娱教技术在中学信息技术教学中的应用研究

娱教顾名思义就是把娱乐和教育相结合,是学生在愉悦的环境下掌握新的知识,使学生感到学习不再是枯燥乏味的。那么娱教技术就是实现娱乐教学理念的媒介,其技术性主要体现在把学生们的生活体验及乐趣同学习的目的及手段相互有效的融合在一起。通过分析娱教技术及中学信息技术教学内容的特点,探讨一下如何将娱教技术运用到中学信息技术教学中来。     

Learning support and academic achievement among Malaysian adolescents: the mediating role of student engagement

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.     

基于社会资本理论的大学生社交媒体多任务使用效果研究

在使用社交媒体的人群中,大学生群体对社交媒体的多任务使用与其学业成绩之间有着怎样的内在关联属性,对其社会资本的积累产生怎样的影响是本文的研究问题所在。对研究问题的原因进行探索性分析,研究发现,出于学习或娱乐目的的社交媒体多任务使用对大学生的学业成绩呈现负相关,不利于其学业成绩的提高,阻碍学习进程健康、科学开展,不利于其社会资本的正向积累。     

Examining the self-congruent engagement hypothesis: the link between academic self-schemas,motivational goals,learning approaches and achievement within an academic year

Academic self-schemas are important cognitive frames capable of guiding students’ learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches, learning attitudes and achievement levels in learning mathematics. Students completed a survey and attempted an achievement test at the beginning and close to the end of the academic year. Two hypotheses in relation to the notion of self-engagement congruence were examined. The first hypothesis assumes that students holding a specific academic self-schema will maintain a pattern of engagement and achievement congruent with their specific self-conception over time. The second hypothesis postulates that a change in academic self-schemas will be associated with a corresponding shift in students’ engagement and achievement patterns. Cluster analyses provided clear evidence supporting these two hypotheses.     

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by...     

The role of social identification as university student in learning: relationships between students’ social identity,approaches to learning,and academic achievement

This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored.     

Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes

This study explored the claim that different classroom layouts can affect teaching and learning. At the time of the study, there were few robust evaluative frameworks able to isolate and then measure the impact of different educational layouts. In response, this study employed a quasi-experimental approached facilitated by a Single Subject Research Design (SSRD) to compare two different classroom layouts - a traditional classroom layout and ‘Innovative Learning Environment’ (ILE) in an Australian secondary schooling context. The study compared students’ attitudes to their learning experiences, motivation, engagement and academic outcomes in each layout over a school year. Comparative analyses highlighted how students’ attitudes to their learning experiences and engagement differed in the two designs. A correlation was identified between enhanced student attitudes in an ILE and higher English, Humanities and Mathematics academic achievement when compared with cognitively matched peers who occupied a traditional classroom for the same period. This initial empirical evidence, even though restricted to a single site, was able to discern a measurable link between the occupation of different learning spaces and an impact on student learning experiences, engagement and academic outcomes in secondary schooling context.     

学业准备对大学生学业收获的影响——人际互动与学业自我效能感的中介作用

近年来,我国高等教育由注重“教”逐渐转向注重“学”,学生的学习过程和学习结果越来越受到重视。以建构主义学习理论关于学习过程的假设为基础,探讨在大学生群体结构日趋多元化和复杂化的背景下,学业准备与学业收获的关系,分析人际互动与学业自我效能感在两者间的中介效应。采用整群抽样对某大学484名大学生进行调查的结果显示:大学生的学业准备情况整体良好,但是学习态度的准备水平不高;学业准备可以显著预测大学生的人际互动、学业自我效能感及学业收获;学业准备通过人际互动、学业自我效能感的链式中介作用影响学业收获,间接效应占总效应的43%。     

Validation of a model of personalised learning

This article focuses on a Personalised Learning model which has 19 scales that were used to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and their associations with academic efficacy, academic achievement and student well-being. The data came from an average of 2700 students during each year of a 3-year study in six schools in provincial Victoria. A previously reported instrument was developed to measure students’ and teachers’ perceptions of the above factors affecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context and with the total number of items kept to a minimum. Only scales that were more sensitive to PLPs were used in order to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement and student well-being. The emergent model demonstrates that addressing personalisation of learning and well-being depends on a combination of factors rather than “just getting one factor right”. This implies that there is a need for a coherent and collaborative approach for addressing the needs of students of low socioeconomic status.     

在线协作学习中小组学习投入的分析模型构建及应用

在协作学习中学习投入与学习成效紧密相关,是学生进行有效参与和深度学习的必要条件。但目前的研究大多针对个人学习投入,缺乏在协作学习中小组学习投入的相关研究。在前人研究基础上,本研究从认知投入、行为投入、社会投入、情感投入四个维度构建了在线协作学习中小组学习投入的分析模型,并通过实证研究进一步探索小组投入分析模型各维度与小组学习成绩之间的关系。结果表明,在小组学习投入中行为投入、社交投入与小组成绩呈显著正相关关系,而积极、消极、困惑三类情感投入则与小组成绩呈负相关关系。研究同时发现,高分组在中立情感投入、认知投入的问题和元认知维度中的均值都高于低分组。最后,通过分析在线小组学习投入与成绩之间的关系,为今后优化学习支持服务以及提高小组成员协作质量提供了依据。     

AR游戏化学习环境下的学习行为投入影响因素研究

在全球基础教育教学方式不断重组改变的今天,教育游戏作为一种新兴的教学媒体,其寓教于乐的作用受到了相关领域专家、教师以及家长的广泛关注.游戏化学习或基于游戏的学习,尤其是使用移动应用程序和增强现实游戏,已经成为许多教育研究领域的主题.本文首先阐述了学习行为投入的概念和构成维度,并结合体验学习、动机—活动以及自我调节学习理...     

A pedagogical alliance for academic achievement: Socio-Emotional effects on assessment outcomes

Assessment of student learning outcomes is often discussed in relation to curriculum, standards and even administration practices. However, assessment of learning outcomes is rarely discussed in light of students’ socio-emotional contexts, which might help or hinder learning outcomes. For example, do students’ perceptions of the teacher as trustworthy influence their empathic views on classmates, learning engagement, academic achievement and wellbeing? The present paper reports the results of a theoretically-driven, short-term longitudinal study designed to explore the effects of socio-emotional variables, specifically students’ trust in teachers and empathy towards self and peers on engagement for learning, academic achievement, and wellbeing. Grounded in attachment theory and the LEAFF model, Panel Structural Equation Modeling (P-SEM) results revealed three significant pathways, which provide evidence that student trust in teachers may serve to launch a domino effect of outcomes, predicting students’ empathic views of classmates, learning engagement, academic achievement, and wellbeing.     

Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students

This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability.     

Print exposure, reading habits, and reading achievement among deaf and hearing college students

This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.     

A question of choice: The implications of assessing expressive writing in multiple genres

The Maryland School Performance Assessment Program (MSPAP) tests include an expressive writing task in which students at grades 3, 5, and 8 can choose to write about any topic they wish in the form of either a story, poem, or play. This test design feature provided the opportunity to investigate what factors contribute to students' choice of genre, how scorers apply a single expressive writing rubric to a range of genres, and whether these genres constitute equivalent tasks for measurement and reporting purposes. Our study, which combined analysis of statewide score data, 300 randomly selected student texts, questionnaires given to teacher-scorers, and interviews with students, argues strongly for the validity of this choice task as a measure of expressive writing and demonstrates that choice of genre both increases writers' engagement and enhances the fairness of the assessment by giving all students the best opportunity to demonstrate proficiency in this learning outcome. By highlighting several features of student texts that complicate scoring, the study also suggests that accuracy and consistency might be improved by

• 1.1) providing additional sample papers during training,
• 2.2) attending to scorers' assumptions regarding several key concepts, especially “originality,” and
• 3.3) adjusting the ways that training for focused holistic scoring generally takes place.

The study concludes that the perceptions of students, scorers, and classroom teachers are critical to the ongoing development of writing assessments that offer students increasing control and choice.     

Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning,story comprehension and reading engagement

The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks.     

Edutainment: is learning at risk?

Since the early 1990s interest has surged in developing edutainment software, namely applications that possess the allure of electronic games while achieving educational goals. In the rush to adopt this new seemingly harmless technological fad, both educators and parents overlooked its long-term harmful effects. The aim of this article is to draw attention to these effects, particularly to the inflated expectation in the learners that the process of learning should always be colourful and fun, and that they can acquire information without work and serious study. It argues that what is essential is realizing that education is concerned with the development of cognitive structures and that educational technology is a medium, not a pedagogy that is useful in creating such learning environments. In this context, it may be time to examine critically the educational potential of edutainment software together with the advantages and disadvantages it might bring to the instructional process. The discussion begins, after a brief definition of edutainment, with an understanding of what technology and education entail. Then the discussion broadens to a critique of problems with edutainment drawing on the findings of educational psychology.     

Books only got us so far: the need for multi‐genre inquiry

This study examines the instructional steps I took, based on gaps between what was happening in a graduate literacy class I taught and what I had intended to happen. This study describes the ways that I re‐imagined the class and what came about when I created a pedagogical approach that featured multi‐genre inquiry. I define inter‐discursivity as a signal of learning (i.e. when traces of language from one genre spill over into the language of other genres), and I searched for examples of this overlapping language in data. In doing so, I found that the multi‐genre approach led to moments of inter‐discursivity as teachers extended their understandings by appropriating language from one genre into another.     

The role of entertainment in engagement with climate change

Abstract

The blending of entertainment and education is often used as a mechanism for communicating science to the general public. Key to dissemination of scientific information is cognitive engagement of the audience with the content. The authors describe a study investigating the relationship between entertaining videos and cognitive engagement of the viewer on a topic associated with climate change. Two identical videos discussing the science of climate change were created, with one video containing additional content that was entertaining and based on popular cultural references. Viewers completed an online survey (n?=?472) and the data demonstrated that there was no direct link between presentation of the climate change information in an entertaining video and an individual’s level of cognitive engagement with the content. Further, that an indirect link was identified so that perceived entertainment increased cognitive engagement. These findings may be useful for communicators of environmental issues, especially with consideration of the development of the field of edutainment.     

娱教技术及其在中学信息技术课程教学中运用的初探

娱教是将教育与娱乐恰当地结合,娱教技术作为一种实现娱乐教学理念的新技术强调将学生的"生活体验和乐趣"与"学习目的和手段"相融合。文章主要分析了娱教技术和中学信息技术课程内容的特点,初步探讨了如何运用娱教技术来促进中学信息技术课程的教学。