools,English Literature,English Instruction,Constructivism (Learning),Piagetian Theory,Films,Student Projects,Cognitive Development,High School Students,Grade 9,Grade 10,Computer Uses in Education

This paper describes an exploratory study observing the use of &quot;Minecraft&quot; (a popular sandbox style online video game environment) in a high school English literature classroom. We use Piaget and Inhelder's (1969) constructivist theories about the formal operational stage of development to interpret the concepts of plot and characterization in three student produced films that were created within the game environment. We claim that &quot;Minecraft&quot; can be used as a tool to assist in the cognitive development of its players through the practice of constructed learning. &quot;Minecraft's&quot; popularity implies that this type of knowledge production is preferred by youth for informal learning, and has vast implications for educational curricula. [For the full proceedings, see ED562107.]
Problem-Based Educational Game Becomes Student-Centered Learning Environment
Author: Rodkroh, Pornpimon
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Based Learning,Educational Games,Student Centered Learning,Learning Processes,Instructional Design,Facilitators (Individuals)

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and problem solving skill in game-based learning from selected education game models and a problem-based learning model. The results showed two critical components were 1) pedagogy and 2) design embedded in game-based learning and three significant characteristics of a problem-based educational game were 1) authentic problems, 2) student-centered activity, and 3) a facilitator. This paper focuses on proposing and discussing components that leverage the pedagogical aspects in designing a problem-based educational game environment. Moreover, other developers can use this pattern to facilitate to be student-centered learning environment. [For the full proceedings see ED562107.]
Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings
Author: Hoge, Brad
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Active Learning,Inquiry,Student Projects,STEM Education,Informal Education,Science Instruction,Play,Competition,Educational Objectives

Game-Based Learning (GBL) is a promising and engaging tool for STEM (Science, Technology, Engineering, and Mathematics) learning. How GBL promotes content learning and mastery is unknown, however. For GBL to be more than an engaging tool for delivery of basic knowledge, it must be designed to achieve the goals of Project-Based Learning (PBL). PBL achieves content mastery by using principles of inquiry to promote authentic learning. The challenge is to keep GBL engaging while incorporating inquiry strategies into gameplay. This can be achieved through immersive micromanagement and virtual world games that incorporate content mastery objectives into player strategies for advancement in the game's plot. Complexity introduced through evolving game scenarios can push players towards decisions guided by content lessons. Different applications of GBL in classroom and informal science settings present unique challenges and opportunities. Team play and competition can enhance PBL elements and increase cognitive outcomes in the classroom, while flexibility and portability across multiple formats and delivery mechanisms is crucial to success in informal science education (ISE). This paper provides guidelines for the development of GBL for both formal classroom settings and ISE. [For the full proceedings, see ED562107.]
Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement
Author: O'Bannon, Blanche W.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Social Media,Preservice Teachers,Knowledge Level,Computer Mediated Communication,Educational Technology,Student Attitudes,Academic Achievement,Randomized Controlled Trials,Student Surveys,Pretests Posttests,Statistical Analysis

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how the treatment group used the group, and their perspectives of the use of Facebook as an educational tool. The results revealed no significant gain in achievement. Almost all participants had prior experience using a Facebook group, and the primary purposes of these groups were for organizing events, communication within organizations, communication within classes, and lending support to memorials/dedications. Although participation in the group was required and linked to a grade, most of the participation was characterized as very low level (i.e., &quot;liking&quot;), with only half supplying the answers to questions and about one fifth making comments. Their perspectives on whether Facebook can be used for educational purposes were lukewarm, yet they indicated significant change in their perception that Facebook assignments were an invasion of privacy. While they perceived the idea to be good, they viewed the expectations for participation as too lenient, thus causing lack of in-depth participation. [For the full proceedings, see ED562107.]
Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students
Author: Crosslin, Matt
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Doctoral Programs,Mentors,Social Theories,Learning Theories,Interpersonal Relationship,Reflection,Constructivism (Learning),Instructional Design,Social Networks,Scaffolding (Teaching Technique),Educational Planning

This paper details a proposed doctoral student connections program that is based on sociocultural theory. It is designed to assist new students with starting their educational journey. This program is designed to leverage social interactions, peer mentorship, personal reflection, purposeful planning, and existing resources to assist students in navigating a department's doctoral program culture. [For the full proceedings, see ED562107.]