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Keith Acheson Fernand Martin Neil Alper Virginia Lee Owen 《Journal of Cultural Economics》1995,19(4):351-359
Northeastern University 相似文献
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Florence R. Sullivan Claire E. Hamilton Danielle A. Allessio Rachel J. Boit Alexandra D. Deschamps Tony Sindelar German E. Vargas Ramos Anthony Randall Nicholas Wilson Yan Zhu 《Educational technology research and development : ETR & D》2011,59(5):619-644
In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs)
for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study
of the effect of varying representational and interactional design features on a collaborative design activity in three online
synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations
(text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development
participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool
classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels
of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants
in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and
integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience.
These findings are explained by the concepts of representational guidance, representational bias, educational affordances
and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided. 相似文献
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Eszter Somogyi Mollie Hamilton Lisa K. Chinn Lisa Jacquey Tobias Heed Matej Hoffmann Jeffrey J. Lockman Jacqueline Fagard J. Kevin O'Regan 《Child development》2023,94(3):e154-e165
This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation. 相似文献
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Jamie J. Jirout Erik Ruzek Virginia E. Vitiello Jessica Whittaker Robert C. Pianta 《Child development》2023,94(2):e119-e127
Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (Mage = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models showed significant bidirectional associations between preschool enjoyment and change in general knowledge from preschool to kindergarten with a standardized coefficient of β = .21 (p < .001) and associations between preschool general knowledge and change in enjoyment, β = .09 (p = .015). Exploratory analyses with teacher characteristics and demographic subgroup comparisons are discussed. These associations suggest the potential intervention strategy of promoting early school enjoyment to support broader academic development. 相似文献