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201.
The design of motivational agents and avatars 总被引:1,自引:0,他引:1
Amy L. Baylor 《Educational technology research and development : ETR & D》2011,59(2):291-300
While the addition of an anthropomorphic interface agent to a learning system generally has little direct impact on learning,
it potentially has a huge impact on learner motivation. As such agents become increasingly ubiquitous on the Internet, in
virtual worlds, and as interfaces for learning and gaming systems, it is important to design them to optimally impact motivation.
The focus of this paper is on the design of agents and avatars (one’s self-representation as a visual agent) for enhancing
motivational and affective outcomes, such as improving self-efficacy, engagement and satisfaction, moderating frustration,
and/or improving stereotypes. Together with motivational messages and dialogue (which are not discussed here), the agent’s
appearance is the most important design feature as it dictates the learner’s perception of the agent as a virtual social model,
in the Bandurian sense. The message delivery, through a human-like voice with appropriate and relevant emotional expressions,
is also a key motivational design feature. More research is needed to determine the specifics with respect to the ideal agent
voice and the role of other nonverbal communication (e.g., deictic gestures) that may contribute to the agent’s role as an
embodied motivator, particularly in the long-term. 相似文献
202.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2011,22(2):129-149
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford
University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding
of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall
the students participating in the program improved their understanding of the target aspects of NOS through use of explicit
reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in
their understanding of the tentative nature of science and the roles of observation in scientific work, although there was
still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these
specific topics and the role explicit reflective practice can play in identifying the particular problems students have in
distinguishing these constructs. 相似文献
203.
204.
Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a
classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never
transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions
of similar software are designed solely for academic use, however, here the students were trained to use software and technologies
that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use
of technology and reported that it aided in their learning process. 相似文献
205.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引:1,自引:0,他引:1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献
206.
E. K. H. Saitta M. A. Bowdon C. L. Geiger 《Journal of Science Education and Technology》2011,20(6):790-795
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students
at a large research institution. Chemistry students at the University of Central Florida partnered with high school students
at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to
teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing
tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational
opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’
misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory
course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical
kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model
for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future
projects. 相似文献
207.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
208.
Since their founding, the Black churches have strived to implement and fulfill their missions. These institutions acknowledge the importance to become actively involved in the community as well as engaged in the lives of young people. Black churches are faced with unique challenges every day, however, they provide significant number of resources to the communities at large. In this study, we examine the role of partnerships through local churches and its impact on low performing schools using qualitative methodology. Research shows that low performing schools are influenced positively by partnerships with Black churches. 相似文献
209.
It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions. 相似文献
210.
This study investigated the hypothesis that conventional role stereotypes of rehabilitation and non-rehabilitation counselors attract counselor candidates who differ in preferred modes of counseling interview behavior and in personality characteristics. Twenty-four rehabilitation counselor candidates and 21 non-rehabilitation counselor candidates enrolled in a beginning counseling course held interviews with a standard client. Candidates' responses were classified employing a content analysis scale. All subjects had taken the 16 PF at the beginning of the course. Results found rehabilitation counselor candidates used informative, questioning, diagnosing, and probing responses more frequently and feeling responses less frequently than did non-rehabilitation candidates. Non-rehabilitation candidates appeared less practical, conservative, and group adherent on the 16 PF than rehabilitation candidates. 相似文献