The Effects of Game Design on Learning Outcomes

This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the learning outcomes were measured by comparing their pretest and posttest scores. The results of a one-tailed t test indicated, with a p value of 0.043, that there was a statistically significant effect of the aesthetic presentation of the game upon the learning outcome. There was no indication of a significant effect by the player choice or player competition conditions, but the results from these experiment groups point to some potentially interesting interactions between the conditions and learning, as well as possible future lines of experimental inquiry.     

企业移动终端App用户信息隐私关注模型构建

[目的/意义] 针对企业移动终端App用户,对其信息隐私关注的内在机理进行研究,以进一步丰富信息隐私关注的理论体系,并为企业利用移动终端App进行营销活动和客户关系管理具有重要的指导。[方法/过程] 基于感知价值理论和计划行为理论,将信息隐私关注分为感知信息隐私收益和感知信息隐私支出两个维度,结合移动终端App的特点,探讨用户的行为态度、主观规范和感知行为控制对信息隐私关注两个维度的影响机理,以及信息隐私关注与用户信息披露行为之间的逻辑关系。[结果/结论] 最终构建企业移动终端App用户信息隐私关注模型。     

Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View

The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.     

Each One Unique

A young mother shares the stories of her two sons'' births. Her first birth experience was complicated by muscle spasms and changes in her baby''s heart rate during labor and, later, by medical problems with her baby in the days after birth. The mother''s strength and commitment shine through at every twist and turn during labor and the days after her son''s birth. Two years later, in contrast to her first son''s birth, the mother''s second son was born so quickly that labor presented a different set of challenges. The mother''s confidence in birth and in herself are essential facets of the stories of the births of her two sons.     

Limitations of levels, learning outcomes and qualifications as drivers towards a more knowledge-based society

National （and European） qualifications frameworks, the specification of learning outcomes and grand targets like the Lisbon goals of increasing the supply of graduates in Europe in order to achieve a more knowledge-based society are all predicated upon the idea of moving people through to higher and well-defmed levels of skills, knowledge and understanding. However, the work of researchers, from the UK＇s Teaching and Learning Research Programme （TLRP）, examining work-related learning from a number of perspectives, would suggest that the way to move towards a more knowledge-based society is for as many people as possible, whatever their supposed highest overall ＂level＂ of skills is, to believe that they should develop their skills, knowledge and competence in a number of ways unrelated to their current highest ＂level＂. This means rather than having an essentially binary conception of competence at the heart of the levels, it would be far more beneficial in inducing the frame of mind required of a knowledge-based society to have a developmental view of expertise. Such an approach can address three particular challenges that a ＂levels＂ approach f＇mds difficult to accommodate. First, there is the issue of transfer-there would be an expectation that graduates would be some way from ＂experienced worker standard＂ when they completed their initial training. Secondly, such an approach could provide the conditions in which a commitment to continuous improvement at work could flourish, as most people would believe that they needed to develop in a number of ways （at a range of ＂levels＂） in order to improve their performance. Thirdly, this approach of continuing to expect people to continue to develop a range of skills would offer some protection against the development of ＂skilled incompetence＂ （where organisations and individuals continue to focus upon what they do well without paying due regard to the future）.     

Attention‐Deficit/Hyperactivity Disorder Symptoms,Perceived Stress,and Resilience in College Students

This research investigated the relationships among symptoms associated with attention‐deficit/hyperactivity disorder (ADHD), perceived stress, and resilience in college students. In our study of 558 college students (175 men, 383 women), we confirmed the hypothesis that the relationship between ADHD symptoms and perceived stress is mediated by protective factors associated with resilience. The relationships were not significantly moderated by sex. Implications for increasing resilience in college students and lowering perceived stress for college students are discussed.     

基于能力本位的高职课程学习成果真实性评价模式

真实性评价迎合了当代高职教育人才培养改革和发展的需要.真实性评价中的"真实",是要求在课程学习成果评价的任务、能力、产出、标准四个要素上同时体现真实性,是对高职能力本位教学实践的补充与衔接.通过与职场现实工作情境及评价操作的参照比对,构建高职课程真实性评价设计模型,按照评价设计过程分为六个环节:能力要求、评价任务、任务条件、学生成果、评分规则、评分情境,并在真实性评价体系设计中融入对评价信度和效度的考量,以期促进真实性评价在教学实践中的应用.     

早期学习与儿童幸福感国际研究项目概况及对我国学前教育评价的启示

早期学习与幸福感研究是21世纪以来教育领域的热点话题。介绍OECD早期学习与儿童幸福感国际研究项目(International Early Learning and Child Well-being Study,IELS)的基本情况,着重阐述IELS项目的测评框架、评估方法及在美国的应用效果,以此探寻促进我国本土化早期教育发展的可行性路径。IELS对我国学前教育评价的启示有:1)强调整体性的早期儿童发展观;2)开发全国统一的学前儿童发展监测框架;3)重视以真实生活情境为基础的评价工具的研发;4)关注家庭和家校沟通在儿童早期经历中的重要作用。     

公正感研究对公共管理的意义

在介绍和评论组织公正感研究成果的基础上,提出公众的社会公正感是反映社会公正价值体现的一个灵敏指标,在公共管理领域开展社会公正感研究十分必要;认为在决策程序上规范政府行为、保障公民有效参与是提高公共管理水平的关键,加强政府与公众之间的信息交流与互动是提高社会公正感、促进公共管理目标实现的有效途径;指出当前要特别重视因分配结果和社会利益阶层收入差距引发的社会不公正感和不稳定因素,做好监测和预警工作。