Comparison of Computer-Assisted Cooperative, Competitive, and Individualistic Learning

Johnson, Roger T.; Johnson, David W.; Stanne, Mary Beth

doi:10.2307/1163055

Cited by 99 publications

(147 citation statements)

References 1 publication

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“…First, motivational studies of cooperative classrooms strongly suggest that cultural similarity per se may be less important than the culture-general adaptive value of cooperative learning. Across cultures, classroom arrangements facilitating cooperative learning are more effective in supporting motivation and achievement than individual or competitive goals structures (Ames and Archer, 1988;Gallimore, 1981;Johnson and Johnson, 1985). For example, Phalet and Lens (1995) found the highest levels of psychological adjustment and task performance among Turkish and Belgian students who were most strongly committed to both task goals and group goals.…”

Section: Cultural Difference: Discontinuity Between Family and Schoolmentioning

confidence: 99%

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet

Andriessen

Lens

2004

Educational Psychology Review

117

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Section: Cultural Difference: Discontinuity Between Family and Schoolmentioning

confidence: 99%

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet

Andriessen

Lens

2004

Educational Psychology Review

117

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“…In particular, the students in the experimental group had the opportunity to organise and initiate their individual and group learning activity. This in turn contributed to their higher achievement which Garcia and Pearson (1994) and Johnson and Johnson (1978) see as the main goal of alternative assessment.…”

Section: Discussionmentioning

confidence: 96%

The effect of alternative assessment on the attitudes and achievement in mathematics of female pre-service teachers in Ghana

Eshun

Abledu

2006

Af. J. Educ. Stud. Math. Sci.

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This paper examines the effect of exposing one of two groups of preservice female teachers to alternate forms of assessment. Both groups were first year students in a teacher training college and received 8 weeks of normal instruction in mathematics content and traditional assessment by the same teacher. The students were interviewed on their attitudes towards mathematics before and after instruction. In addition, the students took two pretests and corresponding posttests. The external achievement tests were similar to the 1997 Mathematics Paper of the Senior Secondary School Certificate Examination (SSSCE) and the internal achievement tests were based on the content of instruction. The results of the study showed significant improvement in both the internal and external achievement of the experimental group, but only significant improvement in the internal achievement of the control group. Also, the experimental group achieved higher gains on both achievement tests than the control group. Students in the experimental group exhibited greater positive attitudinal changes and expressed the benefits they derived from the alternative assessment activities in their journals and portfolios. Suggestions for intervention programmes to improve female pre-service teachers' attitudes, achievement and participation in mathematics are discussed.

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“…The retained learning is dependent of the frequency of the learning, and temporal delay between each review or application of the learning [13], this proposed method will potentially identify if any learning is evident from both single and multiple exposures to a learning concept within a single session. When combined with structured observation, it is possible that the triangulation of these three methods will provide qualitative and quantitative data on learning.…”

Section: A Observationsmentioning

confidence: 99%

A Proposed Method for Measuring Learning in Video Games

Fowler

Cusack²

2014

GSTF J Comput

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Abstract-There has been an increase in interest in the value and relevance of use of video games for learning. Some of this interest stems from frustration with the current education system. Some of this interest stems from observations of the large numbers of people that play video games and the potential of these games to provide active learning experiences. This paper seeks to investigate the educational potential of a commercial video game. It proposes a method for evaluating what learning takes place within a commercial video game using psychophysical methods.

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Comparison of Computer-Assisted Cooperative, Competitive, and Individualistic Learning

Cited by 99 publications

References 1 publication

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

The effect of alternative assessment on the attitudes and achievement in mathematics of female pre-service teachers in Ghana

A Proposed Method for Measuring Learning in Video Games

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