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students</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/57961652" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="370be67154490425f5946ad3ec110f61" rel="nofollow" data-download="{"attachment_id":72604973,"asset_id":57961652,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Belief","url":"https://www.academia.edu/Documents/in/Teacher_Belief?f_ri=54743"},{"id":49000,"name":"Observation","url":"https://www.academia.edu/Documents/in/Observation?f_ri=54743"},{"id":54622,"name":"Electronic Portfolio","url":"https://www.academia.edu/Documents/in/Electronic_Portfolio?f_ri=54743"},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743"},{"id":59249,"name":"Computers","url":"https://www.academia.edu/Documents/in/Computers?f_ri=54743"},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=54743"},{"id":94002,"name":"Technology Integration","url":"https://www.academia.edu/Documents/in/Technology_Integration?f_ri=54743"},{"id":131640,"name":"Student Learning","url":"https://www.academia.edu/Documents/in/Student_Learning?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_61873992" data-work_id="61873992" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61873992/Examining_The_Effectiveness_Of_The_Language_Learning_Game_Influent_For_Vocabulary_Acquisition_Among_Japanese_Learners_Of_English">Examining The Effectiveness Of The Language Learning Game Influent For Vocabulary Acquisition Among Japanese Learners Of English</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This was the authors undergraduate dissertation to the University of Central Lancashire and was submitted in 2017. The vast majority of studies into video games in language-learning settings have focused on games designed for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_61873992" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This was the authors undergraduate dissertation to the University of Central Lancashire and was submitted in 2017.<br /><br />The vast majority of studies into video games in language-learning settings have focused on games designed for entertainment being adapted in a similar way to other authentic materials rather than games with an explicit goal of teaching language, those that have usually use smartphone apps or in-browser games.  This study uses a commercially available language learning game called Influent, as a metric for future study into video games designed with language learning. <br /><br />The study asks two core research questions:<br /> 1. How effective is Influent at enabling learners to identify and retain English vocabulary?<br /> 2. Do the controls and mechanics of Influent facilitate an easy digital learning environment?<br /><br />The research project involved eight Japanese learners taking a vocabulary test of ten nouns, and then finding said nouns within Influent, and finally taking the quiz one last time to assess our research questions. Quantitative and qualitative data was taken during the sessions, mostly drawn from the pre and post-game vocabulary tests and observations of the participants during their time playing the game. The study establishes that Influent does bolster vocabulary acquisition, and retention for at least a short-term period. In terms of Influent’s interface and mechanics, participants generally found the controls easy to grasp and play game but suffers from some issues with contextual clues and graphic design.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61873992" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f1a72c2085b598cf1d8e507d69154a0" rel="nofollow" data-download="{"attachment_id":74797252,"asset_id":61873992,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74797252/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="138213536" href="https://nagasaki-gaigo.academia.edu/MaxBrooks">Max Brooks</a><script data-card-contents-for-user="138213536" type="text/json">{"id":138213536,"first_name":"Max","last_name":"Brooks","domain_name":"nagasaki-gaigo","page_name":"MaxBrooks","display_name":"Max Brooks","profile_url":"https://nagasaki-gaigo.academia.edu/MaxBrooks?f_ri=54743","photo":"https://0.academia-photos.com/138213536/91627980/80424896/s65_max.brooks.jpg"}</script></span></span></li><li class="js-paper-rank-work_61873992 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61873992"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61873992, container: ".js-paper-rank-work_61873992", }); });</script></li><li class="js-percentile-work_61873992 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61873992; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_61873992"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_61873992 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="61873992"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61873992; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61873992]").text(description); $(".js-view-count-work_61873992").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_61873992").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="61873992"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4595" href="https://www.academia.edu/Documents/in/Video_Games_and_Learning">Video Games and Learning</a>, <script data-card-contents-for-ri="4595" type="text/json">{"id":4595,"name":"Video Games and Learning","url":"https://www.academia.edu/Documents/in/Video_Games_and_Learning?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5199" href="https://www.academia.edu/Documents/in/Video_Games">Video Games</a>, <script data-card-contents-for-ri="5199" type="text/json">{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=61873992]'), work: {"id":61873992,"title":"Examining The Effectiveness Of The Language Learning Game Influent For Vocabulary Acquisition Among Japanese Learners Of English","created_at":"2021-11-17T09:42:08.603-08:00","url":"https://www.academia.edu/61873992/Examining_The_Effectiveness_Of_The_Language_Learning_Game_Influent_For_Vocabulary_Acquisition_Among_Japanese_Learners_Of_English?f_ri=54743","dom_id":"work_61873992","summary":"This was the authors undergraduate dissertation to the University of Central Lancashire and was submitted in 2017.\n\nThe vast majority of studies into video games in language-learning settings have focused on games designed for entertainment being adapted in a similar way to other authentic materials rather than games with an explicit goal of teaching language, those that have usually use smartphone apps or in-browser games. This study uses a commercially available language learning game called Influent, as a metric for future study into video games designed with language learning. \n\nThe study asks two core research questions:\n\t1. \tHow effective is Influent at enabling learners to identify and retain \t\t\tEnglish vocabulary?\n\t2. \tDo the controls and mechanics of Influent facilitate an easy digital \t\t\tlearning environment?\n\nThe research project involved eight Japanese learners taking a vocabulary test of ten nouns, and then finding said nouns within Influent, and finally taking the quiz one last time to assess our research questions. Quantitative and qualitative data was taken during the sessions, mostly drawn from the pre and post-game vocabulary tests and observations of the participants during their time playing the game. The study establishes that Influent does bolster vocabulary acquisition, and retention for at least a short-term period. In terms of Influent’s interface and mechanics, participants generally found the controls easy to grasp and play game but suffers from some issues with contextual clues and graphic design.","downloadable_attachments":[{"id":74797252,"asset_id":61873992,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":138213536,"first_name":"Max","last_name":"Brooks","domain_name":"nagasaki-gaigo","page_name":"MaxBrooks","display_name":"Max Brooks","profile_url":"https://nagasaki-gaigo.academia.edu/MaxBrooks?f_ri=54743","photo":"https://0.academia-photos.com/138213536/91627980/80424896/s65_max.brooks.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=54743","nofollow":false},{"id":4595,"name":"Video Games and Learning","url":"https://www.academia.edu/Documents/in/Video_Games_and_Learning?f_ri=54743","nofollow":false},{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=54743","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=54743","nofollow":false},{"id":48378,"name":"Virtual Learning Environments","url":"https://www.academia.edu/Documents/in/Virtual_Learning_Environments?f_ri=54743"},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743"},{"id":115013,"name":"Japanese learners of English","url":"https://www.academia.edu/Documents/in/Japanese_learners_of_English?f_ri=54743"},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=54743"},{"id":238288,"name":"methodology of teaching EFL","url":"https://www.academia.edu/Documents/in/methodology_of_teaching_EFL?f_ri=54743"},{"id":330633,"name":"Computer Aided Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Aided_Language_Learning?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68821416" data-work_id="68821416" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68821416/How_does_desktop_virtual_reality_enhance_learning_outcomes_A_structural_equation_modeling_approach">How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68821416" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9500c6e99590198ebc43c06f4d7650ac" rel="nofollow" data-download="{"attachment_id":79159825,"asset_id":68821416,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79159825/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37383288" href="https://independent.academia.edu/FungLance">Lance Fung</a><script data-card-contents-for-user="37383288" type="text/json">{"id":37383288,"first_name":"Lance","last_name":"Fung","domain_name":"independent","page_name":"FungLance","display_name":"Lance Fung","profile_url":"https://independent.academia.edu/FungLance?f_ri=54743","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68821416 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68821416"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68821416, container: ".js-paper-rank-work_68821416", }); });</script></li><li class="js-percentile-work_68821416 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68821416; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68821416"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68821416 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68821416"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68821416; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68821416]").text(description); $(".js-view-count-work_68821416").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68821416").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68821416"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1000" href="https://www.academia.edu/Documents/in/Instructional_Design">Instructional Design</a>, <script data-card-contents-for-ri="1000" type="text/json">{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4803" href="https://www.academia.edu/Documents/in/Active_Learning">Active Learning</a>, <script data-card-contents-for-ri="4803" type="text/json">{"id":4803,"name":"Active Learning","url":"https://www.academia.edu/Documents/in/Active_Learning?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8129" href="https://www.academia.edu/Documents/in/Software_Development">Software Development</a><script data-card-contents-for-ri="8129" type="text/json">{"id":8129,"name":"Software Development","url":"https://www.academia.edu/Documents/in/Software_Development?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68821416]'), work: {"id":68821416,"title":"How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach","created_at":"2022-01-20T05:21:38.300-08:00","url":"https://www.academia.edu/68821416/How_does_desktop_virtual_reality_enhance_learning_outcomes_A_structural_equation_modeling_approach?f_ri=54743","dom_id":"work_68821416","summary":null,"downloadable_attachments":[{"id":79159825,"asset_id":68821416,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37383288,"first_name":"Lance","last_name":"Fung","domain_name":"independent","page_name":"FungLance","display_name":"Lance Fung","profile_url":"https://independent.academia.edu/FungLance?f_ri=54743","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=54743","nofollow":false},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=54743","nofollow":false},{"id":4803,"name":"Active Learning","url":"https://www.academia.edu/Documents/in/Active_Learning?f_ri=54743","nofollow":false},{"id":8129,"name":"Software Development","url":"https://www.academia.edu/Documents/in/Software_Development?f_ri=54743","nofollow":false},{"id":35075,"name":"Learning Style","url":"https://www.academia.edu/Documents/in/Learning_Style?f_ri=54743"},{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality?f_ri=54743"},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743"},{"id":65647,"name":"Learning Environment","url":"https://www.academia.edu/Documents/in/Learning_Environment?f_ri=54743"},{"id":97917,"name":"Spatial ability","url":"https://www.academia.edu/Documents/in/Spatial_ability?f_ri=54743"},{"id":195640,"name":"Learning Effectiveness","url":"https://www.academia.edu/Documents/in/Learning_Effectiveness?f_ri=54743"},{"id":214510,"name":"Structural Equation Model","url":"https://www.academia.edu/Documents/in/Structural_Equation_Model?f_ri=54743"},{"id":797948,"name":"Learning Outcome","url":"https://www.academia.edu/Documents/in/Learning_Outcome?f_ri=54743"},{"id":978815,"name":"Learning Experience","url":"https://www.academia.edu/Documents/in/Learning_Experience?f_ri=54743"},{"id":1154248,"name":"Theoretical Model","url":"https://www.academia.edu/Documents/in/Theoretical_Model?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64198880" data-work_id="64198880" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64198880/Pre_service_language_teachers_reflection_development_through_online_interaction_in_a_hybrid_learning_course">Pre-service language teachers’ reflection development through online interaction in a hybrid learning course</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64198880" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is taken, based on interviews with pre-service teachers, observations of their contributions to online lessons, and their reflective papers. Of the three, only one teacher reached higher levels of reflection. The discussion focuses on implications for online learning, particularly for synchronous written interaction in pre-service teacher education, and highlights the importance of, and the difficulties in the establishment of a social presence in online interaction. Implications for the relationship between reflection, technology for teaching, and technology for teacher learning are discussed, and the need to prepare pre-service teachers for online interaction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64198880" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b93305101262758c5d076c25d8621aca" rel="nofollow" data-download="{"attachment_id":76500784,"asset_id":64198880,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76500784/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="454320" href="https://uib.academia.edu/KenanD%C4%B0K%C4%B0L%C4%B0TA%C5%9E">Kenan DİKİLİTAŞ</a><script data-card-contents-for-user="454320" type="text/json">{"id":454320,"first_name":"Kenan","last_name":"DİKİLİTAŞ","domain_name":"uib","page_name":"KenanDİKİLİTAŞ","display_name":"Kenan DİKİLİTAŞ","profile_url":"https://uib.academia.edu/KenanD%C4%B0K%C4%B0L%C4%B0TA%C5%9E?f_ri=54743","photo":"https://0.academia-photos.com/454320/148463/35111612/s65_kenan.di_ki_li_ta_.jpeg"}</script></span></span></li><li class="js-paper-rank-work_64198880 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64198880"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64198880, container: ".js-paper-rank-work_64198880", }); 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$(".js-view-count[data-work-id=64198880]").text(description); $(".js-view-count-work_64198880").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64198880").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64198880"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="54743" href="https://www.academia.edu/Documents/in/1_1_Computers_in_Education">1:1 Computers in Education</a><script data-card-contents-for-ri="54743" type="text/json">{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64198880]'), work: {"id":64198880,"title":"Pre-service language teachers’ reflection development through online interaction in a hybrid learning course","created_at":"2021-12-14T23:24:09.160-08:00","url":"https://www.academia.edu/64198880/Pre_service_language_teachers_reflection_development_through_online_interaction_in_a_hybrid_learning_course?f_ri=54743","dom_id":"work_64198880","summary":"Abstract This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is taken, based on interviews with pre-service teachers, observations of their contributions to online lessons, and their reflective papers. Of the three, only one teacher reached higher levels of reflection. The discussion focuses on implications for online learning, particularly for synchronous written interaction in pre-service teacher education, and highlights the importance of, and the difficulties in the establishment of a social presence in online interaction. Implications for the relationship between reflection, technology for teaching, and technology for teacher learning are discussed, and the need to prepare pre-service teachers for online interaction.","downloadable_attachments":[{"id":76500784,"asset_id":64198880,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":454320,"first_name":"Kenan","last_name":"DİKİLİTAŞ","domain_name":"uib","page_name":"KenanDİKİLİTAŞ","display_name":"Kenan DİKİLİTAŞ","profile_url":"https://uib.academia.edu/KenanD%C4%B0K%C4%B0L%C4%B0TA%C5%9E?f_ri=54743","photo":"https://0.academia-photos.com/454320/148463/35111612/s65_kenan.di_ki_li_ta_.jpeg"}],"research_interests":[{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6900391" data-work_id="6900391" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6900391/%CE%97_%CE%91%CE%9E%CE%99%CE%9F%CE%A0%CE%9F%CE%99%CE%97%CE%A3%CE%97_%CE%A4%CE%97%CE%A3_%CE%98%CE%95%CE%A9%CE%A1%CE%99%CE%91%CE%A3_VAN_HIELE_%CE%A3%CE%A4%CE%97_%CE%94%CE%99%CE%94%CE%91%CE%A3%CE%9A%CE%91%CE%9B%CE%99%CE%91_%CE%A4%CE%97%CE%A3_%CE%93%CE%95%CE%A9%CE%9C%CE%95%CE%A4%CE%A1%CE%99%CE%91%CE%A3_%CE%A3%CE%A4%CE%97%CE%9D_%CE%A5%CE%A0%CE%9F%CE%A7%CE%A1%CE%95%CE%A9%CE%A4%CE%99%CE%9A%CE%97_%CE%95%CE%9A%CE%A0%CE%91%CE%99%CE%94%CE%95%CE%A5%CE%A3%CE%97_%CE%9CE_TH_%CE%92%CE%9F%CE%97%CE%98%CE%95%CE%99%CE%91_%CE%A5%CE%A0%CE%9F%CE%9B%CE%9F%CE%93%CE%99%CE%A3%CE%A4%CE%97">Η ΑΞΙΟΠΟΙΗΣΗ ΤΗΣ ΘΕΩΡΙΑΣ VAN HIELE ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΓΕΩΜΕΤΡΙΑΣ ΣΤΗΝ ΥΠΟΧΡΕΩΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΜE TH ΒΟΗΘΕΙΑ ΥΠΟΛΟΓΙΣΤΗ</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6900391" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8540f41b5cd843ff9cc75208ae6d1da4" rel="nofollow" data-download="{"attachment_id":33580642,"asset_id":6900391,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33580642/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4511256" href="https://crete.academia.edu/NicholasZaranis">Nicholas Zaranis</a><script data-card-contents-for-user="4511256" type="text/json">{"id":4511256,"first_name":"Nicholas","last_name":"Zaranis","domain_name":"crete","page_name":"NicholasZaranis","display_name":"Nicholas Zaranis","profile_url":"https://crete.academia.edu/NicholasZaranis?f_ri=54743","photo":"https://0.academia-photos.com/4511256/1859257/12008861/s65_nicholas.zaranis.png"}</script></span></span></li><li class="js-paper-rank-work_6900391 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6900391"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6900391, container: ".js-paper-rank-work_6900391", }); 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A meta-analysis</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66208359" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7848a43099b8ab0ec76a7ec9ab468267" rel="nofollow" data-download="{"attachment_id":77490616,"asset_id":66208359,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77490616/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="182049" href="https://ttu.academia.edu/NicholasBowman">Nicholas Bowman</a><script data-card-contents-for-user="182049" type="text/json">{"id":182049,"first_name":"Nicholas","last_name":"Bowman","domain_name":"ttu","page_name":"NicholasBowman","display_name":"Nicholas Bowman","profile_url":"https://ttu.academia.edu/NicholasBowman?f_ri=54743","photo":"https://0.academia-photos.com/182049/44880/2197208/s65_nicholas.bowman.jpg"}</script></span></span></li><li class="js-paper-rank-work_66208359 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66208359"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66208359, container: ".js-paper-rank-work_66208359", }); 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A meta-analysis","created_at":"2021-12-28T06:47:16.981-08:00","url":"https://www.academia.edu/66208359/Does_teaching_with_PowerPoint_increase_students_learning_A_meta_analysis?f_ri=54743","dom_id":"work_66208359","summary":null,"downloadable_attachments":[{"id":77490616,"asset_id":66208359,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":182049,"first_name":"Nicholas","last_name":"Bowman","domain_name":"ttu","page_name":"NicholasBowman","display_name":"Nicholas Bowman","profile_url":"https://ttu.academia.edu/NicholasBowman?f_ri=54743","photo":"https://0.academia-photos.com/182049/44880/2197208/s65_nicholas.bowman.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=54743","nofollow":false},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=54743","nofollow":false},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology?f_ri=54743","nofollow":false},{"id":13581,"name":"Instructional Communication","url":"https://www.academia.edu/Documents/in/Instructional_Communication?f_ri=54743","nofollow":false},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743"},{"id":69857,"name":"PowerPoint","url":"https://www.academia.edu/Documents/in/PowerPoint?f_ri=54743"},{"id":1861148,"name":"Meta Analysis and Systematic Review","url":"https://www.academia.edu/Documents/in/Meta_Analysis_and_Systematic_Review?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53877365" data-work_id="53877365" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53877365/The_use_of_computers_in_nursing_education_practice_and_administration">The use of computers in nursing education, practice and administration</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53877365" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="005b04a03a12b21f25c300555776d72d" rel="nofollow" data-download="{"attachment_id":70512103,"asset_id":53877365,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70512103/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43497" href="https://independent.academia.edu/CharlesReigeluth">Charles Reigeluth</a><script data-card-contents-for-user="43497" type="text/json">{"id":43497,"first_name":"Charles","last_name":"Reigeluth","domain_name":"independent","page_name":"CharlesReigeluth","display_name":"Charles Reigeluth","profile_url":"https://independent.academia.edu/CharlesReigeluth?f_ri=54743","photo":"https://0.academia-photos.com/43497/1032511/31780162/s65_charles.reigeluth.jpg"}</script></span></span></li><li class="js-paper-rank-work_53877365 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53877365"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53877365, container: ".js-paper-rank-work_53877365", }); 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$(".js-view-count[data-work-id=53877365]").text(description); $(".js-view-count-work_53877365").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53877365").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53877365"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="492" href="https://www.academia.edu/Documents/in/Management_Information_Systems">Management Information Systems</a>, <script data-card-contents-for-ri="492" type="text/json">{"id":492,"name":"Management Information Systems","url":"https://www.academia.edu/Documents/in/Management_Information_Systems?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2819" href="https://www.academia.edu/Documents/in/Rural">Rural</a>, <script data-card-contents-for-ri="2819" type="text/json">{"id":2819,"name":"Rural","url":"https://www.academia.edu/Documents/in/Rural?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8876" href="https://www.academia.edu/Documents/in/Computer_Literacy">Computer Literacy</a><script data-card-contents-for-ri="8876" type="text/json">{"id":8876,"name":"Computer Literacy","url":"https://www.academia.edu/Documents/in/Computer_Literacy?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53877365]'), work: {"id":53877365,"title":"The use of computers in nursing education, practice and administration","created_at":"2021-09-29T00:45:15.505-07:00","url":"https://www.academia.edu/53877365/The_use_of_computers_in_nursing_education_practice_and_administration?f_ri=54743","dom_id":"work_53877365","summary":null,"downloadable_attachments":[{"id":70512103,"asset_id":53877365,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43497,"first_name":"Charles","last_name":"Reigeluth","domain_name":"independent","page_name":"CharlesReigeluth","display_name":"Charles Reigeluth","profile_url":"https://independent.academia.edu/CharlesReigeluth?f_ri=54743","photo":"https://0.academia-photos.com/43497/1032511/31780162/s65_charles.reigeluth.jpg"}],"research_interests":[{"id":492,"name":"Management Information Systems","url":"https://www.academia.edu/Documents/in/Management_Information_Systems?f_ri=54743","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=54743","nofollow":false},{"id":2819,"name":"Rural","url":"https://www.academia.edu/Documents/in/Rural?f_ri=54743","nofollow":false},{"id":8876,"name":"Computer Literacy","url":"https://www.academia.edu/Documents/in/Computer_Literacy?f_ri=54743","nofollow":false},{"id":48636,"name":"Simulation","url":"https://www.academia.edu/Documents/in/Simulation?f_ri=54743"},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743"},{"id":86507,"name":"Nursing Education","url":"https://www.academia.edu/Documents/in/Nursing_Education?f_ri=54743"},{"id":581652,"name":"Data Processing","url":"https://www.academia.edu/Documents/in/Data_Processing?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12302311 coauthored" data-work_id="12302311" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12302311/Reverse_scaffolding_A_constructivist_design_architecture_for_mathematics_learning_with_educational_technology">Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In the context of a design-based research effort to develop a technology-enabled constructivist algebra unit, a new activity architecture emerged that steps students through discovery levels. As they build a virtual model of a problem... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12302311" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In the context of a design-based research effort to develop a technology-enabled constructivist algebra unit, a new activity architecture emerged that steps students through discovery levels. As they build a virtual model of a problem situation, students figure out technical principles for assuring the model’s fidelity to the situation. These construction heuristics, we find, are precisely the conceptual foundations of algebra, such as tinkering with the model to assure that the variable quantity is of consistent size throughout the model. We articulated these principles as situated intermediary learning objectives (SILOs). At each interaction level, the student discovers a SILO, and then the technology takes over by automatizing that SILO, thus freeing the student for further discovery. We call this architecture reverse scaffolding, because the cultural mediator thus relieves learners from performing what they know to do, not from what they do not know to do. In a quasi-experimental evaluation study (Grades 4 & 9; n=40), reverse-scaffolding students outperformed direct-scaffolding students, for whom the technical features were pre-automatized. We speculate on the architecture’s generalizability.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12302311" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5790ebfc83d3d4adbb3e852b971cf318" rel="nofollow" data-download="{"attachment_id":40159799,"asset_id":12302311,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40159799/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1111632" href="https://berkeley.academia.edu/DorAbrahamson">Dor Abrahamson</a><script data-card-contents-for-user="1111632" type="text/json">{"id":1111632,"first_name":"Dor","last_name":"Abrahamson","domain_name":"berkeley","page_name":"DorAbrahamson","display_name":"Dor Abrahamson","profile_url":"https://berkeley.academia.edu/DorAbrahamson?f_ri=54743","photo":"https://0.academia-photos.com/1111632/686568/18402379/s65_dor.abrahamson.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-12302311">+1</span><div class="hidden js-additional-users-12302311"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://berkeley.academia.edu/KieraChase">Kiera Chase</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-12302311'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-12302311').html(); 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We speculate on the architecture’s generalizability.","downloadable_attachments":[{"id":40159799,"asset_id":12302311,"asset_type":"Work","always_allow_download":false},{"id":37999235,"asset_id":12302311,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1111632,"first_name":"Dor","last_name":"Abrahamson","domain_name":"berkeley","page_name":"DorAbrahamson","display_name":"Dor Abrahamson","profile_url":"https://berkeley.academia.edu/DorAbrahamson?f_ri=54743","photo":"https://0.academia-photos.com/1111632/686568/18402379/s65_dor.abrahamson.png"},{"id":8938319,"first_name":"Kiera","last_name":"Chase","domain_name":"berkeley","page_name":"KieraChase","display_name":"Kiera Chase","profile_url":"https://berkeley.academia.edu/KieraChase?f_ri=54743","photo":"https://0.academia-photos.com/8938319/2923433/3419516/s65_kiera.chase.jpg"}],"research_interests":[{"id":1003,"name":"Educational 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In particular, the article examines teacher and school characteristics that are associated with different types of computer use by... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_179181" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was conducted, involving 527 teachers from 68 primary schools. A separate questionnaire was administered to ICT coordinators from the same schools to gather additional information about cultural and contextual school characteristics. The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results point to differential effects on specific types of computer use.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/179181" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8aa401bfaa2e5a79ffb384c0a8c5c265" rel="nofollow" data-download="{"attachment_id":122499,"asset_id":179181,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/122499/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41224" href="https://vub.academia.edu/JoTondeur">Jo Tondeur</a><script data-card-contents-for-user="41224" type="text/json">{"id":41224,"first_name":"Jo","last_name":"Tondeur","domain_name":"vub","page_name":"JoTondeur","display_name":"Jo Tondeur","profile_url":"https://vub.academia.edu/JoTondeur?f_ri=54743","photo":"https://0.academia-photos.com/41224/13488/1670574/s65_jo.tondeur.png"}</script></span></span></li><li class="js-paper-rank-work_179181 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="179181"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 179181, container: ".js-paper-rank-work_179181", }); 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Education","url":"https://www.academia.edu/Documents/in/Computers_in_Education?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="54743" href="https://www.academia.edu/Documents/in/1_1_Computers_in_Education">1:1 Computers in Education</a><script data-card-contents-for-ri="54743" type="text/json">{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69129008]'), work: {"id":69129008,"title":"A WebQuest about 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Carvalho","profile_url":"https://coimbra.academia.edu/AnaAm%C3%A9liaCarvalho?f_ri=54743","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=54743","nofollow":false},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=54743","nofollow":false},{"id":53296,"name":"Computers in Education","url":"https://www.academia.edu/Documents/in/Computers_in_Education?f_ri=54743","nofollow":false},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false},{"id":1198660,"name":"E Learning","url":"https://www.academia.edu/Documents/in/E_Learning-14?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9656489 coauthored" data-work_id="9656489" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9656489/Enhancing_Practice_and_Achievement_in_Introductory_Programming_with_a_Robot_Olympics">Enhancing Practice and Achievement in Introductory Programming with a Robot Olympics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Computer programming is notoriously difficult to learn. To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9656489" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Computer programming is notoriously difficult to learn. To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do not readily engage in such activities. Providing each student with a programmable robot, however, could be used to facilitate application and reflection since, potentially, robots facilitate engaging learning experiences while providing immediate and intuitive feedback. This paper explores whether an introductory course centered upon programming personal robots in preparation for an end-of-course event day---a Robot Olympics---can help students to firstly, engage in programming practice more frequently and secondly, improve the quality of their code. A survey was conducted to examine the students' programming practice behavior and students' final coursework submissions were also reviewed for aspects of program quality. The findings from this cohort were compared to a reference group from a previous cohort that shared similar learning objectives and entry requirements, but had focused on web programming instead of using robots. The results reveal statistically significant increases in programming practice compared to the reference group. Furthermore, being enrolled on the course that culminated in the Robot Olympics was a significant predictor of two aspects of program quality: functional coherence and sophistication. This suggests that robot-centered courses can promote engagement with, and enhance some aspects of, programming practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9656489" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1bd6d82c9443cf8ab99eb9a567911135" rel="nofollow" data-download="{"attachment_id":35923177,"asset_id":9656489,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35923177/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1961361" href="https://falmouth.academia.edu/MichaelAdrirScott">Michael 'Adrir' Scott</a><script data-card-contents-for-user="1961361" type="text/json">{"id":1961361,"first_name":"Michael 'Adrir'","last_name":"Scott","domain_name":"falmouth","page_name":"MichaelAdrirScott","display_name":"Michael 'Adrir' Scott","profile_url":"https://falmouth.academia.edu/MichaelAdrirScott?f_ri=54743","photo":"https://0.academia-photos.com/1961361/1016174/1270363/s65_michael.scott.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-9656489">+2</span><div class="hidden js-additional-users-9656489"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://brunel.academia.edu/AllanTucker">Allan Tucker</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://brunel.academia.edu/GeorgeGhinea">George Ghinea</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-9656489'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-9656489').html(); 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To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do not readily engage in such activities. Providing each student with a programmable robot, however, could be used to facilitate application and reflection since, potentially, robots facilitate engaging learning experiences while providing immediate and intuitive feedback. This paper explores whether an introductory course centered upon programming personal robots in preparation for an end-of-course event day---a Robot Olympics---can help students to firstly, engage in programming practice more frequently and secondly, improve the quality of their code. A survey was conducted to examine the students' programming practice behavior and students' final coursework submissions were also reviewed for aspects of program quality. The findings from this cohort were compared to a reference group from a previous cohort that shared similar learning objectives and entry requirements, but had focused on web programming instead of using robots. The results reveal statistically significant increases in programming practice compared to the reference group. Furthermore, being enrolled on the course that culminated in the Robot Olympics was a significant predictor of two aspects of program quality: functional coherence and sophistication. 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Elucidando os antagonismos e perspectivas de mundo, sociedade, homem e educação que permearam a construção destas. O artigo é composto de uma pesquisa bibliográfica e documental, de cunho qualitativo, permeada por uma análise materialista. No bojo do debate sobre a constituição de ambas as legislações, dois grupos, no âmbito da sociedade civil e da política institucional, tomaram corpo – os que defendiam a uma educação de caráter privado e para o mercado; e outro, que fazia a defesa de uma educação pública, de qualidade social e para todos. Ainda, analisaram-se algumas alterações realizadas a posteriori nas referidas legislações e suas implicações na educação pública. 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Educación Primaria","url":"https://www.academia.edu/Documents/in/El_uso_de_las_TIC_en_Educacion_Primaria?f_ri=54743"},{"id":1344482,"name":"HABILIDADES DIGITALES","url":"https://www.academia.edu/Documents/in/HABILIDADES_DIGITALES?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67056324" data-work_id="67056324" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67056324/To_err_is_human_but_to_persist_is_diabolical_Loss_of_organizational_memory_and_e_learning_projects">To err is human, but to persist is diabolical': Loss of organizational memory and e-learning projects</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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class="clearfix u-pv7x u-mb0x js-work-card work_32130684" data-work_id="32130684" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32130684/THE_FORMATION_OF_PRE_SERVICE_EARLY_CHILDHOOD_EDUCATORS_PERCEPTIONS_ABOUT_ICT_USE_IN_EARLY_CHILDHOOD_EDUCATION_AFTER_AN_EXPERIENTIAL_APPROACH">THE FORMATION OF PRE-SERVICE EARLY CHILDHOOD EDUCATORS' PERCEPTIONS ABOUT ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This research focuses on the views of the pre-service early childhood educators concerning the use and exploitation of computers in preschool children's education. It is attempted through this research to capture their perceptions before... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32130684" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This research focuses on the views of the pre-service early childhood educators concerning the use and exploitation of computers in preschool children's education. It is attempted through this research to capture their perceptions before the attendance of a relevant laboratory course and it is compared with the formation of their views after the attendance of this course. During the laboratory course, students contact and interact with children of preschool age, ones that are occupied with computers, in order to gain a biomatic experience. Their views, initially, are recorded as cautiously positive, though it appears to be independent of their degree of familiarity with the use of computer. After gaining the experience with children, their views are configured as positively reinforced. The result suggests that the biomatic experience and the contact with children help future early childhood educators in shaping positive attitudes with regard to the use of computers in preschool children's education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32130684" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fe59bcad8b469a0bdd41c7482902f6c7" rel="nofollow" data-download="{"attachment_id":52392920,"asset_id":32130684,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52392920/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=54743","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_32130684 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32130684"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32130684, container: ".js-paper-rank-work_32130684", }); 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It is attempted through this research to capture their perceptions before the attendance of a relevant laboratory course and it is compared with the formation of their views after the attendance of this course. During the laboratory course, students contact and interact with children of preschool age, ones that are occupied with computers, in order to gain a biomatic experience. Their views, initially, are recorded as cautiously positive, though it appears to be independent of their degree of familiarity with the use of computer. After gaining the experience with children, their views are configured as positively reinforced. 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69973475/Experiences_with_microcomputer_applications_in_agricultural_economics_">Experiences with microcomputer applications in agricultural economics∗</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69973475" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="271c613f9dbbc8c2a6ae2bb9ee3e30c7" rel="nofollow" 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type="text/json">{"id":7312,"name":"Agricultural Economics","url":"https://www.academia.edu/Documents/in/Agricultural_Economics?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="54743" href="https://www.academia.edu/Documents/in/1_1_Computers_in_Education">1:1 Computers in Education</a>, <script data-card-contents-for-ri="54743" type="text/json">{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="106607" href="https://www.academia.edu/Documents/in/Computer_Education">Computer Education</a><script data-card-contents-for-ri="106607" type="text/json">{"id":106607,"name":"Computer Education","url":"https://www.academia.edu/Documents/in/Computer_Education?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: 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A meta-analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">PowerPoint has become a ubiquitous tool for instructors who teach college students. Almost two decades of student learning research has examined the impact of traditional instruction (i.e., chalk and talk) versus instruction aided by... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66208357" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">PowerPoint has become a ubiquitous tool for instructors who teach college students. Almost two decades of student learning research has examined the impact of traditional instruction (i.e., chalk and talk) versus instruction aided by PowerPoint. This research has revealed inconsistent and contrasting results. To probe this inconsistency, a meta-analysis of 48 studies was conducted to determine if students learn more when taught the same material using PowerPoint compared to traditional instruction. Results revealed that on average, there was no difference in students&#39; learning based on the type of instruction they received (Hedges&#39; g = 0.067; 95% CI: −0.103 to 0.236). Moderation analyses revealed that the sampling frame, such as a focus on K-12 versus college students, explained heterogeneity in the findings. Specifically, K-12 students&#39; cognitive learning increased as a result of PowerPoint instruction, but this effect did not emerge for college students. The results of...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66208357" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49b27f76d3e516c7cdc66474bbb3c05f" rel="nofollow" data-download="{"attachment_id":77490606,"asset_id":66208357,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77490606/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="182049" href="https://ttu.academia.edu/NicholasBowman">Nicholas Bowman</a><script data-card-contents-for-user="182049" type="text/json">{"id":182049,"first_name":"Nicholas","last_name":"Bowman","domain_name":"ttu","page_name":"NicholasBowman","display_name":"Nicholas Bowman","profile_url":"https://ttu.academia.edu/NicholasBowman?f_ri=54743","photo":"https://0.academia-photos.com/182049/44880/2197208/s65_nicholas.bowman.jpg"}</script></span></span></li><li class="js-paper-rank-work_66208357 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66208357"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66208357, container: ".js-paper-rank-work_66208357", }); 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A meta-analysis","created_at":"2021-12-28T06:47:16.703-08:00","url":"https://www.academia.edu/66208357/Does_teaching_with_PowerPoint_increase_students_learning_A_meta_analysis?f_ri=54743","dom_id":"work_66208357","summary":"PowerPoint has become a ubiquitous tool for instructors who teach college students. Almost two decades of student learning research has examined the impact of traditional instruction (i.e., chalk and talk) versus instruction aided by PowerPoint. This research has revealed inconsistent and contrasting results. To probe this inconsistency, a meta-analysis of 48 studies was conducted to determine if students learn more when taught the same material using PowerPoint compared to traditional instruction. Results revealed that on average, there was no difference in students\u0026#39; learning based on the type of instruction they received (Hedges\u0026#39; g = 0.067; 95% CI: −0.103 to 0.236). Moderation analyses revealed that the sampling frame, such as a focus on K-12 versus college students, explained heterogeneity in the findings. Specifically, K-12 students\u0026#39; cognitive learning increased as a result of PowerPoint instruction, but this effect did not emerge for college students. 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href="https://www.academia.edu/attachments/73463243/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="95769587" href="https://independent.academia.edu/HansKuhlemeier">Hans Kuhlemeier</a><script data-card-contents-for-user="95769587" type="text/json">{"id":95769587,"first_name":"Hans","last_name":"Kuhlemeier","domain_name":"independent","page_name":"HansKuhlemeier","display_name":"Hans 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data-has-card-for-ri="8876" href="https://www.academia.edu/Documents/in/Computer_Literacy">Computer Literacy</a>, <script data-card-contents-for-ri="8876" type="text/json">{"id":8876,"name":"Computer Literacy","url":"https://www.academia.edu/Documents/in/Computer_Literacy?f_ri=54743","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11006" href="https://www.academia.edu/Documents/in/Computer_Mediated_Communication">Computer Mediated Communication</a><script data-card-contents-for-ri="11006" type="text/json">{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=59648887]'), work: {"id":59648887,"title":"The impact of computer use at home on students’ Internet 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Analysis","url":"https://www.academia.edu/Documents/in/Multilevel_Analysis?f_ri=54743"},{"id":744748,"name":"Minority Students","url":"https://www.academia.edu/Documents/in/Minority_Students?f_ri=54743"},{"id":853445,"name":"Objective Tests","url":"https://www.academia.edu/Documents/in/Objective_Tests?f_ri=54743"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52622905" data-work_id="52622905" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52622905/The_sciences_good_study_guide">The sciences good study guide</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item 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itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30783069" href="https://ulakbim.academia.edu/JCER">Dr. Tamer KUTLUCA</a><script data-card-contents-for-user="30783069" type="text/json">{"id":30783069,"first_name":"Dr. Tamer","last_name":"KUTLUCA","domain_name":"ulakbim","page_name":"JCER","display_name":"Dr. Tamer KUTLUCA","profile_url":"https://ulakbim.academia.edu/JCER?f_ri=54743","photo":"https://0.academia-photos.com/30783069/8982973/18710874/s65_dr._tamer.kutluca.jpg"}</script></span></span></li><li class="js-paper-rank-work_12250459 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12250459"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12250459, container: ".js-paper-rank-work_12250459", }); });</script></li><li class="js-percentile-work_12250459 InlineList-item 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65277092" data-work_id="65277092" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65277092/A_qualitative_evaluation_of_evolution_of_a_learning_analytics_tool">A qualitative evaluation of evolution of a learning analytics tool</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">LOCO-Analyst is a learning analytics tool we developed to provide educators with feedback on students learning activities and performance. Evaluation of the first version of the tool led to the enhancement of the tool&#x27;s data... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65277092" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">LOCO-Analyst is a learning analytics tool we developed to provide educators with feedback on students learning activities and performance. Evaluation of the first version of the tool led to the enhancement of the tool&#x27;s data visualization, user interface, and supported feedback types. The second evaluation of the improved tool allowed us to see how the improvements affected the users&#x27; perceived value of the tool. Here, we present the qualitative results of our two evaluations and discuss important lessons learned stemming from the comparison of ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65277092" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="81fe2b73b2ac489862c3e1d3cabf55f3" rel="nofollow" data-download="{"attachment_id":76948247,"asset_id":65277092,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76948247/download_file?st=MTczMjM3ODg1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12360828" href="https://independent.academia.edu/LemaTuluAli">Lema Tulu Ali</a><script data-card-contents-for-user="12360828" type="text/json">{"id":12360828,"first_name":"Lema Tulu","last_name":"Ali","domain_name":"independent","page_name":"LemaTuluAli","display_name":"Lema Tulu Ali","profile_url":"https://independent.academia.edu/LemaTuluAli?f_ri=54743","photo":"https://0.academia-photos.com/12360828/30264395/28068911/s65_lema_tulu.ali.jpg"}</script></span></span></li><li class="js-paper-rank-work_65277092 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65277092"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65277092, container: ".js-paper-rank-work_65277092", }); 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Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58036471" data-work_id="58036471" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58036471/Pozzi_F_Using_Jigsaw_and_Case_Study_for_supporting_online_collaborative_learning_Computers_and_Education_55_67_75">Pozzi, F.: Using Jigsaw and Case Study for supporting online collaborative learning. Computers & Education 55, 67-75</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58036471" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="36bf6dfa10597952fd269c07a7751036" rel="nofollow" data-download="{"attachment_id":72643007,"asset_id":58036471,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72643007/download_file?st=MTczMjM3ODg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="150744026" href="https://cnr-it.academia.edu/FrancescaPozzi">Francesca Pozzi</a><script data-card-contents-for-user="150744026" type="text/json">{"id":150744026,"first_name":"Francesca","last_name":"Pozzi","domain_name":"cnr-it","page_name":"FrancescaPozzi","display_name":"Francesca Pozzi","profile_url":"https://cnr-it.academia.edu/FrancescaPozzi?f_ri=54743","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58036471 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58036471"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58036471, container: ".js-paper-rank-work_58036471", }); 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Computers \u0026 Education 55, 67-75","created_at":"2021-10-15T01:17:15.003-07:00","url":"https://www.academia.edu/58036471/Pozzi_F_Using_Jigsaw_and_Case_Study_for_supporting_online_collaborative_learning_Computers_and_Education_55_67_75?f_ri=54743","dom_id":"work_58036471","summary":null,"downloadable_attachments":[{"id":72643007,"asset_id":58036471,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":150744026,"first_name":"Francesca","last_name":"Pozzi","domain_name":"cnr-it","page_name":"FrancescaPozzi","display_name":"Francesca Pozzi","profile_url":"https://cnr-it.academia.edu/FrancescaPozzi?f_ri=54743","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies?f_ri=54743","nofollow":false},{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction?f_ri=54743","nofollow":false},{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication?f_ri=54743","nofollow":false},{"id":35254,"name":"Collaborative Learning","url":"https://www.academia.edu/Documents/in/Collaborative_Learning?f_ri=54743","nofollow":false},{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743"},{"id":55439,"name":"Cooperative Learning","url":"https://www.academia.edu/Documents/in/Cooperative_Learning?f_ri=54743"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=54743"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=54743"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52225868" data-work_id="52225868" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52225868/Interest_driven_video_creation_for_learning_mathematics">Interest-driven video creation for learning mathematics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52225868" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach might not be flexible to students’ individual learning needs and could generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called interest-driven video creation, which adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52225868" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ee9e187329a17b748cdb38ecff16c619" rel="nofollow" data-download="{"attachment_id":69589400,"asset_id":52225868,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69589400/download_file?st=MTczMjM3ODg1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="140592131" href="https://ncu.academia.edu/JuLingShih">Ju-Ling Shih</a><script data-card-contents-for-user="140592131" type="text/json">{"id":140592131,"first_name":"Ju-Ling","last_name":"Shih","domain_name":"ncu","page_name":"JuLingShih","display_name":"Ju-Ling Shih","profile_url":"https://ncu.academia.edu/JuLingShih?f_ri=54743","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_52225868 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52225868"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52225868, container: ".js-paper-rank-work_52225868", }); });</script></li><li class="js-percentile-work_52225868 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52225868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_52225868"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_52225868 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="52225868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52225868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52225868]").text(description); $(".js-view-count-work_52225868").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_52225868").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="52225868"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="54743" href="https://www.academia.edu/Documents/in/1_1_Computers_in_Education">1:1 Computers in Education</a><script data-card-contents-for-ri="54743" type="text/json">{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52225868]'), work: {"id":52225868,"title":"Interest-driven video creation for learning mathematics","created_at":"2021-09-13T15:47:55.202-07:00","url":"https://www.academia.edu/52225868/Interest_driven_video_creation_for_learning_mathematics?f_ri=54743","dom_id":"work_52225868","summary":"The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach might not be flexible to students’ individual learning needs and could generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called interest-driven video creation, which adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could...","downloadable_attachments":[{"id":69589400,"asset_id":52225868,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":140592131,"first_name":"Ju-Ling","last_name":"Shih","domain_name":"ncu","page_name":"JuLingShih","display_name":"Ju-Ling Shih","profile_url":"https://ncu.academia.edu/JuLingShih?f_ri=54743","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":54743,"name":"1:1 Computers in Education","url":"https://www.academia.edu/Documents/in/1_1_Computers_in_Education?f_ri=54743","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51215259" data-work_id="51215259" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51215259/Online_formative_assessment_in_higher_education_A_review_of_the_literature">Online formative assessment in higher education: A review of the literature</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51215259" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b66235679baa51e29ff16413e399aff6" rel="nofollow" data-download="{"attachment_id":69031218,"asset_id":51215259,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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