Immersive Virtual Reality (VR) is in its early days of educational adoption. This research aims to explain the benefits of VR in transforming learning and student experiences in classrooms. The ...experiment involved students using an educational VR experience that features an immersive narrative that puts students in the centre of a historical moment in World War Two. Two separate studies were conducted. One with high school students in Australia who would normally be studying the topic. And the other, University students in India, with no prior knowledge or awareness of the topic. Student participants used one of two different versions of Kokoda VR; six-degrees of freedom virtual reality or 360° video. Both the university and high school students using the virtual reality condition reported higher engagement, presence, empathy and better knowledge mastery than the 360° video groups. These features were also slightly higher in the university student group than in the high school student group except for the knowledge mastery where the high school students performed better. These findings indicate there is potential for immersive narrative VR experiences to provide students with new experiences and provide both cognitive and affective benefits.
•Immersive VR can increase cognitive and affective outcomes in student learning.•Higher affective scores for university students when using immersive VR.•Higher test scores for high school students due to deeper perception experience.•Higher affective and cognitive scores for immersive VR compared to 360° video.
En la presente investigación se ha analizado el papel de la Expresión Corporal, como bloque de contenidos de Educación Física en las etapas de Educación Primaria y Educación Secundaria, en el ...desarrollo de las Funciones Ejecutivas de Memoria de Trabajo y Control Inhibitorio. Para ello, se ha seleccionado una muestra de 37 docentes de Educación Física de centros educativos de toda España y se ha aplicado como instrumento para la recogida de datos un cuestionario formado por 23 ítems. Así mismo, se ha analizado en profundidad (Wos y Scopus) la literatura científica existente hasta la fecha relacionada con la temática. Podemos concluir, a partir de los datos, que el profesorado de Educación Física percibe que los contenidos de la Expresión Corporal influyen de forma favorable en la mejora de aspectos que engloban las Funciones Ejecutivas de Control Inhibitorio y Memoria de Trabajo. De esta manera, los resultados obtenidos en este estudio supondrían una importante contribución a los campos de la Neuroeducación y la Expresión Corporal.
Summary. In the present research we have analysed the role of Body Expression, as a block of Physical Education content in Primary and Secondary Education, in the development of the Executive Functions of Working Memory and Inhibitory Control. For this purpose, a sample of 37 Physical Education teachers from schools all over Spain was selected and a questionnaire consisting of 23 items was used as an instrument for data collection. In addition, an in-depth analysis was made of the existing scientific literature on the subject to date. We can conclude from the data that Physical Education teachers perceive that the contents of Body Expression have a favourable influence on the improvement of aspects that encompass the Executive Functions of Inhibitory Control and Working Memory. Thus, the results obtained in this study would represent an important contribution to the fields of Neuroeducation and Corporal Expression.
O presente trabalho aspira a avaliar a eficácia de um programa de Expressão Corporal, na disciplina de Educação Física, sobre o desenvolvimento de Habilidades Socioafetivas em estudantes do 4º ano do ...Ensino Médio Obrigatório de um centro localizado em uma zona de transformação social. Para demonstrar essa eficácia, foi realizada uma investigação quase experimental pré-pós-teste, desenvolvendo duas sessões semanais por quatro meses, determinando que o programa gerava diferenças estatisticamente significativas nos alunos, aumentando os padrões de relacionamento e socialização. Da mesma forma, foram observadas mudanças na percepção da capacidade de resolução de conflitos, além de diferenças significativas associadas a idade e sexo dos participantes. O início de um grupo de discussão permitiu medir a satisfação ou transferir para a vida cotidiana as habilidades socioafetivas. Isso leva à conclusão de que a Expressão Corporal é uma ferramenta útil para o desenvolvimento das habilidades mencionadas.
Jeannette Wing's influential article on computational thinking 6 years ago argued for adding this new competency to every child's analytical ability as a vital ingredient of science, technology, ...engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing's definition, and what advances have been made since Wing's article was published? This article frames the current state of discourse on computational thinking in K—12 education by examining mostly recently published academic literature that uses Wing's article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading ...considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers' perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers' grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers' grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and noncognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.
Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions ...related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.
Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID-19 pandemic. Even though online learning research has been ...advancing in uncovering student
experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K-12 student population, especially when narrowed down to different school-
year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K-12 education reacted to the mandatory full-time online learning during the COVID-19 pandemic. For this purpose,
we conducted a province-wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross-tabulation and Chi-square analysis to compare
students' online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students' online learning experiences are significantly different across school years. Foremost, policy
implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K-12 online learning. Author abstract
Cet article met en lien une analyse de textes institutionnels (Éducation nationale) portant sur l'évaluation pensée dans le cadre du « numérique éducatif » et une réflexion sur quelques pratiques ...d'évaluation en langues vivantes étrangères et régionales dans le second degré public (collège et lycée) à distance. Son but est de montrer la complexité, voire les paradoxes, des objectifs assignés et de mesurer si l'évaluation des activités langagières (au cœur de l'enseignement-apprentissage des langues actuel) en ligne peut être considérée ou non comme un outil au service de l'apprentissage. Après avoir rappelé les objectifs institutionnels et exposé quelques caractéristiques ou difficultés posées par l'évaluation à distance, l'article propose une réflexion autour de quelques critères d'évaluation plus « qualitatifs ». Pour cela, il propose de concevoir l'évaluation sous un angle sociodidactique, c'est-à-dire en ne déconnectant pas le processus d'évaluation de son contexte de réalisation.
Currently, the field of teacher education is undergoing a major shift—a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that ...entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we must reimagine not only the curriculum for learning to teach but also the pedagogy of teacher education. We present one example of what we mean by reimagined teacher education pedagogy by offering a framework through which to conceptualize the preparation of teachers organized around core practices. From our perspectives, this framework could be the backbone of a larger research and development agenda aimed at engaging teachers and teacher educators in systematic knowledge generation regarding ambitious teaching and teacher education pedagogy. We conclude with an invitation to the field to join with us in imagining approaches to generating and aggregating knowledge about teaching and the pedagogy of teacher education that will move not only our individual practice but also our collective practice forward.
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