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Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments
Benjamin E. Erlandson Brian C. Nelson Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》2010,58(6):693-710
Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry
curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of
multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich
information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive
load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight
undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant
positive results were found for reducing cognitive load for participants communicating through voice-based chat, although
this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully
reduce cognitive load in MUVE-based inquiry curricula. 相似文献
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Benjamin G. Solomon Suzanne A. Klein John M. Hintze James M. Cressey Sarah L. Peller 《Psychology in the schools》2012,49(2):105-121
Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc. 相似文献
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Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables. 相似文献
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More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed. 相似文献
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