scholarly journals Supporting awareness of content-related controversies in a wiki-based learning environment

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Knowledge Construction ◽  
Learning Processes ◽  
User Generated Content ◽  
External Representations ◽  
Study Results ◽  
Discussion Threads ◽  
Contradictory Evidence ◽  
Awareness Support

User generated content in wikis is mainly distributed on the article view and its corresponding talk page. Potentials of analyzing and supporting discussants' knowledge construction processes on the level of talk pages have still been rarely researched. The presented experimental study addresses this issue by providing external representations of content-related controversies which were led by contradictory evidence between discussants to foster awareness on socio-cognitive conflicts which can be beneficial for learning. Its aim is to investigate how increased salience of controversies can guide participants' (N = 81) navigation and learning processes. Three conditions differing in their degree of awareness support were implemented in this study. Results indicate that the implementation of awareness representations helped students to focus on meaningful discussion threads. Findings suggest that wiki talk page users can benefit from additional structuring aids.

scholarly journals Controversy Awareness on Evidence-led Discussions as Guidance for Students in Wiki-based Learning

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Educational Research ◽  
Learning Outcome ◽  
Learning Processes ◽  
User Generated Content ◽  
Knowledge Representations ◽  
Awareness Information ◽  
Discussion Threads ◽  
Contradictory Evidence ◽  
Support Research

Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analyzed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads Wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that Wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

scholarly journals Effects of Implicit Guidance on Contribution Quality in a Wiki-based Learning Environment

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Learning Environment ◽  
Subject Matter ◽  
Knowledge Construction ◽  
Qualitative And Quantitative ◽  
Awareness Information ◽  
Discussion Threads ◽  
Quantitative Analyses ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Learning within the scope of collaborative knowledge construction with Wikis offers opportunities for triggering socio-cognitive conflicts through controversies. Since the nature of discussions between users in Wikis is not easily recognisable, we were investigating the effects of visual highlighting as controversy awareness information. In this study we wanted to enable N = 81 participants to produce contributions of higher quality due to focused selection towards relevant contents. We conducted both qualitative and quantitative analyses on wiki contributions. The addition of visual highlights indicating controversies reinforced students to direct their attention towards important contents discussing the study's subject matter. When their selection behaviour was positively influenced it resulted in higher quality and more elaborate contributions to discussion threads and to the final revision of an article. We conclude that unobtrusive implicit guidance can facilitate collaborative knowledge construction processes and outcomes.

scholarly journals Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education

2021 ◽  
Vol 13 (12) ◽  
pp. 6586
Author(s):  
Fernando Fraga-Varela ◽  
Esther Vila-Couñago ◽  
Ana Rodríguez-Groba
Keyword(s):  
Experimental Study ◽  
School Performance ◽  
Serious Games ◽  
Learning Processes ◽  
Control Group ◽  
School Settings ◽  
Opportunities For Learning ◽  
Quasi Experimental ◽  
Mathematical Fluency ◽  
Clear Relation

In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the gender.

scholarly journals Numerical and Experimental Study of Lightning Stroke to BIPV Modules

Energies ◽  
2021 ◽  
Vol 14 (3) ◽  
pp. 748
Author(s):  
Xiaoyan Bian ◽  
Yao Zhang ◽  
Qibin Zhou ◽  
Ting Cao ◽  
Bengang Wei
Keyword(s):  
Numerical Simulation ◽  
Experimental Study ◽  
Coupling Model ◽  
Maximum Temperature ◽  
Lightning Stroke ◽  
Study Results ◽  
Pv Modules ◽  
New Type ◽  
Metal Frame ◽  
Current Flows

Building Integrated Photovoltaic (BIPV) modules are a new type of photovoltaic (PV) modules that are widely used in distributed PV stations on the roof of buildings for power generation. Due to the high installation location, BIPV modules suffer from lightning hazard greatly. In order to evaluate the risk of lightning stroke and consequent damage to BIPV modules, the studies on the lightning attachment characteristics and the lightning energy withstand capability are conducted, respectively, based on numerical and experimental methods in this paper. In the study of lightning attachment characteristics, the numerical simulation results show that it is easier for the charges to concentrate on the upper edge of the BIPV metal frame. Therefore, the electric field strength at the upper edge is enhanced to emit upward leaders and attract the lightning downward leaders. The conclusion is verified through the long-gap discharge experiment in a high voltage lab. From the experimental study of multi-discharge in the lab, it is found that the lightning interception efficiency of the BIPV module is improved by 114% compared with the traditional PV modules. In the study of lightning energy withstand capability, a thermoelectric coupling model is established. With this model, the potential, current and temperature can be calculated in the multi-physical field numerical simulation. The results show that the maximum temperature of the metal frame increases by 16.07 °C when 100 kA lightning current flows through it and does not bring any damage to the PV modules. The numerical results have a good consistency with the experimental study results obtained from the 100 kA impulse current experiment in the lab.

Effect of reverse thermoelastic phase transformation on stress of onset of structural deformation in titanium nickelide

2021 ◽  
pp. 2-10
Author(s):  
A. A. Movchan ◽  
◽  
S. A. Kazarina ◽  
A. L. Silchenko ◽  
◽  
...  
Keyword(s):  
Experimental Study ◽  
Phase Transformation ◽  
Inelastic Deformation ◽  
Titanium Nickelide ◽  
Structural Deformation ◽  
Isotropic Hardening ◽  
Reverse Phase ◽  
Maximum Value ◽  
Study Results ◽  
Thermoelastic Phase Transformation

The experimental study results of the dependence in the stress value of the onset of the structural deformation on the degree of the reverse phase transformation occurring after the complete direct martensitic transformation in titanium nickelide are described. It is established that these results are qualitatively and quantitatively correctly described in the framework of the model according to which the maximum value of the intensity of the intrinsic inelastic deformation of the martensitic part of the representative volume of the shape-memory alloy is used as a parameter of isotropic hardening.

scholarly journals The interaction of the Need for Cognitive Closure with implicit and explicit guidance in wiki-based learning

2018 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Experimental Study ◽  
Learning Outcomes ◽  
Cognitive Closure ◽  
Need For Cognitive Closure ◽  
Collaboration Script ◽  
Visual Markers ◽  
Contradictory Evidence ◽  
Points Of View ◽  
Implicit And Explicit

One purpose of wikis is the collaborative generation of content. During generation processes, controversies about content can emerge that authors might elaborate on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, research also showed that many wikis are not necessarily suited to highlight relevant discussion contents and thus users could need guidance as support. In an experimental study (N = 181) on wiki talk pages, we investigated two scaffolding measures in conjunction with the Need for Cognitive Closure: (1) visual markers to highlight controversy status (implicit) and (2) a collaboration script that directs users towards discussions (explicit). The results show that both guidance types in interaction with the Need for Cognitive Closure can affect learning outcomes.

scholarly journals Representações Quantitativas em Laboratórios Virtuais para o Ensino de Química

2021 ◽  
Vol 22 (2) ◽  
pp. 152-159
Author(s):  
Alessandro Félix Pascoin ◽  
José Wilson P Carvalho
Keyword(s):  
Qualitative Research ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Virtual Laboratory ◽  
Virtual Labs ◽  
Chemistry Teaching ◽  
Virtual Laboratories ◽  
Peircean Semiotics ◽  
Quantitative Nature

Resumo Os laboratórios virtuais utilizados no ensino de Química se constituem importantes recursos didáticos para o avanço dos processos de ensino e aprendizagem, ao passo que podem contribuir para ações de mediação na construção do conhecimento. A presente pesquisa teve como objetivo analisar as representações quantitativas que estão presentes nas interfaces de laboratórios virtuais à luz da Semiótica Peirceana. É uma pesquisa qualitativa exploratória, realizada no repositório portal PhET–Interative Simulation. No percurso da pesquisa foram encontrados 51 aplicativos, desses seis exibiam características de laboratório virtual e três foram semioticamente analisados. Os resultados indicam que três laboratórios apresentam disposições parcialmente satisfatórias nas representações quantitativas que abordam. Esses podem vir a contribuir para o fortalecimento do ensino da Química, por meio de ilustrações, simulações e a participação interativa do estudante. Quanto às possibilidades, esses oferecem diferentes ambientes, formatos e modelos para o estudo desta ciência. Também foram encontradas limitações como a insuficiência de signos iconográficos de ordem quantitativa considerados indispensáveis na conjuntura conceitual de determinados tópicos da Química. As indicações desta pesquisa são para se pensar a respeito dos signos que vão representar a natureza quantitativa da Química, transformando os desafios em possibilidades para os processos de ensino e aprendizagem desta ciência. Palavras-chave: Semiótica. Ensino de Química. Laboratórios Virtuais. Abstract Virtual laboratories used in chemistry teaching are important didactic resources for the advancement of teaching and learning processes, while they can contribute to mediation actions in the knowledge construction. This research aims to analyze the quantitative representations that are present in the virtual laboratories interfaces in light of Peircean semiotics. It is an exploratory qualitative research, conducted at the portal PhET – Interative Simulation. During the research, 51 applications were found, of these, 6 exhibited virtual laboratory characteristics and three were semiotically analyzed. The results indicate that three laboratories have partially satisfactory arrangements in the quantitative representations they address. They can contribute to the strengthening of chemistry teaching through illustrations, simulations and interactive student participation. As for the possibilities they offer different environments, formats and models for the study of this science. Limitations were also found as the insufficiency of quantitative iconographic signs considered indispensable in the conceptual conjuncture of certain topics of chemistry. The indications of this research are to think about the signs that will represent the Chemistry quantitative nature, turning the challenges into possibilities for the teaching and learning processes of this science. Keywords: Semiotics. Chemistry Teaching. Virtual Labs.

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