ethanporcaro/eric-fulltext-meta huggingface dataset:
The Playful and Reflective Game Designer
Author: Majgaard, Gunver
Date: 2014-00-00
Type: Journal Articles
Subjects: Design,Computer Games,Programming,Computer Science Education,Computer Literacy,Reflection,Video Games,Play,Experiments,Knowledge Level,Discussion (Teaching Technique),College Students,Engineering Education,Learning Processes,Constructivism (Learning),Foreign Countries

A group of first-semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game-playing experiences to gain knowledge about game design. The aim was for students to develop a more critically reflective perspective on video games and game design. In applying their game experiences, they developed their own digital prototypes and participated in reflective discussions on the concept of games: what makes them interesting and how they are constructed. The students used the GameMaker programming tool, which can be used without any prior programming knowledge. The tool allows for the easy development of 2D game prototypes.The didactic approach was based on play as a lever for the design process, and on constructionistic and reflective learning philosophies. Playing games constituted an integral element of the design process; new code added to the program was tested by playing the game. The students were constantly alternating between playing and adding and revising code. The learning environment where games were played and developed could be considered to be a sandbox where experimentation was a motivational factor for the students, as they could make mistakes and try out creative ideas. Although the constructionistic learning approach promoted creative and innovative learning, it did not develop competencies in articulation and analysis. The aim was for students to reflect on games in order to promote explicit knowledge. Based on the theory, we consider retrospective reflective discussions in the classroom and their programming experiences reinforced the learning process. In summary, we present the students' first progression from native consumers in the game world to becoming reflective designers. Along their journey, they developed a reflective practice and an understanding of the profession they were entering. The article also throws light on the very dynamic and fruitful relationship that exists between playing games and designing games.
Impact of Multi-Media Tutorials in a Computer Science Laboratory Course--An Empirical Study
Author: Dalal, Medha
Date: 2014-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Computer Science Education,Laboratories,Tutorial Programs,College Instruction,Engineering Education,Independent Study,Instructional Effectiveness,Foreign Countries

Higher education institutes of North America, Europe and far-east Asia have been leveraging the advances in ICT for quite some time. However, research based knowledge on the use of ICT in the higher education institutes of central and south-east Asia is still not readily available. The study presented in this paper explores a variant of teaching and learning laboratory sessions using multi-media in an Indian engineering institute. Multi-media tutorials were used to self-teach Linux operating system to the second and third year students of IT and non-IT branches of engineering degree program. The paper contains the description of the sessions conducted, empirical data, results and impact on students' learning. The results reveal that multi-media tutorials can be highly useful and beneficial in the early years of engineering to create the solid footing needed for further studies. They act as multipliers for capacity building efforts of students and encourage self-learning.
Impact of Learner's Characteristics and Learning Behaviour on Learning Performance during a Fully Online Course
Author: Nakayama, Minoru
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Notetaking,Learning Processes,Correlation,Student Characteristics,Learning Experience,Scores,Undergraduate Students,Economics Education,College Faculty,Tests,Measures (Individuals),Surveys,Structural Equation Models,Student Evaluation,Online Courses,Large Group Instruction,Personality Traits,Information Literacy,Academic Achievement

A fully online learning environment requires effective learning management in order to promote pro-active education. Since student's notes are a reflection of the progress of their education, analysis of notes taken can be used to track the learning process of students who participate in fully online courses. This paper presents the causal relationships between student's characteristics, note-taking behaviour, learning experience, note assessment and test scores while the relationships between these metrics is examined. A fully online course for undergraduate students in Economics was conducted. Participants were asked to study each course module and present their notes to the lecturer every week. The student's learning performance was then measured using online tests, weekly confirmation tests, and a final exam. The total number of valid participants in the courses was 53. Three factors of note-taking behaviour were extracted according to the survey, and their relationships with other metrics were calculated. A structural equation modeling technique was used to track students' learning activity as note-taking occurred, using the scores of their metrics. The results of this modeling technique suggest that key factors and their contributions to test scores can be measured. Also, the factors which contribute to note-taking behaviour were examined.
ENTEL: A Case Study on Knowledge Networks and the Impact of Web 2.0 Technologies
Author: Griffiths, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Knowledge Management,Web 2.0 Technologies,Alignment (Education),Models,Organizations (Groups),Telecommunications,Network Analysis,Innovation,Human Capital,Communities of Practice,Organizational Change,Social Networks,Barriers,Case Studies,Semi Structured Interviews,Organizational Culture,Foreign Countries

This study re-visits an organisation that defined its knowledge-management strategy in 2008-9 applying an established strategy-intellectual capital alignment framework. It addresses questions &quot;How has knowledge management evolved at ENTEL, and what lessons can be learnt? Does the strategy-knowledge management alignment framework applied at ENTEL in 2008-9 still hold today?&quot; The enquiry applies qualitative research in the form of a single case study, applying semi-structured interviews and analysing the evidence through coding at a phrase level. It arrives at some interesting findings, such as that leadership of communities of practice (COPs) is critical to their success, at least in the early stages of their implementation. Also that the incorporation of generation Y (GY) into the workforce is changing the culture and openness to sharing knowledge, and thus accelerating the adoption of social networking (SN) tools, but the barriers to full deployment are still embedded in the older generation of senior and middle managers. Finally, it also emerges from the study that the paradigm by which organisations needed to choose between people-driven and technology-driven networks may no longer be valid: Due to changes in culture, to the need to speed up knowledge transfer, to the imperative for innovation and to the advent of low-cost and low-complexity SN technologies, organisations can make the most of both.
Cost of Developmental Education: An Update of Breneman and Haarlow
Author: Pretlow, Joshua, III.
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Programs,Transitional Programs,Program Costs,Computation,Remedial Programs,Case Studies,Higher Education,Expenditures,Postsecondary Education,Two Year Colleges,Educational Finance,School Statistics,Student Costs,Operating Expenses

Since Breneman and Haarlow (1998) first estimated the national cost of developmental education to be approximately $1 billion dollars, the developmental education landscape has shifted in numerous ways. This paper provides an update to their estimate in light of both these changes and improved data that disaggregates the cost to community colleges and four-year public institutions. An updated national cost estimate of developmental education to public institutions in the academic year 2004-2005 is estimated to be $1.13 billion, a 13% increase over the estimate of Breneman and Haarlow. This paper calls for states to make data on developmental education both transparent and publicly available in order to accurately derive a precise cost of developmental education both at the local and national levels.
Implementing a Game for Supporting Learning in Mathematics
Author: Katmada, Aikaterini
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Mathematics Instruction,Elementary School Mathematics,Secondary School Mathematics,Middle Schools,Usability,Web Sites,Pilot Projects,Student Attitudes,Likert Scales,Models,Case Studies,Instructional Design,Questionnaires,Statistical Analysis

This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the evaluation of this prototype, as to its usability and technical aspects. The particular computer game was created in an attempt to facilitate the teaching of mathematics, a subject that is often regarded as complicated by students of all ages. Apart from the game, an administration website was also constructed, so that the educator can configure the game, without that requiring any programming skills. More specifically, the educator can use the administration website in order to alter several of the game's parameters, such as the content and total number of its questions.The game was evaluated in real school settings, both through a pilot study with 12 students and a longterm intervention with 37 students that lasted 14 weeks. The results indicated that the students' opinion about the game was positive, and suggest that with some extensions the game could be used as an effective learning tool. Finally, some corresponding conclusions and future improvements to the game are being discussed on the basis of the findings.
iSELF: The Development of an Internet-Tool for Self-Evaluation and Learner Feedback
Author: Theunissen, Nicolet
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Computer Assisted Testing,Independent Study,Self Evaluation (Individuals),Computer System Design,Questionnaires,Usability,Minimum Competencies,Design Requirements,Participant Satisfaction,Profiles,Courseware,Evaluation Methods,Program Descriptions,Educational Technology

This paper describes the theoretical basis and development of the iSELF: an Internet-tool for Self-Evaluation and Learner Feedback to stimulate self-directed learning in ubiquitous learning environments. In ubiquitous learning, learners follow their own trails of interest, scaffolded by coaches, peers and tools for thinking and learning. Ubiquitous learning solutions include on- and off-line, formal and informal learning. To benefit from its possibilities, learners need to develop competencies for self-directed learning. To do so, a self-evaluation tool can help the learner to get insight in his/her own development, to manage and monitor his/her own learning process, to collaborate in learning, to relate the learning to &quot;real life&quot; needs, and to take control over educational decisions. The iSELF was developed in an iterative process, complying to the following high level requirements: (1) Enabling learning anytime, anywhere; (2) Supporting self-directed learning; (3) Evaluating learner, learning solutions and job-needs; (4) Assessing learner competencies; (5) Using card-sort method for questionnaires; (6) Facilitating questionnaires &quot;under construction&quot;; and (7) User-friendly design. The resulting online tool contained a card-sort module, looking somewhat like a &quot;solitaire&quot; game, a profile module to evaluate core competencies, and a feedback module to suggest learning possibilities. For illustration, 14 different studies that contributed to the development of iSELF and to the development of self-evaluation questionnaires compliant to iSELF, are briefly discussed. These illustrative studies included various populations: e.g. students, employees from small and medium enterprises, crisis management organizations, and the military. Usefulness and usability of the self-evaluation tool were valued positively. The iSELF contributes to an adaptive ubiquitous learning environment in which the learner can make the educational decisions according to self-directed learning principles. The iSELF will stimulate self-directed learning in a ubiquitous learning environment and will help to create learners for life.
Social Media, Collaboration and Social Learning--A Case-Study of Foreign Language Learning
Author: Mondahl, Margrethe
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Cooperation,Qualitative Research,Statistical Analysis,Second Language Instruction,Second Language Learning,Cognitive Processes,Problem Solving,Adult Learning,Higher Education,Web 2.0 Technologies,Cooperative Learning,Socialization,Electronic Learning,Questionnaires,College Students,College Faculty

Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning environment in case-based teaching of foreign languages. Based on social constructivism we argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language learning are facilitated by means of social media and especially for new generation of students. This article contributes to understanding of how best to make use of social media in an educational setting and how learning may be fostered in social, collaborative knowledge construction, sharing and building. The case-study findings indicate that collaborative learning processes that are embedded in a social media enhanced learning platform are supportive and conducive to successful problem-solving which leads to successful adult foreign language learning. Furthermore, the study reports on some of the challenges in using social media and collaborative group work for teaching and learning at university level.
Content and Language Integrated Learning through an Online Game in Primary School: A Case Study
Author: Dourda, Kyriaki
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Educational Games,Geography Instruction,English (Second Language),Second Language Instruction,FLES,Elementary School Students,Integrated Curriculum,Problem Solving,Instructional Effectiveness,Pretests Posttests,Student Attitudes,Cooperative Learning,Vocabulary,Reading Skills,Computer Uses in Education,Computer Games,Foreign Countries

In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game-based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the design of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English Language to Greek Primary School students. This integration provides a motivational and cognitive basis for language learning, since it represents a meaningful, contextualized activity and on the other hand, gives students the chance to expand their cognitive skills and use more sophisticated language. The proposed game immersed 11 to 12-year-old students in problem solving challenges regarding the use of geography in realistic contexts. While attempting to solve these problems, students were engaged in eight-week collaborative work, involving six levels of gameplay by following hints, provided by QR codes images. The findings of this case study suggest how foreign language learning can successfully take place within a geography game-based learning environment, and they underscore the efficacy of approaching GBL in terms of performance. Students' performance was evaluated through knowledge tests and various complex tasks throughout the game play, involving writing and reading skills. In general, students showed positive attitudes towards the game and the post-test results have significant differences compared to those of the pre-test, in terms of vocabulary acquisition and reading skills in the foreign language and geography knowledge. The results also showed that the collaboration required by this game, allowed the students to interact in a controlled environment, where they undertook roles and responsibilities. To this end, the findings will make an important contribution to the empirical evidence of GBL particularly with regards to its application in primary education.
Student Online Readiness Assessment Tools: A Systematic Review Approach
Author: Farid, Alem
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Learning Readiness,Psychometrics,Literature Reviews,Student Surveys,Evaluation Methods,Evaluation Research,Scoring Rubrics,Program Validation,Bibliometrics,Test Validity,Construct Validity,Test Reliability,Synthesis

Although there are tools to assess student&apos;s readiness in an &quot;online learning context,&quot; little is known about the &quot;psychometric&quot; properties of the tools used or not. A systematic review of 5107 published and unpublished papers identified in a literature search on student online readiness assessment tools between 1990 and 2010 was conducted. The objective of this paper was to identify via a systematic review different tools allowing to assess the level of student&apos;s preparation in an online learning environment and which were published or not in scientific journals, and determine which of these tools have been validated. The results of the systematic review show that a standard tool does not exist, and that only ten instruments have been developed and published over the past 20 years to assess student&apos;s readiness. In addition, few tools published demonstrated good psychometric qualities, and many unpublished tools, considered as homemade tools, were internally developed in the universities by a team of professors without regard to their psychometric quality. Also, it appears that the tools that were published in scientific journals are rarely used by universities that offer online courses. Generally, the universities prefer to develop their own instrument that fits their online programs.
Addressing Flawed Research in Developmental Education
Author: Goudas, Alexandros M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Programs,Postsecondary Education,Community Colleges,Educational Research,Data Interpretation,Misconceptions,Program Effectiveness,Barriers,Research Problems

Much of recent research in postsecondary developmental education leaves the distinct impression that most remedial courses in community colleges are unsuccessful in helping students and that they should be entirely overhauled. Legislators and administrators are now taking these recommendations very seriously and are ready to cut programs that are ineffective out of their budgets. However, if this research is read in depth, it is clear the data do not completely support such claims of inefficacy. In fact, if one were to use solely the data from these studies, one could conclude that indeed community colleges are at least somewhat successful with their current developmental programs. The interpretation depends on how developmental education is defined, how success is defined, and how data is interpreted within a larger context. This paper explores the recent research&apos;s primary claims regarding the effectiveness of developmental education, the data supporting those claims, their conclusions, and some potentially harmful results. We include different interpretations of that same data along with other infrequently cited studies to help shed light on what the current state of developmental education is with our nation&apos;s nearly 1,200 community colleges.
Critical Thinking: Competency Standards Essential to the Cultivation of Intellectual Skills, Part 5
Author: Paul, Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: Critical Thinking,Skill Development,Academic Standards,Reading Skills,Writing Skills,Ethics,Thinking Skills,Educational Principles,Behavioral Objectives,Minimum Competencies

In the last four columns the authors introduced the concept of critical thinking competency standards and elaborated a number of such standards, targeting the analysis of thought, the assessment of thought, and the cultivation of intellectual virtues. In this column they focus on three subject-specific critical thinking competency standards. It is essential for students to learn generalizable intellectual skills, such as those covered in the first four columns, for they need these skills to effectively take thinking apart and determine the quality of that thought, in any context. But, further, students need to develop subject-specific skills such as standards focused on close reading, substantive writing, and ethical reasoning. Each of these three standards are described and attributed with a critical thinking principle, performance indicators and dispositions, and list of outcomes.
Developmental Mathematics: Challenges, Promising Practices, and Recent Initiatives
Author: Bonham, Barbara S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Developmental Programs,Transitional Programs,Barriers,Best Practices,Higher Education,Delivery Systems,Teaching Methods,Educational Strategies,Affective Objectives,Improvement Programs,Partnerships in Education,Faculty Development

Developmental education has increasingly become part of the national debate in higher education. This is particularly true for developmental mathematics courses which, in general, have the highest rates of failure and non-completion of any developmental subject area. This manuscript describes the current state of the art in developmental mathematics, discusses major initiatives designed to reform and improve success rates, and identifies research-based teaching practices associated with improved student performance in developmental mathematics courses.
Ideas for Practice: A Collaborative Look to the Classroom
Author: Osterholt, Dorothy A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Needs Students,College Students,Classroom Techniques,Educational Practices,Educational Strategies,Social Development,Emotional Development,Cooperative Learning,Instructional Innovation,Developmental Studies Programs,Class Activities,Feedback (Response),Grouping (Instructional Purposes),Teaching Methods

Many developmental students begin college ill-equipped in the social and emotional competencies to be successful. Thus, it is essential that institutions of higher education address the broader needs of these students. The purpose of this article is to present collaborative learning as a tool for addressing the social and emotional inhibitors that may prevent success during this time of transition. We address potential concerns for making this pedagogical shift and present reasons for considering this approach. We also provide specific classroom applications of this process that increase the chance that all students acquire the full spectrum of skills crucial for academic success through cooperatively-shared experiences.