The Effects of Virtual Manipulatives in Online Learning Environments

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Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis The Effects of Virtual Manipulatives in Online Learning Environments by : Colin Talbot

Download or read book The Effects of Virtual Manipulatives in Online Learning Environments written by Colin Talbot and published by . This book was released on 2016 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The growing importance of mathematics achievement scores on accountability ratings, and their effects on student advancement have created a need for effective remediation and intervention practices for struggling students. This quantitative experimental research study looked at the effects of virtual manipulatives in online learning environments. The study was conducted with 27 student participants in a suburban North Texas middle school. The participants completed a three-week online intervention course focused on solving algebraic equations. The treatment group used an online learning course and a virtual algebra scale to assist and reinforce their understanding of algebraic equations, and the control group used only an online learning course. Participants completed a 15 question pre-test and post-test measuring their proficiency in solving algebraic equations, which was analyzed for gains on a whole and categorical basis. The results found no significant differences in mean gains between the control and treatment group. However, results did support the effectiveness of online learning for the use of intervention and remediation practices. No significant differences were found between the control and treatment groups for participants identified as at-risk or those who receive special education services.

International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives

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Publisher : Springer
ISBN 13 : 9783319813530
Total Pages : 345 pages
Book Rating : 4.8/5 (135 download)

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Book Synopsis International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives by : Patricia S. Moyer-Packenham

Download or read book International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives written by Patricia S. Moyer-Packenham and published by Springer. This book was released on 2018-05-31 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores terminology, frameworks, and research being conducted worldwide on virtual manipulatives. It brings together international authors who provide their perspectives on virtual manipulatives in research and teaching. By defining terminology, explaining conceptual and theoretical frameworks, and reporting research, the authors provide a comprehensive foundation on the study and use of virtual manipulatives for mathematics teaching and learning. This foundation provides a common way for researchers to communicate about virtual manipulatives and build on the major works that have been conducted on this topic. By discussing these big ideas, the book advances knowledge for future research on virtual manipulatives as these dynamic tools move from computer platforms to hand-held, touch-screen, and augmented platforms.

The Effects of Using Virtual Manipulatives in the Classroom on Student Learning

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Publisher :
ISBN 13 :
Total Pages : 130 pages
Book Rating : 4.:/5 (176 download)

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Book Synopsis The Effects of Using Virtual Manipulatives in the Classroom on Student Learning by : Charles C. Boling

Download or read book The Effects of Using Virtual Manipulatives in the Classroom on Student Learning written by Charles C. Boling and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Fraction Intervention Using Virtual Manipulatives in Synchronous Online Learning for Students with Mathematics Learning Disabilities

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Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis A Fraction Intervention Using Virtual Manipulatives in Synchronous Online Learning for Students with Mathematics Learning Disabilities by : Jiyeon Park (Ph. D. in special education)

Download or read book A Fraction Intervention Using Virtual Manipulatives in Synchronous Online Learning for Students with Mathematics Learning Disabilities written by Jiyeon Park (Ph. D. in special education) and published by . This book was released on 2021 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning provides customized instruction with high flexibility and accessibility, but research into the delivery of online interventions for students with disabilities remains scarce. The purpose of this study is to investigate the effects of fraction intervention that pair virtual manipulatives with instructional lessons featuring explicit instruction in synchronous online learning for fifth grade students with mathematics learning disabilities (MLD). A multiple probe baseline design across subjects was employed for the study. Three fifth-grade students with MLD received explicit instruction in synchronous online learning via video conferencing programs. During the intervention, students received the 15 fraction lessons using virtual manipulatives (VMs) in synchronous online learning environment. The participants’ percentages of correct answers on the researcher-developed probe were measured across baseline, intervention, and maintenance phases. After the intervention, the participants completed a social validity questionnaire which examined their perceptions of the online intervention using VMs. The findings of the study showed that students' performance improved when the intervention was introduced, and that there was a functional relationship between the fraction intervention and students’ accuracy in solving problems on equivalent fractions. Specifically, the average performance levels across all participants increased from the baseline to the intervention phase (by 18.33% to 20%) with high effect sizes (PND of 80%-100%, NAP of 0.94-1.00, and Tau-U of 0.88-1.00). However, the extent of the effects and maintenance varied according to students' participation and perspectives toward online learning

Examining the Impact of DIfferent Virtual Manipulative Types on the Nature of Students' SMall-Group Discussions

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (9 download)

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Book Synopsis Examining the Impact of DIfferent Virtual Manipulative Types on the Nature of Students' SMall-Group Discussions by : Katie L. Anderson-Pence

Download or read book Examining the Impact of DIfferent Virtual Manipulative Types on the Nature of Students' SMall-Group Discussions written by Katie L. Anderson-Pence and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the influence of different virtual manipulative types on the nature of students0́9 techno-mathematical discourse (TMD) when working with a partner. The research used a concurrent mixed-methods design using identical samples to compare and synthesize the results. For this study, six fifth-grade students participated in nine sessions of mathematics instruction using virtual manipulatives. The study compared three virtual manipulative types: combined (multiple representations, open environment), pictorial (single visual representation, open environment), and tutorial (multiple representations, structured environment). Students0́9 levels of discourse in generalization, justification, and collaboration were measured as well as students0́9 use of physical and computer gestures while working with each virtual manipulative type. One-way ANOVAs indicated statistically significant differences in quality of student discourse when using the different virtual manipulative types. When working with combined virtual manipulatives, students0́9 discussions reflected consistently higher levels of discourse than when working with pictorial or tutorial virtual manipulatives. When working with tutorial and pictorial virtual manipulatives, students0́9 discussions reflected consistently lower levels of discourse. However, pictorial virtual manipulatives were associated with the largest amount of discussion among student pairs and the highest frequency of gesture use. The results of this study suggest that in order to encourage meaningful TMD, teachers should choose technology tools (e.g., virtual manipulatives) that combine multiple representations (i.e., combined virtual manipulative type) and provide the opportunity to engage in cognitively demanding tasks. The results of this study indicate that tutorial virtual manipulatives did not encourage meaningful mathematical discourse with these student pairs. This means that the tutorial virtual manipulative type may be better suited for the practice of mathematics concepts or for individual learning than for partner work. The patterns and trends identified in this study contribute to the existing literature on the complex issues that surround mathematical discourse and the use of technology in the classroom.

Building Collaborative Learning Environments

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Publisher :
ISBN 13 : 9780615861265
Total Pages : 142 pages
Book Rating : 4.8/5 (612 download)

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Book Synopsis Building Collaborative Learning Environments by : Christina Steele

Download or read book Building Collaborative Learning Environments written by Christina Steele and published by . This book was released on 2013-08-01 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: 3-D immersive virtual worlds as exemplified by Second Life are used for entertainment, business, and education purposes, and to facilitate a wide variety of activities online. Meanwhile, researchers also see the significant impact of such environments on distance learning. However, most research in this area has focused on the use of virtual worlds as a tool for enhancing engagement but there is a lack of research on the how trust affects learning in the virtual world. Managing teams of students and faculty in this context requires a deeper understanding of people, processes, technology, and the role of trust in virtual worlds compared to face-to-face interactions. Researchers still have little knowledge of the value of these virtual worlds as educational platforms. This dissertation, therefore attempts to fill a gap by exploring, in particular, the potential learning benefits enabled by the educator building trust in these unique environments. The research methodology is based on Creswell's qualitative design, and Boje's storytelling construct is used to explore trust in virtual environments used for learning. An extensive review of published research led to the discovery of learning affordances such as the facilitation of tasks to enhance trust and improve the contextualization of learning, compared to tasks made possible by 2-D alternatives. This study addresses how the facilitator creates trust and an effective collaborative learning group. This study concludes that a narrative is a web of living stories that binds learning communities together. The current study also contends that the continued investment in 3-D virtual worlds for educational purposes should be considered, contingent upon investigation into the interpersonal relationships, which are present in virtual worlds and their use for learning.

Perturbing Practices

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Publisher :
ISBN 13 :
Total Pages : 245 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Perturbing Practices by : Krysten Pampel

Download or read book Perturbing Practices written by Krysten Pampel and published by . This book was released on 2017 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices are perturbed. These perturbations can have positive and negative, large or small, and long- or short-term effects on instructors' abilities to teach mathematical concepts with the new technology. Therefore, in order to better understand teaching with technology, we need to take a closer look at the adoption of new technology in a mathematics classroom. Using interviews and classroom observations, I explored perturbations in mathematical classroom practices as an instructor implemented virtual manipulatives as novel didactic objects in rational function instruction. In particular, the instructor used didactic objects that were designed to lay the foundation for developing a conceptual understanding of rational functions through the coordination of relative size of the value of the numerator in terms of the value of the denominator. The results are organized according to a taxonomy that captures leader actions, communication, expectations of technology, roles, timing, student engagement, and mathematical conceptions.

Cognitive Effects of Multimedia Learning

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Publisher : IGI Global
ISBN 13 : 1605661597
Total Pages : 440 pages
Book Rating : 4.6/5 (56 download)

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Book Synopsis Cognitive Effects of Multimedia Learning by : Zheng, Robert Z.

Download or read book Cognitive Effects of Multimedia Learning written by Zheng, Robert Z. and published by IGI Global. This book was released on 2008-12-31 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.

The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts

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Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts by : Pantiphar Chantes

Download or read book The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts written by Pantiphar Chantes and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many scientific domains deal with abstract and multidimensional phenomena, and students often struggle to comprehend theoretical and complex abstractions and apply scientific concepts to real life contexts (Anderson & Barnett, 2013). One of these scientific domains that impose theoretical and complex abstractions is physics. The way that physics has traditionally been taught in school is through learning mathematical formulas and equations (Price, 2008). Many researchers proposed several ways to teach physics effectively. There are several virtual reality applications and computer games that were designed and utilized in the area of science education. In the case of physics education, many studies yielded positive results when using computer games to teach abstract concepts to students (Maxmen, 2010; Price, 2008; Squire et al., 2004). Furthermore, both physical and virtual manipulative tools were shown to be effective and essential in physics learning. This study examined the effects of manipulation of virtual objects in a game-like environment when supplemented with a descriptive or a narrative lesson in the context of physics concepts related to force, distance, and conservation of energy.

Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments

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Publisher :
ISBN 13 : 9781522599517
Total Pages : 0 pages
Book Rating : 4.5/5 (995 download)

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Book Synopsis Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments by : Natalie Nussli

Download or read book Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments written by Natalie Nussli and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Effects of Instructor Immediacy in Online Learning Environments

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Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (941 download)

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Book Synopsis The Effects of Instructor Immediacy in Online Learning Environments by :

Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.

Strategies for Increasing the Interactivity of Children's Synchronous Learning in Virtual Environments

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Publisher :
ISBN 13 :
Total Pages : 109 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Strategies for Increasing the Interactivity of Children's Synchronous Learning in Virtual Environments by : Ivan Katlianik

Download or read book Strategies for Increasing the Interactivity of Children's Synchronous Learning in Virtual Environments written by Ivan Katlianik and published by . This book was released on 2013 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enabling distant individuals to assemble in one virtual environment, synchronous distance learning appeals to researchers and practitioners alike because of its unique educational opportunities. One of the vital components of successful synchronous distance learning is interactivity. In virtual environments, interactivity is limited by the capacity of a technological medium to transmit verbal and non-verbal signals between individuals in the class. In order to increase the interactivity of learning, teachers need strategies to enable them to overcome the medium's restrictions and reveal its interactive capabilities. This study explores which of the strategies used by teachers in arranging children's synchronous learning in virtual environments may positively affect learning interactivity, and under what conditions those strategies are best utilised. Adhering to a qualitative approach, the study has reflected on the instructional experiences of 48 teachers, from which 154 interaction-enhancing strategies have been identified. While most strategies were found to be universal in various types of environments, others proved effective only under specific learning conditions. Field experiment was conducted to examine the applicability of these strategies across cases with similar learning conditions. Some of the strategies were found to have effects on both synchronous and asynchronous components of learning. Often, these effects appeared to be implicit or deferred. Based on the data gathered, the study suggests a conceptual model of interaction in learning environments. The findings of the study have both theoretical and practical significance: they contribute to existing scientific knowledge on synchronous distance learning and also provide teachers with applicable methodological recommendations. Appendices include: (1) The concept of the virtual classroom; (2) Characteristics of interactive events; (3) Teachers' questionnaire; (4) Teacher's checklist template; (5) Observation protocol template; (6) Interview schedule; (7) Comparative description of the survey cases; (8) CUREC approval email; (9) List of strategies for enhancing the interactivity of synchronous distance learning; (10) List of experimentally examined strategies and their effects; and (11) Perceived interactivity-related changes that occurred in the experimental case.

Models and Modeling Perspectives

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Publisher : Routledge
ISBN 13 : 1135484333
Total Pages : 145 pages
Book Rating : 4.1/5 (354 download)

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Book Synopsis Models and Modeling Perspectives by : Richard A. Lesh

Download or read book Models and Modeling Perspectives written by Richard A. Lesh and published by Routledge. This book was released on 2014-07-16 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models and modeling in communities of scientists and mathematicians, but also the need to initiate students in these forms of thought. The contributions of this issue suggest a variety of ways that students (children through adults) can be introduced to highly productive forms of modeling practices. Collectively, they illustrate how modeling activities often lead to remarkable mathematical achievements by students formerly judged to be too young or too lacking in ability for such sophisticated and powerful forms of mathematical thinking. The papers also illustrate how modeling activities often create productive interdisciplinary niches for mathematical thinking, learning, and problem solving that involve simulations of similar situations that occur when mathematics is useful beyond school.

The Effects of Instructor Immediacy in Online Learning Environments

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Author :
Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (941 download)

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Book Synopsis The Effects of Instructor Immediacy in Online Learning Environments by :

Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.

What the Research Says about Virtual Learning Environments in Teaching and Learning

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Author :
Publisher :
ISBN 13 :
Total Pages : 4 pages
Book Rating : 4.:/5 (116 download)

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Book Synopsis What the Research Says about Virtual Learning Environments in Teaching and Learning by : British Educational Communications and Technology Agency

Download or read book What the Research Says about Virtual Learning Environments in Teaching and Learning written by British Educational Communications and Technology Agency and published by . This book was released on 2004 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Researching and Developing the Impacts of Virtual Identity on Computational Learning Environments

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Publisher :
ISBN 13 :
Total Pages : 319 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Researching and Developing the Impacts of Virtual Identity on Computational Learning Environments by : Dominic Kao

Download or read book Researching and Developing the Impacts of Virtual Identity on Computational Learning Environments written by Dominic Kao and published by . This book was released on 2018 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the current proliferation of educational games, MOOCs, and with the pervasive use of virtual identities such as avatars in systems ranging from online forums to virtual reality simulations, it is increasingly important to understand the impacts of avatars. Over two years, I led an initiative in MIT’s Imagination, Computation, and Expression (ICE) Laboratory conducting experiments involving > 10,000 participants to understand the impacts of virtual identities on users in virtual environments. Using a computer science learning platform and game of our own creation as an experimental setting, we have been studying the impacts of avatar use on users’ performance and engagement in computer science learning environments. This is a topic of increasing importance in human-computer interaction [69, 130, 132, 310, 452, 549]. While a great deal of work focuses on procedural thinking and problem solving, we argue that attending to learners’ identities and their engagement to be equally important. We systematically explored the impacts of different avatar types on users, beginning with distinctions between anthropomorphic vs. non-anthropomorphic avatars, user likeness vs. non-likeness avatars, and other conditions informed by insights from the learning sciences and sociology. Our studies have revealed that avatars can support, or harm, performance and engagement. Several notable trends are: 1) simple abstract avatars (such as geometric shapes) are especially effective when the player is experiencing failure, e.g., while debugging, 2) likeness avatars (avatars in a user’s likeness) are not always effective, 3) role model avatars (in particular scientist avatars) are often effective, and 4) successful likeness avatars that are a user’s likeness when doing well and otherwise abstract are effective. We describe our studies leading to these findings and end with a follow-up study.

Cases on Collaboration in Virtual Learning Environments Processes and Interactions

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Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Cases on Collaboration in Virtual Learning Environments Processes and Interactions by : Donna Russell

Download or read book Cases on Collaboration in Virtual Learning Environments Processes and Interactions written by Donna Russell and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: