Causal Modeling of User Data from a Math Learning Environment with Game-Like Elements

2011 ◽  
pp. 528-530 ◽  
Author(s):  
Dovan Rai ◽  
Joseph E. Beck
Keyword(s):  
Learning Environment ◽  
Causal Modeling ◽  
Math Learning ◽  
User Data

Securing the Infrastructure for Service-Based E-Learning Environments

2011 ◽  
pp. 1-24
Author(s):  
Simon Schwingel ◽  
Gottfried Vossen ◽  
Peter Westerkamp
Keyword(s):  
Web Services ◽  
Learning Environment ◽  
Learning Environments ◽  
User Authentication ◽  
Learning Objects ◽  
Learning System ◽  
Learning Material ◽  
Single Sign On ◽  
User Data ◽  
E Learning

E-learning environments and their system functionalities resemble one another to a large extent. Recent standardization efforts in e-learning concentrate on the reuse of learning material only, but not on the reuse of application or system functionalities. The LearnServe system, under development at the University of Muenster, builds on the assumption that a typical learning system is a collection of activities or processes that interact with learners and suitably chosen content, the latter in the form of learning objects. This enables us to divide the main functionality of an e-learning system into a number of stand-alone applications or services. The realization of these applications based on the emerging technical paradigm of Web services then renders a wide reuse of functionality possible, thereby giving learners a higher flexibility of choosing content and functionalities to be included in their learning environment. In such a scenario, it must be possible to maintain user identity and data across service and server boundaries. This chapter presents an architecture for implementing user authentication and the manipulation of user data across several Web services. In particular, it demonstrates how to exploit the SPML and SAML standards so that cross-domain single sign-on can be offered to the users of a service-based learning environment. The chapter also discusses how this is being integrated into LearnServe.

Collaborative Solution Discovery: A Problem Solving Process

2019 ◽  
pp. 100-103
Author(s):  
Katharine Clemmer
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Real Time ◽  
School System ◽  
Mathematical Thinking ◽  
Self Regulation ◽  
Math Learning ◽  
New Approach ◽  
Problem Solving Process ◽  
The Way

Loyola Marymount University (LMU) has developed a new approach to problem solving, Collaborative Solution Discovery (CSD), to help practitioners in a school system leverage their individual passions in a way that grows students’ positive math identity through mathematical thinking, problem solving, and self-regulation. By focusing on how students and teachers interact with each other in real-time in an ideal classroom, practitioners take ownership of a process to guide their students in growing their positive math identity and thus taking ownership of their own math learning. Practitioners measure progress along the way through metrics that are created, defined, used, and continually refined by themselves to attain their ideal math learning environment. The entire CSD process results in a system that owns ist improvement efforts—improvement efforts that are flexible, adaptable, and sustainable.

Simulation Games and Emotive, Affective and Social Issues

2010 ◽  
pp. 57-64 ◽  
Author(s):  
Cesare Fregola
Keyword(s):  
Social Psychology ◽  
Learning Environment ◽  
Learning Process ◽  
Process Simulation ◽  
Social Issues ◽  
Math Learning ◽  
Simulation Games ◽  
The Subject ◽  
Relational Skills

This chapter presents a reflection on the subject of the skills teachers can use to intentionally influence the affective area so that this can positively influence the math learning process. Simulation games represent a learning environment in which the teacher’s relational skills can be guided by models within the field of pedagogy, albeit also making use of insights from social psychology.

scholarly journals Usage, attitudes and workload implications for a Web-based learning environment

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Betty Collis ◽  
John Messing
Keyword(s):  
Learning Environment ◽  
Web Sites ◽  
Collaborative Work ◽  
Building Blocks ◽  
Web Based ◽  
Student Activities ◽  
Web Based Learning ◽  
Registered User ◽  
User Data ◽  
The University

The tools and features of Web-based course-management systems vary (see http:llwww.ctt.bc, callandonlinel, for an analysis and comparison of several commercially available systems) but typically include tools to support the organization of the course, tools to support communication, tools to support student activities such as submission of assignments and collaborative work, and 'back-office' tools to handle user registration, maintenance of user data, and, in some systems, tools to tailor the view of a course site made available to a registered user (Robson, 1999). Although many tools and features are available in such Web-based learning environments, it is not the case that instructors necessarily make use of all these tools and features. Rankin (2000) for example, notes that 'most instructors have failed to take full advantage of the growing resources available to them online'. Rankin suggests that the creation and incorporation of templates into course Web sites could be a strategy to provide instructors with a simple and effective way of developing their Web-accessible materials. Such templates are the basic building blocks of the TeleTOP learning environment used at the University of Twente.DOI:10.1080/09687760108656772 

Math Learning Environment with Game-Like Elements

2012 ◽  
Vol 2 (2) ◽  
pp. 90-110 ◽  
Author(s):  
Dovan Rai ◽  
Joseph E. Beck
Keyword(s):  
Working Memory ◽  
Learning Environment ◽  
Educational Games ◽  
Educational Game ◽  
Cognitive Resources ◽  
Instructional Time ◽  
Math Learning ◽  
Potential Cost ◽  
Experimental Step ◽  
Memory Overload

Educational games intend to make learning more enjoyable, but carry the potential cost of compromising learning efficiency by consuming both instructional time and student cognitive resources. Therefore, instead of creating an educational game, the authors create a learning environment with game-like elements, the aspects of games that are engaging but that do not negatively impact the learning effectiveness of the system. This paper presents an experimental framework for determining the effect of game-like elements in terms of their benefits such as enhancing engagement and learning, as well as their costs such as distraction and working memory overload. As a first experimental step, the authors develop four versions of a math tutor with different degrees of game-likeness, such as adding narrative and visual feedback. Based on a study with 297 students, it is found that students reported more satisfaction with the tutor with more game-like elements, but there was no conclusive difference in learning among the different versions.

scholarly journals Self-Reflection and Math Performance in an Online Learning Environment

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Jinnie Choi ◽  
Alyssa Walters ◽  
Pat Hoge
Keyword(s):  
High School ◽  
Learning Environment ◽  
Test Performance ◽  
Virtual Schools ◽  
Virtual School ◽  
Math Performance ◽  
Full Time ◽  
Math Learning ◽  
School Students ◽  
Self Reflection

According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in regular brick-and-mortar schools. However, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math learning. Engaging students in self-reflection is a potentially promising pedagogical approach for supporting math learning. Nonetheless, it is unclear how models for math learning in regular classrooms translate in an online environment. The purpose of this study was to (a) analyze rich assessment data from virtual schools to explore the association between self-reflection and math performance, (b) compare the patterns found in student self-reflection across elementary, middle, and high school levels, and (c) examine whether providing opportunities for self-reflection had positive impact on learning in a virtual learning environment. In this study, the self-reflection assessments were developed and administered multiple times within several math courses during the 2014-2015 school year. These assessments included 4-7 questions that ask students to reflect on their understanding of the knowledge and skills they learned in the preceding lessons and units. Using these assessments, multiple constructs and indicators were measured, which include confidence about the topic knowledge/understanding, general feelings towards math, accuracy of self-judgment against actual test performance, and frequency of self-reflection. Through a series of three retrospective studies, data were collected from full-time virtual school students who took three math courses (one elementary, one middle, and one high school math course) in eight virtual schools in the United States during the 2013-2014 and 2014-2015 school years. The results showed that (a) participation in self-reflection varied by grade, unit test performance level, and course/topic difficulty; (b) more frequent participation in self-reflection and higher self-confidence level were associated with higher final course performance; and (c) self-reflection, as was implemented here, showed limited impact for more difficult topics, higher grade courses, and higher performing students. Implications for future research are provided.

scholarly journals Exploring the Impact of Small-group Synchronous Discourse Sessions in Online Math Learning

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Jinnie Choi ◽  
Alyssa Walters
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Learning Environment ◽  
Self Efficacy ◽  
The United States ◽  
State Assessment ◽  
Math Performance ◽  
Online Learning Environment ◽  
Math Learning ◽  
The Impact

Students in a fully-online learning environment have limited access to opportunities to talk about math problem solving. While discourse is a promising pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully-online virtual elementary schools in the United States to address the following research questions: (a) Is participating in math discourse about reasoning and problem-solving related to students’ confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The results showed that (a) repeated participation in the discourse sessions in a course was not directly related with changes in confidence, self-efficacy toward math, and math mindset, and (b) higher numbers of sessions that students participated in was associated with higher performance in final math course score and state assessment results, after controlling for prior performance and confidence, self-efficacy and mindset scores.

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