Projective identity and procedural rhetoric in educational multimedia: towards the enrichment of programming self-concept and growth mindset with fantasy role-play

M. A. Scott
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引用次数: 1

Abstract

There is a growing movement in the behavioral sciences towards exploring more situated, pragmatic and ontological accounts of human learning. Positive psychology shows that a reciprocal relationship may exist between self-concept and the development of expertise, while social psychology reveals that mindsets about the nature of personal traits can have profound impacts on practice behavior. Thus, nurturing psychological constructs through the learning environment may empower students, enabling them to learn more effectively. Educational multimedia is known to support learning in a range of contexts, but its role in facilitating such self-enrichment has seldom been explored. Consequently, it is not clear which designs can aid both self enhancement and skill development. This doctoral symposium paper proposes that an interplay between projective identity and procedural rhetoric, delivered in the form of a fantasy role-playing experience, could be one such practice. Early experiments in the area of introductory programming show promise, but raise questions about external validity, educationally relevant effect sizes and how multimedia elements within the tool could be utilized more effectively to enhance these effects.
教育多媒体中的投射认同与程序修辞:以幻想角色扮演丰富编程自我概念与成长心态
在行为科学中,越来越多的人倾向于探索人类学习的情境、实用主义和本体论。积极心理学表明,自我概念与专业技能的发展之间可能存在互惠关系,而社会心理学则表明,关于个人特质本质的心态可以对实践行为产生深远的影响。因此,通过学习环境培养心理结构可以赋予学生权力,使他们能够更有效地学习。众所周知,教育多媒体可以在各种情况下支持学习,但它在促进这种自我充实方面的作用却很少被探索。因此,不清楚哪些设计既能帮助自我提升又能帮助技能发展。这篇博士研讨会论文提出,投射性身份和程序性修辞之间的相互作用,以幻想角色扮演体验的形式传递,可能就是这样一种实践。在入门编程领域的早期实验显示了希望,但提出了关于外部有效性、教育相关效应大小以及如何更有效地利用工具中的多媒体元素来增强这些效果的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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