Global ETD Search

91	Debugging in a World Full of Bugs : Designing an educational game to teach debugging and error detection with the help of a teachable agent / Hur man designar ett digitalt spel för att introducera felsökning med hjälp av en digital lärkompis Koniakowski, Isabella January 2020 (has links) This study used the Magical Garden software and earlier research into computational thinking as a point of departure to explore what metaphors could be used and how a teachable agent could be utilised to introduce debugging and error detection to preschool children between four and six years old. A research through design methodology allowed the researcher to iteratively work divergently and convergently through sketching, creating a Pugh matrix, conducting six formative interviews, and finally creating two hybrid-concepts as paths to teaching debugging in the form of concepts. Many metaphors discovered in the design process and in preschool teachers' daily practices were judged possible for teaching debugging and error detection. The analysis of these resulted in four recommendations for choosing a suitable metaphor when teaching debugging: it should have clear rights and wrongs, it should allow for variation, it should have an easily understandable sequentiality to it, and it should be appropriate for the age-group. Furthermore, six recommendations were formulated for utilising a teachable agent: have explicitly stated learning goals, review them and explore new ones as you go, have a diverse design space exploration, make the learning objective task complex, not the game in general, reflect on if using a TA is the best solution, make use of the correct terminology, and keep the graphical elements simple. These recommendations, together with the hybrid-concepts created, provide researchers and teachers with knowledge of how to choose appropriate metaphors and utilise teachable agents when aiming to teach debugging and error detection to children between four and six years old. EdTech educational technology design learning experience education feedback debugging bug iterative interview sketch pugh matrix preschool teachable agent teacher metaphor Magical Garden Lärteknologi EdTech design utbildning feedback buggar iterativ intervju skiss pugh matris förskola lärare metafor lärkompis lärande agent agent Magiska Trädgården Human Computer Interaction
92	Využití zprostředkovaného učení ve školní výuce / Mediated Learning experience and its application in school education Rázgová, Lenka January 2017 (has links) The dissertation thesis presents the results of a research project which focused on the application of mediated learning experience theory to teaching with respect to cognitive development of pupils. The first chapter introduces cognitive education, which concentrates on the process of learning. It also compares this approach with traditional methods aimed at the content of learning. The following parts of the thesis deal with selected theories postulated by Reuven Feuerstein which are important for understanding the context in which his other theory was developed: the theory of mediated learning experience. This theory is the central theme of the theoretical part of the thesis. Apart from its definition and parameters, the thesis presents specific recommendations for teachers about how to develop cognitive functions of their pupils by applying this theory directly in class. Afterwards, attention is paid to Feuerstein's well-known worldwide intervention program called The Feuerstein Instrumental Enrichment. This program is used in the Czech school system, too. The essential part of this chapter introduces a number of studies which focused on the verification of benefits of Feuerstein's approaches to cognitive development in children and adolescents. The last chapter of the theoretical part...
93	Deriving Operational Principles for the Design of Engaging Learning Experiences Swan, Richard Heywood 18 July 2008 (has links) (PDF) The issue of learner engagement is an important question for education and for instructional design. It is acknowledged that computer games in general are engaging. Thus, one possible solution to learner engagement is to integrate computer games into education; however, the literature indicates that pedagogical, logistical and political barriers remain. Another possible solution is to derive principles for the design of engaging experiences from a critical examination of computer game design. One possible application of the derived design principles is that instruction may be designed to be inherently more engaging. The purpose of this dissertation was to look for operational principles underlying the design of computer games in order to better understand the design of engaging experiences. Core design components and associated operational principles for the design of engaging experiences were identified. Selected computer games were analyzed to demonstrate that these components and principles were present in the design of successful computer games. Selected instructional units were analyzed to show evidence that these operational principles could be applied to the design of instruction. An instructional design theory—called Challenge-driven Instructional Design—and design considerations for the theory were proposed. Finally, suggestions were made for continued development and research of the instructional design theory. computer game video game engagement instructional design experience design design theory reverse engineering agency agentive learning operational principle feedforward automaticity learning experience challenge-driven design core component primary generator intrinsic motivation recoverability core performance agentive means variable challenge thematic signaling player presence game world self-consistent setting Educational Psychology
94	Unheard Women's Voices in Swedish International Higher Education: Personalizing Trajectories of Female Postgraduate Students and Motherhood Oh, Soovin January 2023 (has links) This study comparatively analyzes the narratives containing six international graduate student mothers’ lived experiences. Stories about intersectional identities and their transformation process through new experiences were reconstructed by the participants as storytellers. These student mothers are enrolled in international master’s programs in Sweden, who are underrepresented population in higher education research. Also, Sweden as a host country and learning setting is an under-researched location for this topic. The findings show that IGSMs (International graduate student mothers) learning and living abroad experiences include various challenges and diverse enablers. Their experiences are shaped by the host country, the institute, and the people around them. They experienced that social and cultural values embedded in the specific learning space affected their experiences, and the participants also felt it through social and cultural differences and transformation in themselves. All participants had a unique intersection of their multiple identities, and they made their strategies to deal with dilemmas and struggles. They learned new perspectives, attitudes, and lessons from interactions with other individuals, culture shock, observing differences, and through their studies and family. This study provides a chance to understand how female learners make sense of the ‘self’ and the world around them and how they transform their perspectives in international higher education settings while they face important phases in their family and academic life. Student mothers International graduate student mothers Graduate students Women in higher education Narrative study Learning experience Intersectionality Transformative learning Learning Lärande Pedagogical Work Pedagogiskt arbete Gender Studies Genusstudier Social Sciences Interdisciplinary Pedagogy Pedagogik

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