EduXs: multilayer educational services platforms

Chang, Li-Jie; Yang, Jie Chi; Deng, Yi-Chan; Chan, Tak-Wai

doi:10.1016/s0360-1315(03)00002-2

Cited by 11 publications

(2 citation statements)

References 5 publications

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“…With digital game-based learning, students learn by actively experiencing. It enables students to explore and enjoy while learning (Chang et al, 2003;Barab et al, 2005;Chen et al, 2007;Hong et al, 2009). Digital game-based learning contributes to the cognitive development of students (Nicolopoulou, 2004;Connolly et al, 2012;Wouters et al, 2013).…”

Section: Digital Game Based Learning (Dgbl)mentioning

confidence: 99%

Opinions of Pre-Service Teachers on The Use of Educational Digital Games in Science Lessons

Efe

Topsakal

2021

education

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In this study, the opinions of pre-service teachers on the use of educational digital games in science lessons were examined. The research model of the study is qualitative model. The criterion sampling method, which is one of the purposive sampling methods, was used in the selection of the study group. The study group consists of 12 undergraduate 4th grade teacher candidates who study at a state university and choose the elective course called “Science Education with Games”. In the study, 12 pre-service teachers developed educational digital games in an elective undergraduate course for one semester and presented the games they developed to other pre-service teachers. All processes were carried out online. The data in the study were obtained in the 2020-2021 academic year. Semi-structured interview was used as data collection tool. For semi-structured interviews, semi-structured interview form was implemented to pre-service teachers before and after the implementation. In data analysis, qualitative data were analyzed using content analysis. The collected data were analyzed and interpreted. As a result of the study, it was seen that the opinions of the pre-service teachers about the use of educational digital games in the science lesson were positive. In addition, pre-service teachers stated that the use of educational digital games provides learning with fun.

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Section: Digital Game Based Learning (Dgbl)mentioning

confidence: 99%

Opinions of Pre-Service Teachers on The Use of Educational Digital Games in Science Lessons

Efe

Topsakal

2021

education

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“…EduCity, started in 2000, was the first attempt to realize this vision. It overcame the confines of school walls and was comprised of a hierarchy of communities that reached more than 1.5 million students, in 15,000 classrooms, within 1800 schools (Chan et al 2001;Chan 2010;Chang et al 2003;Atkins et al 2010).…”

Section: From Learning Companion To Reciprocal Tutoring and Beyondmentioning

confidence: 99%

Reciprocal Tutoring: Design with Cognitive Load Sharing

Chou

Chan²

2015

Int J Artif Intell Educ

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Reciprocal tutoring, as reported in BExploring the design of computer supports for reciprocal tutoring^(Chan and Chou 1997), has extended the meaning and scope of intelligent tutoring originally implemented in standalone computers. This research is a follow-up to our studies on a learning companion system in the late 1980s and its network version, Distributed West, in the early 1990s. In this commentary paper, we first provide the history of and rationale behind our research. We pose and discuss six design dimensions that comprise 12 design questions. This is done on the basis of our previous experience and current knowledge as well as by reexamining the design approach, cognitive load sharing, in the original paper. Our purpose is to shed light on the future design of reciprocal tutoring. One-to-one classrooms, in which students learn with their personal computing devices (Chan et al. 2006), are becoming prevalent in practice; therefore, we expect that reciprocal tutoring-learning-by-tutoring and learning-by-being-tutored-will also become widespread.

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