排序方式: 共有63条查询结果,搜索用时 78 毫秒
61.
Igor Mayer Geertje Bekebrede Casper Harteveld Harald Warmelink Qiqi Zhou Theo van Ruijven Julia Lo Rens Kortmann Ivo Wenzler 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):502-527
The authors present the methodological background to and underlying research design of an ongoing research project on the scientific evaluation of serious games and/or computer‐based simulation games (SGs) for advanced learning. The main research questions are: (1) what are the requirements and design principles for a comprehensive social scientific methodology for the evaluation of SGs?; (2) to what extent do SGs contribute to advanced learning?; (3) what factors contribute to or determine this learning?; and (4) to what extent and under what conditions can SG‐based learning be transferred to the real world? In the Netherlands between 2005 and 2012, several hundred SG sessions with 12 SGs were evaluated systematically, uniformly and quantitatively to create a dataset, which comprises data on 2488 respondents in higher education or work organizations. The authors present the research model, the quasi‐experimental design and the evaluation instruments. This focus in this paper is on the methodology and dataset, which form a sound foundation for forthcoming publications on the empirical results. 相似文献
62.
We conducted four experiments in order to investigate whether pigeons' responses to a recently attended (i.e., recently pecked)
location are inhibited. In Experiments 1 and 2, stimulus displays were similar to those used in studies of inhibition of return
(IOR) with humans; responses to cued targets tended to be facilitated rather than inhibited. In Experiments 3 and 4, birds
were presented with stimulus displays that mimicked clusters of small grains and were relatively localized, which should have
been more appropriate for detecting IOR in pigeons. The results from these experiments again provided evidence for facilitation
of responding to cued targets, rather than for IOR. 相似文献
63.
Nickolay Veraksa Olga Shiyan Igor Shiyan Ingrid Pramling-Samuelsson 《Infancia y Aprendizaje》2016,39(2):221-243
The idea of cultural development of a child as introduced by Vygotsky has informed much educational research and theorizing in recent decades. However, in the West it to a large extent tends to be put in the background of the investigation of how teachers or other more experienced participants support children’s development, with the concept of scaffolding in the foreground. In this article we review original research and educational psychological theorizing from Russia, work that is less known in the West, discussing how teachers can enter into this developmental field to challenge and support children’s development. 相似文献