In the recent, and ongoing, Covid-19 pandemic, remote or online K-12 schooling became the norm. Even if the pandemic tails off somewhat, remote K-12 schooling will likely remain more frequent than it ...was before the pandemic. A mainstay technique of online learning, at least at the college and graduate level, has been the online discussion. Since it does afford the potential for meaningful learner-learner and instructor-learner interaction, which are vital for distance learning, it is worth considering online discussions for K-12 remote schooling. One challenge with online learning in general, and online discussion in particular, is that it is labor intensive for teachers to moderate. Effective moderating of online discussions is vital for discussions to be nurturing, effective learning situations. Yet, moderating of online discussions is notoriously labor-intensive for teachers/instructors. Further, since younger learners are more likely to drift off topic, in general, but particularly in small group online discussions, automated early warning systems are helpful. The current study collected small group, "book club", discussion data from fourth graders reading web-based eBooks in Slovenian primary schools, qualitatively coded the data and analyzed postings using computer-based natural language processing to predict when students went off-topic. One indicator that postings are on-topic is book relevance, i.e. that the posting is relevant to eBook content. The computer algorithm correctly predicted book relevance of postings 90 percent of the time, suggesting that automated computer algorithms could assist teachers with moderating online discussions, providing real-time notifications of problems in online discussions. Further, this study provided a proof-of-concept that small group online discussions, in web-based eBooks can be practical and educationally meaningful in fourth grade classes.
We explored how computer games developed as part of an innovative set of climate change education materials helped students learn and gain interest in global climate change (GCC) science by making it ...personally relevant and understandable. This research was conducted in a public school district in the southeastern United States. The curriculum, Climate Change Narrative Game Education (CHANGE), used a local, place-based approach using scientific data gathered from the Gulf of Mexico coast and incorporated (a) computer games, (b) a scientifically web-based science fiction novel about future Gulf coast residents, and (c) hands-on laboratory activities. This paper focuses on how the computer games affected students’ learning, validity of their beliefs about GCC, and understanding of the effects of GCC on the region’s sea level and storms. The data collected included students’ exam scores, and surveys about student perceptions of climate change science and perceptions of the materials. On exam questions related to GCC science, students who participated in the CHANGE curriculum scored significantly higher than their peers who did not. Also, their beliefs about GCC increased in validity. The nature and design of the computer games had a strong impact on students’ understanding of sea level rise and storms.
Background
Teaching climate change is difficult. Its complexity spans many subjects, often taught disjointedly. Many climate change effects are not immediately observable, making it hard for students ...to connect to it personally.
Aim
This study investigates how we can spark high school students’ interest in learning about climate change using educational computer games.
Method
We adopted a qualitative case research design to understand how games boost students’ drive and their role in motivating them. We selected a high school teacher and her eight students as our subjects, interviewing them in person. We analyzed their responses were using Keller’s ARCS Theory of Motivation Model and blending deductive and inductive methods.
Results
The findings were encouraging: games positively impacted students’ interest in climate change. They transformed the learning atmosphere into a concentrated, captivating space where the content was seen as tough yet enjoyable. Moreover, the games helped students make real-world connections, enhancing their understanding and appreciation of the topic.
Conclusion
Educational games are a powerful tool in motivating students to learn about climate change science. Hence, educators should be ready to harness the games’ power to create immersive, fun, and stimulating learning environments.
We investigated how Natural Language Processing (NLP) algorithms could automatically grade answers to open-ended inference questions in web-based eBooks. This is a component of research on making ...reading more motivating to children and to increasing their comprehension. We obtained and graded a set of answers to open-ended questions embedded in a fiction novel written in English. Computer science students used a subset of the graded answers to develop algorithms designed to grade new answers to the questions. The algorithms utilized the story text, existing graded answers for a given question and publicly accessible databases in grading new responses. A computer science professor used another subset of the graded answers to evaluate the students’ NLP algorithms and to select the best algorithm. The results showed that the best algorithm correctly graded approximately 85% of the real-world answers as correct, partly correct, or wrong. The best NLP algorithm was trained with questions and graded answers from a series of new text narratives in another language, Slovenian. The resulting NLP algorithm model was successfully used in fourth-grade language arts classes for providing feedback to student answers on open-ended questions in eBooks.
This study investigated how Chinese undergraduate college students studying English as a foreign language learned new vocabulary with inference-based computer games embedded in eBooks. The ...investigators specifically examined (a) the effectiveness of computer games (using inferencing) in eBooks, compared with hardcopy booklets for vocabulary retention, and (b) the relationship between students' performance on computer games and performance on a vocabulary test. A database recorded students' game playing behaviors in the log file. Students were pre- and post-tested on new vocabulary words with the Vocabulary Knowledge Scale. Participants learned significantly more vocabulary (p < .0005) in the computer game condition (web-based text and computer games) than in the control condition (their usual study method, hardcopy text, lists of words and multiple-choice questions). Students' scores in the games correlated significantly with their vocabulary post-test scores (r = .515, p < .01).
•Compared computer games versus usual study for Chinese college EFL vocabulary learning.•Pre- & post-tests, for English Foreign language, were the Vocabulary Knowledge Scale.•EFL students learned more new words with games versus their usual studying, p < .0005.•Student computer games scores correlated with vocabulary post-test, r = .515, p < .01.•Students made average of 16.2 attempts at inferences per game, 11.3% correct.
This interview study offers educators practical tips on using tools to improve online learning experiences. Eleven instructors, professors, and instructional designers were interviewed about the ...challenges they faced designing and teaching online university courses in Florida. This study aimed to explore how educators and instructional designers innovated learning design to improve instructor presence, engagement, and interactivity. In the wake of a pandemic that expedited the adoption of online learning, this paper is intended to offer advice for educators transitioning from emergency remote learning to strategic online course design that integrates emerging technology. This paper is intended to share what educators learned by experimenting with interactive 360-degree multimedia, virtual reality, videography, and visual design in learning management systems. Some of the tools featured in this paper include Roblox, Flipside, Plotagon, Articulate 360, Canvas, Kaltura, and video conferencing apps.
The current study investigated how computer games and maps compare as preparation for readers to comprehend and retain spatial relations in text narratives. Readers create situation models of five ...dimensions: spatial, temporal, causal, goal, and protagonist (Zwaan, Langston, & Graesser 1995). Of these five, readers mentally model the spatial dimension least well (Rinck, 2005). Studying maps before reading improves retention of general details from non-narrative readings (Kulhavy & Stock, 1996). The current study investigated how playing interactive computer games compared with studying a computer-based map as a preparation for reading a narrative. The dependent variables were: 1) evidence of monitoring spatial relations while reading stories, and 2) comprehension and retention of spatial relations in stories. Evidence of monitoring of the spatial relations was measured by average times, in milliseconds, for reading individual sentences with changes in protagonist location. Comprehension and retention of spatial relations in stories were measured by multiple-choice posttests of spatial relations in the stories. Eighty 11-year-olds participated in all three experimental conditions: 1) studying a map with sound and animations but no interaction, 2) playing an interactive computer game, and 3) completing a filler task. Each condition was followed by reading a narrative and then taking a spatial posttest. In terms of multiple-choice posttests, map condition had the highest average number correct, closely followed by the computer game. Filler task condition was a distant third. No between-condition differences were found for the reading times on sentences with changes in protagonist location. Results suggest that maps may be superior to computers games as preparation for spatial reading.
The challenges of online nursing education Smith, Glenn Gordon; Passmore, Denise; Faught, Timber
The Internet and higher education,
06/2009, Letnik:
12, Številka:
2
Journal Article
Recenzirano
To meet the current critical need for qualified nurses, many colleges have initiated online programs, primarily aimed towards registered nurse (RN) to BS students. Despite the growing number of ...online nursing programs, there is little research on instructor views of online learning. This study used interviews to investigate nursing instructor experiences in online learning. Results revealed instructor concerns with identifying the most effective assessment methods to judge students' ability to apply their lessons in real-world settings. Online nursing exhibits unique challenges, such as providing nursing students with online authentic learning experiences that relate to real-world nursing situations, which comprise both high-stake medical and interpersonal elements. Results also indicated that providing support and ensuring that the faculty have sufficient time to develop effective courses, with adequate assessment for the students, is necessary to ensure the quality of online nursing education.
This study compared books with embedded computer games (via pentop computers with microdot paper and audio feedback) with regular books with maps, in terms of fifth graders' comprehension and ...retention of spatial details from stories. One group read a story in hard copy with embedded computer games, the other group read it in regular book format with a map. Students received no reading directions, or notification of upcoming post‐tests. Dependent measures included a post‐test of spatial questions about the story. Some questions addressed story items in both text and games. Other questions addressed spatial items in the text, but not in games. Participants who read books with embedded games scored significantly higher on all the post‐test questions, including spatial questions not addressed in games. This suggests that game play helped readers to create a mental model of the story setting, used in subsequent reading to visualise spatial propositions.
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