eric.ed.gov har udgivet: Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl “et al.” (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game “UFractions” and an intelligent tutoring system “ActiveMath” to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design… Continue Reading →
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eric.ed.gov har udgivet: Games have been used for a long time in teaching and learning. The increasing use of mobile phones makes it possible to link learning outside the classroom with augmented reality (AR). We tested how well the learning of conceptual models can be facilitated by AR games. We present a game designed for the in-service teacher-training workshop to model evolutionary and ecological relationships explicitly. The game, Parasite Race, models the life cycles of three different parasites and allows player to choose between two evolutionary strategies. We tested the game with experienced teachers and revealed a wide range of different gaming strategies: some of the teachers were able to reflect their game strategy and choose appropriate actions right away whereas some of the teachers did not and lost their… Continue Reading →
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eric.ed.gov har udgivet: Young boys and girls make houses and beds from cloths and cartons for their dolls, erect shelters and fences for toy animals, build ramps and garages from blocks for toy cars, and lift objects using a rope and reel for having fun. Thanks to their experiences with such design-based games, children combine science with engineering and try to understand and explain the facts and happenings around them with their own information and explanations. In recent years, the literature heavily provided marked evidence that integration of engineering design into science and maths curricula from preschool up to the end of senior high school offers various learning opportunities. Despite bearing potentials for achieving objectives of preschool education, curriculum integration poses the question of ‘How to achieve the integration’ to… Continue Reading →
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