Mining Effective Learning Behaviors in a Web-Based Inquiry Science Environment

2020 ◽  
Vol 29 (4) ◽  
pp. 519-535 ◽  
Author(s):  
Chih-Ming Chen ◽  
Wen-Fang Wang
Keyword(s):  
Inquiry Science ◽  
Web Based ◽  
Learning Behaviors ◽  
Effective Learning

The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

scholarly journals A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing

Comunicar ◽  
2021 ◽  
Vol 29 (69) ◽  
Author(s):  
Jun-Ming Su ◽  
Yi-Ching Yang ◽  
Tzu-Nin Weng ◽  
Meng-Jhen Li ◽  
Chi-Jane Wang
Keyword(s):  
Learning Strategies ◽  
Situated Learning ◽  
User Satisfaction ◽  
Content Validity ◽  
Feedback Mechanism ◽  
Serious Game ◽  
Learning Problems ◽  
Web Based ◽  
Effective Learning ◽  
Self Protection

The number of new COVID-19 cases continues to rise rapidly in many countries despite vaccination. The best way to counter the spread of COVID-19 is self-protection. This study documents the development of a web-based serious game (WSG-COVID-19.SP) to promote effective learning strategies for self-protection against COVID-19 and to test the game’s content validity and usability. WSG-COVID-19.SP was developed using situated learning theory and diagnostic feedback mechanism. The game includes six situation storylines with 17 learning objectives. It uses a problem-solving approach to foster practices such as wearing masks, washing hands, and social distancing. Portfolio analysis was used to diagnose learning problems and report on the learning process. An overall summary index—the scale-level content validity index (S-CVI)—was used to evaluate content validity. Usability was tested through a website survey from 71 students from one university to gauge their technological acceptance and the game’s capability to promote future self-protection behaviors. The S-CVI was 0.81. Usability and acceptability were neither related to the users’ college major (whether it is information technology-related) nor to gender. Among the respondents, 84.5% agreed to continue with the self-protection practice as they were motivated by the real-time diagnostic function. The WSG-COVID-19.SP game system has adequate content validity and a high user satisfaction rating. Los casos de COVID-19 siguen aumentando rápidamente en muchos países a pesar de la vacunación. La mejor forma de combatirlo es la protección personal. En este estudio desarrollamos un juego serio de la web (WSG-COVID-19.SP) para promover las estrategias de aprendizaje para protegerse contra el COVID-19. También probamos la validez y usabilidad del sistema. WSG-COVID-19.SP fue desarrollado de acuerdo a la teoría situada de aprendizaje y retroalimentación diagnóstica. Contiene seis historias con 17 objetivos de aprendizaje. Se usa un enfoque de resolución de problemas para promover el uso de mascarillas, lavado de manos y distanciamiento social. Se usó el análisis de portafolio para identificar los problemas y el proceso de aprendizaje. El índice global de validez de contenido de la escala (S-CVI) fue utilizado para evaluar su eficacia. La usabilidad fue probada mediante una encuesta de web de 71 estudiantes de una universidad para evaluar su aceptación tecnológica y la capacidad del juego para promover la protección personal. El S-CVI era 0,81. La usabilidad y aceptabilidad no correspondían con la especialización del usuario (ya sea que esté relacionada con la tecnología de la información) ni con el género. Un 84,5% de los usuarios quería continuar la práctica porque estaban motivados por los resultados diagnósticos. WSG-COVID-19.SP exhibe un contenido válido y una alta satisfacción del usuario.

scholarly journals THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT

2014 ◽  
Vol 13 (1) ◽  
pp. 19-31
Author(s):  
Mario Mäeots ◽  
Margus Pedaste
Keyword(s):  
Learning Environment ◽  
Science Learning ◽  
Inquiry Learning ◽  
Learning Approach ◽  
Web Based ◽  
Inquiry Skills ◽  
Open Inquiry ◽  
Effective Learning ◽  
Web Based Learning

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills. Key words: computer-supported inquiry learning, general inquiry knowledge, inquiry learning, inquiry meta-processes, transformative and regulative inquiry processes.

scholarly journals Taking Youth Suicide Prevention to the Schools: Pilot Evaluation of School-Based Clinician Outcomes and Perspectives of a Multi-Modal Program Including Post-Training Online Consultations for Management of Ongoing Suicide Risk

2020 ◽  
Vol 1 (1) ◽  
pp. 9-23
Author(s):  
Kate Gwyther ◽  
Ben McKechnie ◽  
Helen Nicoll ◽  
Elon Gersh ◽  
Christopher G. Davey ◽  
...  
Keyword(s):  
Social Workers ◽  
Suicide Prevention ◽  
Web Based ◽  
Effective Learning ◽  
School Based ◽  
Quantitative Results ◽  
Self Harm ◽  
Prevention Training ◽  
Suicide Prevention Training ◽  
Attitudes Toward Suicide

School-based youth-specific suicide prevention and early intervention initiatives are presently underdeveloped. The current study conducted a pilot evaluation of a multi-modal suicide prevention training program for school-based social workers, ‘Management of Youth Suicidality Training for Schools’ (MYSTS). The program comprised a two-day workshop and six fortnightly post-workshop webinar online consultations. Participants were 36 social workers (years’ experience M = 11.23, SD = 8.29) employed by the Department of Education in Tasmania, Australia. Outcomes were self-rated confidence, competence, and knowledge of self-harm in young people, and attitudes toward suicide prevention and suicide-related behaviors. Exploratory quantitative results indicated significant improvements with large effect sizes for participants’ self-reported competence (d = 1.33), and confidence (d = 1.29) to identify and respond therapeutically to youth suicidality following the workshop. Confidence remained significantly higher than baseline following the online consultations (d = 0.90). Qualitative analysis of online supervision consultations indicated key themes of accessibility, communication and information sharing, and clinical management. Participants endorsed the MYSTS package as well-presented, with relevant topics, and effective learning activities. This study highlights the need for continued supervisory or implementation support to practitioners following suicide prevention training initiatives and suggests web-based teleconference technology as a feasible strategy for this. Further evaluation of the MYSTS package, including a suitable comparison or control condition, is indicated.

A Toolkit to Guide the Design of Effective Learning Activities

2010 ◽  
pp. 156-169 ◽  
Author(s):  
Karen Fill ◽  
Gráinne Conole ◽  
Chris Bailey
Keyword(s):  
Online Learning ◽  
Software Design ◽  
Assessment Methods ◽  
Teaching Approach ◽  
Learning Activities ◽  
Learning Activity ◽  
Design Development ◽  
Web Based ◽  
Learning And Teaching ◽  
Effective Learning

The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it incorporates well-researched pedagogic taxonomies that are presented as drop-down lists with associated ‘help’ pages. Toolkit users are encouraged to consider and specify factors including learning and teaching approach, environment, aims and outcomes, assessment methods, learner and tutor roles and requisite skills as they design any number of tasks within a learning activity and select the tools and resources needed to undertake them. The output from the toolkit is a design template that can then be used to guide the instantiation and implementation of online learning activities. The designs are saved within the toolkit, forming a database of designs, which other toolkit users can view. This chapter will present the rationale for the toolkit and the detailed taxonomies. It will describe and illustrate the software design, development and implementation, including the approach to contextual ‘help’, provide examples of learning activity designs created using the toolkit; and present and discuss feedback from users.

The Factors Affecting Multimedia-Based Inquiry

2009 ◽  
pp. 270-284
Author(s):  
Margus Pedaste ◽  
Tago Sarapuu
Keyword(s):  
Problem Solving ◽  
Inquiry Learning ◽  
Web Based ◽  
Factors Affecting ◽  
Effective Learning ◽  
Software Designers ◽  
Factors Influencing ◽  
Simulation Based ◽  
Level Of Difficulty ◽  
Main Factors

The general aim of the present chapter is to focus on the factors influencing simulation-based computersupported inquiry learning in small groups. The authors will give an overview of research that describes different factors influencing inquiry learning and problem solving and will add a dimension of collaborative web-based inquiry from their studies. The evidence from relevant scientific literature as well as the empirical results collected by the authors form the basis for discussion about designing an effective learning environment through a viewpoint of different end-users of our results – especially teachers and software designers. As a result, three additional main factors have been found that should be taken into account in designing support systems for problem solving: i) the level of difficulty of problems, ii) the appropriate sequence of problems, and iii) the characteristics of learners’ groups.

Intelligent and Adaptive Web-Based Instruction

2011 ◽  
pp. 482-505
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

Sign in / Sign up

Export Citation Format

Share Document