ethanporcaro/eric-fulltext-meta huggingface dataset:
Between Sudoku Rules and Labyrinthine Paths--A Study on Design for Creative Sudoku Learning
Author: Liao, Guan-Ze
Date: 2013-00-00
Type: Journal Articles
Subjects: Games,Elementary School Students,Grade 3,Foreign Countries,Learning Motivation,Learning Processes,Student Interests,Puzzles,Illustrations,Instructional Design,Problem Solving,Instructional Effectiveness

Sudoku is an intelligence game that has fascinated many people. In addition to offering entertainment, it also attracts players to solve more challenging Sudoku questions. Sudoku novices tend to fail to focus on understanding the operation rules because the grid, words, and numbers of Sudoku are too complicated. The main purpose of this study is to integrate the concept of illustrations of labyrinthine multipath into the interface design of rules teaching of Sudoku to complete the learning design of Sudoku games. The research subjects were a total of 73 elementary school third graders in Miaoli County in Taiwan. The study used a single group pre-test and formal test design to investigate the difference in students' learning effectiveness of Sudoku rules before and after they played Sudoku games. This study used a self-developed ARCS learning motivation scale to analyze the effect of Sudoku game on students' learning motivation, and conducted in-depth interviews with three students with low learning achievement to observe their learning process and how their learning interest was aroused. The results showed that the Sudoku learning design with illustrations of labyrinthine multipath could help students understand Sudoku rules and enhance their learning interest in Sudoku.
Designing Learning Opportunities in Interaction Design: Interactionaries as a Means to Study and Teach Student Design Processes
Author: Ramberg, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Design,Interaction,Student Projects,College Students,Cooperation,Instructional Design

Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, of not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called &quot;interactionary&quot;, are presented. Student design work is analyzed using the framework of learning design sequences and analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers. Based on the results, possible teacher interventions to coach student design work are suggested.
Towards Programmatic Design Research
Author: Löwgren, Jonas
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Doctoral Programs,Interaction,Ethics,Optics,Hermeneutics,Research Projects,Program Design,Human Body,Social Environment

The notion of design research entails research where design practice forms part of the knowledge production. Based on our characterization of the nature of design, we propose to conceptualize this kind of research as programmatic design research. Two ongoing PhD projects in interaction design are presented as examples of programmatic research processes, highlighting issues to do with the virtues and qualities of the processes, the interplay of optics and engagements in a hermeneutical dynamic, and the production of takeaways for the academic community.
A Learning Activity Design Framework for Supporting Mobile Learning
Author: Nouri, Jalal
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Activities,Telecommunications,Handheld Devices,Guidelines,Elementary School Students,Design,Interaction,Teaching Methods,Intervention,Usability,Sustainability,Foreign Countries,Educational Technology,Interdisciplinary Approach,Instructional Design

This article introduces the Learning Activity Design (LEAD) framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL). The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets) in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.
Expanding the Game Design Space -- Teaching Computer Game Design in Higher Education
Author: Larsen, Lasse Juel
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Computer Games,Design,Computer Software,Thinking Skills,Assignments,Problem Based Learning,Creativity,Computer Science Education,Teaching Methods,Educational Philosophy,Foreign Countries,Universities

This article considers game design research in educational settings. Its focus is on how undergraduate students -- particularly engineering students -- learn computer game design. From observations conducted during our game design courses we have developed a model of expanded game design space. It encapsulates the entire development process from the first ideas to the final game with emphasis on game design thinking. Our model of expanded game design space consists of four separate -- yet interconnected -- layers in the process of game development. The first layer addresses the importance of framing, providing a clear game design assignment that involves the formulation of intended player experience and a description of game mechanics. The second layer focuses on game design thinking from six different aspects of game design chosen in relation to the framing of the game design assignment. The third layer establishes correspondence between formal elements of computer games and the structure of problem-based creativity. It addresses how game design challenges should be formulated and how creative solutions can be measured. The fourth and final layer demonstrates how clear framing can act as a guideline for evaluating game design thinking and for measuring solutions made in the development process. To strengthen our model of expanded design space, we will present examples from our game design courses.
In Search of Learning Opportunities for All -- Exploring Learning Environments in Upper Secondary Schools
Author: Louw, Arnt Vestergaard
Date: 2013-00-00
Type: Journal Articles
Subjects: School Culture,Foreign Countries,High Schools,Transfer Students,Comparative Education,Vocational Schools,Learning Processes,Teacher Student Relationship,Student School Relationship,Classroom Environment,Equal Education

In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learning outcome.
Students&apos; Use of Learning Resources for Writing in Physics and Norwegian
Author: Askeland, Norunn
Date: 2013-00-00
Type: Journal Articles
Subjects: Physics,Norwegian,Information Sources,Writing Processes,High School Students,Content Area Writing,Writing Achievement,Self Efficacy,Plagiarism,Foreign Countries,Preservice Teachers,Native Language Instruction,Science Instruction,Literary Devices,Instructional Materials,Citations (References),Creativity

In this article we discuss dilemmas and paradoxes in the use of learning resources and the need to list sources when writing, issues that are relevant for students as well as for teachers and authors of textbooks. We draw on experience from a Norwegian research project investigating students' writing in two subjects: physics and Norwegian in senior high and university. We study the genres used when students write in order to get knowledge and skills, and we have a special interest in the use of learning resources. It is evident that the two subjects represent different text cultures, but we have seen that there are also similarities in the use of learning resources in writing. Methodologically, we have used interviews in focus groups in addition to personal letters from the students. In this article we are especially interested in students who are considered to be successful writers and even risk- writers, i.e. writers who are so self-confident that they have the courage to break with established norms and conventions. The risk-writers are aware of borders between intertextuality and plagiarism and know how to work with sources in order to be creative and innovative writers even though they do it in different ways in the two textual cultures. In conclusion we suggest possibilities for bridging the two cultures by changing the learning resources and textbooks and the way of writing.
Digital Production and Students as Learning Designers
Author: Sorensen, Birgitte Holm
Date: 2014-00-00
Type: Journal Articles
Subjects: Design,Educational Technology,Technology Uses in Education,Access to Computers,Elementary School Students,Grade 1,Grade 2,Grade 3,Foreign Countries,Public Schools,Laptop Computers,Student Role,Competence,Instructional Design,Mathematics Instruction

Today's digitalization allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children, and new learning opportunities emerge. Particularly, students' production as a learning form benefits from digitalization as the new opportunities enable young students to integrate their playing competencies and skills into the formal school learning. This paper presents and discusses a theory regarding students' digital production from a learning and design-for-learning perspective, which is generated based on the project Netbook 1:1 (2009-2012), where information and communication technology (ICT) was readily accessible for each child at school and at home in grades 1-3 at two Danish public schools. The paper presents a Four Levels Design for Learning Model, which can be used for both design for learning and analyses of learning processes. The discussion is supported by empirical examples from the project, which explored emerging relations amongst ICT, production and subject matter-specific practice (Danish, mathematics and interdisciplinary activities). We understand design for learning as related to both process and agency, and in the study, we have examined and found that students are capable of operating as learning designers.
Digital Tablets and Applications in Preschool -- Preschoolers&apos; Creative Transformation of Didactic Design
Author: Kjallander, Susanne
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Preschool Children,Play,Teaching Methods,Preschool Education,Foreign Countries,Preschool Teachers,Program Effectiveness

Little is known about preschoolers and their engagement with digital tablets. This article addresses this gap by drawing on findings from two research projects. The aim is to illustrate how children make meaning, transform and play while engaging with various applications comprised by the materiality of the digital tablets. Empirical video material has been multimodally transcribed and empirical examples are framed by a design theoretical perspective. Findings capture diverse experiences illustrating how preschoolers creatively manipulate and playfully transform didactic designs. The results illustrate how children's self-initiated play with application's design shifts the balance of authority that typically exists between adults and children, and the article concludes in a suggestion of how the notion of play can be understood with a design theoretical perspective.
Prefabricated Images in Young Children&apos;s Text-Making at School
Author: Engblom, Charlotte
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Photography,Young Children,Foreign Countries,Literacy Education,Illustrations,Reading Instruction,Writing Instruction

In classrooms where computers are used as tools for text-making, images and photographs from e.g. Google, here called &quot;prefabricated images&quot;, can be selected and copied into texts and combined with writing. In this article children's use of prefabricated images as resources for personal texts is investigated with specific focus on cohesion between the modes of image and writing. When prefabricated images occur in combination with writing about a personal experience the specific motifs shown in the image are unrelated to the text-maker, but the results of this study show that cohesion may still be obtained, for example via colour, naturalistic modality or decontextualization of the motif in the image via a close-up or a distant perspective. Copying and recontextualization of photographs are common not only in schools but also in professional settings as image banks supply images to, for example, news editors and journalists, and contemporary text creation is often characterized by &quot;representation-as-selection&quot; (Adami and Kress, 2010). The ability to obtain cohesion across modes can be regarded as a defining feature of success in multimodal text-making (Wyatt-Smith and Kimber, 2009), and also for the interpretation of contemporary texts.
Study Abroad for Preservice Teachers: A Critical Literature Review with Considerations for Research and Practice
Author: Morley, Alyssa
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Study Abroad,Research Reports,Program Content,Foreign Countries,Skill Development,Cultural Awareness,Teacher Competencies,Developing Nations,Travel,Postcolonialism,Elementary Secondary Education,Program Length,Developed Nations,Geographic Location

This article applies a postcolonial analytical framework to critically review empirical literature on study abroad for preservice teachers (PSTs). Our systematic search of scholarly databases identified 47 empirical studies of study abroad programs for PSTs in the 2000-2019 time period. Our analysis of these 47 studies is driven by the objectives to (a) understand geographic patterns in study abroad of PSTs, (b) examine the topics, conceptual frames, and implementation of study abroad of PSTs, (c) explore how study abroad for PSTs is currently being conceptualized and studied, and (d) critically analyze how these geographic patterns and study abroad programmatic and research trends are situated within broader North-South relations (Major &amp; Santoro, 2016). Using geovisualizations we illustrate patterns in the countries of origin of PSTs and the countries in which they study abroad. We find that the majority of PSTs are from the United States and are traveling to countries in the North. When examining the content and programming of study abroad, we find many programs focus on cultivating professional skills for PSTs such as language fluency for foreign language teachers and intercultural competence. After establishing these patterns, we pay particular attention to the 23 studies in our sample that examine PSTs traveling to regions in the Global South. We conclude by offering considerations for future research and highlighting practices for program design that encourage PSTs to reflect upon global power differentials and complexities.
Reading Multimodal Texts for Learning -- A Model for Cultivating Multimodal Literacy
Author: Danielsson, Kristina
Date: 2016-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Course Content,Teaching Methods,Science Instruction,Textbooks,Content Analysis,Figurative Language,Language Usage,Foreign Countries,Cross Cultural Studies,Semiotics,Cultural Context,Middle School Students,Secondary School Students,Color,Values,Food,Human Body,Physiology,Relaxation Training,Buddhism,Brain Hemisphere Functions

The re-conceptualisation of texts over the last 20 years, as well as the development of a multimodal understanding of communication and representation of knowledge, has profound consequences for the reading and understanding of multimodal texts, not least in educational contexts. However, if teachers and students are given tools to &quot;unwrap&quot; multimodal texts, they can develop a deeper understanding of texts, information structures, and the textual organisation of knowledge. This article presents a model for working with multimodal texts in education with the intention to highlight mutual multimodal text analysis in relation to the subject content. Examples are taken from a Singaporean science textbook as well as a Chilean science textbook, in order to demonstrate that the framework is versatile and applicable across different cultural contexts. The model takes into account the following aspects of texts: the general structure, how different semiotic resources operate, the ways in which different resources are combined (including coherence), the use of figurative language, and explicit/implicit values. Since learning operates on different dimensions -- such as social and affective dimensions besides the cognitive ones -- our inclusion of figurative language and values as components for textual analysis is a contribution to multimodal text analysis for learning.
Mind the Hand: A Study on Children&apos;s Embodied and Multimodal Collaborative Learning around Touchscreens
Author: Davidsen, Jacob
Date: 2014-00-00
Type: Journal Articles
Subjects: Human Body,Cooperative Learning,Handheld Devices,Foreign Countries,Elementary School Students,Grade 2,Interaction,Technology Uses in Education,Motor Reactions

Apart from touching the screen, what is the role of the hands for children collaborating around touchscreens? Based on embodied and multimodal interaction analysis of 8- and 9-year old pairs collaborating around touchscreens, we conclude that children use their hands to constrain and control access, to construct and problem solve, and to show and imitate. The analyses show how a space emerges from the interaction between the children and the touchscreen, and how their hand movements reveal intelligence-as-action. Three situations with three different pairs were analysed to explore how children use their hands in activities around touchscreens, focusing in particular on how they collaborate. The analysis presented here is part of a research study on the use of touchscreens in children's embodied and multimodal collaborative learning activities in their everyday classrooms. The general aim of the study is to contribute to the understanding of children's multimodal collaborative learning activities around touchscreens.
Talking Books in Reading Instruction and Student Behavior
Author: Gissel, Stig T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Elementary School Students,Reading Instruction,Educational Technology,Technology Uses in Education,Decoding (Reading),Reading Skills,Computer Software,Teaching Methods,Scaffolding (Teaching Technique),Audio Books

In grade 1, Danish students used a talking book with TTS (text-to-speech) and participated in a learning design with emphasis on decoding and reading for meaning in written text. The students all read the same unfamiliar text, which for many of the students would traditionally be considered being at their frustration level. Basing the intervention on connectionist theory of reading and Share's self-teaching hypothesis, students were instructed to try to read the words before activating the TTS-function. Only five students out of 17 used the software in ways that could promote self-teaching, but underused the support. Five other students very quickly refrained from trying to decode, instead clicking the full page TTS. Another five students did not at any point try to decode words independently. These results suggest that by using TTS and talking books in reading instruction without measures to fine tune the scaffolding, it is very doubtful whether any students benefit from the TTS at all.
Reflection in Learning through a Self-Monitoring Device: Design Research on EEG Self-Monitoring during a Study Session
Author: Durall, Eva
Date: 2017-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Metacognition,Teacher Behavior,Scripts,Visualization,Computer Software,Measurement,Skill Development,Reflection,Brain Hemisphere Functions,Graduate Students,Student Attitudes,Educational Games,Feedback (Response),Workshops,Task Analysis,Cognitive Processes,Vignettes,Design,Behavior Change,Information Technology

The increasing availability of self-monitoring technologies has created opportunities for gaining ­awareness about one's own behavior and reflecting on it. In teaching and learning, there is interest in using ­self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler) that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG) while studying, and later provides visualization of the EEG data. The results are two-fold: (1) the hardware/software ­prototype and (2) the conclusions from the proof-of-concept research conducted with the prototype and six ­participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler's learning script and visualization of the EEG data supported greater levels of reflection by fostering students' curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students' mental states when they perform academic tasks.