Applying the self-explanation principle to multimedia learning in a computer-based game-like environment

What is the most effective way to incorporate self-explanation into an educational game? In Experiment 1, students who played a 10-level computer game about electrical circuits performed better on an embedded transfer test (i.e., level 10) if they were required to select the reason for each move from a list on levels 1–9 (selection self-explanation) than if they were not required to engage in self-explanation (d = 1.20). In Experiment 2, the same pattern of results was replicated (d = 0.71), but students who were required to type in their reason for each move on levels 1–9 (generation self-explanation) did not perform any better than those who were not required to engage in self-explanation (d = −0.06). Overall, asking students to select a reason from a list fosters some degree of reflection while not overly disrupting the flow of the game.     

Anti-smoking educational game using avatars as visualized possible selves

Few social smokers envision themselves being affected by the negative consequences of smoking despite well-known facts that smoking causes serious illnesses and death. However, as smoking habits quickly develop, social smokers cannot be free from the negative consequences of smoking. In this study, we pose the following question: “Would showing social smokers’ possible future as a consequence of smoking help them alter their current smoking behaviors?” Thus, using the theoretical concept of possible selves, an anti-smoking educational game was created in which players could see changes to the appearance of their future selves as a consequence of smoking. We used a 2 (Future face: Showing vs. Not showing) × 2 (Self avatar: Self-avatar vs. Other-avatar) between-subjects design for the experiment. Results indicated that participants who viewed the future face, compared to who did not, reported more negative attitudes toward social smoking and greater intention to quit smoking. The main effect of the self avatar was insignificant; however, seeing the future face in the self-avatar condition led to an increase in perceived risks compared to other-avatar condition. The implications of using avatars as visualized possible selves in health promotion are discussed.     

Cognitive interference model of computer anxiety: Implications for computer-based assessment

In this paper, the cognitive interference model of computer anxiety (CIM-CA) is introduced as a theoretical framework for the assessment of computer anxiety and its effect on computer-based test (CBT) performance and test equivalence. Unlike other situation-specific anxieties, research on computer anxiety has not been founded on clear theories or models. Hence, the CIM-CA is intended as a new heuristic framework for representing the dispositions and cognitive processes that predispose individuals to react with state computer anxiety over a range of situations involving computers. In particular, the model focuses on the mediating role of negative computer thoughts on the computer anxiety–performance linkage. The CIM-CA model also provides a theoretical framework for analysing the effect of computer anxiety on CBT performance. Future research opportunities pertaining to the computer anxiety–performance linkage are discussed in the context of computerised cognitive assessment.     

The learning value of computer-based instruction of early reading skills

Abstract This study examined the unique contribution of computer-based instruction when compared with more conventional modes of instruction (i.e. teacher instruction with textbooks) to early reading skills acquisition, as well as the effects of specific features of computer technology on early reading skills performance. Forty-six pre-school children (aged 5–6), at high risk for learning disabilities, participated in the study. They were assigned to one of three study groups that received different treatments. Three dependent variables were defined, i.e. children's phonological awareness, word recognition and letter recognition skills measured prior and after the treatment. Results clearly indicated that children at high risk who received the reading intervention program with computer materials significantly improved their phonological awareness, word recognition, and letter naming skills relative to their peers who received a reading intervention program with only printed materials and those who received no formal reading intervention program. The results are discussed in detail, with reference to the features of the computer-based materials that contributed to the acquisition of critical early reading skills.     

Attitudinal and experiential predictors of technological expertise

This study sought to clarify which computer and Internet skills and experiences differentiate technological expertise and to identify predictors of this expertise. Two hundred and fifty-eight incoming university students were surveyed on Internet and computer experiences, skills, and attitudes. Six specific Internet and computer uses that differentiate technological expertise were identified based on frequency of use. Males and those who own computers had greater technological expertise. Factor analyses identified two skill factors (Internet skills, Computer/Math skills), three experience factors (Internet, Computer, Recreational Use of Internet), five attitude factors (Importance of Internet and computer knowledge, Computer aversive, Internet and computer comfort/competency, Internet and computer overuse, Technology aversive). These factors as well as gender, computer ownership, and weekly computer and Internet use were entered as independent variables in a general linear model (GLM) which was then used to determine which factors affected technological expertise. The overall GLM was significant (R² = .414, F = 5.85, p < .001). Internet and computer skills and computer abuse were the strongest predictors of technological expertise. Weekly Internet use, Internet and computer comfort/competency also were predictors, and gender was almost significant (p = .056) as a predictor. Neither computer ownership nor other Internet and computer attitudes were significant predictors.     

Discovering the campus together: A mobile and computer-based learning experience

One of the most relevant difficulties faced by first-year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their first contact with the campus and its services, the university community, methodologies and activities. The experience combines individual and collaborative activities, conducted in and out of the classroom, structured following the Jigsaw Collaborative Learning Flow Pattern. A specific environment including portable technologies with network and computer applications has been developed to support and facilitate the orchestration of a flow of learning activities into a single integrated learning setting. The result is a Computer Supported Collaborative Blended Learning scenario that has been evaluated with first-year university students of the degrees of Software and Audiovisual Engineering within the subject Introduction to Information and Communications Technologies. The findings reveal that the scenario improves significantly students’ interest in their studies and their understanding about the campus and services provided. The environment is also an innovative approach to successfully support the heterogeneous activities conducted by both teachers and students during the scenario. This paper introduces the goals and context of the case study, describes how the technology was employed to conduct the learning scenario, the evaluation methods and the main results of the experience.     

The influence of competition,cooperation, and player relationship in a motor performance centered computer game

We conducted an experiment to study the effects of goal structure in multiplayer gaming (competition vs. cooperation) and relationship type between players (positive pre-existing relationship [friends] vs. no pre-existing relationship [strangers]) on player motivation (as indicated by perceived effort put into the task), goal commitment, and performance in playing a balloon popping game. The cooperative goal structure was found to lead to greater effort put into the game than the competitive goal structure. In addition, playing with friends resulted in a stronger commitment to the in-game goals than playing with strangers in the cooperative goal structure context, yet no difference was found between playing with friends and playing with strangers with regard to goal commitment in the competitive goal structure context. A moderated mediation relationship was found among the variables. Theoretical contributions to the current literature on goal structure and motivation, practical implications for exergame design, and directions for future research are discussed.     

Evaluating a graphical notation for modeling collaborative learning activities: A family of experiments

It is increasingly common to use languages and notations, mainly of a graphical nature, to assist in the design and specification of learning systems. There are several proposals, although few of them support the modeling of collaborative tasks. In this paper, we identify the main features to be considered for modeling this kind of activities and we propose the use of the CIAN notation for this purpose. In this work, we also try to empirically analyze the quality (in particular the understandability) of that notation. To this end, three empirical studies have been conducted. In these experiments we used several sources of information: subjective perception of the designers, their profiles and their performance on a set of understandability exercises, as well as the physical evidence provided by an eye tracker device. The results obtained denote positive perceptions about the use of the CIAN notation for modeling collaborative learning activities.     

Opening The Door: An evaluation of the efficacy of a problem-based learning game

As higher education institutions seek to improve undergraduate education, initiatives are underway to target instructional methods, re-examine curricula, and apply innovative technologies to better engage students with content. This article discusses the findings of an exploratory study focused on a course redesign that game elements, PBL methods, and 3-D communication tools in an introductory computing course. Some of these findings included an appreciation for how the technology skills gained in the course applied to the world of work, an understanding of the significant role that interpersonal communications play in learning and in career success, a sense of empowerment fostered by access to resources, and an increased willingness to play, explore, and experiment with tools, content, and design processes.     

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are recommended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.     

The contribution of computer-based activities to understanding statistics

Psychology students often find statistical concepts difficult, and research has suggested that students can hold confusions about seemingly straightforward concepts, such as the mean. Although previous research has evaluated computer-based learning systems for statistics, there is little research that has looked specifically at whether particular computer-based learner activities contribute to students' understanding of introductory concepts in statistics. The study described in this paper was designed to investigate whether computer-based activities that provide multiple representations of concepts contribute to students' understanding of correlations and measures of central tendency. A pre-/post-test control group design was used involving 50 students who were studying psychology. It was found that activities involving the direct manipulation of data contributed to students' understanding of measures of central tendency as indicated by a significant improvement from pre- to post-test. However, findings indicated that computer-based activities of this kind did not necessarily contribute to students' understanding of correlations.     

Contextual issues in the construction of computer-based learning programs

Abstract  Based on the constructive learning theories, particularly constructivism, four contextual issues are identified and discussed in this paper regarding the construction of effective computer-based learning programs, namely topic selection, authenticity, complexity, and multiple perspectives. These four issues are considered essential for effective learning in terms of learners' participation, reasoning and knowledge construction. After a thorough review and discussion of these issues, a generic conceptual model is built, which shows both the interrelationships among the four issues and the measurement variables of each issue. It is expected that the four contextual issues and the generic model can provide invaluable insights toward research in computer-based learning, training and many other related fields, and address the needs of practitioners to develop better computer-based learning programs. Recommendation for further research is also suggested in the end.     

The impact of coupled games on the learning experience of learners at-risk: An empirical study

Offering pervasive game-based learning scenarios to at-risk learners is considered effective and motivating. This experimental study offers a detailed example of an educational setting that couples a mobile game with a PC browser game. It evaluates how this coupling supports engagement and learning for the target group. Nineteen participants aged between 17 and 21 years played and explored the game. The findings through seven-week gaming indicate that coupled games have potential to increase learners’ interest in a topic and can support learning activities.     

A systematic literature review of empirical evidence on computer games and serious games

This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.     

《大学计算机基础》在独立学院中的探析和研究

本文对独立学院《大学计算机基础》课程教学的特点及存在的问题进行了分析,并提出了相应的教学改革方案。从而提高了《大学计算机基础》课程的教学效果和教学质量。     

A comparison of parallelism in interface designs for computer-based learning environments

In this paper we discuss an experiment that was carried out with a prototype, designed in conformity with the concept of parallelism and the Parallel Instruction theory (the PI theory). We designed this prototype with five different interfaces, and ran an empirical study in which 18 participants completed an abstract task. The five basic designs were based on hypotheses of the PI theory that for solving tasks on screens all task relevant information must be in view on a computer monitor, as clearly as possible. The condition with two parallel frames and the condition with one long web page appeared to be the best design for this type of task, better than window versions that we normally use for our computer simulations on the web. We do not only describe the results of the abstract task in the five conditions, but we also discuss the results from the perspective of concrete, realistic tasks with computer simulations. The interface with two parallel frames is the best solution here, but also the interface with long web pages (‘virtual parallelism’) is a great favourite in practice when doing realistic tasks.     

Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and their typical approach to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: ‘computers as an information tool’, ‘computers as a learning tool’ and ‘basic computers skills’. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point at a specific relationship between teachers’ belief profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.     

The Cognitive Origins of Social Stratification

In evolutionary psychology, cultural phenomena are explained with reference to evolved psychological processes. This paper presents an economic approach to explore this link by demonstrating how social stratification can arise in game-playing populations as a result of social categorisation of and inference from arbitrary agent traits. The computer simulation of the model demonstrates that agents' increasing ability to categorise opponents in the chicken game generates an increasing number of social groups whose members share commonality of fate both in terms of opponent behaviour and payoff levels. JEL classification: C72, D83, J70     

机器博弈海战兵棋推演系统的设计实现

设计兵棋推演海上作战过程,可以“在实验室中学习战争”,是现代技术和战争艺术的结合.分析了基于机器博弈海战兵棋推演的基本原理,指出用兵棋模拟战争应具备的几个特点,详细阐述了机器博弈海战兵棋推演系统的具体设计方法,包括棋盘表示、兵力表示、规则设计、态势评估和搜索策略等技术难点,实现了基于机器博弈的海战兵棋推演系统.并基于上述兵棋推演系统进行了实例仿真分析,以某红蓝海军编队为博弈对象,进一步阐明了系统对海战兵棋推演的功能.