International Conference of the Learning Sciences最新文献

{"title":"Promoting learning in complex systems: effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment","authors":"Deniz Eseryel, Victor Law","doi":"10.22318/ICLS2010.1.1119","DOIUrl":"https://doi.org/10.22318/ICLS2010.1.1119","url":null,"abstract":"Designing effective technology-based learning environments is challenging. Designing effective technology-based learning environments to facilitate learning about complex knowledge domains is more challenging. To a large extent, the key to the puzzle lies in identifying which scaffolding strategies are more effective; and under which conditions. In a simulation-based inquiry-learning environment, this controlled study investigated the effect of two promising scaffolding strategies; question prompts and system dynamics model progressions, on ninth-grade biology students' cognitive regulation and complex problem-solving skills. For simpler complex problems, findings suggested that both scaffolding strategies were equally effective. However, as the problems increased in complexity, system dynamics model progressions were significantly more effective for facilitating both cognitive regulation and complex problem-solving skills.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129816103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FormulaT Racing: combining gaming culture and intuitive sense of mechanism for video game design","authors":"N. Holbert, U. Wilensky","doi":"10.22318/ICLS2010.2.268","DOIUrl":"https://doi.org/10.22318/ICLS2010.2.268","url":null,"abstract":"While video games are typically labeled either commercial or educational, little has been done to amplify the educational value of popular commercial games. Using data from a pilot study of children playing commercial games we have developed a prototype video game called FormulaT Racing. This game is designed to fit into gaming culture while simultaneously providing an environment that draws on players' intuitive beliefs to move them to a qualitative understanding of basic kinematic principles.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125002355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Growing the learning sciences: brand or big tent? implications for graduate education","authors":"Mitchell J. Nathan, N. Rummel, K. Hay","doi":"10.1017/cbo9781107707221.009","DOIUrl":"https://doi.org/10.1017/cbo9781107707221.009","url":null,"abstract":"As the field of Learning Sciences matures and newly formed graduate programs self-identify as LS, several questions take on importance: Does LS have a common core? Should it? What are the ramifications for LS graduate programs? Participants will review common and varied approaches to LS graduate education from existing programs and explore the tensions within interdisciplinary education and trade-offs between adherence to a common core (maintaining an LS \"brand\") or a broadly inclusive model (\"big tent\").","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115770458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking analysis of progressive discourse in online learning: an activity theory perspective","authors":"Nobuko Fujita, Clare Brett","doi":"10.5555/1599812.1599841","DOIUrl":"https://doi.org/10.5555/1599812.1599841","url":null,"abstract":"This paper describes an innovative approach to analyze the progression of dialogue in asynchronous online forums. Although schemes analyzing the content of individual messages exist, they fail to capture the subtle relationships between messages that constitute progressive discourse for knowledge building. We present a group-level discourse analysis based on cultural-historical activity theory that characterizes the unfolding collaborative learning and knowledge construction processes in context. The application of the mixed-method approach is illustrated in the context of two online graduate courses. The analysis highlights connected sequences of discursive actions that multiple students make to advance shared understanding. The mechanics of the approach offered in this paper can be used as an analytic and transformative tool for enhancing online learning, research, and instruction.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129608042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning from Krumping: collective agency in dance performance cultures","authors":"Y. Kafai, K. Peppler","doi":"10.22318/ICLS2008.1.430","DOIUrl":"https://doi.org/10.22318/ICLS2008.1.430","url":null,"abstract":"The recognized importance of collaboration has driven the development of learning environments and technologies. Instructional efforts have concentrated on supporting students' development of collaborative agency - knowing how to collaborate in small groups. Much less emphasis has been placed on students' collective agency that would involve participation in large groups prominent in today's social networking sites and online cultures. Here we use our observations in an urban community technology center where groups of 30-40 youth self-organized their dance performances called Krumping and/or Clowning to inspire rethinking from collaborative to collective agency in learning. Our analysis is based on four years of ethnographic field work that helped us articulate different aspects of activity structures that promote collective agency, distributed leadership, and the role of performance. We use these findings to reflect on our conceptions of learning and the design of learning technologies and environments.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120965036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Epistemological sensitisation causes deeper elaboration during self-regulated learning","authors":"S. Pieschl, R. Bromme, Torsten Porsch, E. Stahl","doi":"10.22318/ICLS2008.2.213","DOIUrl":"https://doi.org/10.22318/ICLS2008.2.213","url":null,"abstract":"Previous research indicates that students' adaptation to task complexity in the planning stages of self-regulated learning are related to their epistemological beliefs (Stahl, Pieschl, & Bromme, 2006), but it is an open issue if students enact similar strategies in subsequent stages. Based on the COPES-model (Winne & Hadwin, 1998) the impact of epistemological beliefs on learning is tested here experimentally. In this study, students (21 humanities students, 14 biology students) had to solve five tasks of different complexity (Anderson et al., 2001) with a hypertext on \"genetic fingerprinting\". Results indicate that students adapted their concurrent thoughts and concurrent actions to task complexity in this enactment stage. An epistemological sensitisation was administered that elicited more \"sophisticated\" beliefs and caused more elaborate learning processes. For example, students with this sensitisation employed more metacognitive planning, especially for more complex tasks. Additionally, effects of prior domain knowledge were investigated.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130839296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating synchronous and asynchronous support for group cognition in online collaborative learning","authors":"G. Stahl, M. Çakır","doi":"10.22318/ICLS2008.2.351","DOIUrl":"https://doi.org/10.22318/ICLS2008.2.351","url":null,"abstract":"The Virtual Math Teams (VMT) environment has recently integrated a wiki component into its text chat and shared whiteboard system. The wiki component serves a number of purposes, such as summarizing synchronous small-group interactions and sharing the results among groups in an asynchronous knowledge-building community. The VMT project is part of an effort to investigate group cognition--the accomplishment of problem-solving and knowledge-building tasks by small groups, particularly in online, distributed contexts. This paper is an experience report on the use of the VMT system with middle-school, high-school and junior college math students, with masters-level information science students and with research teams. It synthesizes findings from the analysis in many published case studies of VMT system usage and describes recent extensions to the system, integrating a social-networking portal, a knowledge-building wiki, a group-cognition chat room and a shared whiteboard with history, awareness and referencing tools.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129563700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When do diagrams enhance learning? A framework for designing relevant representations","authors":"Jodi L. Davenport, D. Yaron, D. Klahr, K. Koedinger","doi":"10.1184/R1/6619145.V1","DOIUrl":"https://doi.org/10.1184/R1/6619145.V1","url":null,"abstract":"Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning? We have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner. In a randomized-design study conducted in a college chemistry class, we found that instruction that included diagrams created with this framework led to enhanced performance on open-ended transfer items compared to traditional instruction, particularly for low-performing students. We propose that a concept-based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as well as the conceptual information available in the representation.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115120369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ICONCHESS: An Interactive CONsultant for CHESS Middlegames","authors":"S. Lazzeri, R. Heller","doi":"10.22318/ICLS1996.456","DOIUrl":"https://doi.org/10.22318/ICLS1996.456","url":null,"abstract":"Ever since Shannon [Shannon 50] published his proposal for a chess playing program, most programs have followed the brute force approach to chess, which relies on searching a large number of possible chess positions in order to produce a move that is appropriate for a given chess position. Programs that have dominated the computer chess scene through the years, such as those described in [Marsland et al. 90], rely primarily on fast search-based algorithms and/or special purpose chess hardware rather than on an intensive application of knowledge. A few systems have used a knowledge-based approach to deal with chess positions. Unfortunately, these programs [Wilkins 80], [Pitrat 77] have been able to deal only with very limited subsets of the game. The problem of teaching chess has also been rarely explored. In addition to the canned tutorials found with several commercial chess programs, the intelligent tutoring system UMRAO [Gadwal 90], and the Chessmaster's natural language advisor, while limited, are perhaps the most representative examples of the application of artificial intelligence (AI) techniques for teaching chess. Despite the limited effort in this direction, cognitive psychology research suggests the importance of different factors, such as inexact pattern recognition [De Groot 78], [Newell et al. 72], and high-level knowledge [Cooke et al. 93] which have been successfully handled by AI techniques, such as case-based reasoning (CBR) [Schank 89], and fuzzy logic in the creation of learning environments in other fields, [Schank et al. 94], [Edelson 92], [McNeill et al. 94]. ICONCHESS combines some of these techniques in a learning environment for chess middlegames.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134597146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity evidence for games as assessment environments","authors":"Girlie Delacruz, Gregory K. W. K. Chung, E. Baker","doi":"10.1037/e642152011-001","DOIUrl":"https://doi.org/10.1037/e642152011-001","url":null,"abstract":"This study provides empirical evidence of a highly specific use of games in education— the assessment of the learner. Linear regressions were used to examine the predictive and convergent validity of a math game as assessment of mathematical understanding. Results indicate that prior knowledge significantly predicts game performance. Results also indicate that game performance significantly predicts posttest scores, even when controlling for prior knowledge. These results provide evidence that game performance taps into mathematical understanding. Introduction Games as assessment contexts Games have long been attractive as learning environments given that games can entertain, motivate, and energize us. This report will address a highly specific use of games in education—the assessment of the learner. Games can be used as formative (in-the-processof-learning) assessments, as well as for criterion trials, either to determine the level of performance of an individual or to gauge the speed and agility with which a learner acquires a new set of skills in an unfamiliar game environment (Baker & Delacruz, 2007; Gee, 2008). When designed properly, the underlying game engine can enable increases in challenge, complexity, and the cognitive demands required as the game progresses such that game play can be one form of assessment. Assessment is a process of drawing reasonable inferences about what a person knows by evaluating what they say or do in a given situation. However, it is insufficient to state that an assessment task is or is not valid. Rather, determining the validity of assessment tasks requires creating an argument that examines how well assessments answer the questions they purport to answer, as well as ensuring the data obtained provide the appropriate evidential basis for the claims made about students (American Educational Research Association, American Psychological Association, and National Council for Measurement in Education, Standards for Educational and Psychological Testing, 1999). In this study, we report findings that investigated the validity of a mathematics game as assessment of mathematical understanding by examining the relationship between mathematical knowledge and performance in the game.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124398685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}