Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.

The thesis investigated the use of combination of sections using learning steps in the development of courseware presentation in the 3D Virtual Worlds platform. The technical objective of the study is to present the design of multisection strategy in developing healthcare course in 3D Virtual World online environment. The main aim of this study is to know the effects of multisection [objective, tutorial (with or without video), quiz and test] sections incorporation in an online 3D Virtual World towards the usability. The empirical research described in this thesis comprised three experimental phases. In the first phase, an initial experiment was carried out with 21 users to explore the usability and learning performance of courseware created using 3D the Virtual World platform of Second Life. The second experiment phase involved an experiment conducted with 30 users to investigate their perception, satisfaction and performance of the role of each main section involved in Virtual World courseware. In the third phase, a total of 30 users experimentally examined a unique approach to the use of video segment added in the Tutorial section of the OTQT framework. The overall obtained results demonstrated the usefulness of the tested multisection to enhance the development of healthcare course in an online learning of 3D Virtual World program. These results in three experiments provided a set of unique and empirically derived guidelines for the design and the use of three multisection frameworks to generate more usable courseware in the 3D Virtual Worlds of an online learning interface. For example, when designing avatars as animated virtual lecturers in e-learning interfaces, specific facial expression and body gestures should be incorporated due to its positive influence in enhancing learners¿ attitude towards the learning process.

Syftet med vår kvalitativa studie är att undersöka några förskollärares resonemang kring arbetet med lärmiljöers utformning, samt studera lärmiljöer ur ett tillgänglighetsperspektiv. Genom semi-strukturerade intervjuer med verksamma pedagoger och observationer på deras respektive avdelningar kunde datamaterial samlas in. Detta material har vidare analyserats med hjälp av tematisk analys och de valda teoretiska perspektiven – systemteoretisk perspektiv och The Theory of Affordances. Det som framkommit av det analyserade datamaterialet är att struktur både kan gynna och hämma barns handlingsmöjligheter i lärmiljöerna. Ur ett systemteoretiskt perspektiv påverkar miljön barnen som vistas i den. Tillgängligheten bör anpassas efter de barn som vistas i lärmiljöerna, vilket i sin tur ska ge barn en känsla av självtillit. Däremot kan pedagoger, genom sin barnsyn och sitt sätt att utforma lärmiljöerna, sänka barns självförtroende om inte kraven balanseras. Lärmiljöers tillgänglighet kan påverka barns kreativitet beroende på vad för material och hur materialet erbjuds och presenteras. Därmed spelar det roll i vilken utsträckning förskolorna får ekonomiska resurser för att köpa in material, men även investera i kompetensutveckling för pedagogerna. Kompetensen kring specialpedagogik och inkluderingsarbetet är av största vikt i utformningen av tillgängliga pedagogiska lärmiljöer, då barnen enligt lag och riktlinjer har rätt till en tillgänglig och god lärmiljö. Vi har kunnat identifiera att flertalet förskolor använder sig av pedagogisk dokumentation som en strategi för att kartlägga barns individuella behov och de handlingsmöjligheter som lärmiljöerna erbjuder, för att kunna justera lärmiljön på det mest optimala viset för barngruppen. Dock sker inte detta på ett systematiskt sätt, utan en enda förskola arbetar kontinuerligt med att reflektera över lärmiljön och göra justeringar i utformningen då arbetet med lärmiljöer enligt forskning bör vara föränderlig. Slutligen har vi kunnat studera att tydliggörande pedagogik är en strategi som används på samtliga förskolor på ett eller annat sätt och att det krävs mer forskning om bildstöd i förskolan, då det är ett outforskat område. Många barn är inskrivna i förskolan idag och det ställs höga krav på förskolepedagoger i förskolan idag att möta varje barns unika behov, men det krävs även att resurser och kunskap går i linje med de kriterierna.

Since culturally diverse people need to collaborate in the 21st century, Higher Education adopted global citizenship education (GCE) to promote a cosmopolitan mindset. Learners in the digital era can use various modes of communication, exerting individual agency so that learners can construct global minds through their communication experiences. Blended learning based on learner-centered knowledge construction may provide extended spaces where learners can shape a personally trusted and collectively consensual vision of the global mind. A qualitative evaluation case study explored learners' perception shifts regarding autonomous identity formations and confidence-trust-building in a blended course under GCE. Due to the Covid-19 pandemic, semi-structured in-depth online interviews and document analyses on the archive data were adopted to triangulate learners' perceptions and instructors' observations. Findings showed that individuals could shape their global citizen identities through a performative loop of reflection and interaction provided via a blended format. The participants' comfort zone levels influenced different identity formation paths. However, their goals, in the end, were aligned under the idea of engaging in local community activities through lifelong commitment. Intrapersonal and interactional forms of communication solidified self-confidence and collective trust through synergically linked blended learning activities. Overall, global citizen identities have gradually evolved while self-confidence and trust in others have gradually increased through different communication steps. The significance of the study lies in reinforcing the results of prior research about performativity-oriented GCE through a community of people practicing in blended learning environments. Members' hands-on activities while building self-confidence and collective trust through communication helped them shape their collective identity. In these processes, individuals' intrapersonal communication seemed to play an insightful role in effectively connecting reflective and interactive activities. Enhanced credibility by replicating this GCE model in future studies will ensure various organizations and institutions adopt it to shape their members' global visions and build group cohesion.

No description available.

The purpose of this study was to assess the measures of the Science Laboratory Environment Inventory (SLEI), an existing classroom environment measurement instrument, to provide up-to-date norms and validation evidence for a U.S. secondary school population. This instrument’s measures were established as a means of examining students’ perceptions of their learning environment in science classrooms, and subsequently providing indicators of performance. Pedagogical changes have taken place in the science classroom fostered by the National Science Standards. This study included an examination of the SLEI measures using Mesick’s validity framework including an in-depth analysis of the instrument’s content, substance, structure, generalizability and external validity. Rasch measurement theory was employed to investigate specific components of the instrument including item fit, rating scale function, dimensionality and individual performance information. Three hundred and fifty five high school science students completed the SLEI. Structural equation modeling was used to assess the dimensional structure of the measures of the instrument. Analyses revealed that a multi-dimensional model encompassing five distinct factors and excluding negatively worded items best characterized the SLEI measures. Multidimensional measures created by scaling the data to the Multidimensional Random Coefficients Multinomial Logit (Rasch) Model exhibited suitable rating scale structure, item quality, and reliability of separation. Analyses by academic grouping revealed that students in high achieving courses had a more favorable perception of all aspects of their learning environments when compared to students in the regular courses. In addition, student perceptions of the lab were influenced by the extent of students’ experience learning science. To determine whether differences observed by grade level could be attributable to biology learning experience versus experience in school, additional analyses were completed. The analysis revealed that differences in perception were consistent across academic achievement groups as well as experience level by first year and beyond (course level) rather than by grade level. This validation study has provided additional and up-to-date evidence concerning the validity of SLEI measures. Coupled with the existing research revealing positive correlations between student perceptions of their learning environments and their academic achievement, the outcomes reported here provide a foundation for future assessment of the relationship between classroom environment and student achievement. / Ph. D.

Educational technology research studies have found computer and software technologies to be underutilized in U.S. classrooms. In general, many teachers have had difficulty integrating computer and software technologies into learning activities and classroom curricula because specific technologies are ill-suited to their needs, or they lack the ability to make effective use of these technologies. In the development of commercial and business applications, participatory design approaches have been applied to facilitate the direct participation of users in system analysis and design. Among the benefits of participatory design include mutual learning between users and developers, envisionment of software products and their use contexts, empowerment of users in analysis and design, grounding of design in the practices of users, and growth of users as designers and champions of technology. In the context of educational technology development, these similar consequences of participatory design may lead to more appropriate and effective education systems as well as greater capacities by teachers to apply and integrate educational systems into their teaching and classroom practices. We present a case study of a participatory design project that took place over a period of two and one half years, and in which teachers and developers engaged in the participatory analysis and design of a collaborative science learning environment. A significant aspect of the project was the development methodology we followed - Progressive Design. Progressive Design evolved as an integration of methods for participatory design, ethnography, and scenario-based design. In this dissertation, we describe the Progressive Design approach, how it was used, and its specific impacts and effects on the development of educational systems and the social and cognitive growth of teachers. / Ph. D.

[EN] Considering the importance of games and new technologies for learning, in this thesis, two different systems that use Natural User Interfaces (NUI) for learning about a period of history were designed and developed. One of these systems uses autostereoscopic visualization, which lets the children see themselves as a background in the game, and that renders the elements with 3D sensation without the need for wearing special glasses or other devices. The other system uses frontal projection over a large-size tabletop display for visualization. The two systems have been developed from scratch. A total of five studies were carried out to determine the efficacy of games with NUI interaction with regard to acquiring knowledge, ease of use, satisfaction, fun and engagement, and their influence on children. In the first study, a comparison of the autostereoscopic system with the frontal projected system was carried out. 162 children from 8 to 11 years old participated in the study. We observed that the different characteristics of the systems did not influence the children's acquired knowledge, engagement, or satisfaction; we also observed that the systems are specially suitable for boys and older children (9-11 years old). The children had the depth perception with the autostereoscopic system. The children considered the two systems easy to use. However, they found the frontal projection to be easier to use. A second study was performed to determine the mode in which the children learn more about the topic of the game. The two modes were the collaborative mode, where the children played with the game in pairs; and the individual mode, where the children played with the game solo. 46 children from 7 to 10 years old participated in this study. We observed that there were statistically significant differences between playing with the game in the two modes. The children who played with the game in pairs in the collaborative mode got better knowledge scores than children who played with the game individually. A third study comparing traditional learning with a collaborative learning method (in pairs and in large groups) using the game was carried out. 100 children from 8 to 10 years old participated in this study. The results are in line with the second study. The children obtained higher score when collaborated in large groups or in pairs than attending to a traditional class. There were no statistically significant differences between playing in large groups and playing in pairs. For personalized learning, a Free Learning Itinerary has been included, where the children can decide how to direct the flow of their own learning process. For comparison, a Linear Learning Itinerary has also been included, where the children follow a determined learning flow. A fourth study to compare the two different learning itineraries was carried out. 29 children from 8 to 9 years old participated in this fourth study. The results showed that there were no statistically significant differences between the two learning itineraries. Regarding the online formative assessment and multiple-choice questions, there is usually a question and several possible answers in questionnaires of this kind in which the student must select only one answer. It is very common for the answers to be just text. However, images could also be used. We have carried out a fifth study to determine if an added image that represents/defines an object helps the children to choose the correct answer. 94 children from 7 to 8 years old participated in the study. The children who filled out the questionnaires with imaged obtained higher score than the children who filled out the text-only questionnaire. No statistically significant differences were found between the two questionnaire types with images. The results from the studies suggest that games of this kind could be appropriate educational games, and that autostereoscopy is a technology to exploit in their development. / [ES] Teniendo en cuenta la importancia de los juegos y las nuevas tecnologías en el aprendizaje, en esta tesis se han diseñado y desarrollado dos sistemas diferentes que utilizan interfaces de usuario naturales (NUI) para aprender los periodos de la historia. Uno de estos sistemas utiliza visión autoestereoscópica, la cual permite a los niños verse a ellos mismos dentro del juego y muestra los elementos del juego en 3D sin necesidad de llevar gafas especiales u otros dispositivos. El otro sistema utiliza proyección frontal como método de visualización. Los dos sistemas han sido desarrollados desde cero. Se han llevado a cabo un total de cinco estudios para determinar la eficacia de los juegos con NUI en cuanto al aprendizaje, facilidad de uso, satisfacción, diversión y su influencia en los niños. En el primer estudio, se ha comparado el sistema autoestereoscópico con el sistema de proyección frontal. Un total de 162 niños de 8 a 11 años han participado en este estudio. Observamos que las diferentes características de los sistemas no han influido en el aprendizaje, en la usabilidad o en la satisfacción; también observamos que los sistemas son especialmente apropiados para chicos y niños mayores (de 9 a 11 años). Los niños tienen percepción de profundidad con el sistema autoestereoscópico. Los niños consideraron los dos sistemas fáciles de usar. Sin embargo, encontraron el sistema de proyección frontal más fácil de usar. En el segundo estudio, se determina el modo con el que los niños pueden aprender en mayor medida el tema del juego. Los dos modos comparados han sido el modo colaborativo, en el que los niños jugaban por parejas; y el modo individual, en el que los niños jugaban solos. 46 niños de 7 a 10 años han participado en este estudio. Observamos que existen diferencias estadísticas significativas entre jugar al juego de un modo o de otro. Los niños que jugaron al juego en parejas en el modo colaborativo obtuvieron un mejor resultado que los niños que jugaron al juego en el modo individual. El tercer estudio compara el aprendizaje tradicional con el aprendizaje colaborativo (en parejas y en grupos grandes) utilizando el juego desarrollado. 100 niños de 8 a 10 años han participado en este estudio. Los resultados son similares al segundo estudio. Los niños obtuvieron una mejor puntuación jugando en colaboración que en el método tradicional en clase. No hubo diferencias estadísticas significativas entre jugar en grupos grandes y jugar en parejas. Teniendo en cuenta el aprendizaje personalizado se ha incluido un itinerario libre de aprendizaje, en el cual los niños pueden elegir cómo quieren dirigir su propio proceso de aprendizaje. A modo de comparación, se ha incluido también un itinerario lineal de aprendizaje, donde los niños siguen un flujo predeterminado. En este cuarto estudio han participado 29 niños de 8 a 9 años. Los resultados han mostrado que no hubo diferencias estadísticas significativas entre los dos itinerarios de aprendizaje. En cuanto a la evaluación online con preguntas de test, normalmente, hay una pregunta y varias opciones de respuesta, donde se debe seleccionar solo una de ellas. Es muy común que la respuesta esté formada únicamente por texto. Sin embargo, también se pueden utilizar imágenes. En este quinto estudio se ha llevado a cabo una comparación para determinar si las imágenes que representan las respuestas son de ayuda para elegir la correcta. 94 niños de 7 a 8 años han participado en este estudio. Los niños que rellenaron los cuestionarios con imágenes obtuvieron una mejor puntuación que los niños que rellenaron los cuestionarios en los que solo había texto. No se encontraron diferencias estadísticas significativas entre los dos tipos de cuestionarios con imágenes. Los resultados de estos estudios sugieren que los juegos de este tipo podrían ser apropiados para utilizarlos como juegos educativos, y que la autoestereoscopía es una te / [CA] Tenint en compte la importància dels jocs i les noves tecnologies en l'aprenentatge, en aquesta tesi s'han dissenyat i desenvolupat dos sistemes diferents que utilitzen interfícies naturals d'usuari per aprendre els períodes de la història. Un d'aquests sistemes utilitza visió autoestereoscòpica, la qual permet als xiquets veure's a ells mateixos dins del joc i mostra els elements del joc en 3D sense necessitat de portar ulleres especials o altres dispositius. L'altre sistema utilitza projecció frontal com a mètode de visualització. Els dos sistemes han sigut desenvolupats des de zero. S'han dut a terme un total de cinc estudis per a determinar l'eficàcia dels jocs amb interfícies d'usuari naturals quant a l'aprenentatge, facilitat d'ús, satisfacció, diversió i la seua influència en els xiquets. En el primer estudi, s'ha comparat el sistema autoestereoscòpic amb el sistema de projecció frontal. 162 xiquets de 8 a 11 anys han participat en aquest estudi. Pels resultats, observem que les diferents característiques dels sistemes no han influït en l'aprenentatge, en la usabilitat o en la satisfacció; també observem que els sistemes són especialment apropiats per a xics i xiquets majors (de 9 a 11 anys). Els xiquets tenen percepció de profunditat amb el sistema autoestereoscòpic. Els xiquets van considerar els dos sistemes fàcils d'usar. No obstant açò, van trobar el sistema de projecció frontal més fàcil d'usar. En el segon estudi es determina la manera amb el qual els xiquets poden aprendre en major mesura el tema del joc. Les dues maneres comparades han sigut la manera col·laborativa, en la qual els xiquets jugaven per parelles; i la manera individual, en la qual els xiquets jugaven sols. 46 xiquets de 7 a 10 anys han participat en aquest estudi. Pels resultats, observem que existeixen diferències estadístiques significatives entre jugar al joc d'una manera o d'una altra. Els xiquets que van jugar al joc en parelles en la manera col·laborativa van obtindre un millor resultat que els xiquets que van jugar al joc en la manera individual. El tercer estudi compara l'aprenentatge tradicional amb l'aprenentatge col·laboratiu (en parelles i en grups grans). 100 xiquets de 8 a 10 anys ha participat en aquest estudi. Els resultats són similars al segon. Els xiquets van obtindre una millor puntuació jugant en col·laboració que en el mètode tradicional en classe. No va haver-hi diferències estadístiques significatives entre jugar en grups grans i jugar en parelles. Tenint en compte l'aprenentatge personalitzat s'ha inclòs un itinerari lliure d'aprenentatge, en el qual els xiquets poden triar com volen dirigir el seu propi procés d'aprenentatge. A manera de comparació, s'ha inclòs també un itinerari lineal d'aprenentatge, on els xiquets segueixen un flux predeterminat. En aquest quart estudi han participat 29 xiquets de 8 a 9 anys. Els resultats han mostrat que no va haver-hi diferències estadístiques significatives entre els dos itineraris d'aprenentatge. Quant a l'avaluació online amb preguntes de test, normalment, hi ha una pregunta i diverses opcions de resposta, on s'ha de seleccionar solament una d'elles. És molt comú que la resposta estiga formada únicament per text. No obstant açò, també es poden utilitzar imatges. En aquest cinquè estudi s'ha dut a terme una comparació per a determinar si les imatges que representen les respostes són d'ajuda per a triar la correcta. 94 xiquets de 7 a 8 anys han participat en aquest estudi. Els xiquets que van emplenar els qüestionaris amb imatges van obtindre una millor puntuació que els xiquets que van emplenar els qüestionaris en els quals solament hi havia text. No es van trobar diferències estadístiques significatives entre els dos tipus de qüestionaris amb imatges. Els resultats d'aquests estudis suggereixen que els jocs d'aquest tipus podrien ser apropiats per a utilitzar-los com a jocs educatius, i que l'autoestereoscòpia és / Martín San José, JF. (2015). USING NATURAL USER INTERFACES TO SUPPORT LEARNING ENVIRONMENTS [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/55845

By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the student's learning environment to include outside resources (Partnership for 21st Century Skills, 2009; NCSS, 2010; U.S. Dept. of Education, 2004). Much of this desire is due to the influence of constructivism; however, many teachers are without the knowledge and resources to implement a Constructivist Learning Environment (CLE) (Diem, 1999; Mason et al., 2000; Swan and Hofer, 2008). Therefore, how to create a suitable community-driven learning environment that allows classroom teachers to utilize resources outside their immediate location is a problem faced by many of today's educators. Past research has identified five key attributes any CLE must incorporate: embedded within realistic and authentic environments, allow for communication and collaboration among and between students, teachers and mentors, allow for multiple perspectives and views to be seen and shared, promote a student's self-awareness and self-reflection, and allow the learner to be autonomous (Jonassen, 1994; Driscoll, 2005). When considering this list against technological affordances, the one technology that appears capable of fulfilling these requirements is virtual worlds (Kemp and Haycock, 2008). Designed as a developmental research study, this research validates the use of virtual worlds as a development tool when building a CLE within the K-12 environment. / Ph. D.

Orientadora: Profa. Dra. Itana Stiubiener / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciência da Computação, 2016. / No processo de ensino e aprendizagem à distância os professores e tutores são atores fundamentais, uma vez que estimulam o aprendizado e a participação dos alunos, assumindo o papel de mediadores deste processo. Assumindo-se que esta modalidade de educação depende do seu bom desempenho nos ambientes virtuais de aprendizagem, seja no atendimento das dúvidas, na produção de conteúdo, na correção de atividades ou na verificação de acessos, se faz necessário que haja informações à disposição dos gestores dos ambientes e processos EaD para um acompanhamento mais efetivo desses processos. Esse acompanhamento apresenta diversas lacunas a saber: falta de experiência prévia dos professores e dos tutores, quantidade excessiva de alunos e de atividades, entre outras. O AVA Moodle oferece algumas ferramentas com recursos de Learning Analytics, porém, estas ferramentas retornam somente uma visão parcial por curso/contexto, o que dificulta o processo de gestão. Este trabalho apresenta uma proposta para auxiliar os professores a terem uma visão holística, integrada e transversal da participação dos seus alunos e aos gestores de todas as atividades desenvolvidas nos AVA's das ações dos professores, tutores e alunos nesses ambientes. Após a observação da dificuldade de obtenção dessas informações através de um estudo de caso desenvolvido em uma instituição de ensino foi proposta e desenvolvida uma ferramenta com o intuito de fornecer as informações necessárias aos professores em relação à participação de seus alunos, agrupadas por cursos vinculados ao mesmo e também fornecer relatórios aos gestores em relação às ações dos professores, tutores e alunos, obtidos através da utilização dessa ferramenta em um ambiente virtual de aprendizagem Moodle com cursos em andamento. / In the process of teaching and distance learning education tutors are key actors, since they stimulate learning and participation of students, taking on a role as mediators of this knowledge. Assuming this type of education depends on the good performance of tutors in virtual learning environments, considering in attendance, the activities of correction or the access frequency, it is necessary to have information available to managers from the environments of distance learning processes for more effective monitoring of these processes. Such monitoring has several gaps namely: lack of previous experience of teachers and tutors, excessive number of students and activities, among others. The (AVA) Moodle offers some tools Learning Analytics features, however, these tools only return a partial view of the course / context, which makes the management process difficult. This paper presents a proposal to help teachers to have a holistic, integrated and cross-sectional view of the participation of their students and managers of all activities in AVA's, the actions of teachers, tutors and students in these environments. After observing the difficulty of obtaining this information through a case study developed in an educational institution it was proposed and developed a tool in order to provide the necessary information to teachers regarding the participation of their students, grouped by courses linked to same and also to provide reports to managers in relation to the actions of teachers, tutors and students, obtained from the use of this tool in a Moodle virtual learning environment with courses in progress.