The document presents a critical review of a study that investigated the impact of instructions and feedback on motivation and learning effectiveness in digital game-based learning. The review finds that the original study lacked clarity in clearly defining its problem. While the need to study digital game-based learning is important, the review questions whether comparing it to conventional approaches can prove its benefits. The review also analyzes the study's conceptual framework and literature review, and finds some limitations in its design and comparisons. Overall, the review raises questions about how well the original study addressed its goals of examining the impacts of different instructions and feedback in digital game-based learning environments.
While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
The need of gamified assessment for engaging learning experiencejournalBEEI
Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment for an engaging learning experience. Besides, the results showed one of the earlier presumptions, which is the lack of study that points toward the student’s desire to have a gamified assessment. Keenly, the results of the study will emphasize the need for developing a rigorous gamified assessment model as a guideline to develop an application that engaging learning experience.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu4
Dr. Michelle P. Kelly - Empowering Parents and Teachers with Effective Eviden...IEFE
Presenter:
Dr. Michelle P. Kelly,
BCBA®- D
Empowering Parents and Teachers with Effective Evidence-Based Behavior Management Strategies for Individuals with Special Needs
IEFE Forum 2014
Evaluation of positive emotion in children mobile learning applicationjournalBEEI
This paper presents the evaluation of positive emotion in children's mobile learning applications. The mobile learning application is a teaching aid that can help students to self-study and increase the students’ interest in learning especially children. This paper will discuss how mobile learning application affects the children interest in school. The evaluation method implemented to evaluate the rate of positive emotion elicited by the children using mobile learning applications was a mixed method of qualitative and quantitative methods. Since emotion can be either negative or positive, the identification of a proper method or perspective was required to prove that positive emotion was really elicited. Next, the data was collected through the children’s assessment score, Electroencephalograms (EEG) device, Emotion identification using micro-expression (facial expression), Kort Scale and interview to confirm the positive emotion felt by the students. The result shows that all five perspectives or methods have shown that positive emotion is produced. It is found that the Mobile learning application can really trigger the children’s positive emotions.
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...Bart Rienties
In the last five years there is an increased interest across the globe to define, conceptualise, and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. However, whether learning gains could be useful for quality assurance can be debated. This interactive workshop aims to provide an open platform to
discuss the opportunities and limitations of learning gains for quality assurance.
Lessons learned from 200K students and 2 GB of learning gains data.Bart Rienties
With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e., gender, ethnicity, socioeconomic status, prior educational qualifications) influence students’ learning trajectories
Professor Bart Rienties, Open University UK
https://warwick.ac.uk/services/aro/dar/quality/legacy/anagendaforchange/
A joint keynote with Heather O'Brien at the Learning Analytics Summer Institute (LASI) 2019. In here we explore the concept of learner- and user- engagement as relevant for the field of learning analytics.
Richard Lamb - Optical Imaging to Measure Cognitive Processes While Playing S...SeriousGamesAssoc
Richard Lamb, Associate Professor, University at Buffalo The State University of New York
This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.
This talk outlined a study and the implications for the use of optical imaging techniques to examine student learning gains while using a Serious Educational Game.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting improved for all students, (b) reading performance in the school setting showed improvement, but data should be interpreted with some considerations; and (3) peer comparison data revealed that although two students reached average levels of performance at least one time during the study, students did not catch up to these levels of performance.
In addition, student’s attitudes toward reading remained stable or improved and favorable acceptability ratings were obtained from teachers, parents and students. Limitations and implications for practice and further research were discussed.
Reaction:
A number of implications can be generated from this study for educators attempting to implement a parent intervention program for students with ADHD. First, it appeared that the subjects, a very small sample, shared certain characteristics which may have assisted in the successful completion of the study. Students selected did not possess a high level of noncompliance and they had a good rapport with parents and teachers. Second, the parents involved in the study were proficient in the academic domain and, therefore, able to provide the additional support needed for student success.
In a diverse educational arena, all things not being equal, the implementation of this procedure with other populations (e.g., parents/teachers with minimum student rapport, lower academically inclined parents, etc.) may yield very dissimilar results.
You may double space if you elect.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting imp ...
The need of gamified assessment for engaging learning experiencejournalBEEI
Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment for an engaging learning experience. Besides, the results showed one of the earlier presumptions, which is the lack of study that points toward the student’s desire to have a gamified assessment. Keenly, the results of the study will emphasize the need for developing a rigorous gamified assessment model as a guideline to develop an application that engaging learning experience.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu4
Dr. Michelle P. Kelly - Empowering Parents and Teachers with Effective Eviden...IEFE
Presenter:
Dr. Michelle P. Kelly,
BCBA®- D
Empowering Parents and Teachers with Effective Evidence-Based Behavior Management Strategies for Individuals with Special Needs
IEFE Forum 2014
Evaluation of positive emotion in children mobile learning applicationjournalBEEI
This paper presents the evaluation of positive emotion in children's mobile learning applications. The mobile learning application is a teaching aid that can help students to self-study and increase the students’ interest in learning especially children. This paper will discuss how mobile learning application affects the children interest in school. The evaluation method implemented to evaluate the rate of positive emotion elicited by the children using mobile learning applications was a mixed method of qualitative and quantitative methods. Since emotion can be either negative or positive, the identification of a proper method or perspective was required to prove that positive emotion was really elicited. Next, the data was collected through the children’s assessment score, Electroencephalograms (EEG) device, Emotion identification using micro-expression (facial expression), Kort Scale and interview to confirm the positive emotion felt by the students. The result shows that all five perspectives or methods have shown that positive emotion is produced. It is found that the Mobile learning application can really trigger the children’s positive emotions.
How learning gains and Quality Assurance are (mis)Aligned: An Interactive Wor...Bart Rienties
In the last five years there is an increased interest across the globe to define, conceptualise, and measure learning gains. The concept of learning gains, briefly summarised as the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education, has been hailed by some as an opportunity to measure “excellence” in teaching. However, whether learning gains could be useful for quality assurance can be debated. This interactive workshop aims to provide an open platform to
discuss the opportunities and limitations of learning gains for quality assurance.
Lessons learned from 200K students and 2 GB of learning gains data.Bart Rienties
With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e., gender, ethnicity, socioeconomic status, prior educational qualifications) influence students’ learning trajectories
Professor Bart Rienties, Open University UK
https://warwick.ac.uk/services/aro/dar/quality/legacy/anagendaforchange/
A joint keynote with Heather O'Brien at the Learning Analytics Summer Institute (LASI) 2019. In here we explore the concept of learner- and user- engagement as relevant for the field of learning analytics.
Richard Lamb - Optical Imaging to Measure Cognitive Processes While Playing S...SeriousGamesAssoc
Richard Lamb, Associate Professor, University at Buffalo The State University of New York
This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.
This talk outlined a study and the implications for the use of optical imaging techniques to examine student learning gains while using a Serious Educational Game.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting improved for all students, (b) reading performance in the school setting showed improvement, but data should be interpreted with some considerations; and (3) peer comparison data revealed that although two students reached average levels of performance at least one time during the study, students did not catch up to these levels of performance.
In addition, student’s attitudes toward reading remained stable or improved and favorable acceptability ratings were obtained from teachers, parents and students. Limitations and implications for practice and further research were discussed.
Reaction:
A number of implications can be generated from this study for educators attempting to implement a parent intervention program for students with ADHD. First, it appeared that the subjects, a very small sample, shared certain characteristics which may have assisted in the successful completion of the study. Students selected did not possess a high level of noncompliance and they had a good rapport with parents and teachers. Second, the parents involved in the study were proficient in the academic domain and, therefore, able to provide the additional support needed for student success.
In a diverse educational arena, all things not being equal, the implementation of this procedure with other populations (e.g., parents/teachers with minimum student rapport, lower academically inclined parents, etc.) may yield very dissimilar results.
You may double space if you elect.
Sample Abstract
Name:______________________________ Date:________________________
Hook, C.L., & DuPaul, G.J. (1999). Parent tutoring for students with attention deficit
hyperactivity disorder: Effects on reading performance at home and school. School
Psychology Review, 28, 60-75.
Abstract:
This study examined the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD) at home and at school. A multiple baseline across participants design was used to evaluate the effects of the parent tutoring procedure with four students who were in grades 2 and 3.
Results indicated that (a) reading performance in the home setting imp ...
Respond in a paragraph to the discussion board. In your responsemickietanger
Respond in a paragraph to the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.
Peer 1
Discussion Forum Week #6
Laura Lledo Rodriguez
Discussion Forum Week #6
Helpful Information gotten from the video
Action research is every changing and thus there is need to identify other important assessment tools which can be used. This is to make sure that the focus on the original issue has been maintained. Reflection after the research is complete is of great significance. This involves further questioning on the results that have been gotten from the study. This will not only be of benefit to the researcher but to the students who are learning. During the process of reflection, it is important for one to judge and gain an understanding of the worthiness of the whole process of research and the different research activities that were conducted. Alternative solutions can be gotten after a reflection has been carried out. This means that the researcher is able to identify some of the changes that can be made for the purpose of improving the results which might be gotten at the end of the day.
The presentation of the research findings for those who were involved is also a very significant thing that one could do. The presentation of the results can be done through pinning of the results on the billboards for the parties involved to read through it or even presenting them on conferences so that they can be heard. Publishing the results in form of journals or putting them on a web page is very important. This is because they become an assessment tool for the other research which will be carried out later.
Reflections are of great significance because other students are in a position to gain from what has been uncovered. The teachers will also be in a position to come up with the best teaching strategies to use for the better understanding of the students. Action research is of great significance to the teachers because they are in a position to assess the progress of the students and thus change the mode of teaching if the one being used is not efficient.
Through action research, teachers are able to contribute to the curriculum of the students, maximize the whole process of learning and also make sure that the community benefits from the system of education that is being used. Action research also provides more opportunities for the teachers to resolve understand and even improve the modes of teaching. Moreover, the students are in a position to be understood as individuals. New approaches to learning are also discovered through action research.
The Concept of Validity
When individuals focus on history of validity, it was linked to the research that is numerically based. The research was conducted during the positivistic tradition. The different types of research that were di ...
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
IntroductionIt is the purpose of this manual to teach instruction.docxmariuse18nolet
Introduction
It is the purpose of this manual to teach instructional designers how to properly utilize the selected learning strategies when creating learning materials. The strategies discussed in this manual are: positive reinforcement, chunking, mnemonics, signaling, and scaffolding. Techniques were selected to range the most common theories of how students learn. Also these strategies are among the most recognizable of learning techniques. After reading this manual, designers will be well informed on the basics of strategies of learning and how to implement them in instruction. Each section is structured in the following manner:
· A short example of the strategy
· Vocabulary and definitions for the section
· A discussion of the how the strategy is fits into learning theory
· What types of instruction or learning fits best with the strategy
· A short review of the literature on the subject
· Tips for implementing the strategy
· Further reading on topics discussed in the chapter
Objectives
For each of the strategies the instructional designer will:
1. know how the strategy is based in specific learning theory
2. be able to think critically on when to select and use the strategy
3. familiarize themselves with research on the topic
4. be able to utilize the discussed aspects of the strategy to create instruction
Table of Contents
Introduction 1
Objectives 1
Table of Contents 2
Positive Reinforcement 3
What it is 3
When to select and use it 3
Why it should be selected 4
How it is best utilized 4
Related research 5
Chunking 6
What it is 6
When to select and use it 6
Why it should be selected 6
How it is best utilized 7
Related research 7
Mnemonics 8
What it is 8
When to select and use it 8
Why it should be selected 8
How it is best utilized 9
Related research 9
Signaling 10
What it is 10
When to select and use it 10
Why it should be selected 10
How it is best utilized 11
Related research 11
Scaffolding 12
What it is 12
When to select and use it 12
Why it should be selected 12
How it is best utilized 12
Related research 12
References 13Positive Reinforcement
Example
A student, seen sharing his toys with another student, is told “That was very nice of you, Sam.”What it is
Behaviorism forms the background of positivereinforcement. Popularized by B.F. Skinner, behaviorism is the theory that learning occurs because the student is conditioned to react in a certain way to stimuli. Learning strategies for this theory seek to change the probability that an event will happen by presenting the learner with consequences for performing an action. This consequence, whether good or bad, reinforces a desired outcome. Skinner believes that it is only the consequence that affects the probability of an action reoccurring, the thought process of the subject is not important (Driscoll 2005, p. 32-36).
Positive reinforcement is possibly the most well-known of behaviorist strategies. Driscoll defines positive reinforcement as “presentation of a reinfor.
Respond in a paragraph the discussion board. In your response, do no.docxpeggyd2
Respond in a paragraph the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.
Peer 1
Julia Hernandez
Video Analysis
The beginning of the video was helpful because it made me realize completing a project brings many rewards. The narrator talks about having discipline, which is essential, and that includes managing time, maintaining quality, and embracing both negative and positive changes. The experiences expressed in this first portion reveal the value of finishing a project. According to the narrator, working with like-minded people was inspiring (Sfedfundorg, 2008). Individuals that share ideas and perceptions despite their difference deliver beyond expectation. The second helpful portion was how the narrator identified her scope of research. Her approach made me realize that narrowing down individual options to a particular area improves the quality of information gathered. The third informative portion was where the narrator explains the impacts her new strategy had on her teaching. According to the narrator, her technique has made her more of an educator than a teacher (Sfedfundorg, 2008). The transformation manifests in her student’s improved academic performances and the fact that they have enough confidence while taking tests. Ideally, it helped me understand that tutors can make a difference to a student's education if they employ suitable strategies. Additionally, any utilized method affects how one teaches, sets tests, or prepares learners for examinations (Mills, 2000). The approach also helped me comprehend that the most critical aspect a teacher can give a student is confidence. If one believes in themselves and what they can accomplish, they will succeed even beyond the academic field.
Data Collection
One significant factor an individual should consider when collecting data via interviews includes the questions asked. Some queries might be intrusive enough to make the interviewee feel uncomfortable. At such a state, a person cannot gather relevant data or acquire the exact information. The second valuable element includes the tools used to collect data during interviews. Many options exist, including a tape recorder, notebook, or a plan book as scholars suggest (Rockford, n.d.). At times, an interviewer requires more than one recording tool to store information hence the need for considering the apparatus to use. A third consideration involves whether to interview people formally or informally. The former entails using structured questions, while the latter demands a casual conversation. Under data collections, an interviewer must consider whether to settle for digital tools like recorders and videos or traditional mechanisms like note-taking. Modern methods have proven effective because they allow the interviewer to focus on the interviewees' responses. The approaches, especially video re.
I have an a reflection assignment on professional issue, what Ive.docxwilcockiris
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
BRIEF REPORTStudy strategies of college students Are self.docxhartrobert670
BRIEF REPORT
Study strategies of college students: Are self-testing
and scheduling related to achievement?
Marissa K. Hartwig & John Dunlosky
Published online: 15 November 2011
# Psychonomic Society, Inc. 2011
Abstract Previous studies, such as those by Kornell and
Bjork (Psychonomic Bulletin & Review, 14:219–224,
2007) and Karpicke, Butler, and Roediger (Memory,
17:471–479, 2009), have surveyed college students’ use
of various study strategies, including self-testing and
rereading. These studies have documented that some
students do use self-testing (but largely for monitoring
memory) and rereading, but the researchers did not assess
whether individual differences in strategy use were related
to student achievement. Thus, we surveyed 324 under-
graduates about their study habits as well as their college
grade point average (GPA). Importantly, the survey includ-
ed questions about self-testing, scheduling one’s study, and
a checklist of strategies commonly used by students or
recommended by cognitive research. Use of self-testing and
rereading were both positively associated with GPA.
Scheduling of study time was also an important factor:
Low performers were more likely to engage in late-night
studying than were high performers; massing (vs. spacing)
of study was associated with the use of fewer study
strategies overall; and all students—but especially low
performers—were driven by impending deadlines. Thus,
self-testing, rereading, and scheduling of study play
important roles in real-world student achievement.
Keywords Testing . Metamemory. Strategy use
When college students study for their classes, what
strategies do they use? Some study strategies—such as
rereading text materials and cramming for tests—are
commonly endorsed by students (e.g., Karpicke, Butler, &
Roediger, 2009; Taraban, Maki, & Rynearson, 1999), even
though they may not always yield durable learning. Other
strategies—like self-testing—have been demonstrated to be
quite effective (Roediger & Butler, 2011), but are men-
tioned less frequently when students report their strategies
(e.g., Karpicke et al., 2009). Of course, not all students
report using the same strategies—individual differences
exist between students with regard to their study habits. Are
these individual differences in study habits related to
student achievement? If so, what differences exist between
the study habits of high achievers and low achievers? A
main goal of the present study was to answer these two
questions, focusing on when students schedule their study
as well as which strategies they use to learn course content.
Our target strategies included those that appear popular
with students or that cognitive research has indicated could
promote student performance, such as self-testing, asking
questions, and rereading. We will first provide a brief
review of studies that have investigated these specific
strategies, followed by an overview of the present study and
its contribution to understanding ...
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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How to Make a Field invisible in Odoo 17Celine George
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Model Attribute Check Company Auto PropertyCeline George
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1. Running head: CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING
Critical Review: Digital game-based learning: Impact of instructions and feedback on
motivation and learning effectiveness
Jennifer Chang Wathall Student ID 663027
Central Michigan University
EDU 800
Instructor: Dr. Michael Dennis Deschryver
2. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 2
Problem (about 1 page)
1. Identify the clarity with which this article states a specific problem to be explored.
The problem stated appears to lack some clarity and consistency. Erhel and Jamet
(2013) described the problem to be explored was to investigate under what conditions
digital game-based learning (DGBL) is most effective by looking at the type of instructions,
learning or entertainment, given to learners and introducing feedback in a DGBL
environment. The authors assumed that DGBL is more effective than conventional
approaches or media for learning and motivation. In any learning environment, the value on
the type of instruction and quality of feedback can enhance learning and promote deep
learning. In other words, the positive impact of these conditions can be attributed to these
instructional strategies, rather than the DGBL tool itself. The authors concluded that DGBL
can promote motivation and learning in all situations if learners are given opportunities to
actively process the content. This would be true of any environment not just DGBL. What
are the authors trying to prove? Is it whether DGBL is effective for learning and motivation
as compared with conventional teaching approaches or whether using different types of
instruction and feedback promotes learning and motivation in DGBL? If it is the latter, then
many studies have already proven that type of instruction and quality feedback promotes
learning. It seems there are two separate problems. The goal of the researchers should have
been about using different types of instruction and providing quality feedback in DGBL
compared with conventional environments and whether the DGBL enhances learning or
results in deeper learning.
The article identified the issues with researching the benefits of DGBL compared
with conventional approaches in that there are too many uncontrollable variables, but I
3. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 3
cannot agree that a value-added approach can prove the benefits of DGBL when
comparing with conventional media or teaching approaches. This will be addressed later in
this paper.
2. Comment on the need for this study and its educational significance as it relates
to this problem.
Digital game-based learning (DGBL) has grown in popularity in recent years due to
the proliferation of children and adolescents spending more time playing video/online
games. With this gain in popularity, many researchers have investigated whether DGBL
truly impacts learning in a deep and meaningful fashion and, in turn, improves learning and
motivation. Most past research on DGBL was highly conflicting in terms if effectiveness on
learning and no clear conclusions can be made about whether DGBL has a positive effect on
learning and motivation. Most studies have concentrated on the effects of DGBL in learning
and motivation compared with conventional environments or conventional media; however,
this study takes a value-added approach by looking at the type of instructions and feedback
given in a DGBL environment and the impact of these on learning and motivation. In other
words, outcomes of learners will be compared when using different versions of the same
DGBL tool. This article discussed briefly the benefits of using DGBL and then continued to
conduct a study to investigate which the type of instructions given to learners and how
giving regular feedback can have more impact on learning and motivation. There is an
educational significance in terms of researching whether DGBL environments are beneficial
to learning, but I am not convinced that this study achieved this.
3. Comment on whether the problem is “researchable”? That is, can it be investigated
through the collection and analysis of data?
4. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 4
If we are purely looking at collecting data by looking at two different types of
instructions- learning and entertainment- and providing regular feedback in DGBL, then the
problem is researchable. To begin the experiments with an even playing field, a pretest was
given to eliminate any participants who had any prior medical knowledge. The next stage of
the data collection involved a survey after the DGBL to assess their motivation. The last
survey was completing a questionnaire which included paraphrasing type and inference type
questions.
Theoretical Perspective and Literature Review (about 3 pages)
4. Critique the author’s conceptual framework.
The authors’ conceptual framework is well-researched and supports the benefits of
DGBL from an entertainment perspective in terms of motivation and engagement. Several
studies have also supported the positive relationship of intrinsic motivation and learning
scores in DGBL; however, studies to prove the benefits of DGBL compared with
conventional approaches and other media have been inconclusive and even highly
contradictory.
I completely agree with the authors’ explanations of surface learning and deep
learning by Kester, Kirchner, and Corbalan (2007) and confirmed by Sweller (1999). Deep
learning involves:
“the critical analysis of new ideas, linking them to already known concepts and
principles, and leads to understanding and long-term
retention of concepts so that they can be used for problem solving in unfamiliar
contexts” p158.
5. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 5
One of the goals for DGBL should be to encourage deep learning, but I think the question
should be “Does DGBL enhance deep learning compared with conventional teaching
environments?” and not about whether type of instructions and feedback result in deeper
learning. The authors claimed that deep learning does occur in DGBL when learning
instructions are given and also when entertainment instructions are given alongside
feedback, but has learning been enhanced by the use of DGBL? The authors also discussed
the difference between an incidental and intentional learning environment and the benefits
of an intentional learning environment for eliciting deep learning. I do think the inherent
nature of DGBL provides an intentional learning environment for learners which may elicit
deeper cognitive processing; however, this is not what the authors focus on. Instead the
focus for this study is about the type of instructions given by the teacher, specifically in
DGBL to elicit deep learning. If the DGBL environment is well-designed and provides
intentional learning opportunities with clear learning instructions, then surely additional
instructions are redundant. Many examples exist in mathematics learning which utilize
DGBL platforms. Mathletics and Manga High are both DGBL environments which provide
learners with an intentional learning environment that is well designed and presents
purposeful instructions. The specific DGBL used in this study provided another limitation
which will be discussed later in this paper.
5. How effectively does the author tie the study to relevant theory and prior research?
Are all cited references relevant to the problem under investigation?
The authors began by citing references and research about:
• the popularity of DGBL and the need to conduct more research about the effects of
DGBL on learning and motivation (Graesser, Chipman, Leeming & Biedenbach,
6. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 6
2009). This research is relevant to the problem under investigation as video and
online gaming gains popularity.
• the features of a DGBL (Mayer & Johnson, 2010 and Prenksy, 2001). This research
about the main features of DGBL is relevant, so there is a common understanding.
• the benefits of DGBL in terms of motivation from an entertainment perspective and
include goal orientation (mastery versus performance), intrinsic/ extrinsic
motivation, interest and self-efficacy. This research is relevant to the problem
presented as the impact on DGBL and motivation is one of the aims.
• benefits of DGBL compared with conventional teaching and using conventional
media. Generally, the studies cited are inconclusive and highly contradictory in
regards to whether DGBL has a positive effect on learning and motivation. This is
where the mismatch lies in this study. The study is trying to prove the effectiveness
of DGBL by using a value-added approach without looking at a baseline for learning
and motivation without DGBL.
• the importance of different types of instructions and feedback to allow for cognitive
processing in an educational setting in general. The research here is relevant to the
problem under investigation and provides a justification to why the researchers
chose to look at types of instruction and feedback. The authors have applied this
research previously based in conventional environments to DGBL environment.
6. Does the literature review conclude with a brief summary of the literature and its
implications for the problem investigated?
There is a brief summary of the literature, and a justification is provided by the
authors in terms of why they chose the value-added approach. The authors explain many
7. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 7
studies have compared DGBL with conventional media and are inconclusive when it
comes to motivation and learning so suggest looking at one variable initially; type of
instruction to investigate the effectiveness on motivation and learning in DGBL. The study
conducted a second experiment to look at the effects of each type of instruction with
feedback.
7. Evaluate the clarity and appropriateness of the research questions or hypotheses.
The purpose of the first experiment was to investigate the hypothesis that learning
instruction would impact learners by encouraging them to pursue mastery goals while
entertainment instruction would encourage performance goals. Mastery goals are when a
learner is motivated to develop or master new skills or knowledge while performance goals
are when learners are motivated by one’s ability to succeed. Since the first experiment failed
to reveal any relationship between the type of instruction and either mastery or performance
goals, the authors embarked on a second experiment. The second experiment looked at the
effects of adding feedback in the form of a knowledge of correct response (KCR) and
hypothesized that KCR feedback would reduce redundant, low level thinking, resulting in
learning to be more relevant with both learning and entertainment instruction. The aim
stated is as follows: “to demonstrate that the presence of KCR feedback in the quizzes of a
digital learning game can modify learning strategies induced by the instructions” (p163).
The two hypotheses based on the two experiments were rather unclearly stated in the
body of the paper making them difficult to identify. The appropriateness of these hypotheses
is also to be questioned. How can looking at the types of instruction and giving feedback in
a DGBL prove that DGBL is more effective for learning and motivation compared with
other environments?
8. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 8
Research Design and Analysis (about 3 pages)
8. Critique the appropriateness and adequacy of the study’s design in relation to the
research questions or hypotheses.
For the two experiments the authors’ chose to use five experimental phases. Phase
one consisted of a pretest on prior knowledge of the DBGL topic: age associated diseases.
Participants that scored above three out of six were removed from the next stages of the
experiment. Here I question the small number of questions given in the pretest and whether
there was an opportunity for participants to guess questions. In addition, since the questions
were not related to the DGBL topic, how did the authors know that participants did not have
any prior or personal experience with aging associated diseases. To overcome this limitation
a questionnaire about the participant’s medical history and experience could have been
administered.
Phase two consisted of participants following a DGBL simulation on four age
associated diseases: Alzheimer’s, Parkinson’s, myocardial infarction and stroke. Again, I
reiterate how did the authors know that participants did not have any personal experience or
prior knowledge of any of these four diseases.
Phase three consisted of participants completing a quiz about the four diseases with
phase four asking participants to fill in questionnaires about motivation in terms of mastery
and performance goals and intrinsic motivation items. The final phase consisted of a
questionnaire solely based on their knowledge and included two different types of questions:
paraphrase type questions measuring memorization and inference type questions which
involve more intellectual engagement and comprehension.
9. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 9
I am surprised that there was no control group to compare the results of groups that
received no instruction or feedback. Including a control group would have allowed the
authors to rule out other variables that may have influenced the experiment.
At the end of this article authors state one of the objectives for this study was to
answer the question “Is deep learning compatible with serious games?” (p. 165). In my
opinion, this objective/ research question was not clearly stated from the outset. One of the
hypothesis presented is “the learning instruction would result in significantly higher scores
on the different learning assessments, especially on inference-type questions assessing the
quality of deep learning” and the design of the experiment did set it to prove or disprove
this.
9. Critique the adequacy of the study’s sampling methods (e.g., choice of participants)
and their implications for generalizability.
For experiment one the authors’ chose 46 participants (24 women, 22 men) aged 18-
26 years who were all university undergraduates. Choosing an age group from 18-26 years
presents limitations with the use of DGBL. This sample represents an older generation that
may not have had a lot of exposure to DGBL so experience and comfort levels with using a
DGBL may vary and bias the results. This group was then split into the learning (9 men, 15
women) and entertainment groups (9 men, 15 women). In terms of statistical analysis each
group is too small in terms of a sample. Most recommendations for data collection are to
have at least 30 data points and I would have recommended at least 30 for each group.
From the pretest results, more participants were excluded further reducing the sample size.
10. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 10
In the second experiment, a new group of participants were recruited and
consisted of 16 men and 28 women totaling 44. This represents a slight gender imbalance
which could further skew results. Men may have more tendencies to be more competitive
compared with women and this may be highlighted more in DGBL. Perhaps gender
difference may also reveal a difference in preference for either mastery or performance
goals in terms of motivation. From the pretest four participants were excluded and if all of
these were men then the imbalance between genders would have been even more
pronounced, skewing results further. In terms of generalizability of this study I would
question the external validity of this study’s sampling methods. Due to the gender
imbalances, the small sample sizes and the restricted age group the experiment would not be
generalizable across the general population.
10. Critique the adequacy of the study’s procedures and materials (e.g., interventions,
interview protocols, data collection procedures).
The authors collected data based on a pretest and a quiz about the topic of the
DGBL: the four age associated diseases after DGBL. From the pretest participants who
scored higher then 50% were eliminated from the experiment. The pretest did not involve
any questions about the topic of the DGBL so it is difficult to ascertain whether the
participants who were not eliminated had any prior knowledge or personal experience of the
DGBL topic namely four aged associated disease.
Data was also collected through questionnaires about motivation using performance
and mastery questions and three intrinsic motivation items. The last stage of the data
collection process was to ask participants to answer two types questions based on the DGBL
topic. The two types of questions were paraphrasing questions and inference type questions
11. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 11
that required more comprehension. It is important to distinguish between the two types of
questions given to participants to attempt to collect data about memory recall or whether the
conditions such as type of instruction and feedback in an DGBL environment led to deep
learning.
11. Critique the appropriateness and quality (e.g., reliability, validity) of the measures
used.
Reliability of the measures used refers to the consistency of the measurements and if
the experiment was to be repeated whether the experiment would yield the same results.
There are some reliability issues in both experiments in terms of the small number of
participants in each type of instruction group and the gender imbalance. This sampling
problem can cause a random error in the measurements and data collected and if this
experiment were to be repeated could yield completely different results. The most common
measure of reliability is using the reliability coefficient and this study did not include this
calculation to check for reliability. Typical methods in social research include: test-retest,
alternative forms, split halves, inter-rater reliability and internal consistency. The only
internal consistency that could be observed was that the procedures were the same for both
experiment one and two. There is no mention in the study of measuring the internal
consistency using Cronbach’s alpha coefficient. The most important method to increase an
experiment’s reliability is to increase the length of measures, in this case the survey
questions. In the pretest, there were only six questions given and in the questionnaire asking
paraphrasing and inference type questions there were only eight questions in total.
Validity is concerned with how well does a test measure what the researchers have
set out to measure and can relate to the credibility of qualitative research. There are four
12. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 12
types of validity and they are: statistical conclusion validity, internal validity, construct
validity and external validity. This study is lacking construct validity which refers to how
well an idea had been transformed or translated into a “functioning and operating reality”
(Drost, 2011). The authors attempt to prove the benefits of DGBL in learning and
motivation based on looking at types of instruction and giving feedback in DGBL. Proving
deep learning is present by using different instructions or feedback in a DGBL does not
prove that the DGBL itself was the cause of the deep learning. Any learning environment
will promote deep learning with different types of instructions and providing quality
feedback. This study is also lacking external validity in that the conclusions cannot be
generalized to the general population, settings or at a different time. As mentioned before,
the sampling methods used in this study have to be called into question in terms of the
external validity.
C. Interpretation and Implications of Results (about 3 pages)
13. Critique the author’s discussion of the methodological and/or conceptual
limitations of the results.
There are three main limitations discussed in this study: issues arising from the
choice of the specific DGBL, data collected from the quizzes on the DGBL and the
methodology that was employed. The choice of the DGBL (ASTRA) proposed limitations
as it was not a well-designed, interactive DGBL example. This is a valid limitation. Many
mathematical DGBL examples are highly interactive, provide quality feedback during
DGBL and have specific learning intentions. ASTRA on the other hand encouraged very
little interaction and appeared to be more of a video presentation rather than providing
authentic DGBL. ASTRA could be seen as a flipped classroom tool providing direct
13. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 13
instruction rather than a competitive, interactive DGBL where learners respond
dynamically by being given challenges at different levels.
The second limitation was that generally participants scored highly on the quizzes so
there were very few opportunities to receive feedback. This means that feedback alone
cannot be attributed to deep learning as participants received very little feedback overall.
The third limitation outlined the issue with the methodology in terms of using offline
data to measure the effects of learning or entertainment instruction. This limitation is less
clearly stated and perhaps implies that real time collection of data may be more useful in
order to investigate whether the time taken for deep processing when feedback is provided is
relevant.
14. How consistent and comprehensive are the author’s conclusions with the reported
results?
The authors conclusions are inconsistent in terms of the reported results. The results
from experiment one conclude that learning instruction as opposed to entertainment
instruction in a DGBL environment resulted in higher comprehension scores but had no
effect on motivation. The second experiment concluded from the results that the
entertainment instruction group performed better on the comprehension questions once
feedback was provided. The final conclusion was that entertainment instruction should not
be used in DGBL and is not effective for learning. However, in the second experiment
entertainment instruction with feedback was found to have an effect on inference type
questions and comprehension. These are two conflicting conclusions, however to give credit
14. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 14
where it is due, the authors do recognize the fact they cannot explain why the
entertainment instruction was better than the learning instruction in experiment two.
15. How well did the author relate the results to the study’s theoretical base?
The first experiment failed to find any effects of DGBL and motivation however
results were significantly higher in the inference type questions quiz compared with the
paraphrasing type questions for the learning instruction group suggesting that learning
instruction may impact comprehension and deep learning in a DGBL. I pose the question
“How can learners not be able to recall memorized facts but still comprehended and answer
higher order questions?” Without some factual base learners would surely struggle to
comprehend and answer higher level questions, in my opinion.
16. In your view, what is the significance of the study, and what are its primary
implications for theory, future research, and practice?
The conclusions drawn are inconsistent with the reported results. The main
conclusions drawn are that learning instruction in DGBL elicited deeper learning compared
with entertainment instruction however when feedback was introduced entertainment
instruction resulted in deeper learning. Based on this no conclusion about the type of
instructions and the effect in motivation and learning can be made for DGBL. The two
variables: type of instruction and feedback in DGBL, could be used in a conventional
teaching environment and be just as effective or better to promote deep learning. How do we
attribute deeper learning to the DGBL environment compared with conventional
environments or other media? The SAMR (Substitution, Augmentation, Modification,
Redefinition by Puendetura, 2007) model for technology integration suggests that digital
15. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 15
tools should be used to encourage higher order cognitive processing. The goal of this
model is to use technology to promote higher levels of achievement. In this particular
study, the DGBL tool ASTRA appeared to be using technology as a substitution/
augmentation level and as a result, the deep learning that occurred in terms of the inference
type of questions cannot be attributed to DGBL.
Future research should look at the design of DGBL and how this fits in with the
SAMR model as illustrated in figure 1. A well designed DGBL tool should be aiming
towards the redefinition level by creating an opportunity for learners to experience deeper
learning that was previously inconceivable with conventional approaches. The goal of
modification and redefinition is to enhance learning and promote deeper cognitive
processing and any digital tool needs to address this in the design stage. So far, the research
is inconclusive and fails to find a positive link between DGBL and learning and motivation
compared with conventional environments of media.
Figure 1 SAMR Model
Puentedura, R. (2013) SAMR Model. Retrieved from http://www.hippasus.com/rrpweblog/
16. CRITICAL REVIEW OF DIGITAL GAME-BASED LEARNING 16
References
Drost, Ellen. (2011). Validity and Reliability in Social Science Research. Education Research and
Perspectives. 38. 105-124.
Erhel, S. & Jamet, É. (2013). Digital game-based learning: Impact of instructions and feedback on
motivation and learning effectiveness. Computers & Education. 67. 156-167.
10.1016/j.compedu.2013.02.019.
Puentedura, R. (2013). SAMR: A Contextualised Introduction. Retrieved from
http://www.hippasus.com/rrpweblog/archives/2013/10/25/SAMRAContextualizedIntroduction.pdf