Investigating the Relationship between Spatial Ability and Feedback Style in ITSs

Milik, Nancy; Mitrović, Antonija; Grimley, Michael

doi:10.1007/978-3-540-69132-7_32

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…In a learning task, students are usually informed whether their answers are correct or incorrect but they may have to wait for a period of time for the teacher to make corrections and to finally know their learning status. The traditional way loses the immediateness of thinking and correction but technology can solve the problem, so that students can receive feedbacks and assistance immediately (VanLehn 2006; Milik et al . 2008; Zakharov et al.…”

Section: Handheld Pet‐nurturing Game: Design Of the My‐mini‐pet Systemmentioning

confidence: 99%

“…There has also been some research focused on the types of feedback: cognitive feedback (VanLehn 2006); affective feedback (Zakharov et al . 2008); timing of feedback (including immediate feedback, Milik et al . 2008; delayed feedback); and content of feedback (whether positive or negative feedback).…”

Section: Handheld Pet‐nurturing Game: Design Of the My‐mini‐pet Systemmentioning

confidence: 99%

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My‐Mini‐Pet: a handheld pet‐nurturing game to engage students in arithmetic practices

Liao

Chen

Cheng

et al. 2010

Computer Assisted Learning

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In the last decade, more and more games have been developed for handheld devices. Furthermore, the popularity of handheld devices and increase of wireless computing can be taken advantage of to provide students with more learning opportunities. Games also could bring promising benefits -specifically, motivating students to learn/play, sustaining their interest, reflecting their learning/playing status, and facilitating the learning/playing progress. However, most of these have been designed for entertainment rather than education. Hence, in this study we incorporate game elements into a learning environment. The My-Mini-Pet system is a handheld pet-nurturing game environment, in which students learn with an animal learning companion, their My-Mini-Pet. Three design strategies are adopted. First, the pet-nurturing strategy, which simulates the relationship between the pet and its owner, the My-Mini-Pet becomes a motivator/sustainer of learning. Second, the pet appearance-changing strategy, which externalizes the learning status of the student. In other words, the My-Mini-Pet plays the role of a reflector. Third, the pet feedback strategy, which links the behaviours of the student and his/her pet, the My-Mini-Pet acts as a facilitator of learning. A pilot study was also conducted to preliminarily investigate the effectiveness and experiences of the strategies on allowing the student to understand arithmetic practices. The results showed that the strategy was effective, encouraging the students to engage in learning activities. Furthermore, the game attracted the students' attention and stimulated discussion between peers. Some implications about the further developments are also discussed.

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Section: Handheld Pet‐nurturing Game: Design Of the My‐mini‐pet Systemmentioning

confidence: 99%

Section: Handheld Pet‐nurturing Game: Design Of the My‐mini‐pet Systemmentioning

confidence: 99%

My‐Mini‐Pet: a handheld pet‐nurturing game to engage students in arithmetic practices

Liao

Chen

Cheng

et al. 2010

Computer Assisted Learning

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“…Barnea [2] suggested that objects are better understood when represented, rotated, and reflected in three dimensions (3D). Milik et al [3] suggested that spatial ability is an important factor in the use of multimedia in education because learners need to absorb spatial information from sensory memory, maintain internal schemas (knowledge structures) in working memory, and make spatial transitions to consolidate information into long-term memory. Barnea [2] categorized visualization skills into three categories: spatial visualization, orientation, and relations.…”

Section: Introductionmentioning

confidence: 99%

Application of 3D hologram technology combined with reciprocal style to learn some fundamental boxing skills

Rakha

2023

PLoS ONE

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The use of 3D Hologram Technology (3DHT) in teaching and learning has many advantages, such as attracting students’ attention, reducing cognitive load and self-effort, and improving spatial awareness. In addition, a number of studies have confirmed that the reciprocal teaching style is effective in teaching motor skills. Thus, the current study aimed to investigate the effectiveness of reciprocal style when combined with 3DHT in learning some fundamental boxing skills. A quasi-experimental design was used by creating two experimental and control groups. For the experimental group, the reciprocal style is combined with 3DHT to teach some fundamental boxing skills. In contrast, the control group is taught a program based on a teacher command style. Pretest-posttest designs were made for the two groups. The sample consisted of 40 boxing beginners aged 12 to 14 who were enrolled in the 2022/2023 training season at Port Fouad Sports Club in Port Said, Egypt. The participants were randomly divided into two experimental and control groups. There were homogenized based on age, height, weight, IQ, physical fitness, and skill level. The results showed the experimental group achieved a higher skill level due to the combination of 3DHT and a reciprocal style in compared to the control group, which relied solely on the teacher’s command style,. Due to this, it is imperative to utilize hologram technology as a pedagogical resource to enhance the learning process and combine it with teaching strategies that support active learning.

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“…In this context, the ITS developer could typically define a set of learners's stereotypes. For example, Milik et al, (2008) used two learner's stereotypes based on spatial ability into ERM-Tutor. Other example, Parvez and Blank (2008) defines a set of learner stereotypes based on Felder-Silverman learning style model (Felder and Silverman;1988).…”

Section: Introductionmentioning

confidence: 99%

Proccess of Definition of Learners Stereotypes to Intelligent Tutor System Based on Structural Communication Exercises

Noronha

Fernandes

2009

Proceedings of the First International Conference on Computer Supported Education

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The subject of this paper is the forgotten instructional technique called Structural Communication and how learners stereotypes could be defined to a generic Intelligent Tutor System based on Structural Communication Exercise. This instructional technique stemmed from teacher's practice of analysing a learner's problem solution to an ill-structured problem. The solution described in this paper is based on some ideas of convergent and divergent cognitive learner styles. These cognitive learner styles were used to define a set of twelve basic learner stereotypes. These ideas of learners stereotypes stemmed from the observation of how learners could employ some domain's concepts or ideas in a convergence and divergence way to solve a set of ill-structured problems. This set of learner's stereotypes is represented by three independent dimensions or layers and define a Learner Model of a generic ITS based on Structural Exercise.

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Investigating the Relationship between Spatial Ability and Feedback Style in ITSs

Cited by 4 publications

References 17 publications

My‐Mini‐Pet: a handheld pet‐nurturing game to engage students in arithmetic practices

My‐Mini‐Pet: a handheld pet‐nurturing game to engage students in arithmetic practices

Application of 3D hologram technology combined with reciprocal style to learn some fundamental boxing skills

Proccess of Definition of Learners Stereotypes to Intelligent Tutor System Based on Structural Communication Exercises

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