Towards deeper learning through creativity within online communities in primary education

Turvey, Keith

doi:10.1016/j.compedu.2005.11.004

Cited by 47 publications

(27 citation statements)

References 2 publications

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“…For the last ten years e-learning has been discussed not only as an enrichment of teaching materials but also as leading to improvement in personal skills, and to Deeper Learning (DL), a concept describing a more meaningful and self-dependent way of learning [5][6][7]. Therefore, teachers change their role-perception from a broadcaster of knowledge to a tutor and change their view of their teaching: students have to see themselves as the responsible persons for their learning [6]. The present study analyses learning success and intrinsic motivation in the context of a self-regulated learning unit involving either textbooks or computers with varying amounts of teacher supervision.…”

Section: Introductionmentioning

confidence: 99%

Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

Conradty

Bogner

2016

Education Sciences

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Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The "new medium", however, may cause cognitive overloads. Combined with gender-related variations in ability, self-efficacy or self-confidence, computers may even diminish learning effects. Our empirical study used a quasi-experimental design and the Intrinsic Motivation Inventory (IMI) to monitor efficacy in knowledge gain and motivation when using computer-aided versus textbook-based educational units. Our sample consisted of 393 eighth graders. One objective focused on gender effects associated with autonomous teacher-assisted learning via interactive software or an appropriate textbook. Both groups finished with a recapitulation with the teacher. A third group concluded a computer-aided lesson with a computer quiz. To provide evidence for DL we tested long-term memory after six weeks and examined its correlation with intrinsic motivation factors. In general, our intervention affected the girls' but not the boys' intrinsic motivation. We recorded significantly higher post-test scores in the textbook-based lesson, but the differences vanished in the retention test. The teacher-assisted consolidation phase increased long-term knowledge and positively intervened with the students' interest. Thus, we found evidence for DL.

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Section: Introductionmentioning

confidence: 99%

Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

Conradty

Bogner

2016

Education Sciences

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“…Thus, game-based learning applications have been implemented and integrated into classrooms to enhance students' learning. Results of the studies focusing on the influences of computer games on students' learning revealed that playing computer games may have a positive impact on children's learning, because games have a huge influence in terms of constructing a connection between virtual life and real life and encouraging critical thinking (Lim, Nonis & Hedberg, 2006;Mitchell & Savill-Smith, 2004;Turvey, 2006). Roussou, (2004) stated that playing computer games is one of the most favourite activities of children, so an environment that includes elements such as fun and…”

Section: Introductionmentioning

confidence: 99%

Flow experiences of children in an interactive social game environment

İnal

Çağıltay

2007

Brit J Educational Tech

193

118

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This study examines children's flow experiences in an interactive social game environment. A total of 33 children aged from 7 to 9 years participated in the study for 6 weeks. Data were collected through observations and interviews. In order to measure the flow experiences of the children, items of a flow scale were administered to the children through interviews. Results revealed that flow experiences occur more among boys than girls during gameplay. While ludology had more effect on the flow experiences of boys when compared with the narratology of computer games, narratology had more effect among girls. Challenge and complexity elements of games had more effect on the flow experiences of the children than clear feedback.

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“…Greeno (1997) noted that our instructional institutions need to understand ''which combinations and sequences of learning activities will prepare students best for the kinds of participation in social practices that we value most'' (p. 9). Because collaborative innovation is emerging as a crucial characteristic of successful workers (Banahan and Playfoot 2004;Ogunleye 2006) as well as an effective form of learning (Barrett 1998;Turvey 2006), understanding how collaborative creativity can be successfully fostered in higher education communities has always been critical, but has now become paramount in educating future citizens.…”

Section: Conclusion: Reexamining the Formative Coi Frameworkmentioning

confidence: 99%

Learning to design collaboratively: Participation of student designers in a Community of Innovation

West

Hannafin

2010

Instr Sci

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Creativity researchers have drawn on cognitive principles to characterize individual innovation. However, few comprehensive frameworks have been developed to relate social innovation to social cognition research. This article introduces the Communities of Innovation (COI) framework and examines its applications in a culture designed to promote collaborative creativity. Findings included evidence for some aspects of the COI model (flow and hacker ethic, entrepreneurship, collaboration and mentoring, sense of community, and learning through design criticism), moderate support for others (dynamic expertise and idea prototyping), but no evidence for other components (developing adaptable knowledge and expertise, symmetrical expertise within the community, community reflection, shifting interpersonal roles, or benefiting from cultural/educational/skill/ other diversity). The majority of the new ideas identified and shared by participants were developed through interaction with others. Implications for refinement of the COI framework and future research are discussed.Creativity and innovation researchers have often adopted and adapted theoretical frameworks and research methodologies from cognitive science. For example, research in creativity has drawn on cognitive principles such as knowledge and memory structures, representations, interference, and social input (for example, see Smith et al. 1995;Ward et al. 1999) to support efforts to characterize the nature of individual human innovation.

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Towards deeper learning through creativity within online communities in primary education

Cited by 47 publications

References 2 publications

Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

Flow experiences of children in an interactive social game environment

Learning to design collaboratively: Participation of student designers in a Community of Innovation

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