Does Physical Activity Enhance Learning Performance?: Learning Effectiveness of Game-based Experiential Learning for University Library Instruction

Kaneko, Kosuke; Saito, Yuriko; Nohara, Yukari; Kudo, Eriko; Yamada, Masanori

doi:10.1016/j.acalib.2018.06.002

Cited by 22 publications

(15 citation statements)

References 14 publications

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“…Furthermore, instead of relying on questionnaires to measure the cognitive load, other approaches should be used in future research. For example, behavioral assessments using learning analytics is a useful approach to investigating the relationships between learning processes and learning performances in terms of learner behaviors (e.g., Okubo et al, 2016;Kaneko et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Augmented Reality on Learning Performance and Cognitive Load Using the Spatial Continuity Principle

Geng

Yamada²

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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In recent years, several studies have provided evidence for the positive impact of augmented reality in language acquisition. In particular, augmented reality as a multimedia learning environment has been found to be potentially more effective than learning using traditional methods, such as paper-based textbooks. According to the cognitive theory of multimedia learning, it can help reduce the extraneous cognitive load and improve learning by employing the spatial continuity principle. In this paper, the impact of the spatial continuity principle on the augmented reality learning system was tested by comparing the cognitive load and learning performance of two separate learning systems. The experimental results showed that the explanation integration system, which applies the principle of spatial continuity to the augmented reality learning system, was more effective in terms of knowledge retention. However, the results on the cognitive load contrasted previous research findings on the spatial continuity principle approach, as no differences were found in the extraneous cognitive load of the learners in the two systems.

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Section: Discussionmentioning

confidence: 99%

The Effects of Augmented Reality on Learning Performance and Cognitive Load Using the Spatial Continuity Principle

Geng

Yamada²

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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“…For example, Park et al (2020) found that web-based experiential learning is more effective in improving students’ knowledge and skills, but did not affect their attitudes toward their practice. Arnold and Paulus (2010) used the nature and functionality of a social networking website, Ning , to engage in experiential learning, while Kaneko et al (2018) created a game-based experiential learning environment on mobile devices. Yet, when online, the teachers seem to exercise less control over how students experience the learning materials, and often there are deviations in the way students use the online learning systems compared to how the instructors intended (e.g., Tsay et al, 2018).…”

Section: Large Classes and Experiential Learningmentioning

confidence: 99%

In Favor of Large Classes: A Social Networks Perspective on Experiential Learning

Kofinas

Tsay

2021

Journal of Management Education

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Most of the literature has viewed large classes as a problem and a challenge. Furthermore, large classes are often presented to be an obstacle to students’ experiential learning and a multitude of solutions can be found in the literature to manage large classes; solutions that include innovative technologies, alternative assessment designs, or expanding the capacity of delivery. This conceptual paper advocates that large classes, when used intentionally as a pedagogical tool, can be a powerful means for socialized and experiential learning for our students. In this work we connect the phenomenon of large classes with social network theory and concepts to re-conceptualize large classes as a social micro-cosmos consisting of a multitude of interconnected student communities. On this conceptual basis we offer three positive features of large classes: (i) higher levels of freedom for students to learn in their own terms (ii) learning from a diverse body of students and (iii) the provision of meaningful experiences of learning. We conclude with suggestions that should enable educators in large classes shift from an individualistic psychology-based model of experiential learning to a sociological model of experiential learning.

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“…Experiential learning can develop learning thinking [16], and it can effectively stimulate students' educational motivation and allow them to gain knowledge [17]. Providing students with experience through computer simulations can facilitate learning and effectively develop students' thinking skills in students, as well as reflective and descriptive thinking [6]. Students often lack practical skills and hands-on experience in reality; integrating experiential learning with VR technology can improve learning quality and output [7].…”

Section: Experiential Learningmentioning

confidence: 99%

“…Learning and improving student's skills can be achieved by integrating experiential learning and VR technology. Hands-on and computer-simulated experiences aid knowledge acquisition and high-level critical thinking [6,7]. Educational applications of virtual reality also positively affect the acquisition of scientific knowledge and the development of mental skills [8].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Using zSpace System as a Virtual Learning Environment in Saudi Arabia: A Case Study

Aljumaiah

Kotb

2021

Education Research International

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The use of virtual reality (VR) has increased in many different areas, especially in the learning process. One of the most important VR tools is zSpace platform, which can be used as a virtual learning environment. This paper aims to increase the awareness of applying VR technology in Saudi Arabia through using zSpace as a virtual learning environment in all Saudi schools rather than using traditional learning methods. As a case study, we chose Al-Hamra School in Jeddah. By analyzing tests and questionnaires with students and teachers, we examined the effect of using zSpace on students’ grades, educational achievement, and learning skills. We have demonstrated that using zSpace instead of traditional learning methods in the learning process had better effect students, which is considered to be a largely positive effect in the learning environment.

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Does Physical Activity Enhance Learning Performance?: Learning Effectiveness of Game-based Experiential Learning for University Library Instruction

Cited by 22 publications

References 14 publications

The Effects of Augmented Reality on Learning Performance and Cognitive Load Using the Spatial Continuity Principle

The Effects of Augmented Reality on Learning Performance and Cognitive Load Using the Spatial Continuity Principle

In Favor of Large Classes: A Social Networks Perspective on Experiential Learning

The Impact of Using zSpace System as a Virtual Learning Environment in Saudi Arabia: A Case Study

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