ethanporcaro/eric-fulltext-meta huggingface dataset:
Simulator Building as a Problem-Based Learning Approach for Teaching Students in a Computer Architecture Course
Author: Ang, Li-minn
Date: 2008-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Computer Science Education,Lecture Method,Qualitative Research,Questionnaires,Instructional Effectiveness,Computer Simulation,Learning Activities,Student Surveys,Learning Experience,Skill Development,Fear,College Students,Foreign Countries

This paper presents a Problem-Based Learning (PBL) approach to support and promote deeper student learning in a computer architecture course. A PBL approach using a simulator building activity was used to teach part of the course. The remainder of the course was taught using a traditional lecture-tutorial approach. Qualitative data was collected using a questionnaire survey to evaluate the effectiveness of the approach. The student responses showed that the PBL approach was successful in developing deeper learning experiences and general skills such as time management and teamwork while at the same time contributing to a more enjoyable learning experience. As part of the investigation, the authors also looked at student fears and concerns as they were asked to make a transition from a more structured to a less structured learning environment.
Comparative Analysis of Secondary School Students' Attitudes towards Science and Its Learning: The Singapore Experience Based upon Gender, Academic Levels and Streams Differences
Author: Chin, Yap Kueh
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Scientific Attitudes,Comparative Analysis,Science Instruction,Instructional Effectiveness,Secondary School Science,Student Surveys,Statistical Analysis,Student Satisfaction,Gender Differences,Student Centered Learning,Scientific Principles,Textbooks,World Views

Students' normative perceptions of the nature of Science and their worldviews on the relevance of Science in pragmatic everyday contexts influence their keenness in wanting to learn Science and develop scientific mindsets. The chief goal of the research study delineated in this paper was to examine patterns of commonalities and variations in the attitudes of students enrolled in Singapore secondary schools towards Science as an organized disciplinary field of knowledge and the efficacy of the teaching of Science subjects in the classrooms. A constructed survey was administered as the primary means of data collection and statistical methods were used to analyze the collected data corpus to establish salient research findings. Generally students found Science to be of utility in making better sense of sensory experiences and understanding the complexities of the mechanistic functioning of this universe. Students were also generally satisfied with the quality of teaching being carried out in their classrooms. However, interestingly, gender, academic levels and streams based differences did emerge in scrutinizing students' responses on their conceptions of the structural character of Science and the approaches adopted in the pedagogical delivery of Science content matter during lesson time.
Understanding the Cognitive Processes and Metacognitive Strategies That Work with Mathematical Learning Disabilities
Author: Rader, Laura
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Metacognition,Learning Strategies,Mathematics Education,Learning Disabilities,Middle School Students,At Risk Students,Constructivism (Learning),Mathematics Curriculum,Secondary School Mathematics,Problem Solving,Cognitive Style,Teaching Methods

The reality is that approximately 5-8% of school-age students have memory or other cognitive deficits that interfere with their ability to acquire, master, and apply mathematical concepts and skills (Geary, 2004). These students with Mathematical Learning Disabilities (MLD) are at risk for failure in middle school mathematics because they generally are unprepared for the rigor of the middle school mathematics curriculum. This article not only seeks to explore why students with MLD are such poor mathematical problems solvers, but it seeks to explore and illuminate the mystery behind the cognitive processes and metacognitive strategies that are used to solve mathematical problems.
Personality Theory and TESOL
Author: Al Shalabi, M. Fadi
Date: 2009-00-00
Type: Journal Articles
Subjects: Personality Theories,English (Second Language),Second Language Learning,Second Language Instruction,Personality Traits,Self Esteem,Empathy,Intelligence,Extraversion Introversion,Inhibition,Risk

In this paper, it is argued, based on evidence from psychological literature, that there are three major approaches to the study of personality, namely (a) situationism, (b) interactionism, and (c) constructivism. It is also noticed that these approached have resulted in the emergence of three major types of personality theories: (1) type theories, (2) trait theories, and (3) factor theories. In connection to TESOL, it is argued that extroversion/introversion and risk-taking are the most important personality factors. It is also argued that such personality factors as tolerance of ambiguity, empathy, self-esteem, inhibition, and intelligence have also been addressed by TESOL research, but that the two most important factors are extroversion/introversion and risk-taking.
Creating Effective Educational Computer Games for Undergraduate Classroom Learning: A Conceptual Model
Author: Rapeepisarn, Kowit
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Games,Undergraduate Students,Instructional Design,Instructional Effectiveness,Foreign Countries,Student Attitudes,Student Surveys,Educational Games,Literary Genres,Learning Theories,Models,Classification,Educational Objectives,Cognitive Style

When designing Educational Computer Games, designers usually consider target age, interactivity, interface and other related issues. They rarely explore the genres which should employ into one type of educational game. Recently, some digital game-based researchers made attempt to combine game genre with learning theory. Different researchers use different pedagogy conceptions. The purpose of this paper is to investigate the appropriate computer genre in designing effective educational computer games that can be used as learning tools in Thai undergraduate classrooms by integrating the learning conceptions from the previous work of those researcher's. The following steps are used to conduct this study: summarize the survey of Thai students' opinions toward game genre; analyse the characteristics of genre of computer game; match those characteristics of genre with learning theories; and propose the conceptual model from the comparison. The results of this analysis can be used as a guideline for Educational computer game designers in considering appropriate genres of game for education purpose.
Knowledge Harvesting: A Deep Probe into Organizational Values
Author: Yaniv, Hanan
Date: 2008-00-00
Type: Journal Articles
Subjects: Values,Institutional Characteristics,Educational Technology,Professional Development,Workshops,Beliefs,Knowledge Management,Participative Decision Making,Cooperation,Concept Mapping,Technology Uses in Education

This paper describes a methodology for harvesting knowledge within a professional development workshop in a large organization. Knowledge harvesting is a process aimed to (1) document every possible contribution of every participant and (2) arrange that documentation into an indexed summarized representation. The product of knowledge harvesting creates a deeper understanding of what people know as individuals and harness that knowledge into the continuous growth of the organization. A well-documented product of a professional development workshop can lead to planning future activities, reexamine values and beliefs, surface organizational challenges and serve to readjust relationships between values and practices. Literature (Argyris &amp; Schon, 1978; Senge, 1990) suggests that organizations tend to be plagued with internal conflicts between their stated beliefs and their actual practice.
Culturally Relevant Design Practices: A Case Study for Designing Interactive Algebra Lessons for Urban Youth
Author: Gilbert, Juan E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Instructional Design,Educational Practices,Case Studies,Mathematics Instruction,Algebra,Urban Youth,African American Students,Mathematics Achievement,Achievement Gains,Video Games,Educational Games,Learner Engagement,Cognitive Style,Animation,Popular Culture,Instructional Effectiveness,Outcomes of Education

When culture is integrated into the mathematics classroom, it improves students' academic achievement, helps move classrooms towards an equitable learning environment, helps students to have positive beliefs about mathematics, and integrates mathematics with other disciplines. Moreover, if you observe today's kids, the use of video games in their daily and/or weekly routines is significant. Lastly, the predominant genre among African-American youth is hip-hop/rap. These facts led to a process for designing culturally relevant educational games for engaged learning. As a byproduct of this process, the African-American Distributed Multiple Learning Styles System (AADMLSS pronounced &quot;adam less&quot;) City Stroll was created. AADMLSS is an adaptive, electronic, speech-enabled algebra learning system that uses culture to influence learning in the form of an animated, music-led interface.
On Teaching Transgressive Literature
Author: Neeper, Layne
Date: 2008-00-00
Type: Journal Articles
Subjects: Literature,Teaching Methods,Novels,Course Descriptions,Popular Culture,Moral Values,Transformative Learning,College Students,College Faculty,Controversial Issues (Course Content)

The carnivalization of American culture has become ubiquitous as we advance into the 21st century, but what happens when the transgressive text is introduced into the more intimate space of the college classroom, when the outrageous &quot;outside&quot; is brought &quot;inside?&quot; More specifically still, what processes and responses typically arise as transgressive novels appear on more and more syllabi? Instructors who choose to include Kathy Acker's &quot;Blood and Guts in High School,&quot; Dennis Cooper's &quot;Try,&quot; or even those old war horses of the contemporary seminar &quot;Lolita&quot; or &quot;Naked Lunch,&quot; often find that when such works are to be taught and discussed in frank and serious-minded ways, there is, on the one hand, typically a surprising resistance, even outrage, on the part of many students who, outside the classroom, are otherwise ardent consumers--as are we all--of whatever the popular culture disgorges for our leisure. Perhaps not unsurprisingly, the &quot;moral laxity&quot; said to afflict students often hardens into something less tolerant, less pliant, when they confront the written word in the public sphere of the classroom. The aim of this article is to show that it is often the case that the instructor, too, is transformed by such texts' inclusions in ways that might surprise us. This article demonstrates that the manner in which the transgressive itself is reconfigured once it becomes an institutionalized object of analysis and interpretation is perhaps most instructive in describing our relation to the &quot;deviant Other,&quot; which is repressed even as it is introduced into the literature classroom.
Ontology of Serious Games
Author: Prayaga, Lakshmi
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Games,Educational Games,Instructional Design,Teaching Methods,Mathematics Instruction,Secondary School Mathematics,Middle School Students,Definitions,Learning Motivation,Learning Experience,Learner Engagement,Student Educational Objectives,Transfer of Training,Problem Solving,Critical Thinking,Thinking Skills,Skill Development,Story Telling,Narration,Play,Interaction,Fantasy,Visual Aids,Computer Graphics,Immersion Programs,Feedback (Response),Educational Strategies,Self Control,Pacing

Computer games are no longer just for entertainment; they have also become a useful instructional strategy for acquiring knowledge. When games are used for purposes other than strict entertainment they become serious games. The goal of serious games is to enable the player to learn a task, master a strategy or develop a skill. Serious games can be used for education and training in any organization, including military, K-20 education, business and industry. The application of serious games in a wide arena requires an ontology for designing high-quality materials.
Effects of Animated Agents in Web-Based Instruction on Mathematics: Achievement and Attitudes toward Mathematics
Author: Lodree, Anika W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Mathematics Instruction,Mathematics Achievement,Animation,Statistical Analysis,Student Attitudes,College Mathematics,Pretests Posttests,Undergraduate Students,Instructional Effectiveness

This article summarizes a quantitative study of the effects of animated agents in web-based instruction (WBI) on mathematics achievement and attitudes toward mathematics in postsecondary education. Eighty-one college students who were enrolled in a core mathematic course at a doctoral/research-extensive university in central Alabama participated in this study. Using a pretest-posttest control group design model, the study verified that the presence of animated agents in WBI can improve postsecondary students' mathematics achievement and attitudes toward mathematics. In addition, the interaction of gender choice of the animated agent with several demographic factors did statistically affect attitudes toward mathematics. These findings can be used to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning mathematics and long-term mathematics achievement in postsecondary mathematics.
Yokoi's Theory of Lateral Innovation: Applications for Learning Game Design
Author: Warren, Scott J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Games,Design,Educational Technology,Computer Games,Educational Games,Computer Simulation,Video Games,Technology Uses in Education,Technological Advancement,Higher Education,Undergraduate Students,Interactive Video,Computer Assisted Design,Synchronous Communication

There are several major challenges for instructional designers seeking to design learning games. These include the lack of access, the cost of rapidly advancing/expensive technology tools that make developing games uneconomical, the institutional time constraints limiting game use, and the concerns that schools lack sufficiently robust computer systems and bandwidth to allow their teachers and students to take full advantage of &quot;bleeding edge&quot; technology. This paper discusses how a theory of design from famed game system designer Gunpel Yokoi can be leveraged in learning game design by focusing on the use of mature technologies already widely present in schools. By thinking about older technologies in innovative ways instead of relying on the flash of the newest graphics to motivate learners, learning game design can deliver low-cost, engaging play for learning.
Evaluation of Computer Games for Learning about Mathematical Functions
Author: Tüzün, Hakan
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Games,Educational Games,Program Evaluation,Instructional Effectiveness,Usability,Mathematics Instruction,Mathematical Concepts,Computer Simulation,Learning Theories,Experiential Learning,Inquiry,Portfolios (Background Materials),Instructional Design,Semi Structured Interviews,Technology Integration,Learning Laboratories,Foreign Countries,Student Participation,Program Implementation,Learning Processes,Learning Motivation,Learner Engagement,Pacing,Competition,Cooperative Learning,Qualitative Research,College Students

In this study, researchers evaluated the usability of game environments for teaching and learning about mathematical functions. A 3-Dimensional multi-user computer game called as &quot;Quest Atlantis&quot; has been used, and an educational game about mathematical functions has been developed in parallel to the Quest Atlantis' technical and pedagogical structure. The pedagogical aspects of the game were based on three theories of learning: experience-based learning, inquiry-based learning, and portfolio-based learning. For evaluating the effectiveness of the environment, four learners participated in the implementation in a lab environment and researchers observed and interviewed them. This paper includes information about the design process of the game world, and evaluation of its implementation, and reflections of the researchers.
Stranger in a Strange Land: The Undergraduate in the Academic Library--A Collaborative Pedagogy for Undergraduate Research
Author: Bankert, Dabney A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Academic Libraries,Research Skills,Librarian Teacher Cooperation,Research Methodology,Assignments,Educational Practices,Teacher Attitudes,Librarian Attitudes,English Instruction,Skill Development

This is not another tired lament for a Golden Age when all students were brilliantly prepared for college, but rather an elaboration of a central pedagogical reality the authors had each separately faced--it is not easy to teach the complex set of skills subsumed under the heading &quot;research,&quot; that organic, contingent, messy, recursive series of processes that can test even the most placid patience. This paper describes the story of the authors' collaborative attempt to find an effective way to teach research skills to undergraduates. Its impetus was a May 2006 workshop, Information Literacy for Teaching and Learning, organized by James Madison University Libraries and the Center for Faculty Innovation. The workshop paired reference librarians with faculty from a variety of disciplines; each pair collaborated on the integration of information literacy into an assignment. This was a modest goal; the authors did not fully anticipate that in achieving it they would also fundamentally revise their pedagogical vision. In creating, piloting, and assessing the assignment featured in this paper, the authors discovered that few beginning (or even advanced) English majors have learned to conduct basic literary research, they desperately desire the skills to do so, and are often profoundly embarrassed to admit they do not already have them.
The Overlapping Worlds View: Analvzing Identity Transformation in Real and Virtual Worlds and the Effects on Learning
Author: Evans, Michael A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Technology,Virtual Classrooms,Academic Achievement,Technology Uses in Education,Computer Mediated Communication,Computer Uses in Education,Educational Games,Teaching Methods,Technological Literacy,Computer Games,Elementary Secondary Education,Educational Research,Instructional Design

Of late, digital game-based learning has attracted game designers, researchers and educators alike. Immersion in the virtual 3D environment of a game may have positive effects on K-12 students' cultivation of self (Dodge et al., 2006). Currently, two opposing views related to game-based identity formation are presented in the literature: the Separate Worlds View (SWV) and the Identical Worlds View (IWV) (Stevens, 2007). The purpose of this paper is to explore these views to determine whether a third position might be required for a more comprehensive treatment. To this end, we offer The Overlapping Worlds View (OWV). The Overlapping World View proposes that an individual's virtual and real world identities are neither entirely separate nor identical. The degree of overlapping of identities depends on the social consistencies between virtual and real worlds. This third view thus opens opportunities in educational research and instructional design in a context, where current and future generations of learners will grow up in a digital, environment many experiencing virtual worlds as an integral part of their private and public lives.
Treating Dyslexic and Dyscalculic Students
Author: Kumar, S. Praveen
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Dyslexia,Teaching Methods,Reading Difficulties,Language Processing,Reading,Mathematics,Mathematics Achievement,Arithmetic,Mathematical Concepts,Children,Disabilities

This article focusses on the specific learning disabilities found in schools such as Dyslexia and Dyscalculia, the influence of dyslexia on dyscalculia and the need to adopt certain strategies that help cope with this problem. Learners with multifarious language-related or arithmetic-related disabilities are found in most schools. These children may face difficulties in one or more areas of academic skills such as reading, writing and arithmetic. Learning disabilities like dyslexia and dyscalculia cut across class, age and intelligence and most schools have some dyslexic or dyscalculic children. Dyslexia is a learning disorder involving difficulty in learning to read or interpret words, letters and other symbols. Dyscalculia is a learning disorder that causes severe difficulty in making arithmetic calculations. Dyslexia and Dyscalculia are specific learning disabilities and require diagnosis as well as treatment apart from actual classroom teaching. Children with these learning disabilities require special assistance on the part of teachers, educational specialists and even parents. The effects of learning disabilities can be controlled with appropriate support, guidance, and interventions at home and school. It is becoming imperative for teachers and educational specialists to devise certain teaching strategies that help educationally disabled children to overcome their problems and to enable them to learn well.
Play, Games, and Attitude: Student and Teacher Perspectives of Educational Games
Author: Mongillo, Gerri
Date: 2008-00-00
Type: Journal Articles
Subjects: Play,Computer Games,Educational Games,Technology Uses in Education,Teaching Methods,Educational Technology,Student Attitudes,Teacher Attitudes,Grade 7,Scientific Concepts,Science Curriculum,Middle School Students,Cooperative Learning,Qualitative Research,Observation,Interviews

The main purpose of this qualitative study was to determine the influence of participation in educational games on cognition and attitudes of seventh-grade students. Student attitude towards learning scientific language and concepts during gameplay was examined. This study was conducted in a seventh-grade science classroom in a North Eastern (USA) middle school. The effects of collaboration, socialization, membership, identity, and game culture were examined. Findings indicated that the use of educational games engaged various types of learners via an Alternate Learning Approach. Specifically the students who have limited language skills may benefit from games through the use of common language. Also students who are disinterested or reluctant to talk in class may be encouraged to voice their opinions and ideas in the more relaxed group setting provided by game structures that foster cooperative learning.