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Ibrahim Dahlstrom-Hakki; Elizabeth Rowe; Jodi Asbell-Clarke; Mia Almeda – Computer-Based Learning in Context, 2024
With the prominence of assessments in education, there is an increasing need to create new forms of assessment that more accurately reflect the needs of the entire student population, particularly neurodivergent learners. To address this challenge, this paper explores the potential for using eye tracking data in a game-based learning environment…
Descriptors: College Students, Eye Movements, Physics, Science Instruction
Leyva-Figueroa, Eugenio; Orozco-Valdivia, Magdiel; Gonzalez-Fraga, Jose; Bardullas, Ulises – Advances in Physiology Education, 2023
The analysis of spontaneous tail coiling (STC) in zebrafish embryos is a functional parameter that allows the study of motor development. It has recently gained relevance as a biomarker to assess the neurotoxicity of environmental substances. Its practicability in the laboratory makes it an excellent pedagogical tool for promoting students'…
Descriptors: Science Process Skills, Science Instruction, Physiology, Teaching Methods
Lyniesha Chanell Wright – ProQuest LLC, 2020
Effectively mastering organic chemistry means having the ability to recognize structural patterns, identify properties or behaviors as a result of patterns, manipulate and transform representations, and predict future outcomes. Often students rely on rote memorization of seemingly disconnected information instead of developing a sound…
Descriptors: Organic Chemistry, Science Instruction, Visualization, Models
Buchin, Zachary L.; Mulligan, Neil W. – Journal of Educational Psychology, 2023
Retrieval practice typically benefits later memory more than restudy (i.e., the testing effect). The benefits of retrieval-based learning generalize across a range of materials and contexts, leading many cognitive scientists to advocate for broad educational implementation. However, educators and practitioners call for more research on factors…
Descriptors: Prior Learning, Memory, Learning Processes, Learning Strategies
Parong, Jocelyn; Mayer, Richard E. – Journal of Computer Assisted Learning, 2021
As immersive virtual reality (IVR) systems proliferate in classrooms, it is important to understand how they affect learning outcomes and the underlying affective and cognitive processes that may cause these outcomes. Proponents argue that IVR could improve learning by increasing positive affective and cognitive processing, thereby supporting…
Descriptors: Virtual Classrooms, Cognitive Processes, Affective Behavior, Comparative Analysis
Iyamuremye, Aloys; Nsabayezu, Ezechiel – Online Submission, 2022
The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science…
Descriptors: Mathematics Teachers, Science Teachers, Teacher Attitudes, Achievement Tests
Fatemah, Amal; Rasool, Shahzad; Habib, Uzma – Journal of Chemical Education, 2020
Students undertaking courses in the field of chemistry need to integrate their spatial skills and conceptual knowledge. However, model perception along with the understanding of spatial processes and spatial structures of molecules has been a cause of difficulty for students as conventional teaching methods cannot fully aid student comprehension.…
Descriptors: Chemistry, Telecommunications, Handheld Devices, Spatial Ability
Lucas, Lyrica; Helikar, Tomáš; Dauer, Joseph – International Journal of Science Education, 2022
Comprehensive understanding of complex biological systems necessitates the use of computational models because they facilitate visualisation and interrogation of system dynamics and data-driven analysis. Computational model-based (CMB) activities have demonstrated effectiveness in improving students' understanding and their ability to use and…
Descriptors: Cytology, Science Instruction, Teaching Methods, Biology
Lin, Yu-Ren – Journal of Computer Assisted Learning, 2018
The present study defined three levels of contextualized media and investigated their influences on students' science attitudes, comprehension, and argumentation. To achieve the purpose, an online game-based science argumentation (OGSA) program was developed for the experiments (N = 148). The OGSA included three versions for student argumentation…
Descriptors: Computer Games, Science Instruction, Persuasive Discourse, Prior Learning
Biswas, Gautam; Segedy, James R.; Bunchongchit, Kritya – International Journal of Artificial Intelligence in Education, 2016
This paper presents an overview of 10 years of research with the "Betty's Brain" computer-based learning environment. We discuss the theoretical basis for "Betty's Brain" and the learning-by-teaching paradigm. We also highlight our key research findings, and discuss how these findings have shaped subsequent research. Throughout…
Descriptors: Brain, Computer Assisted Instruction, Science Teachers, Teaching Methods
Stromme, Torunn A. A.; Furberg, Anniken – Science Education, 2015
This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students' learning activities. Few studies, however, have focused on…
Descriptors: Teacher Role, Facilitators (Individuals), Computer Assisted Instruction, Cooperative Learning
Sun, Daner; Looi, Chee-Kit; Xie, Wenting – Technology, Pedagogy and Education, 2017
When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…
Descriptors: Teaching Methods, Inquiry, Secondary School Students, Concept Formation
Iiskala, Tuike; Volet, Simone; Lehtinen, Erno; Vauras, Marja – Frontline Learning Research, 2015
The significance of socially shared metacognitive regulation (SSMR) in collaborative learning is gaining momentum. To date, however, there is still a paucity of research of how SSMR is manifested in asynchronous computer-supported collaborative learning (CSCL), and hardly any systematic investigation of SSMR's functions and evolution across…
Descriptors: Metacognition, Cooperative Learning, Learning Processes, Case Studies
Furberg, Anniken; Kluge, Anders; Ludvigsen, Sten – International Journal of Computer-Supported Collaborative Learning, 2013
This paper reports on a study of students' conceptual sensemaking with science diagrams within a computer-based learning environment aimed at supporting collaborative learning. Through the microanalysis of students' interactions in a project about energy and heat transfer, we demonstrate "how" representations become productive social and cognitive…
Descriptors: Science Instruction, Visual Aids, Energy, Heat
Forbes-Riley, Kate; Litman, Diane – International Journal of Artificial Intelligence in Education, 2013
In this paper we investigate how student disengagement relates to two performance metrics in a spoken dialog computer tutoring corpus, both when disengagement is measured through manual annotation by a trained human judge, and also when disengagement is measured through automatic annotation by the system based on a machine learning model. First,…
Descriptors: Correlation, Learner Engagement, Oral Language, Computer Assisted Instruction