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Fourth Graders' Dyadic Learning on Multi-Touch Interfaces--Versatile Effects of Verbalization Prompts
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Schmitt, Lara Johanna; Weinberger, Armin – Educational Technology Research and Development, 2019
Multi-touch interfaces allow for direct and simultaneous input by several co-present learners and afford hands-on learning experiences. Additional scaffolding for strategic behavior and/or verbalizations may constructively complement collaborative learning with a multi-touch device. In this study, the tablet app "Proportion" is supposed…
Descriptors: Grade 4, Elementary School Students, Computer Uses in Education, Cooperative Learning
Toward a Framework on How Affordances and Motives Can Drive Different Uses of Scaffolds: Theory, Evidence, and Design Implications
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Belland, Brian R.; Drake, Joel – Educational Technology Research and Development, 2013
One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is…
Descriptors: Scaffolding (Teaching Technique), Computer Uses in Education, Social Theories, Elementary Secondary Education
Scaffolding Argumentation about Water Quality: A Mixed-Method Study in a Rural Middle School
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Belland, Brian R.; Gu, Jiangyue; Armbrust, Sara; Cook, Brant – Educational Technology Research and Development, 2015
A common way for students to develop scientific argumentation abilities is through argumentation about socioscientific issues, defined as scientific problems with social, ethical, and moral aspects. Computer-based scaffolding can support students in this process. In this mixed method study, we examined the use and impact of computer based…
Descriptors: Mixed Methods Research, Computer Uses in Education, Educational Technology, Middle School Students
The Development and Implementation of a Web-Based Formative Peer Assessment System for Enhancing Students' Metacognitive Awareness and Performance in Ill-Structured Tasks
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Kim, Minjeong; Ryu, Jeeheon – Educational Technology Research and Development, 2013
An assessment was conducted of a web-based formative peer assessment system (WFPAS) emphasizing learners' metacognitive awareness for their performance in ill-structured tasks. Results indicate that the WFPAS group achieved significantly higher scores for metacognitive awareness and performance in ill-structured tasks than the traditional…
Descriptors: Formative Evaluation, Peer Evaluation, Computer Uses in Education, Metacognition
Construction, Categorization, and Consensus: Student Generated Computational Artifacts as a Context for Disciplinary Reflection
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Wilkerson-Jerde, Michelle Hoda – Educational Technology Research and Development, 2014
There are increasing calls to prepare K-12 students to use computational tools and principles when exploring scientific or mathematical phenomena. The purpose of this paper is to explore whether and how constructionist computer-supported collaborative environments can explicitly engage students in this practice. The Categorizer is a…
Descriptors: Computation, Classification, Computer Uses in Education, Cooperative Learning
Comparing Virtual and Location-Based Augmented Reality Mobile Learning: Emotions and Learning Outcomes
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Harley, Jason M.; Poitras, Eric G.; Jarrell, Amanda; Duffy, Melissa C.; Lajoie, Susanne P. – Educational Technology Research and Development, 2016
Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile…
Descriptors: Comparative Analysis, Computer Simulation, Electronic Learning, Outcomes of Education