Background: Digital game-based learning (DGBL) has shown promise in enhancing learning and motivation, with appropriate scaffolding playing a crucial role in facilitating student inquiries and knowledge acquisition through science games. While scaffolding is generally effective in promoting learning in DGBL, there is variability among different…

The purpose of this study is to examine how fifth grade students were impacted by the infusion of multiple writing tasks in mathematics. In this study, writing tasks provided opportunities for students to communicate prior knowledge, share ideas to construct and justify arguments, for reflection, and assessment. In this deductive qualitative…

This study investigates how previous exposure to a foreign language and culture influences student performance in online knowledge-building tasks. As knowledge-building tasks allow students to share and distribute their knowledge; this study examines whether foreign language and culture knowledge is also distributed amongst the group. The study…

This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group…

The purpose of this study was to determine if online reflections through social networking affect students' sense of community and levels of perceived conceptual learning in Algebra I courses. Social constructivism, connectivism, and computer-mediated communication in relation to reflective practices form the theoretical and practical framework…

Educators have observed reluctance in middle school students to vocally engage in small group learning tasks, the result of which could be a decrease in student learning. The same students have been observed collaborating with peers outside of the classroom when using technology. The purpose of this study is to determine if technology provides a…

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the…