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For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

In this paper, we report the results of a 3-year, quasi-experimental study comparing students' engagement and deep learning of course materials between students who took an undergraduate engineering course that used a video game approach to a control group. The video game, EduTorcs, provided challenges in which students devised control algorithms that race virtual cars through a simulated race track. Theoretically, the study is rooted in Mayer and colleague's cognitive theory of multimedia learning. Engagement was measured with the Experience Sampling Method. Students taking the game-based course reported greater intrinsic motivation and engagement than students taking the course in the traditional way; and they performed significantly better on tests of complex course concepts designed to measure deep learning.

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

The purpose of this study was to examine conception of learning and learning behavior for each goal orientation type from the multiple-goals perspective and to clarify the characteristics of each type. Questionnaire surveys were conducted with fourth-year undergraduate students, and responses for 340 students were analyzed. We created four types, namely, , , , and , and each type of conception of learning and learning behavior were examined. The results suggested that conception of learning differs by type. tended to have multiple conceptions of learning, tended to have Active conception of learning, and and tended to have Passive conception of learning. [For full proceedings, see ED621941.]

These proceedings contain the papers of the 7th International Conference on Educational Technologies 2020 (ICEduTech 2020), which has been organised by the International Association for Development of the Information Society and co-organised by the University of São Paulo ("Universidade de São Paulo"), Brazil, from 5 to 7 February 2020. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. ICEduTech conference topics include: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. [Individual papers are indexed in ERIC.]

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks such as writing, design, and collaborative problem solving, and it has been used in new informal contexts where student actions are at best semi-structured. This iteration of the conference includes a range of work in these and other areas. This year's conference features three invited talks: Julita Vassileva, Professor at the Department of Computer Science, University of Saskatchewan, Canada; Steve Ritter, Co-Founder and Chief Scientist, Carnegie Learning Inc., Pittsburgh; and Michael Mozer, Professor Department of Computer Science and Institute of Cognitive Science University of Colorado. The number of accepted papers include 22 full papers and 42 short papers. An additional 47 papers were accepted to the poster track. The poster and demo track itself accepted 14 contributions out of 34 submissions. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2019 conference held a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. The papers submitted to this track followed the "JEDM" peer review process. Two such papers are featured in the conference's program. Additionally this year, papers that were regularly published in the journal in 2018 were invited for presentation at the conference. Two authors accepted this invitation. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2019 Industry Track received eleven submissions of which six were accepted. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features eight such presentations. This year's conference includes also an invited talk by the authors of the 2018 winner of the EDM Test of Time Award. This year's talk is delivered by Mykola Pechenizkiy. In addition to the main program, there are three workshops: (1) Learning Analytics: Building bridges between the Education and the Computing communities; (2) Reinforcement Learning for Educational Data Mining; and (3) Workshop on EDM & Games: Leveling Up Engaged Learning with Data-Rich Analytics. Three tutorials were presented as well: (1) Sharing and Reusing Data and Analytic Methods with LearnSphere; (2) Causal Discovery with Tetrad in LearnSphere's Tigris and Designing and Developing Open; and (3) Pedagogically-Based Predictive Models using the Moodle Analytics API.

The wide spread of digital technologies in higher education raises the need to examine the added value of digital technologies to enhancing high-quality teaching and promoting active learning. This study explored the characteristics of pedagogical design in a technology-enhanced academic course. We analyzed how the course enabled expressing "student voice" as listening, collaboration and leadership (Mitra, 2007), as well as to what extent these characteristics are expressed in cognitive, emotional and social aspects of students' "perceived learning" (Caspi & Blau, 2008, 2011). During four semesters, we conducted qualitative analysis of reflective learning diaries written by 87 graduate students in education as part of the course requirements. The analysis revealed many statements expressing student-voice (n=222). In terms of Mitra, most of them were related to the basic level of student-voice -"listening" (n=173). However, a considerable number of statements reflected the advanced levels of student-voice: "collaboration" (n=16) and "leadership" (n=33). In addition, many statements described different aspects of perceived-learning (n=532). Some of them reflected "cognitive aspects of perceived learning" (n=157), indicating students' ability to analyze their understanding. Other statements expressed positive or negative "social aspects of perceived learning" (n = 103) and approximately half of the statements which related to the second research question (n = 272), reflected positive or negative "emotional aspects of perceived learning." The findings contribute to research on student-voice and students' perceived learning in academia as well as to design of teaching-learning-assessment processes in technology-enhanced courses in higher education and training. [For the complete proceedings, see ED590269.]

In this study the impact of a mobile augmented reality learning environment on motivation, learning effects and cognitive load was tested. Students participated in a two-hour history lesson while using their smartphones to turn static pictures into animations with an Augmented Reality (AR) application. Interest, perceived competence and perceived choice as indicators for intrinsic motivation were assessed. Results of the AR learning group were compared to a non-AR teacher-centered learning environment. The results reveal that augmented reality learning can promote intrinsic motivation and has an impact on history learning. Cognitive load has not been detected as a problem within the AR group. [For the complete proceedings, see ED590271.]

In northern Botswana, conflict between subsistence farmers and elephants can result in destroyed agricultural crops and death for both species. In June of 2016, students and faculty mentors from four universities traveled to the Okavango Delta region of Botswana to participate in a community education project designed to develop locally relevant solutions to mitigate human-elephant conflict. Local farmers and community members partnered with university students to design solutions and build prototypes of those solutions. In this paper, we present findings pertaining to the university students' experiences, perceptions, and learning during and as a result of the workshop, including ways in which expectations and the actual experience were aligned and the experience of partnering university students with members of the local community. Findings indicate that future, similar projects should work to ensure an appropriate balance of instruction attention between the local and student participants. Successes include open dialogue and collaboration among all workshop attendees, application of university coursework to address issues of problem solving, design, working with diverse groups, and co-creation of prototypes of simple machines, tools, and devices ready for use and testing by local farmers. [For the full proceedings, see ED581791.]

This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, an elder talk memoire, panel discussions, working group reports, topic sessions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) The Economic Use of Time and Effort in the Teaching and Learning of Mathematics (Dave Hewitt); (2) Mathematics in Industry, Mathematics in the Classroom: Analogy and Metaphor (Nilima Nigam); (3) Inter-action and Mathematics Knowing--An Elder's Memoire (Tom Kieren); (4) Basic Facts about PISA 2012 (Lynn M. McGarvey); (5) What Have We Not Been Hearing About PISA? (David A. Reid); (6) The performance of Québec students on PISA's mathematics assessment: What's going on in Québec? (Annie Savard); (7) PISA Reporting: Not Saying What PISA Is and Does (David Wagner); (8) Mathematical Habits of Mind/Modes de pensée mathématiques (Frédéric Gourdeau, Susan Oesterle, and Mary Stordy); (9) Formative Assessment in Mathematics: Developing Understandings, Sharing Practice, and Confronting Dilemmas (Nadia Hardy and Christine Suurtamm); (10) Texter mathématique/Texting Mathematics (Richard Barwell and Jean-François Maheux); (11) Complex Dynamical Systems (France Caron, David Lidstone, and Miroslav Lovric); (12) Role-Playing and Script-Writing in Mathematics Education: Practice and Research (Caroline Lajoie and Rina Zazkis); (13) Mathematical Problem-solving Proficiency and Knowledge for Teaching (Olive Chapman); (14) Interactions de la classe: tensions entre compréhension et difficultés à apprendre les mathématiques/Interactions in the Classroom: Tensions Between Interpretations and Difficulties Learning Mathematics (Lucie Deblois) [Written in French and English]; (15) Mawkinumasultinej! Let's Learn Together! Developing CulturallyBased Inquiry Projects in Mi'kmaw Communities (Lisa Lunney Borden); (16) Problem Posing as Storyline: Collective Authoring of Mathematics by Small Groups of Middle School Students (Alayne Armstrong); (17) Des manières de faire des mathématiques comme enseignants abordées dans une perspective ethnométhodologique pour explorer la transition secondaire collégial/An Ethnomethodological Perspective on Teachers' Ways of Doing Mathematics to Explore the Transition from Secondary to Postsecondary Level (Claudia Corriveau) [Written in French and English]; (18) Making Sense of Sense Making: Learning, Anxiety, and Education (Lissa M. D'Amour); (19) Listening to Students: A Study of Elementary Students' Engagement in Mathematics Through the Lens of Imaginative Education (Pamela A. Hagen); (20) Societal Views of Mathematics and Mathematicians and Their Influence on Elementary Students (Jennifer Hall); (21) Perceptions, Pedagogies, and Practices: Teacher Perspectives of Student Engagement in Grade 9 Applied Mathematics Classrooms (Limin Jao); (22) From Frustration to Understanding: An Inquiry into Secondary Mathematics Teachers' Experiences with Government Mandated Examinations (Richelle Marynowski); (23) Towards the Pedagogy of Risk: Teaching and Learning Risk in the Context of Secondary Mathematics (Nenad Radakovic); (24) Transitions Between Representational Modes in Calculus (Dov Zazkis); (25) A War Zone: The Framing of Mathematics Education in Public News Reporting (Richard Barwell and Yasmine Abtahi); (26) Rethinking Lesson Planning in Mathematics Classrooms (Martha J. Koch); (27) Unpacking Students' Meaning During Learning of New Concepts and Application to Task (Lydia Oladosu); (28) Mathematical Arts: Change the Name… Change the Lens (…?) … Change the Experience… (?) (Jamie Pyper); (29) Day-to-Day, Moment-to-Moment Teaching: What Does it Mean to Teach Mathematics? (Amanjot Toor); (30) Students' Images of Mathematics (Jennifer Hall, Jo Towers, and Lyndon C. Martin); (31) Unfolding of Diagramming and Gesturing Between Mathematics Graduate Student and Supervisor During Research Meetings (Petra Menz); and (32) Exploring Mathematics Through Narrative/Stories: A Humanistic Approach for Teaching Mathematics (Amanjot Toor). Individual papers contain references. [For the 2013 proceedings, see ED547247.]

Researchers in psychology and mathematics education have been conducting systematic investigations of students' generalization (or transfer) of learning since the beginning of the 20th century. However, we do not know how teachers, the people typically associated with student learning, think about this phenomenon. This study, thus, identified teachers' beliefs about students' generalization of learning. Five categories of teacher beliefs were identified, highlighting the importance of bringing teachers into the ongoing transfer conversation as the categories identified both extend current conceptualizations of transfer into the domain of mathematics education and identify new beliefs regarding students' transfer of learning. [For the complete proceedings, see ED597799.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative findings indicated differences in mathematical beliefs. One group characterized mathematics as a record of knowledge, difficult to understand and lacking in relevance; learning occurred through rote memorization and via external expertise, with teaching typified as explaining. The other group portrayed mathematics as process-focused, internally constructed, and relevant; learning took place through a focus on children's thinking, with teaching characterized as guiding and questioning. [For the complete proceedings, see ED585874.]

The ambiguities surrounding computer simulations in sociology teaching and research on the university level are described and the implications of computers as a teaching technique are explored. Intended as an explanation to sociology teachers and researchers of how students' learning experiences are shaped by their orientations to computer environments, departmental organization, and university organization, the paper is presented in three sections. Section I discusses the relationship between using the computer for educational purposes and sociological theory. Simulation examples and observations on educational environments are given. Section II presents reasons why computer usage is a particularly suitable topic for educational research. Reasons include the compatability of computer technology with both teaching and research and evidence that students improve decision-making skills when trained in computer simulations. There are also indications that participation in computer simulations contributes to development of basic sociological knowledge which, in turn, facilitates learning of sociological theory. Section III discusses computer usage by the reformist element in sociology within the framework of statements by sociologist Wilbert Moore. Tables, a questionnaire of student attitudes toward research methodology, and references dealing with sociology education, simulations, student evaluations, and computerized education are included. (Author/DB)

Many research studies which deal with the teaching of economics at the college level conclude that different teaching methods do not lead to very different results in terms of student achievement. This paper suggests that one reason student achievement may fail to demonstrate the superiority of one teaching method over another is that achievement is a function of a student's intellectual ability and time put into the course. It is suggested that less effort and time studying economics and additional leisure time, instead of improved achievement, may be the dominant benefit of a different teaching method. To test this hypothesis, a dependent variable was designed to measure the change in a student's effort in economics based on an economic learning model developed by McKenzie and Staaf. Three effort variables were constructed and tested to determine if effort was correlated with grade expectation, student attitude, sex, age, hours worked, day or night classes, or having had or not had a high school course in economics. Results indicated that non-working students and those students who expect and/or receive high grades exhibit more effort. It is suggested that the effort variable be taken into consideration in evaluating teaching methods. (JK)

The effect of humor on retention of lecture material was studied with 100 undergraduate students at California State University, Dominguez Hills. Within each class, students were divided into four equal groups, and four versions of a lecture on language development were presented on videotape by a college faculty member. The lectures were identical in content and varied only in type of humor: (1) humor related directly to items in the learning test; (2) humor unrelated to the items being tested; (3) no humor; and (4) a repetition of the concept that preceded the related joke (repetition control condition). Both the related and unrelated jokes were inserted in identical places within the lecture content. A joke was considered related if it was associated with, or served as, a mnemonic device for the concept to be learned and recalled. Information learned or recalled from the lectures and data regarding each subject's attitude toward the lecture and the speaker were assessed, along with ratings of the level of humor in the 10 jokes from the related humor lecture. The related humor lecture facilitated retention of information significantly more than both the unrelated humor and the nonrepetition control lectures. The nonrepetition control and the unrelated humor conditions were recalled equally well. That is, repetition, whether or not through the use of humor, enhanced recall. Furthermore, subjects found the humorous presentation more enjoyable. It is concluded that in cases of rote learning, related jokes contribute by both repeating the concept and making the learning process more enjoyable. (SW)

We are delighted to welcome you to the International Psychological Applications Conference and Trends 2013, taking place in Madrid, Spain, from 26 to 28 of April. Our efforts and active engagement can now be rewarded with these three days of exciting new developments about what we are passionate about: Psychology and its connections. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2013 received over more 338 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference also includes a keynote presentation from an internationally distinguished researcher Prof. Howard S. Schwartz, from Oakland University, U.S.A.. There will be also two Special Talks, one by Michael Wang, Professor of Clinical Psychology in the School of Psychology, College of Medicine, University of Leicester and also Director of the Doctoral Clinical Psychology Training Course at Leicester, UK, and the other by Clara Pracana, founding member of Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed important topics in four main fields taken from Applied Psychology: Clinical, Educational, Social, Legal and Cognitive and Experimental Psychology. The areas can, of course, be object of discussion, but extended abstracts were presented in 56 topics within these fields of research: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; vi Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: Psychology and its multi-disciplinary connections. It includes an extensive variety of contributors and presenters, who will extend our view of the human psyche and behavior, by sharing with us their different personal, academic and cultural experiences. This is certainly one of the reasons we have so many nationalities and cultures represented, inspiring collaborative links and fostering intellectual encounters. Educational Psychology oral presentations include: (1) Investigation of Primary School Students' Optimism Level and their School Perception (Esra Çalik Var and Selahiddin Ögülmüs); (2) The Effect of Communication Skills-Psychoeducation Program on the Communication Skills of the Police Academy Students (Sevgi Sezer); (3) Working with Shy Adolescents: Effectiveness of Life Skills Group Training (Lancy D'Souza); (4) Transition In Transition Out (TITO): Using Peer Mentoring to Assist Graduating Students Transition Beyond University (Sophia Xenos, Andrea Chester and Lorelle Burton); (5) Personality and Academic Dishonesty: Evidentes from an Exploratory Pilot Study (Dan Florin Stanescu and Elena Madalina Iorga); (6) How to Improve the Writing of Opinion Essays? - The Role of Self-Regulated Strategies Development (Catarina Araújo, Ana Paula Martins and António Osório); (7) Early Intervention and Fragile X Syndrome (Ana Apolónio and Vítor Franco); (8) Chronopsychology Assessment of the Type of Time Organization Applied in Algerian Schools (Louisa Marouf, Rachid Khelfane and François Testu); (9) Perfectionism and School Performance in Children (Lauriane Drolet, Philippe Valois and Jacques Forget); (10) A General Overview on Parental Emotional Socialization Behaviors (Sukran Kilic); (11) Family Unpredictability and Social Support Reported by Families in Early Intervention Programs versus Community Families (Teresa Sousa Machado and Iolanda Correia); (12) Toxic Environment: Outcomes of Parental Methamphetamine Addiction on Child Psychological Health (Comfort B. Asanbe, Charlene Hall and Charles Bolden); (13) Parental Involvement and Inclusive Contexts (Sara Alexandre Felizardo and Esperança Jales Ribeiro); (14) The Effect of Group Counseling Experiences to Counselor Trainees' Group Leadership Characteristics (Bahar Mete Otlu); (15) The Role of Big Ideas in Technology-Mediated Curricula (Theodore R. Prawat and Richard S. Prawat); (16) Cognitive Features of Students with Different Level of Research Potential and Success in Learning (Nina Bordovskaia); (17) Associations of Unhealthy Behaviors and Depressive Symptoms with School Difficulties and Role of Socioeconomic Factors in Early Adolescence (Kénora Chau, Michèle Baumann, Jean-Charles Vauthier, Bernard Kabuth and Nearkasen Chau); and (18) Expanding Borders: Teachers Motivation (Claus Dieter Stobäus, Juan Mosquera and Bettina Steren dos Santos). Educational Psychology poster presentations include: (1) Peruvian Teachers' Perceptions about Autism and Implications for Educational Practice (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (2) Giftedness: Peruvian Teachers' Perception (Joyce Echegaray-Bengoa and Manuel Soriano-Ferrer); (3) Work Satisfaction and Social Well-Being of Teachers according to Headmasters' Support and Teachers' Personality Traits (Anna Janovská, Olga Orosová and Beata Gajdošová); (4) Early Intervention in Childhood: Study on the Evaluation of the Satisfaction of Families (Esperança Jales Ribeiro, Sandra Gonçalves and Sara Alexandre Felizardo); (5) Socio-Emotional Competences in Portuguese Youngsters: Developing of Assessment Tools for Parents (Heldemerina Pires, Adelinda Candeias, Nicole Rebelo, Diana Varelas and António M. Diniz); (6) The SET GAME® and its Cognitive Aspects (Sandreilane Cano da Silva and Lino de Macedo); (7) Teachers' Notions about Types of Communicative Behavior and Levels of Communicative Culture (Galina Glotova and Angelika Wilhelm); and (8) Reading Comprehension Difficulties - Comparison of Poor and Good Comprehenders using Neuropsychological Tasks (Helena Vellinho Corso, Tânia Mara Sperb and Jerusa Fumagalli de Salles). Author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Differences in levels of subject matter learning at the university level were explored to determine how a learning task is approached between those who are successful and those who are less successful. Students read a selected social science text, (Paul Samuelson's "Economics", for example), related the material learned, answered content questions, gave personal impressions of the learning activity, and discussed general attitudes toward university studies. A second interview, five to six weeks later, concentrated on retention of previously learned material. Two major attitudes appeared to be connected with two different conceptions of learning--one that learning is something a person does and the other that learning is something that happens to a person. These attitudes determined to a large extent the things students learned, as well as the different ways in which they learned. These findings indicated that learning should be described in terms of the structural aspect of its content. In the section exploring the relationship between knowledge and skill, it is shown through experimentation with physics phenomena in a problem-solving situation that cognitive skills are aspects of knowledge, rather than independent of knowledge. Remarks on the debate on education during the 1970s and on separate categories of thought are offered. References and a listing of reports from the Institute of Education, University of Goteborg, Sweden, are provided. (Author/DB)

A progress report on a research project directed toward facilitating deeper understanding of economic concepts at the university level is presented. The purposes of the project are to explore phenomena conceptualization and to investigate why some students are more successful at a learning task than other students. In the analysis of a microeconomics course, student comprehension of economic concepts and principles was assessed. Students were interviewed on basic economic questions before, during, and after participating in the course. Findings were evaluated over three semesters, with an experimental course in microeconomics instituted during the fourth semester. Characteristic ways in which students understood and misunderstood basic concepts such as opportunity cost, production and cost functions, and utility and costs are described. A preliminary conclusion is that student understanding of basic concepts would increase if learning was described in terms of the structural aspects of the learning process such as forgetting, remembering, problem solving, or adhering to a specific teaching method. (Author/DB)

The growing number of value clarification curriculum materials is an indication that moral education is becoming a major focal point of curriculum. This study looks at one social studies course that includes both a moral development component and an inquiry approach. The hypotheses of the study are that students will show significant growth in (1) social studies facts and principles, (2) learning and inquiry skills, (3) attitudes toward social studies, and (4) self esteem and moral judgment. The sample consists of students from six suburban Boston school districts between the eighth and tenth grade who had previously been exposed to materials developed by Ted Fenton. The dependent variables are pre- and posttestings on attitude toward self and self as a learner, social studies, politics, knowledge, learning, inquiry skills, and moral judgement level. Although no real significant differences in the areas are observed in absolute individual gains, as a group the total sample did increase their scores on the inquiry Skills and Knowledge subtests and change their attitudes slightly in two areas. In the moral judgement level, it makes no difference whether teachers attended a five-day workshop on Kohlberg's theory or read a manual discussing the same material. It was found, however, that growth in moral reasoning is more likely to occur where a range of reasoning is present and expressed in an active classroom discussion, especially when teachers take an active rather than a parliamentarian role. (Author/JR)

Seventy-eight fourth grade children were randomly assigned to one of two evaluation groups. One group (self-evaluation) judged the correctness of their answers and reinforced themselves while the other group (other-evaluation) was judged and reinforced by some other person. Results showed that girls were significantly more responsible for failure than boys and that in the self-evaluation condition boys were significantly less anxious than girls and less likely to lie. Moreover, the results suggested that boys who evaluated themselves as compared to boys who were evaluated by others tended to experience reduced anxiety and an enhanced self-concept. (Author)

Student and faculty perceptions of teaching styles, learning styles, and the use of various educational environments were compared at a small, highly selective liberal arts college. Student and faculty perceptions of the subject matter characteristics of academic departments and students' orientations to the subject matter of the departments were also analyzed. The theoretical framework that was adapted for categorizing different styles of teaching was developed by Richard Mann (1975). An adaption of the Student Learning Style Questionnaire developed by Grasha (1972) and Riechmann and Grasha (1974) was chosen as the basis for assessing student learning styles. Berquist and Phillips' (1975) classification of educational environments and Biglan's (1973) model for the classification of academic departments were also adapted for the study. Kolb's Learning Style Inventory was used to investigate the learning styles of students in departments of varying subject matter orientation. Statistical data, a descriptive summary of the findings, and a brief bibliography are presented. (SW)

The relationship between personalized computer-assisted instruction (CAI) and learning, attitude, and personality were examined. Subjects were 181 students, predominantly female, enrolled in a one-year teacher training course at McGill University. Treatments consisted of two versions of a series of ten CAI lessons, one written to appear highly personalized, the other non-personalized. Significant results were found in two areas: the group receiving the personalized version scored higher on exams and took longer to complete the course. No significant difference was found between the groups in attitudes towards CAI after the course, although both showed an increase in positive attitudes. On the 18 personality variables studied, only one (achievement via independence) was found to interact with treatment, and one (self-acceptance) with attitude toward CAI. Analysis of the findings suggests that personalization may make CAI appear less dehumanizing, and result in better learning. (Author/CMV)

The study evaluates the effectiveness of a set of social studies activities in promoting cooperative interaction among junior high school students. A field experiment was designed to test three hypotheses: (1) groups which have previously worked together structure tasks more cooperatively than a newly formed group: (2) groups which have participated in curricular activities structure a given task more cooperatively than groups which have not participated; and (3) cohesiveness is greater among groups which have worked together on all curricular activities. Two experimental groups and one control group of randomly assigned 7th grade social studies students participated in five cooperative activities, involving puzzles, pantomime, and establishing game strategies. The first phase of the study took place in regular classrooms and was videotaped. During the evaluative phase of the project, one week after completion of the first phase activities, students discussed game rules, participated in a simulation, and rated group performance. Data were collected from the initial class activities and discussion, videotapes of group processes during the simulation, and a questionnaire filled out after the simulation activity ended. Findings indicated that children do organize a cooperative strategy for carrying out activity if they perceive that cooperation provides the greatest potential rewards. However, being trained together does not increase group cohesiveness. It was concluded that cooperation can be initiated by tasks that are intrinsically interesting. (Author/DB)

The current political conflict over school policy making is raised as a source of political learning for the young. It is hypothesized that the current politicization of educational issues influences students as never before and that this influence has great potential for re-shaping perceptions and evaluations of the political world. In the last decade a set of constituencies of the school system has challenged authority and decisions long imposed by the education profession. Each constituency focuses on a distinctive policy which it wants altered to accomodate a new distribution on resources and values. Conflicts discussed include desegregation, finance reform, teacher power, accountability, and student rights. Common features of the new school politics include the continual power/resource struggle; centralization of authority in American government; widespread political agitation; financial problems; the political learning context of students; and the perception, judgment, and conceptualization of the political process by the young. Speculation indicates that political conflict in local schools over the last decade has provided a teaching surrogate, the salience of school issues for the young has transcended other kinds of politics, and it should have had greater effect on political learning than traditional classroom instruction. Further research on political learning among the young is needed to turn this information from speculation into data. (Author/DB)

The study investigated the learning and attitudes of individuals in an individualized computer-assisted instruction (CAI) setting using a specially designed group CAI program to permit the entry and evaluation of responses from each group member. Results suggest that individuals in groups learn as well as individuals working alone with conventional CAI, but take somewhat longer to complete each program. In spite of this, large cost savings resulted since the group took significantly less time than had each individual worked alone. Attitudes towards CAI were found to be unaffected by exposure to this type of CAI treatment. (Author)

The paper discusses an experiment in which regression analysis was used to examine predictors of information retention following a college economics course. It was hypothesized that students taught in small classes with self-instructional materials would place a higher value on basic economic concepts and retain these concepts longer than students in large, traditional classes. Variables included class size, method of instruction, pre- and posttest scores, grade in the course, class, sex, SAT scores, and student attitudes towards economics. All students were tested over four years. New models were developed to solve problems of allocating correct explanatory power to each variable to correct shortcomings of existing retention models. Findings indicated a significant positive attitude change toward economics in smaller classes. It was concluded that, in spite of positive attitudes toward economics in small classes, cognitive performance remains comparable in small and large classes. Additional research and analysis is suggested. (Author/DB)

This paper presents the results of a study designed to provide an empirical test of a learning theory proposed by McKenzie and Staaf in which the student effort enters as an argument in the learning achievement function. The model states that final achievement in economics is equal to the initial stock of knowledge plus improvement, where improvement is given by the product of effort times the learning rate or aptitude. The data source was the entire population of students enrolled in a principles of economics course in two universities. Pre- and posttests were given to all students, with additional academic and biographical data obtained from university records. Complete data were obtained for 689 students. Two findings are apparent in the results: first, the inclusion of an empirical measure of effort is shown to be a statistically significant variable explaining both learning achievement and improvement. Second, a substitute for the initial stock of knowledge proved not to be a significant variable in explaining learning improvement. Results indicate the necessity of including a measure of effort in further research (and its omission from previous studies calls into question the validity of the results derived therefrom). (Author/JK)

Assessment thus far has been shaped primarily by questions about student learning outcomes; however, assessment "behind outcomes" means looking more carefully at the processes and conditions that lead to improved student learning. Nine areas of inquiry for assessment "behind outcomes" are suggested, with appropriate methods for addressing them and resources for further work: (1) What do we know about students who enter our institution? (2) How are course-taking patterns related to outcomes? (3) How do students experience the institution? (4) What is the student's contribution to learning? (5) What do students learn over time in a program of study? (6) How do out-of-class experiences contribute to learning? (7) What are students able to do with what they know? (8) What patterns characterize students' movement through the institution? (9) What judgments can students make about their learning? Six principles of assessment are drawn from these areas and discussed; these principles concern looking beyond outcomes to: college goals and programs; student attitudes and values; the department or program as a context for assessment; communicating and using complex, qualitative information; being governed by what is good for students; and a broader involvement of people across the institution in assessment. (KM)

In present scenario due to novel coronavirus physical distance is must in order to be safe and healthier. Such that physical learning (Arul (2017)) and teaching are conducted through internet such that distance learning which is normally know as online education which are through various forms, such as Distance learning, E-learning, network learning and Virtual learning so it is usually associated with online courses or online environments, but it has much more broader dimensions. In this paper we will discuss what are the benefit techniques that can be applied in virtual education for betterment of students and to understand their satisfaction level of students in virtual education. Hence both students and teachers are interacting through online sections with various different apps. Relationship between student-teacher interactions and learning its outcomes which has been generally practised for face to face classroom teaching and learning from decades together. Due to lockdown lack of interactions between each other made to attend online classes. Hence it provides a general overview of the circumstances and its quality of virtual education (Barbera(2000), Gosling and Deandrea(2001) & Mason(2002)) which are beneficial for students in order to adopt for their learning carrier which benefits them through online education for undergraduate and master degree students which consists of many advantages and disadvantages in learning process. Online education consists of several problems due to various different issues like lack of internet (Reeves(1994)) stability, lack of prescribed time allotments, and lack of originality and so on. Hence by facing various different kind of problems it is the challenge for students in order to adopt for their learning process through virtual learning. The purpose of this article is to examine how its implication and adaptation for student's perspective in Bangalore region. [ABSTRACT FROM AUTHOR]

The aim of this paper was to determine what the experience abd the attitudes of students of social sciences and humanities on the process of gamification are, and what thez depend on. The research in this paper is directed towards the experience and attitudes of the students on the application of game in electronic learning, i.e. the process of gamification, and is based on an empirical survey research in two public universities in The Republic of Srpska. Gamification is most broadly defined as the process of learning through play, and implies the application of the principles of play, its elements and rules in the learning process. Game based electronic learning represents the adaptation of game elements through electronic devices and platforms, such as video games and various applications, into an educational context. The experience and attitudes of students in The Republic of Srpska on the gamification process have not been given sufficient space in research thus far, so we wanted to find out how much the student population is familiar with gamification as a process of game-based electronic learning, how much experience they have and what their attitudes about this mode of learning are, as well as whether the experience and attitudes depend on the gender, the university where they study, the success achieved in their studies, the level of studies (undergraduate, master's, doctoral) and the total monthly income of the family they come from. The results of the research can serve as a guideline for the creators of public educational policies in advocating the gamification inclusion in the higher education. [ABSTRACT FROM AUTHOR]

The presented paper summarises the preliminary results of qualitative research carried out among teachers at a game-making course for primary school pupils in Slovakia. The objective of the course is to encourage a holistic approach to the game-making process, as it focuses on the three major aspects of a game – programming games, game design and game art. Pupils who attend the game-making course can choose for themselves what they want to learn and which aspects they want to prioritize when they create their computer games. Since the course had been operating for a few years, a number of teachers had experience with pupils who had been attending the course for years and they saw many of pupils become independent creators. The presented research was focused on the teachers’ experience with these pupils. Data was collected through structured interviews with the most experienced teachers at the course. The main objectives of these interviews were to analyse the learning model of the course; how pupils gradually become autonomous creators of games and how they approach the game-making process of their games, but also to better understand the role that programming of games plays in teaching programming in primary schools. This paper focuses on additional skills that teachers noticed that pupils developed as results of the continuous game-making process at the course. The analysis of interviews identified shifts in pupils’ attitudes to both the game-making process and their learning, but also practices regarding problem-solving, self-regulation, planning of a project and use of instructional tutorials. [ABSTRACT FROM AUTHOR]

The use of massive open online courses (MOOCs) is increasing nowadays has exerted a significant influence on various higher education studies. Yet, a gender perspective on students' perception and experience in learning through MOOCs is rather limited. This paper reports a quantitative study on the influence of gender factors on the university students' prior learning experience, perceived usability, and satisfaction in using MOOCs OpenLearning. Students enrolled in several undergraduate programmes at a public university in Malaysia were given access to an online survey. The study findings indicated that gender did not help differentiate the students' MOOC learning satisfaction. As an implication, the study findings lend support to related studies which concern gender-related aspects in designing an effective gender-inclusive online learning support system for higher education students. [ABSTRACT FROM AUTHOR]

This paper investigated our students' thoughts and suggestions on the appropriate learning activities that are most in alignment with CLT and which usually take place in our classrooms. We came to conclusion that most students find communication skills to be the most important ones and that this segment of learning outcomes will be the one from which they will benefit the most. Accordingly, we opted for two short questionnaires completed by 120 students of our Department. In the first one, they decided on their favourite and most effective communication skills activities used in classes with the idea that successful mastering of a foreign language will result from real effective communication. It revealed that their preferred activities are group work and pair work. The second questionnaire investigated our students' attitudes towards these two types of learning procedures. Which one helps them more? Would they like to choose their own partners? Do they approve the current assessment methods? These were some of the questions which helped us to find out more about their preferences, suggestions, and ideas. Communication skills and approaches we use to improve those skills are extremely important in our daily work. Not all methods are equally successful, nor do all students have the same preferences at the same time. This paper wants to reveal our students' choices, analyse the comments they made in the questionnaire and present these methods as a suitable choice for achieving the competencies they strive for. [ABSTRACT FROM AUTHOR]

Game-based learning approach enabled to increase attitude and motivation as well as the supporting learning process of all ages. This paper outlined the engagement of Kahoot! in learning the Malaysian University English Test (MUET) for Technical and Vocational College students in Batu Pahat, Malaysia. It aimed to investigate the relationships of attitude, motivation, and achievement in MUET learning through Kahoot! game-based learning. A semester four cohort of Diploma in Construction Engineering Technology students were exposed to the use of Kahoot! during MUET learning session. A quantitative approach was carried out for 53 respondents. Spearman's statistical significance was analyzed by using Statistical Package for Social Science (SPSS) 22. Based on the research finding, there was a strong relationship between students' attitude and motivation, r(51) =.792, p =.01 during the use of Kahoot! in MUET classroom. On the contrary, the analysis of attitude, motivation and achievement relationships did not show any statistically significant among these variables. In this case, students' motivation should be improved by emphasizing English language importance to them to achieve greater achievement in MUET. [ABSTRACT FROM AUTHOR]

At the Inland Norway University of Applied Sciences, Norway, we have a study programme called Knowledge Management. Here we have tested out video-feedback on mandatory assignments. In order to assess how students perceive this type of feedback. Previous studies show that students value feedback and supervision almost higher than lectures and other learning activities. Feedback and supervision will guide improvement and is thought to support the experienced learning outcome. However, our experiences are that students are mostly concerned whether or not the assignments are approved. Hence, providing targeted feedback may or may not be reflected upon. In order to obtain the students' attention to the feedback provided, we have tested out video-feedback. The idea is that a video file may make it more personal and thus be perceived as more targeted to their assignment. hrough our research we would like to unveil several issues; if it contributes to the students' learning outcome, if they find it useful, and if they understand how to improve their assignments. In this paper, we will argue for an abductive method towards researching this topic as we will iterate between theory that will enlighten us as we are conducting the study. We chose to view this as a case study and as we are interested in the students' perceptions, we argue for a qualitative study where we conduct semi-structured interviews, both individually and in groups. We will present the research method in detail as well as our discussion of the appropriateness of this qualitative method. [ABSTRACT FROM AUTHOR]

Big data is a highly innovative technology that provides economic and social benefits for all segments of society. Big data analysis offers significant savings and new possibilities by moving the decision support of many critical areas of knowledge to an upper dimension in many different industries such as banks, energy companies, the pharmaceutical industry, health services, public services, etc. Even though there are few studies about big data applications in education, big data will revolutionize the learning industry in the coming years. Therefore, this study deals with big data applications in the education sector, especially in predicting student behavior. This paper investigated the existing literature for big data usage for predicting students' behavior in the education industry. Then it proposed a specific methodology for determining students who are likely to drop out early from the university. Because the increasing graduation rate is the strategic goal of any public or private educational institution, it is believed that with the proposed model, they can take the right action at the right time to reduce the drop-out rate and increase the graduation rate. [ABSTRACT FROM AUTHOR]

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey data. © 2005 American Institute of Physics [ABSTRACT FROM AUTHOR]

JTF (Just-in-Time-Teaching with Interactive Frequent Formative Feedback) is an NSF TUES Type 2 project with an overall goal of implementing web-enabled tools and resources that facilitate the strategies, practices, and assessments that use two-way frequent formative feedback to improve student attitude, learning, and achievement. The project is a collaboration of faculty at four institutions of higher education. In this paper we are reporting progress toward achieving the following goals of the project: 1) to develop engagement, feedback, and assessment resources for web-based suites of instructor Just-in-Time-Teaching tools and student Just-in-Time-Learning resources for interactive instruction that supports and facilitates web and classroom engagement pedagogy for more effective teaching and learning; 2) to build a community of practice that supports implementation of JTF pedagogy; 3) to investigate how instructors use JTF feedback and assessment to identify and diagnose student learning issues and the teaching strategies used to address them; 4) to assess the effect of the JTF pedagogy on student attitude, learning, and persistence, as well as effectiveness in resolving student learning issues; 5) to assess the potential for broader adaptation of JTF pedagogy in other engineering domains; and 6) to broadly disseminate and diffuse JTF strategies and resources to a wide audience to facilitate greater adaptation of JTF pedagogy. Some important highlights of progress over the past year in include the following. An important instructor resource for automated Muddiest Point data collection was activated in June 2013 and brought online as part of the Concept Warehouse (CW), cw.edudiv.org, web site that also has real-time feedback for over 1600 Conceptest questions. The real-time Muddiest Point student feedback capability includes PDF output with a word cloud and tabulated end-of-class Muddiest Point student responses. An important and popular student learning resource has been Muddiest Point YouTube materials science videos at www.youtube.com/user/MaterialsConcepts. By early 2014 the 18-month old site had acquired over 1,200 subscribers and had over 140,000 hits with more than 600,000 minutes of viewing. A survey of collaborating faculty showed almost all agreed or strongly agreed that being involved in JTF has: 1) had made them more reflective teachers; 2) had motivated them to change their classroom practice; 3) had made their students more engaged as a result of the changes they were implementing in my classroom teaching practice; and 4) helped them better understand their students' learning. The impact of JTF teaching strategies on student attitude at four diverse institutions found from a Student Value Survey on usefulness of Muddiest Points to learning found, that there was a positive average of 64% for Interest / Attainment Value, 85% average of Utility Value, and 84% agreement that the personal cost of effort was low. During 5 classes in Fall 2013 term, student persistence from the class second week to the final exam was 204 out of 211 or 97%. In working to impact other disciplines with JTF, a 2013 ASEE workshop had 28 participants who unanimously agreed they envisioned incorporating at least one of the web-based teaching and learning strategies from the workshop into their course(s). A final highlight regarding dissemination is that Wiley Publishing is using four types of JTF student learning resources in their Wiley Plus e-Learning web platform in the next edition of two materials textbooks. They include: 35 Muddiest Point Tutorial and Example Problem videos; a Muddiest Point data collection tool; a visual glossary vocabulary building web flash card resource; and a vocabulary definition-term, multiple-choice set of quick questions. The body of the paper will discuss the results of the JTF project in more detail. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate student learning of Newtonian Mechanics through the study of its history and the development of the relevant ideas since the time of ancient Greece. The hypothesis is that not only will students learn the basic concepts of mechanics, but also will develop a more positive attitude and appreciation for physics. To assess the students' conceptual understanding, we administer Force Concept Inventory (FCI) and for the measurement of student attitude change, we employed the Colorado Learning Attitudes about Science Survey (CLASS); both were given as pre and post-tests. Additionally, at the end of the quarter, a survey was given out to see how students perceived the different course components and which ones they found helpful in their learning. This paper will present our preliminary results on such a study. [ABSTRACT FROM AUTHOR]

This paper reports the preliminary findings for an on-going project investigating the effects of traditional versus web-assisted instruction through meta-analysis. We have collected and meta-analyzed the results of a group of studies on the impact of web-assisted instruction on learning and student satisfaction. Results of the sample of studies collected to this point indicate that web-assisted instruction is not associated with significantly more learning than traditional instruction in these studies. On the other hand, student satisfaction is significantly lower for web-assisted than traditional instruction. The effect sizes for both variables are heterogeneous. This could reflect flaws in the data (e.g., invalid measures of the dependent variables) or the operation of a moderator variable. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

Critical thinking and collaboration skills are fundamental skills that must be owned by teachers in the 21st-century. Critical thinking skills make teachers more sensitive and critical of the teaching and learning process so the teachers can continue to improve the quality of their learning. Improving the learning process will be maximized if a teacher collaborates with other teachers to design improvements in the teaching and learning process. The development of critical thinking and collaboration skills will be maximized if they realize the importance of having these skills. The purpose of this paper is to outline the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills for prospective teacher-students. The method of this research was descriptive and literature study. Data retrieval was carried out through questionnaires that were given to 224 prospective teacher students at Universitas Negeri Malang. The questionnaire was filled out by 63 postgraduate and 161 undergraduate students. The purpose of the questionnaire was to find out the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills is. Analysis of the data was carried out using qualitative analysis techniques. The results of the questionnaire showed that all prospective teacher-students agree that the development of critical thinking and collaboration skills is important, especially for prospective teacher-students. These results indicate the need for developing critical thinking and collaboration skills for prospective teacher-students through various models/methods/strategies in learning. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study of students’ responses towards innovations in an introductory physics course: their attitudes toward the change; their perceptions of the learning methods and the subject; and the relationships among these variables. We found that students’ ideas about learning affected their reposes to the reforms. © 2007 American Institute of Physics [ABSTRACT FROM AUTHOR]

In this paper we report on differences on mathematical classroom cultures where computer programmes from Enciclomedia, a Mexican national project, are used. Classroom cultures are characterised through the following aspects of students' behaviour: Active/Passive, Attentive/Inattentive, Working with others/Working individually, Freedom/Constraint, Giving correct answers/ Formulating explanations, Understanding/ Remembering. Results show that changes in classroom cultures are shaped by the kinds of digital resources used. Mathematical learning was observed in relation to the use of a programme that gives students' freedom to explore and which successfully promotes asking questions, reflecting and formulating explanations. Another programme, which restricts students' activities, reinforces already existing tendencies of giving answers automatically. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

We investigated general science students’ attitudes regarding the acquisition of scientific knowledge and the nature of science by administering a 32-item attitudinal survey. To assemble a representative array of epistemological attitudes at our institution and to determine the impact of instruction, we administered this survey to over 250 students from 19 sections of three general science courses. We characterized the instructional styles for each course using three broad categories: Traditional, Transitional, and Learning-centered. This paper focuses on the impact those different instructional styles had on students’ epistemological beliefs. © 2005 American Institute of Physics [ABSTRACT FROM AUTHOR]

Several studies point out the link between sociability and academic results. In this paper, we highlight a phenomenon of asymmetry in the perception of friendship. This occurs when a student think he has more or less friends than he really has. We present an experimental method that allows us to analyze this question in relation with the academic performances of 15 groups of students. We show that students having a symmetric view of their friendship relations tend to have the better results. Furthermore, our study shows that the link between sociability and results improvement is stronger for lower grades (i.e younger students). [ABSTRACT FROM AUTHOR]

This study focuses on identifying the European students' access, use and attitudes towards Information and Communication Technologies (ICT) as reflected by the data gathered in 21 European countries during the 2012 Programme for International Student Assessment (PISA). ICT access, use and attitudes are important factors that support the integration of the technology in education. Analyzing students' answers in the ICT Familiarity Questionnaire, this paper highlights that there continues to exist an important gap regarding the access at the technology. The lack of access affects students' ICT attitudes. Moreover, students from countries with a low level of ICT access in school tend to start developing ICT competences later than the students from ICT front-runners countries. The lack of competences influences the students' activities either as a stand-alone game player, or a team member during collaborative games. However, when analyzing the internet use at the school and outside the school, whether it is used in order to communicate via the email or the social networks, these differences tend to fade away. Thus, since more than 50% of all students, regardless of the country of origin, access daily the social networks. Regarding the ICT attitudes, PISA 2012 results indicate that European students see the computer as a very important tool which supports their school learning and transform their homework. Moreover, two out of three European students use the internet to gather information in order to do their homework. Despite the positive attitudes mentioned above, an increased level of negative attitudes was noticed among the students from those countries with low level of ICT access. [ABSTRACT FROM AUTHOR]

Serious gaming is one of the newest developments in the world of learning and is recently gaining increasing attention and interest in the business environment. Many people claim that serious gaming has more influence on the behaviour of trainees than a normal presentation, but very little evidence is available in literature. Therefore in this paper the following research question will be answered: "Is people's demonstrated behaviour after playing a serious game, which is highlighting the need for a specific set of behaviours, different from their demonstrated behaviour after attending a presentation with the same content, and why?" To answer this research question, an experiment lasting four months was conducted within a consulting company. A presentation was given twice and a serious game was played twice, both addressing the same content. In total 82 participants played a serious game and 72 participants attended a presentation. Consequently, participants' behaviour was measured in a business simulation environment. This experiment shows that a serious game is more effective than a presentation when it comes to making people demonstrate a specific set of behaviours. Experiencing failure is an important element of learning in a serious game and most learning occurs during a debriefing when participants reflect on their in-game experiences. The importance of learning elements like goal setting, feedback and challenge is shown as well. Finally and not surprisingly, results indicate that a serious game is more engaging than a presentation. Although it is difficult to generalize about the effectiveness of serious games over presentations, as it also depends upon the learning elements included, this study is one of the first to show evidence on the effect on behaviour of serious gaming. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the mushrooming universities in Malaysia with business and entrepreneurial flavours which are getting more attention from parents and students. These universities aim to reach out to students with the intention of establishing a business and entrepreneurial mind-set and to allow for educational transformation through an experiential education. It also enables a new view on the affect in entrepreneurial education as a landscape that has indirectly surfaces and enables an entrepreneurial mind-set among students in a desiring ontology. Within the field of experiential education research, there has been insufficient attention given to understanding learners and learning. This research is intended to provide an initial understanding of group socialization theory on whether the education system of these universities to cultivate creative entrepreneurial students through the use of business and entrepreneurial experiential pedagogy are operative or not. Field note, observations and in-depth interviews were conducted to explore students' socialization behaviour. The paper concludes with a challenge to provide greater scrutiny in experiential education in cultivating desired behaviour. [ABSTRACT FROM AUTHOR]

The widespread use of online education all over the world inevitably leads to problems of self-regulation, since the effective development of online education is impossible without mastering the skills to control and correct one's activities. Conscious self-regulation is of particular importance for managing the learning process. The article aims at studying the mental mechanisms of self-regulation of students' states in the course of the educational process. The study revealed the typical characteristics of psychological states at lectures, seminars and exams, showed the specifics of the states, depending on the forms of education. We have shown that the effectiveness of self-regulation of students’ mental states significantly affects the productivity of passing exams. Among the mental states of highly effective students, such cognitive states as interest, thoughtfulness and concentration are particularly important. The regulatory properties of the personality (adequacy, awareness, independence and assertiveness) ensure high efficiency of self-regulation. In addition, students with high self-regulation efficiency are more likely to turn to regulatory means. The study confirmed the original hypothesis about the central role of the characteristics of consciousness in the regulation of mental states. For students, regardless of the conditions of the educational activity (lecture, seminar, exam), we identified four leading factors that represent the characteristics of the mental states. The study of self-regulation of cognitive states will be useful for general and educational psychology. It can also find an application in the management of students' cognitive activity. [ABSTRACT FROM AUTHOR]