Lacking from current engineering education, students often struggle to find resources to help sup... more Lacking from current engineering education, students often struggle to find resources to help support their ability to learn the important problem solving skill of free body drawing. CogSketch is a new intelligent tutoring system designed to provide problem solving practice with feedback. To assess the efficacy of the tool, we conducted a study to compare student’s performance using CogSketch to a human tutor. To measure performance, we used biometric sensors to detect students’ behaviors and emotions while being tutored. The sensors include eye-tracking and facial expression recognition. This research is important because an intelligent tutoring program can later be used as another way to develop a better learning outcome for engineering students. This research is still in progress, however, we will share current results and conclusions during the poster presentation
The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourte... more The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourteen chapters contributed by leading experts from the United States, China, Germany, Australia, Spain, Singapore and other countries across the globe. The chapters address the current challenges faced by researchers and professionals in the field of educational technology and how a variety of educational technologies can impact learning. In addition, these chapters provide educational technology applications, lessons learned from implementations, and recommendations for research and practices. Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion. The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
Research Anthology on Developing Effective Online Learning Courses, 2021
The chapter investigated students' behavioral, emotional, and cognitive engagement, as well a... more The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.
BACKGROUND Research regarding teaching expectancy has been mostly conducted in research laborator... more BACKGROUND Research regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence regarding its effect on learners' delayed comprehension. Moreover, the relative superiority of teaching a peer face to face compared to teaching an imagined peer lacks empirical support. AIMS The purpose of the study was to investigate the interactivity of teaching by comparing peer teaching to imagined teaching, as well as enhancing the generalizability of the teaching expectancy effect by testing it in a secondary school environment. SAMPLE A total of 597 students (282 males) from 12 classes in a secondary school were recruited to participate in the study as part of their psychology course. METHODS Participants were randomly assigned to one of six conditions formed by a 2 (teaching expectancy vs. testing expectancy) × 3 (peer teaching vs. imagined teaching vs. no teaching) between-subjects design. Their immediate and delayed comprehension tests, motivation, and perceived difficulty were measured as dependent variables. RESULTS Imagined teaching enhanced both immediate and delayed comprehension, but peer teaching only enhanced immediate comprehension. Moreover, the effects of imagined teaching on perceived difficulty and motivation were dependent upon teaching expectancy or testing expectancy. CONCLUSIONS Our findings provide empirical evidence to the existing theoretical frameworks, but caution should be taken when applying imagined teaching in practice.
Many large-scale, school-based interventions have attempted to improve academic performance throu... more Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blind, randomized controlled experiment based on 138 secondary school students, the effects of an experimentally induced growth mindset belief were examined during a learning phase in a classroom setting. Participants in the growth mindset condition perceived a lower intrinsic load and extraneous load and performed better on retention and transfer tests. Students with some prior knowledge also reported a higher mastery goal orientation. Supplementary mediation analysis suggested that the effect on transfer could be fully accounted for by changes in cognitive load perceptions. Future interventions may benefit from designs that promote motivational beliefs that reduce intrinsic and extraneous cognitive load perceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved
Negative effects of seductive details have been well documented. One current line of research foc... more Negative effects of seductive details have been well documented. One current line of research focussed on solutions to reducing the seductive details effect is becoming increasingly promising. Contributing to this line of research, this study investigated whether perceptual load moderated the seductive details effect. The study used a 2 Â 2 factorial design with seductive details (seductive details vs. no seductive details) and perceptual load (high vs. low) as two independent variables. Participants (N ¼ 123) were randomly assigned to one of four groups to study materials on atomic structure. The dependent measures were tests of free recall and of conceptual understanding. Results indicated that under high perceptual load, participants performed equally on measures of free recall and conceptual understanding, regardless of the seductive details condition. Under low perceptual load, participants not receiving seductive details outperformed those who received seductive details on both dependent measures. These findings suggest that learners are susceptible to the seductive details effect when perceptual load is low. Theoretical and practical implications are discussed.
It is not uncommon in China that children are raised by both parents and grandparents in an exten... more It is not uncommon in China that children are raised by both parents and grandparents in an extended family. The purpose of this study is to investigate the effects of three-generational families on Chinese children's creativity. A sample of 1710 elementary school students aged 6-13 was drawn from two schools in urban districts of Shanghai. Participants' creativity was measured by the Torrance Test of Creative Thinking-Figural (TTCT-Figural) and Alternate Uses tasks (AUT) and their family demographic information was obtained from parents' report. The results indicated that (1) the co-parenting of grandparents and parents had a negative effect on children's creativity; (2) children growing up in the three-generation families, particularly in the grandparents-headed families, had lower creativity than those from families living without grandparents; (3) compared with girls, boys raised in the three-generation families were more likely to show disadvantages in creativity development; (4) only children overall showed significantly higher creativity than children with siblings, but this advantage was more salient for only children raised in nuclear families than in three-generation families. These results are explained on the basis of parental investment theory. We further conclude that the quality of cognitive and interpersonal resources in a family, such as intellectual stimulation and general encouragement, matter more than the simple accumulation of family resources in predicting children's creativity. 1. Family and children's creativity How family affects children' creativity has been a topic of research interest during the past a few decades (
According to the current literature, it is unknown whether summarizing can enhance learning and e... more According to the current literature, it is unknown whether summarizing can enhance learning and engagement in an immersive environment. To fill this gap, we conducted an experimental study to investigate the potential effects of using summarizing strategy in an immersive virtual reality learning environment on comprehension, cognitive load, and intrinsic motivation. Seventy-five college students were randomly assigned to one of the four conditions formed by a 2 9 2 factorial design with the immersive environment (virtual reality vs. interactive video) as one factor and the use of the summarizing strategy (yes vs. no) as the other factor. The results indicated that (a) summarizing significantly reduced learners' perceived effort; (b) summarizing resulted in lower perceived success than not summarizing in the interactive video condition; and (c) learning from the immersive virtual reality environment led to increased interest and value. These findings suggest the use of appropriate strategies in immersive learning environments.
The purpose of the current study was to investigate the potential effects of two social cues on l... more The purpose of the current study was to investigate the potential effects of two social cues on learning outcomes, cognitive load, and intrinsic motivation in a computer-based environment in an Asian context. A total of 98 Chinese college students were randomly assigned into one of four experimental conditions formed by a 2 (agent vs. no agent) X 2 (conversational style vs. formal style) factorial design. Results revealed that (a) learning with a pedagogical agent was more interesting than learning without a pedagogical agent; (b) learning from a lesson written in a conversational style enhanced retention but also resulted in increased pressure; and (c) a pedagogical agent delivering instruction in a conversational style led to an increase in mental effort, but instruction delivered in this style without a pedagogical agent led learners to perceive it as less difficult. These findings support the use of a pedagogical agent to deliver instruction in a conversational style to Chinese learners. But parsimonious instructional designs, such as a design to deliver instruction in a conversational style without an animated pedagogical agent, also have advantages under some circumstances, particularly when the learning materials are not so difficult and when advanced technology cannot be utilized or afforded.
The purpose of this study was to investigate whether EEG biofeedback would help engage learners i... more The purpose of this study was to investigate whether EEG biofeedback would help engage learners in obtaining procedural knowledge from animated or static visualizations. Two specific forms of this feedback were investigated. The first was active feedback that required learners to interact with the feedback using hand gestures. The second was constructive feedback that instructed learners to verbally reflect on their learning processes by utilizing the feedback. A total of 116 college students were randomly assigned to one of six experimental conditions formed by a 2 X 3 factorial design with the visualization type (animated vs. static) as one factor and the feedback type as the other factor (constructive vs. active vs. no feedback). The results revealed that learners who received no feedback had significantly higher perceived attentiveness and value than their peers who received constructive feedback. Additionally, when constructive feedback was provided, learning procedural knowledge from animated visualizations reduced perceived difficulty in learners when compared to static visualizations. These findings were discussed in terms of the implications, limitations, and future research directions. Recent empirical studies reported in the literature also reveal mixed
Knowledge diversity describes group members' differences in terms of prior knowledge in a domain.... more Knowledge diversity describes group members' differences in terms of prior knowledge in a domain. The purpose of the study was to investigate whether knowledge diversity would impact students' engagement in small-group learning in a science classroom. A total of 45 seventh-grade students were recruited to participate in the study in which two experimental conditions were compared: low-priorknowledge groups (all low-prior-knowledge students) versus mixed knowledge groups (low-priorknowledge students with one knowledgeable student). Participates were randomly assigned into six lowprior-knowledge groups (24 individuals in total) and five mixed knowledge groups (21 individuals in total). Engagement, as well as group performance, was measured. The results of a series of independent-samples t test demonstrated that the mixed knowledge groups had significantly higher behavioral, emotional, and social engagement and better group performance than did the low-prior-knowledge groups. This implies that even having one knowledgeable student could enhance students' engagement in a science classroom.
Consistent attention and proper processing of infant faces by adults are essential for infant sur... more Consistent attention and proper processing of infant faces by adults are essential for infant survival. Previous behavioral studies showed gender differences in processing infant cues (e.g., crying, laughing or facial attractiveness) and more importantly, the efforts invested in nurturing offspring. The underlying neural mechanisms of processing unknown infant faces provide hints for understanding behavioral differences. This functional magnetic resonance imaging (fMRI) study recruited 32 unmarried adult (16 females and 16 males) participants to view unfamiliar infant faces and rate the attractiveness. Adult faces were also included. Behaviorally, despite that females and males showed no differences in attractiveness ratings of infant faces, a positive correlation was found between female's (but not male's) subjective liking for infants and attractiveness ratings of the infant faces. Functionally, brain activations to infant faces were modulated by attractiveness differently...
ABSTRACT The purpose of the study was to investigate the effects of imagination and learner-gener... more ABSTRACT The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.
Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to ... more Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to investigate whether teaching presence would impact online learners’ passive, active, constructive, and interactive engagement behaviors. A total of 218 middle-school English teachers participated in an online professional development course. Quantitative data were collected from an online survey and the log files of the online course website. The results of the regression analysis revealed that, by controlling for the potential effects of the demographic variables, learners’ perceived teaching presence had a positive impact on their constructive and interactive engagement behaviors but not on their passive or active engagement behaviors. In light of these findings, implications, limitations, and future directions are discussed.
ABSTRACT The purpose of this study was to determine whether playing Quest for the Code™, a comput... more ABSTRACT The purpose of this study was to determine whether playing Quest for the Code™, a computer game designed to teach children about asthma, would help healthy children acquire knowledge about and attitudes towards asthma and whether the beneficial effects would be maintained over time. The sample consisted of 155 children from four middle schools who were randomly assigned to play Quest for the Code™ or a game about nutrition serving as the control condition. Data were collected on knowledge and attitude pre-intervention, post-intervention, and at follow-up four weeks later. The results revealed that children who played Quest for the Code™ were more knowledgeable and had more positive attitudes than their peers in the control condition. And these benefits were maintained on follow-up tests. Our findings indicate the effectiveness and potential of using Quest for the Code™ as a tool for asthma education in a classroom setting.
Lacking from current engineering education, students often struggle to find resources to help sup... more Lacking from current engineering education, students often struggle to find resources to help support their ability to learn the important problem solving skill of free body drawing. CogSketch is a new intelligent tutoring system designed to provide problem solving practice with feedback. To assess the efficacy of the tool, we conducted a study to compare student’s performance using CogSketch to a human tutor. To measure performance, we used biometric sensors to detect students’ behaviors and emotions while being tutored. The sensors include eye-tracking and facial expression recognition. This research is important because an intelligent tutoring program can later be used as another way to develop a better learning outcome for engineering students. This research is still in progress, however, we will share current results and conclusions during the poster presentation
The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourte... more The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourteen chapters contributed by leading experts from the United States, China, Germany, Australia, Spain, Singapore and other countries across the globe. The chapters address the current challenges faced by researchers and professionals in the field of educational technology and how a variety of educational technologies can impact learning. In addition, these chapters provide educational technology applications, lessons learned from implementations, and recommendations for research and practices. Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion. The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
Research Anthology on Developing Effective Online Learning Courses, 2021
The chapter investigated students' behavioral, emotional, and cognitive engagement, as well a... more The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.
BACKGROUND Research regarding teaching expectancy has been mostly conducted in research laborator... more BACKGROUND Research regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence regarding its effect on learners' delayed comprehension. Moreover, the relative superiority of teaching a peer face to face compared to teaching an imagined peer lacks empirical support. AIMS The purpose of the study was to investigate the interactivity of teaching by comparing peer teaching to imagined teaching, as well as enhancing the generalizability of the teaching expectancy effect by testing it in a secondary school environment. SAMPLE A total of 597 students (282 males) from 12 classes in a secondary school were recruited to participate in the study as part of their psychology course. METHODS Participants were randomly assigned to one of six conditions formed by a 2 (teaching expectancy vs. testing expectancy) × 3 (peer teaching vs. imagined teaching vs. no teaching) between-subjects design. Their immediate and delayed comprehension tests, motivation, and perceived difficulty were measured as dependent variables. RESULTS Imagined teaching enhanced both immediate and delayed comprehension, but peer teaching only enhanced immediate comprehension. Moreover, the effects of imagined teaching on perceived difficulty and motivation were dependent upon teaching expectancy or testing expectancy. CONCLUSIONS Our findings provide empirical evidence to the existing theoretical frameworks, but caution should be taken when applying imagined teaching in practice.
Many large-scale, school-based interventions have attempted to improve academic performance throu... more Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blind, randomized controlled experiment based on 138 secondary school students, the effects of an experimentally induced growth mindset belief were examined during a learning phase in a classroom setting. Participants in the growth mindset condition perceived a lower intrinsic load and extraneous load and performed better on retention and transfer tests. Students with some prior knowledge also reported a higher mastery goal orientation. Supplementary mediation analysis suggested that the effect on transfer could be fully accounted for by changes in cognitive load perceptions. Future interventions may benefit from designs that promote motivational beliefs that reduce intrinsic and extraneous cognitive load perceptions. (PsycInfo Database Record (c) 2020 APA, all rights reserved
Negative effects of seductive details have been well documented. One current line of research foc... more Negative effects of seductive details have been well documented. One current line of research focussed on solutions to reducing the seductive details effect is becoming increasingly promising. Contributing to this line of research, this study investigated whether perceptual load moderated the seductive details effect. The study used a 2 Â 2 factorial design with seductive details (seductive details vs. no seductive details) and perceptual load (high vs. low) as two independent variables. Participants (N ¼ 123) were randomly assigned to one of four groups to study materials on atomic structure. The dependent measures were tests of free recall and of conceptual understanding. Results indicated that under high perceptual load, participants performed equally on measures of free recall and conceptual understanding, regardless of the seductive details condition. Under low perceptual load, participants not receiving seductive details outperformed those who received seductive details on both dependent measures. These findings suggest that learners are susceptible to the seductive details effect when perceptual load is low. Theoretical and practical implications are discussed.
It is not uncommon in China that children are raised by both parents and grandparents in an exten... more It is not uncommon in China that children are raised by both parents and grandparents in an extended family. The purpose of this study is to investigate the effects of three-generational families on Chinese children's creativity. A sample of 1710 elementary school students aged 6-13 was drawn from two schools in urban districts of Shanghai. Participants' creativity was measured by the Torrance Test of Creative Thinking-Figural (TTCT-Figural) and Alternate Uses tasks (AUT) and their family demographic information was obtained from parents' report. The results indicated that (1) the co-parenting of grandparents and parents had a negative effect on children's creativity; (2) children growing up in the three-generation families, particularly in the grandparents-headed families, had lower creativity than those from families living without grandparents; (3) compared with girls, boys raised in the three-generation families were more likely to show disadvantages in creativity development; (4) only children overall showed significantly higher creativity than children with siblings, but this advantage was more salient for only children raised in nuclear families than in three-generation families. These results are explained on the basis of parental investment theory. We further conclude that the quality of cognitive and interpersonal resources in a family, such as intellectual stimulation and general encouragement, matter more than the simple accumulation of family resources in predicting children's creativity. 1. Family and children's creativity How family affects children' creativity has been a topic of research interest during the past a few decades (
According to the current literature, it is unknown whether summarizing can enhance learning and e... more According to the current literature, it is unknown whether summarizing can enhance learning and engagement in an immersive environment. To fill this gap, we conducted an experimental study to investigate the potential effects of using summarizing strategy in an immersive virtual reality learning environment on comprehension, cognitive load, and intrinsic motivation. Seventy-five college students were randomly assigned to one of the four conditions formed by a 2 9 2 factorial design with the immersive environment (virtual reality vs. interactive video) as one factor and the use of the summarizing strategy (yes vs. no) as the other factor. The results indicated that (a) summarizing significantly reduced learners' perceived effort; (b) summarizing resulted in lower perceived success than not summarizing in the interactive video condition; and (c) learning from the immersive virtual reality environment led to increased interest and value. These findings suggest the use of appropriate strategies in immersive learning environments.
The purpose of the current study was to investigate the potential effects of two social cues on l... more The purpose of the current study was to investigate the potential effects of two social cues on learning outcomes, cognitive load, and intrinsic motivation in a computer-based environment in an Asian context. A total of 98 Chinese college students were randomly assigned into one of four experimental conditions formed by a 2 (agent vs. no agent) X 2 (conversational style vs. formal style) factorial design. Results revealed that (a) learning with a pedagogical agent was more interesting than learning without a pedagogical agent; (b) learning from a lesson written in a conversational style enhanced retention but also resulted in increased pressure; and (c) a pedagogical agent delivering instruction in a conversational style led to an increase in mental effort, but instruction delivered in this style without a pedagogical agent led learners to perceive it as less difficult. These findings support the use of a pedagogical agent to deliver instruction in a conversational style to Chinese learners. But parsimonious instructional designs, such as a design to deliver instruction in a conversational style without an animated pedagogical agent, also have advantages under some circumstances, particularly when the learning materials are not so difficult and when advanced technology cannot be utilized or afforded.
The purpose of this study was to investigate whether EEG biofeedback would help engage learners i... more The purpose of this study was to investigate whether EEG biofeedback would help engage learners in obtaining procedural knowledge from animated or static visualizations. Two specific forms of this feedback were investigated. The first was active feedback that required learners to interact with the feedback using hand gestures. The second was constructive feedback that instructed learners to verbally reflect on their learning processes by utilizing the feedback. A total of 116 college students were randomly assigned to one of six experimental conditions formed by a 2 X 3 factorial design with the visualization type (animated vs. static) as one factor and the feedback type as the other factor (constructive vs. active vs. no feedback). The results revealed that learners who received no feedback had significantly higher perceived attentiveness and value than their peers who received constructive feedback. Additionally, when constructive feedback was provided, learning procedural knowledge from animated visualizations reduced perceived difficulty in learners when compared to static visualizations. These findings were discussed in terms of the implications, limitations, and future research directions. Recent empirical studies reported in the literature also reveal mixed
Knowledge diversity describes group members' differences in terms of prior knowledge in a domain.... more Knowledge diversity describes group members' differences in terms of prior knowledge in a domain. The purpose of the study was to investigate whether knowledge diversity would impact students' engagement in small-group learning in a science classroom. A total of 45 seventh-grade students were recruited to participate in the study in which two experimental conditions were compared: low-priorknowledge groups (all low-prior-knowledge students) versus mixed knowledge groups (low-priorknowledge students with one knowledgeable student). Participates were randomly assigned into six lowprior-knowledge groups (24 individuals in total) and five mixed knowledge groups (21 individuals in total). Engagement, as well as group performance, was measured. The results of a series of independent-samples t test demonstrated that the mixed knowledge groups had significantly higher behavioral, emotional, and social engagement and better group performance than did the low-prior-knowledge groups. This implies that even having one knowledgeable student could enhance students' engagement in a science classroom.
Consistent attention and proper processing of infant faces by adults are essential for infant sur... more Consistent attention and proper processing of infant faces by adults are essential for infant survival. Previous behavioral studies showed gender differences in processing infant cues (e.g., crying, laughing or facial attractiveness) and more importantly, the efforts invested in nurturing offspring. The underlying neural mechanisms of processing unknown infant faces provide hints for understanding behavioral differences. This functional magnetic resonance imaging (fMRI) study recruited 32 unmarried adult (16 females and 16 males) participants to view unfamiliar infant faces and rate the attractiveness. Adult faces were also included. Behaviorally, despite that females and males showed no differences in attractiveness ratings of infant faces, a positive correlation was found between female's (but not male's) subjective liking for infants and attractiveness ratings of the infant faces. Functionally, brain activations to infant faces were modulated by attractiveness differently...
ABSTRACT The purpose of the study was to investigate the effects of imagination and learner-gener... more ABSTRACT The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.
Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to ... more Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to investigate whether teaching presence would impact online learners’ passive, active, constructive, and interactive engagement behaviors. A total of 218 middle-school English teachers participated in an online professional development course. Quantitative data were collected from an online survey and the log files of the online course website. The results of the regression analysis revealed that, by controlling for the potential effects of the demographic variables, learners’ perceived teaching presence had a positive impact on their constructive and interactive engagement behaviors but not on their passive or active engagement behaviors. In light of these findings, implications, limitations, and future directions are discussed.
ABSTRACT The purpose of this study was to determine whether playing Quest for the Code™, a comput... more ABSTRACT The purpose of this study was to determine whether playing Quest for the Code™, a computer game designed to teach children about asthma, would help healthy children acquire knowledge about and attitudes towards asthma and whether the beneficial effects would be maintained over time. The sample consisted of 155 children from four middle schools who were randomly assigned to play Quest for the Code™ or a game about nutrition serving as the control condition. Data were collected on knowledge and attitude pre-intervention, post-intervention, and at follow-up four weeks later. The results revealed that children who played Quest for the Code™ were more knowledgeable and had more positive attitudes than their peers in the control condition. And these benefits were maintained on follow-up tests. Our findings indicate the effectiveness and potential of using Quest for the Code™ as a tool for asthma education in a classroom setting.
The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourte... more The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourteen chapters contributed by leading experts from the United States, China, Germany, Australia, Spain, Singapore and other countries across the globe. The chapters address the current challenges faced by researchers and professionals in the field of educational technology and how a variety of educational technologies can impact learning. In addition, these chapters provide educational technology applications, lessons learned from implementations, and recommendations for research and practices.
Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion.
The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourte... more The book Educational Technologies: Challenges, Applications and Learning Outcomes contains fourteen chapters contributed by leading experts from the United States, China, Germany, Australia, Spain, Singapore and other countries across the globe. The chapters address the current challenges faced by researchers and professionals in the field of educational technology and how a variety of educational technologies can impact learning. In addition, these chapters provide educational technology applications, lessons learned from implementations, and recommendations for research and practices.
Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion.
The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
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Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion.
The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
Our contributors provide expertise on a wide range of topics that include educational values of social media, game-based curricula, transient effect in multimedia learning, using visuals to enhance learning, data visualization tools, self-monitoring, portfolio assessment systems, feedback via educational technology, embodied cognition via touch-screen technology, technological pedagogical content knowledge, classroom orchestration systems, adaptive learning systems, technology-supported language learning, and college algebra redesign with technology infusion.
The book will be of interest to a diverse audience including: (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.