Chapter
‘Touch the Screen’: Linking Touch-Based Educational Technology with Learning – A Synthesis of Current Research
Linking Cognitive Load Theory with Embodied Cognition: Biologically Primary and Secondary Knowledge
The Tracing Effect: Evidence of Biologically Primary Knowledge Supporting the Acquisition of Biologically Secondary Knowledge
Recent Research on the Tracing Effect
Systematic Literature Review: How Finger-Based Gesture Use on a Touch Screen Influences Learning
Summary of the Nine Articles
Critique of the Nine Articles
5.5.1. Gestures Aligned to Learning Task; Learning Outcomes Directly Measured
Agostinho et al. (2015) - Primary School Mathematics
Lee (2014) - University Students Learning a Science Concept
Ng and Sinclair (2015) – Secondary School Mathematics
5.5.2. Gestures Aligned to Learning Task; Learning Outcomes Not Directly Measured
Dubé and McEwen (2015) – University Students Communicating Their Understanding of a Mathematics Concept
Sinclair and Heyd-Metzuyanim (2014) – Preschool Children Learning About Counting and Adding
Arzarello et al. (2014) – Secondary School Mathematics
5.5.3. Gestures Not Aligned to Learning Task; Learning Outcomes Directly Measured
Bertolo et al. (2013): Primary and Secondary School Mathematics
Moser et al. (2015) - Pre-School Children Problem Solving
5.5.4. Gestures Not Aligned to Learning Task; Learning Outcomes Not Directly Measured
Huber et al. (2016) – Preschool/Primary School Problem Solving
Finger-based gestures on a touch screen should be encouraged but the gesture needs to be purposeful to what is being learnt
Tablet-based app designers need to be mindful of providing gestures relevant to the learning task
Recommendations for Future Research
Feedback via Educational Technology
Georgia Institute of Technology, Atlanta, Georgia, US
Challenges in Online Environments
Characteristics of Feedback that Affect Efficacy
Social Factors in Feedback
Learner Characteristics that Affect Efficacy
Characteristics of Tasks That Affect Efficacy
Some Less Obvious Features of Classroom Orchestration Systems
The Goals of the Fact Project
An Overview of the Fact Orchestration System
Increasing Classroom Awareness
The Ideal Orchestration Dashboard Would Augment Reality
Stealth Assessment and Progress Indicators
Mapping Devices to Physical Reality
Mapping Devices to People
Establishing and Maintaining Groups
Accommodating Gallery Walks and Other Mass Movements
Persisting and Sharing Work
The Almost-Ideal Solution: Files
Dispensable Features of File Systems
Some Usability Issues for Simultaneous Editing
Managing Classroom Activities
Gaming Up the Practice of Teacher Education: Quest2Teach
The Power of Game-Based Learning
Game-Based Learning in Teacher Education
Group Differences between Conditions
Game-Based Learning in Teacher Preparation
Conclusion and Significance
Using Online Eye-Movement Analyses in an Adaptive Learning Environment
1. Basic Processes in Adaptive Learning Systems
1.1. Collect Learner Information
1.4. Present Intervention
1.5. Effectiveness of Tutoring Systems
2. The Role of Eye Movements in Multimedia Learning
2.1. Eye Movements in Multimedia
2.2. Eye Movements and Adaptivity
3. The Adaptive Learning Module (ALM)
3.1. Implementation of Psychological Concepts in ALM
3.1.1. Addressing Cognitive Aspects
3.1.2. Addressing Metacognitive Aspects
3.1.3. Addressing Motivational Aspects
3.3. ALM Authoring Frontend
3.4.1 Adaptivity Based on the Learner’s Gaze Movements
3.4.2. Adaptivity Based on the Learner’s Answers to Rapid Assessment Tasks
3.4.3. Adaptivity Functions
4. Testing an Adaptive System Based on Eye Movements and Rapid Assessment Tasks
The Use of a Corpus-Based Tool to Support Teachers’ Assessment Design: An Examination through the Lens of TPACK
The Use of Corpus-Based Tools for Comprehension Assessment
TPACK and Comprehension Assessment
The Corpus-Based Language Support Tool
TPACK Considerations without Using Language-Support Tool
TPACK considerations When Using the Language Support Tool
Applications of Corpus-Based Language Support Tools
Challenges with Using Corpus-Based Language Support Tools
Limitations of Study and Future Research
Using Facebook to Enhance Learning and Interactions in Undergraduate Courses
Facebook: An Introduction
Facebook in Educational Settings
How Facebook Is Being Used
Effects of Use on Student Learning Outcomes
Issues And Concerns Related to Using Facebook in the Classroom
Using Facebook Groups as a Supplement to Face-to-Face Instruction – Case Study
Influence on Classroom Engagement
Difficulties with Facebook
Recommendations for Course Delivery and Instruction
Connection to Learning Theories
Course Redesign and Infusion of Educational Technology into College Algebra
Definition and Purpose of College Algebra
Problems of College Algebra
Low Academic Achievement, Failing Grades (D, F), and Withdrawal (W) Rates
Instructional Deficiencies
Infusion of Technology in Mathematics and College Algebra
Computer-Assisted Instruction and Web-Based Learning in College Algebra
Learning Management Systems and College Algebra Redesign
National Center for Academic Transformation (NCAT)
Course Redesign Story of the Research Institution
Instructional Design and Changes in Course Structure
Physical Learning Environment
Using Educational Technologies to Scaffold High School and College Students’ Skill and Will to Plan, Practice and Produce
Learning Model and Theory Support of Skill and Will-Based Self-Monitoring
Defining Learning Skill and Will
An Overview of Learning Skill Theory
An Overview of Learning Will Theory
Learning Impact of Improving Learning Skill and Will
Designing Learning Environments to Support Learner Skill and Will Enactment
Design, Instruction and Learning Participants
3P Learner-Centered Design Framework
Applied Case-Study Designs and Testing Results
Case Study Application #1: Utah Valley University Project Delphinium Using Gamification to Scaffold Learners’ Planning, Practicing and Persistence
Case Study Application #2: Brigham Young University Student Engagement Project Using Student Engagement Dashboards to Scaffold Student Self-Monitoring
Case Study Application #3: Arizona State University Adaptive Learning Project Using Social, Collaborative Simulations to Support Planning and Practice
Discussion: Design and Testing Recommendations
A Model for Integrating Technology into an Assessment System: Building an E-Portfolio to Support Learning
Our Approach: Why We Did It!
The Competency-Based Model
The Theoretical Framework
The Formative Assessments
The Review and Decision Processes
A Look Back at the Development: How We Did It!
Integrating Technology into an Assessment System: What We Learned!
Technology-Supported Language Learning
The Past: Before Computer Technology
The Past: Advent of Computer in Language Learning
The Past: Research Organizations
The Present: Challenges to Language Learning Integration
The Present: Opportunities in Language Learning Integration
The Future: Multimodality, International Collaboration, and Adaptive Learning
Data Visualization Tools for Teaching
Target Audience and Contextual Issues
Other Components of a Visualization
Tools Designed for Geographical Representation
Business Intelligence Tools
Tools to Represent Graphs
Tools to Represent Infographics
Using Data Visualizations in Education
Educational Technologies: Challenges, Applications and Learning Outcomes
( Education in a Competitive and Globalizing World )
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