Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…

This is an extended conference proceedings report [Long Paper] based on a shorter contributed report at the same conference. A variety of computerized learning platforms exist. In mathematics, most include sets of problems to complete. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially- to…

Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…

This research explores one university's effort to facilitate integrative learning with a reflective ePortfolio process. Integrative learning is conceptualized using a multi-theoretical construct consisting of transfer of learning, reflective practice, and self-authorship. As part of the evaluation of this process, students completed a pre-survey…

The field of EDM has focused more on modeling student knowledge than on investigating what sequences of different activity types achieve good learning outcomes. In this paper we consider three activity types, targeting sense-making, induction and refinement, and fluency building. We investigate what mix of the three types might be most effective…

Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with…

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students…

Digital games are widely popular and interest has increased for their use in education. Digital games are thought to be powerful instructional tools because they promote active learning and feedback, provide meaningful contexts to situate knowledge, create engagement and intrinsic motivation, and have the ability individualize instruction.…

This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced astronomy curriculum. The curriculum incorporated key elements of the Universal Design for Learning…