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81.
Filippos Giannakas Georgios Kambourakis Andreas Papasalouros Stefanos Gritzalis 《Educational technology research and development : ETR & D》2018,66(2):341-384
With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues involved in designing mGBL learning strategies, as well as to bring to the foreground important issues pertaining to mobile and context-aware ubiquitous GBL, the work at hand conducts a comprehensive survey of this particular area. Specifically, it introduces and applies a six-dimensional framework consisted of Spatio-temporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy, with the aim of scrutinizing the contributions in the field of mGBL published from 2004 to 2016. It was found that the transition to mGBL presents several difficulties, and therefore cannot be conceived as a simple and quick modification of existing GBL solutions. In this respect, this work is anticipated to foster the development of well-designed solutions that are intensive not only in their technological aspect, but in pedagogical qualities as well. 相似文献
82.
83.
How can clusters sustain performance? The role of network strength, network openness, and environmental uncertainty 总被引:2,自引:0,他引:2
This paper draws on social network theory to develop a model of regional cluster performance. We suggest that high performing regional clusters are underpinned by (1) network strength and (2) network openness, but that the effects of these on the performance of a cluster as a whole are moderated by environmental uncertainty. Specifically, the positive effects of network openness on cluster performance tend to increase as environmental uncertainty increases, while the positive effects of network strength on cluster performance tend to decrease as environmental uncertainty increases. Our findings have theoretical and practical implications for social network research in general, and cluster research in particular. 相似文献
84.
85.
Securing quality and equity in education: Lessons from PISA 总被引:2,自引:0,他引:2
Andreas Schleicher 《Prospects》2009,39(3):251-263
Results from PISA show that strong educational performance, and indeed significant improvement over short periods of time,
is possible. Whether in Asia (e.g., Japan and Korea), in Europe (e.g., Finland) or in North America (Canada), many countries
display strong overall learning outcomes; equally important, they show that poor performance in school does not automatically
follow from a disadvantaged socio-economic background. Furthermore, some countries show that educational success can become
consistent and predictable, with very little variation in performance across schools. These countries set the goals to which
others can aspire. This article sets out some of the key policy levers that are associated with high levels of quality in
students’ learning outcomes as well as an equitable distribution of learning opportunities as measured by PISA. 相似文献
86.
Aggregate unemployment may affect individual returns to education through qualification-specific responses in participation and wage bargaining. This paper shows that an increase in regional unemployment by 1% decreases returns to education by 0.005 percentage points. This implies that higher skilled employees are better sheltered from labour market changes with respect to their jobs but they encounter larger wage changes than less skilled employees. We use representative individual data and panel variation in unemployment between German regions and employee groups. We demonstrate that our results are robust with respect to aggregation bias, time lags and potential endogeneity of the unemployment variable. 相似文献
87.
FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY 总被引:1,自引:0,他引:1
Knut Neumann Hans E. Fischer Alexander Kauertz 《International Journal of Science and Mathematics Education》2010,8(3):545-563
The German education system does not traditionally rely on standardized testing. However, when the Programme for International
Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries,
a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers
decided for a major reform of the education system. A core piece of this reform was the introduction of National Education
Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework.
That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models
of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education
system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of
the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally,
it provides insight into the issues with developing and benchmarking performance standards and points out future areas of
research on evidence-based decision making in educational policy. 相似文献
88.
Silvana Weiss Roland H. Grabner Reinhard Kargl Christian Purgstaller Andreas Fink 《Reading and writing》2010,23(6):645-671
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking
children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children
with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group
showed increases in morphological awareness, but only students from secondary school improved significantly in reading and
spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained
children with higher language competencies underwent an electroencephalography testing involving three different language
tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz).
These findings reflect more effortful and attention-demanding processing after the training and suggest that children with
poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy. 相似文献
89.
The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities.
The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking
in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative
activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12
to 13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how
accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing
our thinking about mathematically effective communication in collaborative activities. 相似文献
90.
Thorben Hülsdünker Heiko K. Strüder Andreas Mierau 《European Journal of Sport Science》2018,18(7):955-964
Many sports require athletes to rapidly transform visual information into a targeted motor response, a process referred to as visuomotor reaction. On the behavioural level, athletes have long been established to achieve faster simple visuomotor reaction times when compared to non-athletes. However, although the superior performance in athletes has been attributed to the central nervous system, the underlying neural mechanisms remained poorly studied. More recently, a growing number of neurophysiological and neuroimaging studies systematically addressed the functional and structural modulations in the athletes’ visual and motor systems as well as their contribution to visuomotor performance. This article reviews current research on structural and functional characteristics of the athletes’ cortical visuomotor system associated with simple visuomotor reactions, sports-specific visuomotor performance and visuomotor training. The primary objective is to shed light on the neural mechanisms potentially contributing to superior visuomotor reaction performance in athletes participating in visuomotor demanding disciplines. A more comprehensive understanding of performance-determining neural functions could provide great potential for diagnostics and training to improve athletic performance. 相似文献