Digital Learning Playground: supporting authentic learning experiences in the classroom

Chen, Gwo Dong; Nurkhamid,; Wang, Chin Yeh; Yang, Su Hang; Lü, Wei; Chang, Chung Pai

doi:10.1080/10494820.2012.705856

Cited by 37 publications

(17 citation statements)

References 6 publications

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“…These approaches are known to enable participants to actively construct their knowledge based on their interpretations of experiences [21]. Furthermore, according to the situated learning theory, which is another aspect of constructivism [22], situating learning in authentic contexts that reflect the way knowledge and skills can be applied in actual life provides learners with meaningful learning experiences and thus deepens their learning [23]. As SE provided the most authentic learning environment, participants reported that it contributed to the highest levels of help and satisfaction toward their learning.…”

Section: Discussionmentioning

confidence: 99%

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

Liaw¹,

Tan²,

Wu³

et al. 2019

J Med Internet Res

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Background With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. Methods A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. Results A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy ( P <.05) and attitudes ( P <.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found ( P= .06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower ( P <.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. Conclusions This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.

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Section: Discussionmentioning

confidence: 99%

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

Liaw¹,

Tan²,

Wu³

et al. 2019

J Med Internet Res

View full text Add to dashboard Cite

show abstract

“…The study conducted by Chen et al . () pointed out that, among Asian countries, Taiwanese and Chinese societies laid emphasis on student's test scores. It is revealed that few educational environments adapt Authentic Learning in the design of class teaching activities.…”

Section: Relevant Researchmentioning

confidence: 99%

The design and implementation of authentic learning with mobile technology in vocational nursing practice course

Chiu³

et al. 2016

Brit J Educational Tech

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In recent years, along with the development of mobile technology, vocational nursing education has improved greatly. In light of this emerging mobile technology, it brings the clinical practice of vocational nursing education closer to authentic learning than ever. In fact, some studies revealed that learners' learn states and learning outcomes would be directly or indirectly influenced with mobile technology. Therefore, this study proposed an authentic learning model for vocational nursing education, validated by home-visiting activities with the assistance of the mobile technology for a nursing practice course of 60 nursing students at a vocational nursing school in Taiwan. The research was based on the framework of the paradigm of authentic learning to derive authentic learning evaluation scales. Then, the scales were employed to evaluate usability and satisfaction of the students engaging in home-visiting activities by using the mobile technology. Through the empirical experiment, our findings show that the nursing students' authenticity experience and professional skill development can be enhanced through the assessment of the proposed authentical evaluation scales.

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“…Research proposes that real problems may have a motivational effect because the learner is interested in finding out the result of the problem (Grabinger & Dunlap, 1995). Past study found that a learning platform supporting authentic learning experiences helped students focus on the learning content and increased their willingness to participate in class activities (G. D. Chen et al, 2013). Student outcomes from the use of an authentic learning program indicated positive increases in students' attitudes toward statistics and research (Thompson, 2009).…”

Section: Literature Review and Research Modelmentioning

confidence: 99%

“…As a result, they found that simulation helped students became more confident about their understanding of various subject areas. G D Chen et al (2013) created a "Digital Learning Playground" as an authentic learning environment, which helped students focus on the learning content and increased students' willingness to participate in class activities.…”

Section: Constructivist Practicesmentioning

confidence: 99%

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

Lee¹,

Long²,

Visinescu

2016

JITE:Research

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Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

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Digital Learning Playground: supporting authentic learning experiences in the classroom

Cited by 37 publications

References 6 publications

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

The design and implementation of authentic learning with mobile technology in vocational nursing practice course

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

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