Collaborative Online Activities for Acoustics Education and Psychoacoustic Data Collection

Kim, Y.E.; Doll, Travis M.; Migneco, Raymond

doi:10.1109/tlt.2009.10

Cited by 9 publications

(6 citation statements)

References 14 publications

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“…Data from independent sample t tests indicate significant differences between GI and GD learners in posttest concept map scores for these concepts, with average GI learner scores exceeding GD learner scores in both experiments (Table 6). This finding is congruent with past discussions of the pedagogical limitations of commercial games (Kim, Doll, & Migneco, 2009;Eck, 2006). As suggested by Wu and Richards (2014), teachers need to familiarize themselves with the dynamics of games they are thinking of using with their learners in terms of narrative, progression, assessment, action points, and emotions.…”

Section: Discussionsupporting

confidence: 90%

Using commercial video games in flipped classrooms to support physical concept construction

Hsiao

Sun

2018

Computer Assisted Learning

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Based on the flipped‐classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game‐based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: Ballance (Newton's law of motion) and Angry Birds (mechanical energy conservation). We randomly assigned 87 8th‐grade students to game instruction (digital game before class and lecture‐based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture‐based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL‐strategy students achieved better overall learning outcomes than their lecture‐based peers. Our observation of similar overall outcomes between the cooperative learning and lecture‐based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities.

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Section: Discussionsupporting

confidence: 90%

Using commercial video games in flipped classrooms to support physical concept construction

Hsiao

Sun

2018

Computer Assisted Learning

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“…The increasing availability of game‐based technologies together with developments in Human‐Computer Interaction and usability engineering provides new challenges and opportunities to online learning environments (Holzinger, Softic, Stickel, Ebner, Debevc & Hu, ). Researchers and educators have sought ways of integrating games into curricula to augment traditional teaching methods and improve students' learning performance (Kim, Doll & Migneco, ).…”

Section: Background and Objectivesmentioning

confidence: 99%

Research trends in game‐based learning research in online learning environments: A review of studies published in SSCI‐indexed journals from 2003 to 2012

Tsai¹,

Fan²

2013

Brit J Educational Tech

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“…This is the first year that we have used Pd almost exclusively in all of the modules. Previously we used a variety of web-based and Adobe Flash activities [8]. Switching to a single environment allowed us to further integrate the different sections and enabled students to attain mastery of a single programming environment rather than receiving cursory exposure to multiple tools and languages.…”

Section: Discussion and Future Workmentioning

confidence: 99%

Teaching STEM concepts through Music Technology and DSP

Kim

Batula

Migneco

et al. 2011

2011 Digital Signal Processing and Signal Processing Education Meeting (DSP/SPE)

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Music is an integral part of high school students' daily lives, and most use digital music devices and services. The oneweek Summer Music Technology (SMT) program at Drexel University introduces underclassmen high school students to music technology to reveal the influence and importance of engineering, science, and mathematics. By engaging participants' affinity for music, we hope to motivate and catalyze curiosity in science and technology. The curriculum emphasizes signal processing concepts, tools, and methods through hands-on activities and individual projects and leverages computer-based learning and open-source software in most activities. Since the program began in 2006, SMT has enrolled nearly 100 high school students and further developed the communication and teaching skills of nearly 20 graduate and undergraduate engineering students serving as core instructors. The program also serves to attract students from backgrounds under-represented in engineering, math, and science who may not have considered these fields.

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Collaborative Online Activities for Acoustics Education and Psychoacoustic Data Collection

Cited by 9 publications

References 14 publications

Using commercial video games in flipped classrooms to support physical concept construction

Using commercial video games in flipped classrooms to support physical concept construction

Research trends in game‐based learning research in online learning environments: A review of studies published in SSCI‐indexed journals from 2003 to 2012

Teaching STEM concepts through Music Technology and DSP

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