BE COOL! a digital learning environment to challenge and socially include gifted learners

Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn...     

List of Guest Reviewers—Volume 15

This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. Although they all promote an active attitude, they differ in the specific learning processes they intend to foster. In earlier research (Eysink et al., 2009 Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M. and Wouters, P. 2009. Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46: 1107–1149. [Crossref], [Web of Science ®] , [Google Scholar]), we found that learners involved in self-explanation-based or inquiry learning had the highest learning outcomes. In these approaches learners were required to generate (parts of) the subject matter, from which we concluded that they presumably stimulated learners to elaborate. Therefore, in the present study we expected that learners involved in self-explanation-based or inquiry learning would engage in more learning processes connected to elaboration than would learners involved in hypermedia or observational learning. Forty participants worked through the learning environments while thinking aloud; their protocols were coded using a generic learning processes scheme. Results showed that self-explanation-based learning and inquiry learning led to greater engagement in learning processes in general and more elaborative processes in particular. The results suggest that elaboration is indeed the key process explaining differences in learning across different instructional approaches within multimedia learning environments.     

Presenting domain information or self-exploration to foster hypothesis generation in simulation-based inquiry learning

This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation-based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students (n = 118) completed a simulation-based inquiry task on force and motion. They were randomly assigned to one of four conditions: the D + E condition (n = 29), in which domain information and exploratory practice were available; the D condition (n = 30), in which only domain information was available; the E condition (n = 32), in which only exploratory practice was available; or the C condition (n = 27), with no support at all. Students' knowledge was measured with a pre- and posttest and a test on knowledge of variables. Inquiry processes were inferred from information students entered in a Hypothesis Scratchpad and an Observation tool, and from a final summary that they had to write. Results indicated that providing students with domain information alone helps to foster their knowledge of variables before generating hypotheses and leads to knowledge acquisition. The results also showed that the opportunity to explore before experimenting does not affect students' inquiry behavior or learning performance, even when combined with providing students with domain information.     

Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.     

The effects of representational format on learning combinatorics from an interactive computer simulation

The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations (Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams with arithmetical representations reduced cognitive load, but did not improve learning outcomes.     

The role of guidance in computer-based problem solving for the development of concepts of logic

The effect of two instructional variables,manipulation of objects and guidance, inlearning to use the logical connective,conditional, was investigated. Instructions for72 first- and second year social sciencestudents were varied in the computer-basedlearning environment Tarski's World, designedfor teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which wasoperationalised by giving the learners problemsthat guided them to all different types ofbasic problem situations that could be derivedfrom the conditional by stimulating them tomanipulate or to imagine to manipulate thegeometrical objects, significantly influencedthe scores from pre- to post test.Manipulation, which was operationalised bygiving the learners a visual representation inwhich (concrete) geometrical objects could bemanipulated, yielded significant results frompost- to retention test. The results supportthe authors' view that guidance in combinationwith the possibility to manipulate objects in adomain, support the acquisition of knowledgeand skills in that domain. Guidance leads tothe students seeing all situations that arerelevant for the development of new knowledge,which has a positive effect directly afterinstruction. The possibility to manipulateleads to the students playing around in such away that they (systematically) experience theresults of their actions by the feedback given,having an effect after two weeks ofnon-instruction.     

Inquiry learning for gifted children

The aim of the study was to investigate the effects of support on knowledge acquisition of gifted learners and their flow and mood during inquiry learning. Sixty-four gifted primary school children were randomly assigned to one of three conditions differing in support given in an inquiry task. Results showed that learners who were allowed to experiment themselves learned more, experienced more flow, and felt more positive toward the task than those who were not given this opportunity, but only when they were guided through the inquiry cycle by prompts to generate hypotheses, perform experiments, and draw conclusions. The overall conclusion is that gifted children benefit more from open, complex tasks when their learning process is externally regulated.