Background: In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims: The current work examines the impact of including contrasting cases in an exploration activity,…

Game design offers a unique but often misunderstood pedagogical opportunity. The author draws on learning theory, feminist epistemology, and game studies to analyze a novel genre of games capable of realizing this opportunity by mobilizing knowledge through play--praxis games--founded on the concept of situated praxis. Situated praxis encourages…

A PRESENTATION WAS MADE OF THE ANALYSIS OF BEHAVIOR THAT IS REQUIRED AS A FIRST STEP IN THE PROCESS OF DEVELOPING PROCEDURES AND MATERIALS FOR "DISCOVERY LEARNING." TEACHING BY THE DISCOVERY METHOD IS DESCRIBED AS REQUIRING THAT A MINIMUM OF STRUCTURED INSTRUCTIONAL SEQUENCE BE IMPOSED TO ALLOW THE CHILD TO (1) LEARN BY DISCOVERY AND (2)…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…