Now showing items 1-10 of 10
Preservice teachers’ perceptions of instant messaging in two educational contexts
(Journal of Computing in Teacher Education, 2008)
Using an activity theory framework, we investigate how preservice teachers and middle school students utilized instant messaging in educational contexts, and the impact of instant messaging on the development of community ...
Conversational agents and their longitudinal affordances on communication and interaction
(Journal of Interactive Learning Research, 2008)
In this study, we investigate the effects of conversational agents on communication and interaction when used to assist participants in developing an online portfolio. Data from 52 participants were gathered and analyzed ...
When sex, drugs, and violence enter the classroom: Conversations between adolescent social studies students and a female pedagogical agent
(Interacting with Computers, 2008)
In this article, we investigate the discourse between a female Conversational Pedagogical Agent and fifty-nine adolescents in the context of a social studies lesson. We note that previous pedagogical agent research has ...
Coming of age: Research and pedagogy on geospatial technologies within K-12 social studies education
(Information Age Publishing, 2007)
Throughout the decades, technology use within education has gone through numerous iterations with each new technology promising a transformation for learners, instructors, and classrooms. From the audiovisual movement ...
Hybrid online education: Identifying integration models using adventure learning
(Journal of Research on Technology in Education, 2008)
In this paper we sought to understand how teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students’ experiences were influenced by the ...
Adventure learning: Educational, social, and technological affordances for collaborative hybrid distance education
(Quarterly Review of Distance Education, 2008)
Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. ...
An investigation of the use of real-time, authentic geospatial data in the K-12 classroom
(Journal of Geography, 2007)
This paper situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning ...
Teaching with Instructional Software
(Pearson Education, 2009)
Multi-scaffolding learning environment: An analysis of scaffolding and its impact on cognitive load and problem-solving ability
(Journal of Educational Computing Research, 2007)
A Multi-Scaffolding Environment (MSE) is a multimedia environment reliant on authentic scaffolding. We examine the impact of the availability of multiple scaffolds on learning and cognitive load within an MSE where learners ...
EnALI: A research and design framework for virtual characters and pedagogical agents
(Journal of Educational Computing Research, 2009)
Conflicts occur when learners interact with pedagogical agents and virtual characters. Such conflicts – arising from technological limitations, psychosocial perceptions, and pedagogical inadequacies – hinder communication ...