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To examine trends in educational practice research, this article conducted a survey and analysis of factors affecting the review of research papers in the field of the educational technology in Japan. Two factors, namely, practical orientation and theoretical orientation, were extracted from 63 survey responses, and scores from members of a Japanese academic society were compared with the scores of its editorial board. Results show that the two factor scores were not correlated to each other, and they are independent measures for any evaluation or review of research articles. Also, there was no significant difference between society members and editorial board members, i.e., their preferences when reviewing research papers were identical. For the second part of this study, a group composed of anonymous members of an editorial board conducted a paper review of 12 published “practical papers” and 11 published “general papers.” Results indicated that there was no significant difference between the two categories. The final rating scores of these 23 papers were analyzed using a decision-tree rating model. Results also indicated that for publication, papers need to contribute to theoretical research, in addition to contributing to basic educational practice research in educational technology. [ABSTRACT FROM AUTHOR]

The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in classrooms. Most studies focus on either learning in formal or informal contexts, but this study seeks to link the two. The paper proposes three tenets to augment de-contextualized learning in schools by putting back the: (a) tacit, (b) social-collective, and (c) informal. This paper seeks to advance the argument for a consideration of how formal learning might be made more authentic by leveraging the affordances of informal learning. Two case examples are illustrated. The first case shows learners operating in a virtual environment in which-through the collaborative manipulation of terrain-adopt the epistemic frame of geomorphologists. The case seeks to illustrate how the tacit and social-collective dimensions from the virtual environment might be incorporated as part of the formal geography curriculum. In the second case, interactions between members of a school bowling team highlight the contextualized and authentic metacognitive demands placed on learners/bowlers, and how these demands are re-contextualized-through metacognitive brokering-to the formal curriculum. Productive linkages are made between informal and formal learnings and anchored through learners' authentic experiences. [ABSTRACT FROM AUTHOR]

When learners use computers, they typically look at the screen, type, use the mouse, talk, write, sketch and make gestures. This paper identifies technical, practical, ethical and methodological challenges associated with traditional methods for studying such interactions. It examines the potential of recent technologies for identifying learners' attention, recording real-time writing and sketching, and analyzing multiple data feeds in an integrated way. A study of learners' interactions with multiple representations is used to illustrate the advantages and disadvantages of digital approaches to collecting, coordinating and analyzing observational data. The paper argues that there is a need for research into frameworks for analyzing digital data of learners' computer interactions in systematic and principled ways. [ABSTRACT FROM AUTHOR]

Cluster analysis is a group of statistical methods that has great potential for analyzing the vast amounts of web server-log data to understand student learning from hyperlinked information resources. In this methodological paper we provide an introduction to cluster analysis for educational technology researchers and illustrate its use through two examples of mining click-stream server-log data that reflects student use of online learning environments. Cluster analysis can be used to help researchers develop profiles that are grounded in learner activity-like sequence for accessing tasks and information, or time spent engaged in a given activity or examining resources-during a learning session. The examples in this paper illustrate the use of a hierarchical clustering method (Ward's clustering) and a non-hierarchical clustering method ( k-Means clustering) to analyze characteristics of learning behavior while learners engage in a problem-solving activity in an online learning environment. A discussion of advantages and limitations of using cluster analysis as a data mining technique in educational technology research concludes the article. [ABSTRACT FROM AUTHOR]

Web users in the 21st century are no longer only passive consumers. On a contrary, they are active contributors willing to obtain, share and evolve information. In this paper we report our experience regarding the implementation of Web 2.0 concept in several Computer Ethics related courses jointly conducted at two Universities. These courses have been delivered to undergraduate and graduate students. The paper addresses main deficiencies of traditional E-learning noticed in earlier years and offers an alternative approach based on social media and collaborative creation of joint contents. Each Web 2.0 feature directly implemented in our courses is presented in details. Particular attention is paid to workload, student feedback and to observed benefits and disadvantages. [ABSTRACT FROM AUTHOR]

This commentary reviews seven papers that study motivation with new media, contained in this special issue of Educational Technology Research & Development edited by Ruth Small. For each paper, this commentary summarizes exemplary contributions, offers an assessment of what is exciting, and suggests directions for future research. Some exciting contributions include using new media in an attempt to promote motivation such as game-making, collaborative wiki construction, and interaction with onscreen agents. Some important challenges for future research on motivation with new media are to develop testable theories and to collect evidence based on rigorous methodologies including evidence concerning the relation between motivation and learning outcomes [ABSTRACT FROM AUTHOR]

This paper identifies the need for developing new ways to study curiosity in the context of today's pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective. [ABSTRACT FROM AUTHOR]

This paper presents a new technique of delivery of classes—an instructional technique which will no doubt revolutionize the teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical, administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap to some extent into administrative and financial axis) that this technique will bring in the system. While it is obvious that the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the overall teaching and learning framework at the University of Mauritius. [ABSTRACT FROM AUTHOR]

This article reports findings on a study of educational computer games used within various classroom situations. Employing an across-stage, mixed method model, the study examined whether educational computer games, in comparison to traditional paper-and-pencil drills, would be more effective in facilitating comprehensive math learning outcomes, and whether alternative classroom goal structures would enhance or reduce the effects of computer games. The findings indicated that computer games, compared with paper-and-pencil drills, were significantly more effective in promoting learning motivation but not significantly different in facilitating cognitive math test performance and metacognitive awareness. Additionally, this study established that alternative classroom goal structures mediated the effects of computer games on mathematical learning outcomes. Cooperative goal structure, as opposed to competitive and individualistic structures, significantly enhanced the effects of computer games on attitudes toward math learning. [ABSTRACT FROM AUTHOR]

This paper presents a case study of the design and implementation of a master’s level research course. Factors that defined the curriculum design problem included the subject matter, a view of learning as a change in identity, and the role of technology in curriculum design. Both the design process and results of research on the implementation of the course are described. The paper concludes with a retrospective discussion of lessons learned, including parallels of (a) user-centered technology design with our final approach to curriculum design and (b) socially constructed views of technology with socially constructed views of learning. [ABSTRACT FROM AUTHOR]

This article presents abstracts of several research papers related to educational technology. Research papers for which abstracts are given include "Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study," "The Effects of Educational Technology upon the Critical Thinking and Analytical Skills of Below Grade-Level and or Non-College Bound High School Students," and "Do Instructor-Provided On-Line Notes Facilitate Student Learning?"

The article presents abstracts of several research papers published in the July 2004 issue of the journal "Educational Technology Research & Development." The report "Ethnographic Study: @ONE Technology Training Project Study" presents findings from an ethnographic study of technology integration and diffusion in two California community colleges. Another research paper on teacher training discusses the role of teacher training on student computer use in Illinois at the third grade level. One of the research papers the impact of technology integration in an elementary science classroom on teaching and learning.

Over the past 15 years, educational technologists have been dabbling with a research technique known as quantitative content analysis (QCA). Although it is characterized as a systematic and objective procedure for describing communication, readers find insufficient evidence of either quality in published reports. In this paper, it is argued that QCA should be conceived of as a form of testing and measurement. If this argument is successful, it becomes possible to frame many of the problems associated with QCA studies under the well-articulated rubric of test validity. Two sets of procedures for developing the validity of a QCA coding protocol are provided, (a) one for developing a protocol that is theoretically valid and (b) one for establishing its validity empirically. The paper is concerned specifically with the use of QCA to study educational applications of computer-mediated communication. [ABSTRACT FROM AUTHOR]

Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed. [ABSTRACT FROM AUTHOR]

One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored. [ABSTRACT FROM AUTHOR]

Prescriptive stage models have been found insufficient to describe the dynamic aspects of designing, especially in interdisciplinary e-learning design teams. There is a growing need for a systematic empirical analysis of team design processes that offer deeper and more detailed insights into instructional design (ID) than general models can offer. In this paper we present findings from two case studies of team design meetings involved in the development of fully online courses at two well-established European Distance Universities. We applied an activity-based approach to an extended verbal protocol dataset. This method proved to be adequate to describe the emerging team design process by taking into account both cognitive and social aspects of team activity in this specific context. Our findings provide evidence that design is more than problem solving, mainly because the design process is strongly related to the communication process in a team. Some useful patterns of designing emerge, which shed light on the still implicit nature of ID performed by teams. We conclude by presenting guidelines for team designing in the complex field of e-learning. [ABSTRACT FROM AUTHOR]

Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual campus. Sixteen college students with documented learning disabilities were observed and interviewed while completing eight tasks in a virtual campus environment. Tasks were chosen from those typically performed by college students and included such items as locating the email address of an instructor, locating a journal article in the library's online database, and identifying the textbook for a course on the bookstore webpage. Findings indicate that these participants were both successful and not successful in task completion within the virtual campus. Factors that impacted performance included features of the virtual campus and participants' implementation of cognitive and behavioral strategies. [ABSTRACT FROM AUTHOR]

This paper examines gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students ( N = 1,513) from Florida public schools. The results of t test statistical analyses, which examined only gender differences in demonstrated and perceived ICT skills, indicate significant differences in all areas in favor of females. Females had higher factor scores in perception measures for Frequency of Computer Use, Perceived ICT Skills, and Attitudes toward Computers. In addition, female students had significantly higher scores on all six sections from the Student Tool for Technology Literacy, a performance-based assessment. These results counter many empirical research studies that show males generally perform better with ICT skills and have overall better attitudes toward computers than their female counterparts. However, when adding predictors to the model and using multilevel modeling statistical methods, findings indicate that gender was no longer significant. These findings question the importance of the gender differences related to ICT skills that were found with previous statistical examinations. Using more advanced statistical methods to answer research questions pertaining to ICT skills is important in order to determine which factors have the greatest potential for intervention programs that focus on developing equitable ICT skills and career choices for all students. [ABSTRACT FROM AUTHOR]

In blended learning, the internet acts as an instrument to complement traditional forms of instruction, in the belief that the incorporation of new information and communication technologies may lead to more efficient and effective education. This paper presents a study carried out in the University of Granada, during the first year of undergraduate courses, which considered a total of 1,128 students organized into 17 groups during the academic year 2009-2010 and focused on the students' voluntary use of online learning activities. The results show that the students' participation in these activities and the number of tasks completed both had a positive effect on the students' final marks. The time employed in carrying out online tasks did not influence the results achieved but the marks obtained in such activities were a significant factor. In addition, the students' respective background, rate of class attendance and interest in the subject were explanatory variables of the outcome. [ABSTRACT FROM AUTHOR]

The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Then, we present an experimental study investigating its validity against adapted protocol analysis. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students' complex, ill-structured problem solving skill acquisition. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving. [ABSTRACT FROM AUTHOR]

Complex Problem Solving (CPS) skills are essential to successfully deal with environments that change dynamically and involve a large number of interconnected and partially unknown causal influences. The increasing importance of such skills in the 21st century requires appropriate assessment and intervention methods, which in turn rely on adequate item construction, delivery, and scoring. The lack of assessment tools, however, has slowed down research on and understanding of CPS. This paper first presents the MicroDYN framework for assessing CPS, which is based on linear structural equation systems with input and output variables and opaque relations among them. Second, a versatile assessment platform, the CBA Item Builder, which allows the authoring, delivery, and scoring of CPS tasks for scientific and educational purposes is introduced. Third, we demonstrate the potential of such a tool for research by reporting an experimental study illustrating the effect of domain specific content knowledge on performance in CPS tasks both on an overall performance and on a process level. The importance of accessible and versatile technical platforms not only for assessment and research but also for intervention and learning are discussed with a particular focus on educational contexts. [ABSTRACT FROM AUTHOR]

Today, much problem solving is performed by teams, rather than individuals. The complexity of these problems has exceeded the cognitive capacity of any individual and requires a team of members to solve them. The success of solving these complex problems not only relies on individual team members who possess different but complementary expertise, but more importantly, their collective problem solving ability. To better conceptualize large scale complex problem solving, an understanding of collective cognitive components and processes during team-based complex problem solving is necessary. This paper offers a conceptual discussion about complex problem solving from a collective cognition perspective. The types of cognitive processing and cognitive components of team-based problem solving (TBPS) as well as the cognitive states of collective emergent cognitive states and the interactive mechanisms will be discussed. Also, implications from the model for assessing TBPS performance and suggestions for future research will be offered. [ABSTRACT FROM AUTHOR]

Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition, causal map construction, and progress monitoring. Previous research has established that middle school students struggle at such tasks without proper scaffolding and feedback. In Betty's Brain, this feedback is provided by Betty and Mr. Davis, another virtual agent designed to provide guidance and suggestions as students work. This paper discusses our implementation of contextualized conversational (CC) feedback, and then presents the results of an experimental study exploring the effects of this feedback in two 8th-grade science classrooms. The results illustrate some advantages of the CC feedback in comparison with a baseline dialogue mechanism that presents similar strategies in a nonconversational, non-contextualized form. While both groups showed significant pre-to-post test learning gains, the difference in learning gains between the groups was not statistically significant. However, students who received CC feedback more often performed actions in accordance with the advised strategies, and they created higher quality causal maps. [ABSTRACT FROM AUTHOR]

This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group ( p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. [ABSTRACT FROM AUTHOR]

This study is intended to deepen our understanding of enactivism, an emergent theoretical paradigm, through empirical exploration of teacher undertakings as digital game creators. Specifically, it explores the affordances and constraints, two important enactivism concepts, of practicing teachers' experiences in designing and developing games for instructional purposes. This paper is guided by the following questions: what were the affordances perceived by the teachers in their design and building experience, and how did they enact to these affordances? What constraints presented challenges to teachers in the process? This is a case study focusing on capturing and interpreting teachers' experiences and thinking resulting from game creation and sharing. Data are collected from practicing teachers who enrolled in a graduate course. A significant finding of this study is that the game design and building experience afforded opportunities for teachers to re-conceptualize pedagogy and teaching practice. Implications for design and limitations of the study are also discussed. [ABSTRACT FROM AUTHOR]

This paper reports on the effects an experimental English as a Foreign Language (EFL) program in Second Life (SL) had on Chinese student EFL learning. The study took an evaluative approach using quasi-experimental design with participants from one Chinese university and one American university in the southeastern United States. Results indicated significant main effects between a control group and the SL group on EFL measures, as well as significant gains in total score and several subcomponents between pre-test and post test. Further analysis using a post study survey, students' blog posting, and interview transcripts revealed that the SL_EFL Program had a positive impact on students' EFL learning. [ABSTRACT FROM AUTHOR]

In recent studies of learning theories, a new methodology that integrates two prevailing metaphors of learning (acquisition and participation) has been discussed. However, current analytical techniques are insufficient for analyzing how social knowledge develops through learners' discourse and how individual learners contribute to this development. In this paper, we propose a novel approach to analyzing learning from an integrative perspective and present a social network analysis application that uses learner discourse as input data: Knowledge Building Discourse Explorer (KBDeX). To investigate the utility of this approach, discourse data analyzed in a previous study is re-examined through social network analysis supported by KBDeX. Results suggest that social network analysis can qualitatively and quantitatively support the conclusions from the previous study. In addition, social network analysis can reveal potential points that are pivotal for social knowledge advancement in groups, and can identify each individual's contribution to this advancement. On the basis of these results, we discuss how social network analysis could be integrated into existing in-depth discourse analysis. [ABSTRACT FROM AUTHOR]

In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school's science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student's personalized learning process. We chose to report the student's inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student's personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24 × 7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students' personalized learning and helps them to fulfill their agency in such learning experiences. [ABSTRACT FROM AUTHOR]

There are many evidences of motivational and educational benefits from the use of learning software. However, there is a lack of study with regards to the teaching of creative writing. This paper aims to bridge the following gaps: first, the need for a proper framework for scaffolding creative writing through learning software; second, the lack of technical scaffolding in creative writing learning software; third, the need for customizable learning software that requires little programming knowledge; and fourth, personalized learning. To develop our initial framework, Merrill's First Principles of Instruction is used as pedagogical scaffold and story setting, characters and story structure as component-based technical scaffolds. These were tested in a low-fidelity prototype. User testing indicates an increase in creativity, improvement in story development, clarity of ideas and language skills. We also derive two design principles, i.e. identity and interactivity. Based on these findings, a high-fidelity prototype, named Storyworld, is developed. T-test analyses on results indicate significant improvement in overall creative writing skills, as well as grammar, structure and creativity. The prototype utilizes component-based design in the technical scaffolds, which is encapsulated in a tidy framework that can be personalized for individual learning needs. Our most important contribution is a proper framework combining technical scaffolds and pedagogical scaffolds that not only makes learning more effective and motivating for students, but is also cost-effective in redesigning and personalizing lessons and systems. [ABSTRACT FROM AUTHOR]

In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students' learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students' learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students. [ABSTRACT FROM AUTHOR]

In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing interactions between VCAs and individual students. The strategies that VCAs convey throughout the interactions are constructed to support emotion regulation and motivation based on theories and prior research on emotions and motivation. The availability and customizability of VCAs enable the strategies to be implemented in real-time and customized for individual students. Implications of the design guidelines for personalized, online learning contexts are discussed and future research directions are recommended as well. [ABSTRACT FROM AUTHOR]

A large number of criteria for evaluating of Internet addiction have been developed, recently. The research of Internet addiction among students of the Technical faculty in Bor, University of Belgrade has been conducted and its results are presented in this paper. The study included 270 students using criteria of Young's Internet Addiction Test. In history of this University, that was the primarily research of this kind. [ABSTRACT FROM AUTHOR]

Decision making is the most common kind of problem solving. It is also an important component skill in other more ill-structured and complex kinds of problem solving, including policy problems and design problems. There are different kinds of decisions, including choices, acceptances, evaluations, and constructions. After describing the centrality and importance of decision making to problem solving and everyday cognition, this paper contrasts normative (rational) with naturalistic approaches to decision making. Normative approaches, such as decision matrices, SWOT, and force field analyses, scaffold rational decision-making approaches. Naturalistic approaches such as constructing stories, mental simulations, scenarios, and arguments, emphasize the meanings of decision options and the role of unconscious emotions in decision making. Recommendations about instructional designs to support both conceptions are followed by recommendations about assessing decisions and decision-making ability. These recommendations provide many researchable questions. [ABSTRACT FROM AUTHOR]

This paper discusses a qualitative study which examined students' problem-solving, metacognition, and motivation in a learning environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and didactic learning environment into a new open learning environment by contextualizing domain-related concepts and skills and providing ill-structured, collaborative problem-solving opportunities. The intervention called Learning Environments Approaching Professional Situations (LEAPS) took into account issues surrounding motivation and situativity that are of particular interest to instructional developers and design-based researchers. In this study, four classes were assigned as either traditional or LEAPS environments from which four cases were selected for further examination. The results suggested that the LEAPS approach was beneficial in supporting students' problem-solving, motivation, and self-reflections, but only under specific conditions. The implications for instructional design and motivation are discussed. [ABSTRACT FROM AUTHOR]

This paper describes an iteration of a design-based research project that involved integrating commercial physical activity data (PAD) sensors, such as heart rate monitors and pedometers, as technologies that could be used in two fifth grade classrooms. By working in partnership with two participating teachers and seeking out immediate resources in the classrooms and elementary school site, we devised a set of technology-supported learning activities in which students pursued investigations related to the distances that they walk, the relationship between heights and footsteps taken, and variations in heart rates among twins and with adults. In addition, we assessed the students' knowledge before and after the PAD technology supported learning intervention using both a written assessment and interviews. Results from the written assessments indicated that the newly designed activities indeed covered the intended content related to measures of center and averages. Results from the interviews suggested that students who participated in the unit designed to incorporate PAD technologies more reliably accessed knowledge related to measures of center and averages in scenario-based problems than their counterparts who followed a traditional unit. Practical lessons related to the use of this technology with elementary school children that were learned from this design activity are also summarized. [ABSTRACT FROM AUTHOR]

Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were published during the last 10 years. We identified 69 factors that influence students' decisions to dropout and classified them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student's challenges and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors and offered recommendations for future research. [ABSTRACT FROM AUTHOR]

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided. [ABSTRACT FROM AUTHOR]

In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design. I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology to incite further research in this area. [ABSTRACT FROM AUTHOR]

Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education. The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the impact that some variables may have over others. [ABSTRACT FROM AUTHOR]

The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL) have focused on its theoretical conception and students' learning outcomes, but implementation is seemingly absent from the picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL have been developed and implemented to afford the specific instructional needs of the institution or learner population. These PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning, which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables that could influence the students' learning processes and consequently affect PBL implementations and research results. To remedy these problems and reach PBL's full potential, as well as obtain a more accurate picture of PBL as an instructional method and its effects on students' learning, some fundamental changes are needed. [ABSTRACT FROM AUTHOR]

Teachers are encouraged to plan their teaching based on students' needs from the student-centered perspectives. Of the many teacher training programs, teacher-student role reversal is regarded as one of the most effective avenues to help teachers identify students' learning difficulties and further provide adaptive instruction. However, as the role reversal process is difficult to document in the face-to-face environment due to its interactive and dynamic property, very few studies on teacher-student role reversal have been empirically conducted. Studies on this issue thus were mainly presented in the form of position papers or experience sharing entries. The purpose of this study was to explore prospective teachers' (PT) role reversal experience within the computer-supported (CS) environment. In the CS environment, 14 PT were invited to play the role as student Writers, Editors, and Commentators. The results showed that the teacher-student role reversal activities provided the PTs with a first-hand experience to formulate and reformulate their professional knowledge through reflection. By reflecting on their role-reversal, the PTs could identify the difficulties that impeded students' writing and generated the insights on how they could better scaffold their students' writing, editing, and revising process. With the feature of the process data, the CS environment was found to effectively support teacher-student role reversal as the PTs employed the process data, such as action logs or written texts, to reflect on their role play process to probe into the students' writing problems and develop insights into pedagogy. [ABSTRACT FROM AUTHOR]

This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy. Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility as a general way of being involved in the design process, suggest how it helps overcome the traditional theory-practice split, and discuss several of its implications for scholarship and training. [ABSTRACT FROM AUTHOR]

Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman ) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing goals-defined motivation) predicted higher engagement levels (enhancing experience), which in turn predicted motivation (interest) and performance (HTML quiz) outcomes. The present paper examined whether individual interest in computers moderated these results. When provided the utility value information, students with higher (relative to lower) individual interest tended to display higher engagement levels, especially when usefulness was framed in terms of personal versus organizational applications. In contrast, higher engagement levels continued to positively predict outcomes regardless of individual interest. We discuss implications for designing optimal online learning environments. [ABSTRACT FROM AUTHOR]

While the addition of an anthropomorphic interface agent to a learning system generally has little direct impact on learning, it potentially has a huge impact on learner motivation. As such agents become increasingly ubiquitous on the Internet, in virtual worlds, and as interfaces for learning and gaming systems, it is important to design them to optimally impact motivation. The focus of this paper is on the design of agents and avatars (one's self-representation as a visual agent) for enhancing motivational and affective outcomes, such as improving self-efficacy, engagement and satisfaction, moderating frustration, and/or improving stereotypes. Together with motivational messages and dialogue (which are not discussed here), the agent's appearance is the most important design feature as it dictates the learner's perception of the agent as a virtual social model, in the Bandurian sense. The message delivery, through a human-like voice with appropriate and relevant emotional expressions, is also a key motivational design feature. More research is needed to determine the specifics with respect to the ideal agent voice and the role of other nonverbal communication (e.g., deictic gestures) that may contribute to the agent's role as an embodied motivator, particularly in the long-term. [ABSTRACT FROM AUTHOR]

This implementation study explores middle school, high school and community college student experiences in Globaloria, an educational pilot program of game design offered in schools within the U.S. state of West Virginia, supported by a non-profit organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning making and critique of the program, in their own words. The study's data source was a mid-program student feedback survey implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a design-based research process, several themes emergent in the data tie into recent debates in the education literature around discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination theory, and the productive failure phenomenon. [ABSTRACT FROM AUTHOR]

This paper reports the results of a study to identify the extent to which organizations that develop educational/training products are committed to project management, as measured by their project management implementation maturity, as a methodology that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and private sector organizations worldwide that develop educational/training products. Results show no significant difference by project management maturity level in the roles of instructional designer and project manager, although there is some relationship between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional designers. Further, organizational decision-makers have very specific expectations about the formal education and training of educational/training product development project leaders. The findings should be of value to institutions of higher education in evaluating programs that prepare students for careers in instructional design. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as 'Ask Systems.' Ask Systems are interrogative interfaces to information and learning environments that model conversations with a skilled, reflective practitioner (Schön, The reflective practitioner, ) or teacher. By selecting questions to answer, users access information or scaffolds that help them to solve a problem, perform a task, or comprehend domain knowledge. Ask Systems are potentially effective for designing interactive learning systems because question asking is one of the most fundamental skills in learning that affects comprehension and problem solving (Graesser et al., in: Britton and Graesser (eds.) Models of understanding text, ; Graesser et al., Journal of Artificial Intelligence in Education, 3:235-241, ). By selecting questions to answer, students may also learn how to generate their own meaningful questions, because the quality of student-generated questions is strong predictor of domain knowledge and problem solving (Graesser and Olde, Journal of Educational Psychology, 95(3):524-536, ). Ask Systems are demonstrated that represent a variety of learning and task structures, including frequently asked questions, problem solving, metacognition, causal understanding, and multiple perspectives. Although empirical research on Ask Systems is very limited, they appear to represent a potentially effective paradigm for designing instruction and conducting research in a variety of learning environments. [ABSTRACT FROM AUTHOR]

This study identifies a set of competencies displayed in the successful distance learner. It employed a three-phased approach. Phase I, conducted to develop an initial list of competencies, comprised Behavioral Event Interviews with nine successful distance learners. In Phase II, these competencies were reviewed, elaborated and categorized by seven distance education experts by means of semi-structured interviews. A list of 15 competencies in 5 clusters was then developed and in Phase III, these competencies and clusters were verified quantitatively by surveying 197 successful distance learners. The results reveal that all of these 15 competencies are critically important to, and commonly displayed by, successful distance learners and that of these, management skills is the most important. The findings and their implications are examined and the paper concludes with suggestions for further research into learner competencies. [ABSTRACT FROM AUTHOR]

The enormity of the amount of learning materials in e-learning has led to the difficulty of locating suitable learning materials for a particular learning topic, creating the need for recommendation tools within a learning context. In this paper, we aim to address this need by proposing a novel e-learning recommender system framework that is based on two conceptual foundations-peer learning and social learning theories that encourage students to cooperate and learn among themselves. Our proposed framework works on the idea of recommending learning materials with a similar content and indicating the quality of learning materials based on good learners' ratings. A comprehensive set of experiments were conducted to measure the system accuracy and its impact on learner's performance. The obtained results show that the proposed e-learning recommender system has a significant improvement in the post-test of about 12.16% with the effect size of 0.6 and 13.11% with the effect size of 0.53 when compared to the e-learning with a content-based recommender system and the e-learning without a recommender system, respectively. Furthermore, the proposed recommender system performed better in terms of having a small rating deviation and a higher precision as compared to e-learning with a content-based recommender system. [ABSTRACT FROM AUTHOR]

The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program leading to a master's degree, has been implemented since 1998 to prepare professionals to design, develop, evaluate, and manage educational multimedia. Theoretical considerations played a major role in shaping the design of the Studio curriculum. Prominent among these were constructionism, situated cognition/situated learning, and self-directed learning. Important related theoretical constructs included scaffolding and flow theory. This paper describes the Studio learning environment, presents these theoretical concepts, and discusses the application of theory to practice in the training of adults in instructional design and development (IDD). [ABSTRACT FROM AUTHOR]