This work aims to explore whether students' learning outcomes in the virtual museum (VM) 's "Life and Science course" are influenced by the type of knowledge and the different levels of interaction within the museum. The study was conducted using an eye-movement experimental method, based on cognitive load theory, knowledge visualisation…

For the everyday education of students in schools, objects are made available to teachers that illustrate subject matter and make it comprehensible. These objects are created to make something visible, so that it can be presented, worked on, and understood. This article starts from the assumption that didactic objects are not neutral media: In the…

This study aimed to develop teacher guide material for students who are uninterested in physics lessons in high schools. In this context, activities in which measurements are made with Logger Pro sensors, which are computer-applied with the innovative technology in 10th-grade optics subjects, have been developed. The study was carried out with 134…

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL…

With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores…

Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

Digital games have the potential to create active and engaging environments for learning, supporting problem-solving, communication and group activities, as well as providing a forum for practice and learning through failure. The use of game techniques such as gradually increasing levels of difficulty and contextual feedback support learning, and…

This paper demonstrates a methodology for effectively integrating computer-based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means…

Advances in computer and interface technologies have made it possible to create three-dimensional (3D) computerized models of anatomical structures for visualization, manipulation, and interaction in a virtual 3D environment. In the past few decades, a multitude of digital models have been developed to facilitate complex spatial learning of the…

Synthesizes the results of three case studies of middle school classrooms in which computer and video materials were used to teach topics in earth and space sciences through interactive simulations. Describes specific instances in which common current practice is problematic. Makes suggestions regarding improved design principles for such…

A sequel to the booklet "How Computers Can Be Used in Education," this booklet begins by looking at ways in which computer-based learning (CBL) materials can be used in different types of instructional situations, i.e., mass instruction, individualized learning, and group learning. The design and production of four types of conventional CBL…

Discusses producing effective instructional software using a balance of course content and technological capabilities. Describes six phases of an instructional development model: discovery, design, development, coding, documentation, and delivery. Notes that good instructional design should have learner/computer interaction, sequencing of…

This document consists of three parts. The first part is a report on a project conducted to develop computer software needed by vocational agriculture teachers in Texas. The report details the process used to assess and develop software, and provides guidelines that can be used by others in evaluating computer software for vocational agriculture…