Computing and Gestures in High School Biology Education

Musaeus, Line Have; Musaeus, Peter

doi:10.1145/3430665.3456307

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…In consideration of the above, the most positive effects of video-based multimedia instruction can be summarised as follows: (a) the integration of multimedia elements in education has been linked to increased learning performance (Lei et al, 2015), (b) the introduction of pop-up videos, as a means of complementing 3D printing procedures, has been found to have positive impact on the development of learners' procedural understanding (Monkovic et al, 2021), (c) the utilisation of web-based video instruction has been linked to increased memory retention and knowledge recall in process-oriented tasks (Marsteller & Bodzin, 2015), (d) the integration of storytelling scenarios in MB has been found to be an adequate alternative option for information-sharing (Goodsell et al, 2021), and (e) the adoption of haptic-enabled videos has been proven to be a valuable asset in assisting instructors to better understanding how learners' (metaphorical) gestures are associated with knowledge acquisition, especially when abstract concepts of biological processes are explored (Musaeus & Musaeus, 2021).…”

Section: Video-based Instructionmentioning

confidence: 99%

“…Previous systematic reviews (Pellas et al, 2021; Pirker & Dengel, 2021) have concluded that the integration of multimedia elements into the instructional process can bring additional benefits that the traditional approaches lack. To date, various digitally supported instructional methods have been proposed for the enhancement of MB courses, including simulation videos (Musaeus & Musaeus, 2021), interactive storytelling videos (Goodsell et al, 2021) and utilisation of 3D‐printed models coupled with instructional videos (Monkovic et al, 2021). In the same vein, there is a common conviction across educational researchers (Hodges et al, 2021; Morimoto & Ponton, 2021; Uz‐Bilgin & Thompson, 2021) that immersive technologies can provide multiple benefits on both academic performance (knowledge acquisition and advancement) and psychological adjustment (motivation, engagement) which are, collectively, conducive to long‐term memory retention (Gomes et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses

Christopoulos

Πέλλας

Qushem

et al. 2023

Brit J Educational Tech

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The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the 'Life and Evolution' module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

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Section: Video-based Instructionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses

Christopoulos

Πέλλας

Qushem

et al. 2023

Brit J Educational Tech

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“…En diskussion af kropslighed -embodiment -er relevant for, hvad CT er. Her har forskere i Danmark arbejdet med alt lige fra kropsfaenomenologi til gestik og CT (Musaeus & Musaeus, 2021).…”

Section: Boganmeldelseunclassified

Computational Thinking - et TC på CT

Musaeus

2022

DUT

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Herunder anmeldes: Bonderup Dohn, N., Mitchell, R. & Chongtay, R. (2021). Computational thinking: teoretiske, empiriske og didaktiske perspektiver. København: Samfundslitteratur. Der er før kommet udgivelser på dansk om computational thinking (CT), men nu er den første antologi udkommet. Desværre findes der ikke nogen god dansk oversættelse af betegnelsen CT, men ordret vil det sige at tænke via beregning. Beregning følger en model, og hvert trin i beregningen kan (men behøver ikke) være baseret på aritmetik. Og det handler om algoritmer. Ligesom at følge en madopskrift. Men madlavnings-eksempletl rammer desværre ikke helt plet. CT må i sin essens involvere computerteknologi. Et andet eksempel kunne derfor være at lære at programmere. Men CT går bredere og dybere end det. Computational thinking handler om at lære at løse (computationelle) problemer. Ifølge antologiens definition går CT på ”de kognitive processer, som er involveret i udviklingen af itartefakter og programmer til at leve i verden i dag” (s. 14). Det involverer ”algoritmisk tænkning, datamodellering, computervisualisering og programmering” (s. 14). Antologien kommer især med argumenter og eksempler på algoritmisk tænkning, mindre på programmering, og ikke på datamodellering og computervisualisering. Og definitionen, mener jeg, risikerer at vi mister af syne, at CT er et epistemologisk projekt, der gerne skulle hjælpe eleven (subjektet) til at erkende verden, ikke udvikle it-programmer, men netop leve i verden. Det er ikke nogen nem bog at læse. Bogens målgruppe er ikke travle læsere, men "[F]forskere, undervisere og studerende i fag, der omhandler computational thinking, teknologiforståelse, informatik og digitale kompetencer på universiteter, professionshøjskoler samt efter- og videreuddannelser”

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