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20 results on '"Werner, Linda"'

1. Computational Sophistication of Games Programmed by Children: A Model for Its Measurement

Author

Werner, Linda, Denner, Jill, Campe, Shannon, and Torres, David M.

Abstract

This article builds on prior work that aims to measure computational learning (CL) during middle school. Since game computational sophistication (GCS) has been used as a proxy for a student's engagement in CL we build on their model to more completely describe the relationship between different types of building blocks of computer games and GCS. In doing so, we present a single quantitative measurement for GCS. Our model, called GCS 2.0, has face validity for 39 games, each programmed by a pair of middle school children. We choose four of these games, two with high GCS and two with low GCS, and discuss the computational building blocks found in each game. We do this to help the reader better understand our measurement of GCS and its relationship to CL.

Published
2020
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2. Läsningens spelregler – hur läser lärare en spelmanual?

Author

Werner, Linda and Werner, Linda

Abstract

Pedagogiska spel har blivit ett allt vanligare inslag i grundskolans undervisning. För att eleverna ska få en bra spelupplevelse är det viktigt att läraren förstår spelreglerna fullt ut och därför behöver lärarhandledningar utformas på ett läsvänligt sätt. Denna undersökning syftar till att testa två olika dispositioner för en lärarhandledning till ett läsfrämjande spel för skolklasser. Nio lärare fick läsa en kronologiskt eller tematiskt disponerad lärarhandledning. Därefter deltog de i individuella sessioner där de svarade på frågor om spelet med hjälp av lärarhandledningen medan tid och läsväg antecknades. Resultaten visar inget samband mellan lärarhandledningens disposition och lärarnas förmåga att hitta rätt i materialet. Däremot var förkunskaper en avgörande faktor; vana spelare hittade rätt information snabbare oavsett textens disposition.

Published
2024

3. Does Computer Game Design and Programming Benefit Children? A Meta-Synthesis of Research

Author

Denner, Jill, Campe, Shannon, and Werner, Linda

Abstract

It is widely believed that there are educational benefits to making computer games, but there is no systematic review of research on this topic. This article describes a meta-synthesis of research on children designing and programming computer games that investigates the extent to which there is evidence of benefits for computer science learning and motivation. Over 400 articles were identified, and 68 articles met the inclusion criteria. A systematic analysis and synthesis across studies showed some evidence that computer game design and programming can lead to changes in programming knowledge, problem solving, and computer science attitudes and confidence. However, most of the evidence described engagement in computing-related practices and did not measure learning. The findings were mostly positive, although several studies noted more negative attitudes toward programming after making games. The results were similar across different pedagogical approaches, although social interaction may provide unique opportunities for computer science learning. The synthesis resulted in a list of design elements for studying computer game design and programming activities; these can be used to increase the availability of evidence about learning. The article concludes with the identification of gaps in the research and suggestions for additional research.

Published
2019
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6. Women in Community College: Factors Related to Intentions to Pursue Computer Science

Author

Denner, Jill, Werner, Linda, and O'Connor, Lisa

Abstract

Community colleges (CC) are obvious places to recruit more women into computer science. Enrollment at CCs has grown in response to a struggling economy, and students are more likely to be from underrepresented groups than students enrolled in 4-year universities (National Center for Education Statistics, 2008). However, we know little about why so few go on to study computing and information sciences (CIS) at 4-year universities. This study was designed to test three widely held beliefs about recruiting and retaining women in CIS majors by focusing on women who have expressed interest in computer science. Data were collected from 191 female students enrolled in an introduction to programming class at one of 15 community colleges in California. Results show that women with high intention of pursuing CIS were more avid computer users in their teens and currently play more video games. They also have a positive view of computer programming and place greater value on computing, related to an interest in solving challenging problems and financial motives, rather than an interest in using computing for the social good. Support from others, such as family, friends, and teachers, was not related to intention. The authors discuss how the results can inform strategies to increase the number of women who transfer from community colleges to 4-year universities in CIS fields.

Published
2015
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8. Compliance in Ambulatory Assessment Studies: Investigating Study and Sample Characteristics as Predictors.

Author

Ottenstein, Charlotte and Werner, Linda

Subjects
*EXPERIMENTAL design, *OUTPATIENT medical care, *SAMPLE size (Statistics), *FUNCTIONAL status, *MOTIVATION (Psychology), *PSYCHOMETRICS, *FUNCTIONAL assessment, *DIARY (Literary form), *PATIENT compliance
Abstract

Ambulatory assessment (AA) studies are becoming more and more popular. However, it can be challenging to motivate participants to comply with study protocols. The aim of the present study was to investigate possible predictors of compliance in AA studies with diverse samples and study designs. To do so, we extracted compliance information, study characteristics, and sample characteristics from 488 previously published studies. The average compliance across the studies was rather high. The total number of measurement occasions and the number of study days were negatively related to the compliance rate. Moreover, a higher percentage of healthy controls in clinical studies was associated with a higher compliance rate. By contrast, other study characteristics (e.g., the amount of financial compensation) and sample characteristics (clinical vs. healthy sample) were not related to compliance. The findings have implications for the design of future AA studies. [ABSTRACT FROM AUTHOR]

Published
2022
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12. Riskfaktorer associerade med pododermatit hos svenska sällskapskaniner

Author

Erkas, Malin, Werner, Linda, Erkas, Malin, and Werner, Linda

Abstract

Pododermatit, trycksår under tassarna, är vanligt hos såväl sällskapskaniner som produktionskaniner. Många studier har gjorts på produktionskaniner, där riskfaktorer i form av underlag, ålder och ursprung har bekräftats. Resultaten från dessa studier kan emellertid inte appliceras på sällskapskaniner, eftersom deras levnadsförhållanden skiljer sig åt i flera avseenden. Studier gjorda på sällskapskaniner är få och det är oklart hur utbrett problemet är. Syftet med detta kandidatarbete var därför att undersöka förekomst av och riskfaktorer för pododermatit hos svenska sällskapskaniner. Genom två enkätstudier undersöktes samvariationer mellan pododermatit och ras, kön, ålder, underlag, boyta och motionsnivå hos sällskapskaniner i Sverige. Svaren från den första enkäten inkluderade bilder av kaninernas tassar, vilka bedömdes av veterinär enligt en skala från 0 till 6, Pet Rabbit Pododermatitis Scoring System. I den andra enkäten fick kaninägarna gradera sina kaniners tassar enligt samma skala utifrån tecknade bilder. Enkäterna spreds via Facebook, veterinärkliniker och djuraffärer och genererade totalt 273 svar. Bland kaninerna som bedömdes av veterinär ansågs 87 % ha någon form av pododermatit. Motsvarande siffra för kaninerna som bedömdes av ägare var 26 %. Samtliga rexkaniner som bedömdes av veterinär hade pododermatit. Detsamma gällde okastrerade honkaniner och kaniner som gick på mattor tjockare än 1 cm. Inga tydliga samvariationer noterades bland övriga undersökta faktorer. Resultaten indikerade att pododermatit är ett mycket vanligt, men för många okänt, problem. Antalet kaniner som inkluderades i studien var för litet för att slutsatser skulle kunna dras kring riskfaktorer, men resultaten kan användas som grund för vidare forskning., Sore hocks or pododermatitis is common in both pet and farm rabbits. Previous articles have mainly been focusing on farm rabbits. They show that factors such as bedding, age and origin are predisposing factors. However, the results of these studies cannot be applied to pet rabbits, since their living conditions are markedly different. Few studies have addressed companion rabbits, and it remains unclear how common pododermatitis is in Sweden. Thus, this study aimed to investigate prevalence for and risk factors associated with pododermatitis in Swedish pet rabbits. Information regarding pododermatitis, breed, sex, age, bedding, housing area and level of exercise were collected via two surveys. The first survey included pictures of the rabbits paws. They were graded from 0 to 6 by a veterinarian according to the Pet Rabbit Pododermatitis Scoring System. The other survey presented drawings of paws with different stages of pododermatitis to the owners, who decided which drawing was most similar to the paw. The surveys were distributed via Facebook, veterinary clinics and pet shops and generated 273 answers. According to the veterinarian, 87 % of the pet rabbits had pododermatitis. Amongst the rabbits assessed by owners, 26 % were considered to have pododermatitis. All Rex rabbits were affected by pododermatitis according to the veterinarian. This also applied to all neutered females and rabbits living on carpets thicker than 1 cm. No significant covariance between pododermatitis and the factors investigated could be found. The results indicated that pododermatitis is a common but unknown problem. Too few rabbits were included in the study to allow conclusions about risk factors to be drawn. However, the results could be used in further studies on this subject.

Published
2019

13. Using Game Mechanics to Measure What Students Learn.

Author

Denner, Jill, Werner, Linda, Campe, Shannon, and Ortiz, Eloy

Subjects
ACTIVE learning, COVID-19 pandemic, SCHOOL children, EDUCATIONAL games, HUMAN behavior
Abstract

Despite the growing popularity of teaching children to program games, little is known about the benefits for learning. Making a game involves formulating complex problems, designing systems, and understanding human behavior, but these constructs have proven difficult to measure. In addition, studies of what children learn often ignore the social context in which game programming occurs. In this article, we propose that game mechanics can be used as a window into how the children are thinking and we describe a strategy for using them to analyze students’ games. We describe how the game mechanics categories were identified, and the results of the game analysis, including variation in the mechanics used by students working alone or with a partner. The study involved sixty 10‐14 year old students in the US who spent 10 hours learning to use the Alice programming environment, and 10 hours designing and creating their games, alone or with a partner. Forty games were coded for five game mechanics that require the programmers to think in ways that are dynamic, time dependent, or complex. The results suggest that students were most likely to include mechanics that engage the player and programmer in thinking about dynamic systems, and least likely to include reasoning that resulted in a conditional change in game state based on time. Working with a partner resulted in a broader range of mechanics, which suggests a deeper understanding of how to formulate problems, design systems to represent them, and consider the interaction of the player with that system. The findings contribute to efforts to assess what novice programmers learn by creating games, and suggest that the analysis of game mechanics is a useful strategy for assessing the range of complex problem solving during game design and programming. The findings can also contribute to efforts to create developmentally appropriate instructional approaches that engage students in complex problem solving. [ABSTRACT FROM AUTHOR]

Published
2021

14. Celebrating 20 Years!

Author

Werner, Linda, Meier, Manuela, and Rode, Francis

Subjects
Health
Abstract

Just opened your 20th-anniversary issue.I'm of an age when I can't remember if I've told you how much I appreciate the artwork in every issue.After reading your 'From the Editor' [...]

Published
2019

20. TALK TO US.

Author

Werner, Linda, Meier, Manuela, Rode, Francis, and Palmer, Parker

Published
2019

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