Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach

Sung, Han Yu; Hwang, Gwo Jen; Wu, Po Han; Lin, Dai

doi:10.1080/10494820.2018.1437049

Cited by 31 publications

(14 citation statements)

References 45 publications

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“…The advances in computer and multimedia technologies provide great opportunities for creative design of the RLOs. For example, Sung et al (2018) used a 3D experiential gaming approach to facilitate positive learning experience in science inquiry activities. However, the creation of RLOs can be a highly technical and time‐consuming task, which can be solved by using already existing authoring tools, for example, an open source tool called ViSH Editor (Gordillo et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

Mikhailova¹,

Stiglitz²,

Post³

et al. 2018

Natural Sciences Education

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Core Ideas Reusable learning objects are self‐contained digital modules. Reusable learning objects were developed for teaching soil color determination using a color sensor application and crowdsourcing. Reusable learning objects were effective teaching tools. Students positively described their perception of the sensor‐based method of soil testing. Reusable learning objects (RLOs) are self‐contained digital modules commonly utilized in e‐learning. The purpose of this study is to develop RLOs for teaching soil color determination using a color sensor application: soil color, Soil Scanner application, global positioning system (GPS) location, color conversion, and crowdsourcing. Each RLO is a self‐contained learning unit with specific learning goals, educational materials, quiz, and assessment. Navigation of each object is controlled by the participant via tabs to allow the user to control the pace of the RLO. The quality of each RLO is assessed by a learning object review instrument (LORI) framework rubric. Online quizzes at the end of each RLO are used to examine the learning outcomes. This study also used the web‐based survey tool Qualtrics before and after the laboratory‐based activity to systematically measure various constructs including familiarity with sensors, crowdsourcing, and perception of the sensor‐based method of soil testing. Reusable learning objects were effective teaching tools as demonstrated by excellent scores (A) received by the students for all RLO quizzes. Each RLO scored well for each category of the LORI model framework assessment. Additional comments suggest that students were receptive to the RLOs as a learning tool. Students positively described their perception of the sensor‐based method of soil testing compared with the traditional method, a Munsell color chart.

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Section: Discussionmentioning

confidence: 99%

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

Mikhailova¹,

Stiglitz²,

Post³

et al. 2018

Natural Sciences Education

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“…Pintrich et al [15] presented a self-report instrument via a questionnaire from a motivation point of view. Sung et al [16] used a contextual science inquiry approach to enhance deep-strategy behaviors and the positive learning performance of scientific inquiry.…”

Section: Strategies and Applications Of Learningmentioning

confidence: 99%

An Intelligent Course Decision Assistant by Mining and Filtering Learners’ Personality Patterns

Su¹,

Liao²,

Chen³

2019

Applied Sciences

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For a student, determining how to choose from a set of courses is an important issue prior to learning. An appropriate learning guide can direct students toward an area of interest. The learning results produced by the student in this case are superior due to their strong interest in the subject matter. Although a number of methods have been proposed to address this issue, the effectiveness remains unsatisfactory. To this end, we created an effective system, called the personality-driven course decision assistant, to help students determine the courses they should select by mining and filtering learners’ personality patterns. For learner pattern mining, the relationships between the students’ learning results and the referred personalities are discovered to provide the learners with valuable information before learning. For filtering learner personality patterns, students with similar personality patterns are filtered to predict the potential learning results. Through the actual system, a number of subjective and objective evaluations were conducted, and the evaluation results reveal that the proposed system is highly effective and reliable.

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“…Por ejemplo, Kyza et al (2011) y Falloon (2017) especifican que el apoyo tecnológico ha conseguido que los estudiantes de menores habilidades cognitivas obtengan logros similares a los de mayor habilidad. Sin embargo, Sung, Hwang, Wu, & Lin (2018) afirman que, mientras que el alumnado más capaz aprovecha el soporte tecnológico más eficientemente y obtiene mejores resultados de aprendizaje, la tecnología puede suponer un reto adicional para los estudiantes con capacidades medias y bajas. En concreto, algunos autores comentan que el aprendiz ha de sentir que el soporte tecnológico esté en consonancia con sus habilidades cognitivas, de lo contrario es posible que no acabe realizando la actividad indagadora programada (Varma, 2014).…”

Section: Pi 2) ¿Qué Ayudas Ofrece La Tecnología Atendiendo a La Diveunclassified

“…Otro aspecto a destacar es la participación del docente a lo largo de las diferentes fases de las investigaciones analizadas. Por ejemplo, en Song & Wen (2017) los docentes participan en el diseño de las actividades de aprendizaje, en Sung, Hwang, Wu, & Lin (2018) el pre-test y el posttest son desarrollados por los docentes y en Otrel-Cass et al (2012) el vídeo-análisis de las actividades es realizado conjuntamente por investigadores y docentes. En las propuestas que han incorporado la participación activa del docente, existe consenso sobre la evolución de los mismos a lo largo de los proyectos.…”

Section: Pi 3) ¿Qué Cambios Promueven Las Herramientas Tecnológicas unclassified

Las ayudas en indagaciones científicas escolares mediadas por herramientas tecnológicas. Investigaciones de la última década

Llussà¹,

Camaño²,

Plana³

2019

DER

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Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach

Cited by 31 publications

References 45 publications

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

An Intelligent Course Decision Assistant by Mining and Filtering Learners’ Personality Patterns

Las ayudas en indagaciones científicas escolares mediadas por herramientas tecnológicas. Investigaciones de la última década

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