Tools, Time, and Strategies for Integrating Technology Across the Curriculum

Taylor, Lydotta M.; Casto, Donna J.; Walls, Richard T.

doi:10.1080/10720530490273908

Cited by 11 publications

(8 citation statements)

References 13 publications

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“…However, the value of Doing of inquiry is not reflected in the previous model. Learning-by-doing has been emphasized as one of the important concepts of educational constructivism over a period of time (Taylor et al 2004 ). Learning-by-doing environments have promoted participants’ physical, social, and cognitive engagement in project (Edelson 1999 ; Gardner 2011 ; Papert 1980 ).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

et al. 2020

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Game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning models. Herein, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of cognitive-affective theory of learning with media, Bandura’s motivation theory and community of inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. A total of 357 valid questionnaires were used for structural equation model research. The results indicated that two types of scientific self-efficacy, as indicated by scientific learning ability and scientific learning behavior, were negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement, as indicated by cognitive engagement, emotional engagement, behavioral engagement, and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to a deeper understanding of the associations between scientific self-efficacy, cognitive anxiety, and science engagement. This study points out that the QODE model is suitable for implementing smart mobile devices to students’ science learning.

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Section: Introductionmentioning

confidence: 99%

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

et al. 2020

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“…Constructionist approaches to education and training, including both active engagement (learning by doing) and realistic context (working on authentic projects or simulations), have long been purported to significantly benefit student learning (e.g., Abrami, ; Bluestone, ; Hake, ; Michael, ; Taraban, Box, Myers, Pollard, & Bowen, ; Taylor, Casto, & Walls, ; Yoder & Hochevar, ). The efficacy of such approaches has been linked to improved attitudes and motivation towards learning course material, confidence in understanding complex models and theoretical concepts, academic and skills‐based performance, and the promotion of informed practice, self‐reflection, and self‐evaluation in various student populations (see Stark‐Wroblewski et al, ).…”

mentioning

confidence: 99%

Testing the efficacy of a virtual reality‐based simulation in enhancing users’ knowledge, attitudes, and empathy relating to psychosis

Formosa

Morrison

Hill³

et al. 2018

Australian Journal of Psychology

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Objective: The current study examined the efficacy of a virtual reality (VR) education system that simulates the experience of the positive symptomology associated with schizophrenic spectrum and other psychotic disorders. Method: The sample comprised of 50 participants from the general public and various psychology undergraduate programs. Participants completed pre-test measures exploring knowledge of diagnosis, attitudes, and empathetic understanding, before being exposed to an immersive VR simulation of a psychotic episode. Participants then completed the original measures with the addition of a user-experience scale, which explored sub-factors understood to share a relationship with VR effectiveness (i.e., fidelity, immersion, presence, and user buy-in). Results: Participants' scores were significantly enhanced at post-test across each outcome measure, with significant correlations found between a number of the gain and user-experience scores. Conclusions: The findings suggest that VRbased simulations of psychopathology may offer a promising platform for delivering a constructionist approach to psychology education.

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“…However, the value of Doing of inquiry was not re ected in the previous model. Learning-by-doing was emphasized as one of the important concepts of educational constructivism over a period of time (Taylor et al 2004). Learning-by-doing environments promoted participants' physical, social and cognitive engagement in project (Edelson 1999;Gardner 2011;Papert 1980).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

Yang

Zhang

Kong³

et al. 2020

Preprint

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Abstract The game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning model. Therefore, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to the science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of Cognitive-affective Theory of Learning with Media, Bandura’s Motivation Theory and Community of Inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. 357 valid questionnaires were used for structural equation model research. The results of this study indicated that two types of scientific self-efficacy as indicated by scientific leaning ability and scientific learning behavior was negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement as indicated by cognitive engagement, emotional engagement, behavioral engagement and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to deeper understanding of the associations between scientific self-efficacy, cognitive anxiety and science engagement. The implication of this study pointed out that the QODE model is suitable for implementing at a smart mobile device to students’ science learning.

show abstract

Tools, Time, and Strategies for Integrating Technology Across the Curriculum

Cited by 11 publications

References 13 publications

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

Testing the efficacy of a virtual reality‐based simulation in enhancing users’ knowledge, attitudes, and empathy relating to psychosis

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

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