This experiment investigated the effects ofword concreteness and either imagery, verbal,or control strategy instructions on thecomposition of written definitions. Resultsrevealed significant effects of wordconcreteness on several quantity... more
This experiment investigated the effects ofword concreteness and either imagery, verbal,or control strategy instructions on thecomposition of written definitions. Resultsrevealed significant effects of wordconcreteness on several quantity and qualityvariables, but no significant effect ofstrategy instructions or interaction betweenconcreteness and strategy instructions. Results of self-ratings of strategies actuallyused in composing revealed that a mentalimagery strategy was used with concrete wordsand a verbal strategy was used with abstractwords regardless of strategy instructions. Findings replicated the results of Tirre,Manelis and Leicht [(1979) Journal of ReadingBehavior 11, 99–106] in the production ofwritten composition on word relationships, andpartially replicated the results of Sadoski,Kealy, Goetz and Paivio [(1997) Journal of EducationalPsychology 89, 518–526] in the timedwritten production of word definitions. Results are interpreted from Dual Coding Theoryand levels of processing perspectives.
This experiment investigated the effects ofword concreteness and either imagery, verbal,or control strategy instructions on thecomposition of written definitions. Resultsrevealed significant effects of wordconcreteness on several quantity... more
This experiment investigated the effects ofword concreteness and either imagery, verbal,or control strategy instructions on thecomposition of written definitions. Resultsrevealed significant effects of wordconcreteness on several quantity and qualityvariables, but no significant effect ofstrategy instructions or interaction betweenconcreteness and strategy instructions. Results of self-ratings of strategies actuallyused in composing revealed that a mentalimagery strategy was used with concrete wordsand a
Learning can be increasingly untethered to home, work or school spaces by means of integrative cloud services coupled with 3D worlds, and mobile, collaboratively driven use of digital" third space." A 3 rd-space, portable and... more
Learning can be increasingly untethered to home, work or school spaces by means of integrative cloud services coupled with 3D worlds, and mobile, collaboratively driven use of digital" third space." A 3 rd-space, portable and modular design is described and ...
This presentation reports on the examination of a 3D-world social network, operating in Second Life, whose members prototype learning innovations. The examined social network is called the Global Learning Forum (GLF). The forum was... more
This presentation reports on the examination of a 3D-world social network, operating in Second Life, whose members prototype learning innovations. The examined social network is called the Global Learning Forum (GLF). The forum was launched in early 2008 and now includes members from the United States Air Force, U.S. Navy, U.S. Army, NASA/Jet Propulsion Laboratory and several universities. Members of the GLF have prototyped and assessed 3D-world learning innovations offered within Second Life. Two of the learning innovations are prototypes of multi-player learning games. One game supports intact-team learning on interdependent leadership and the other game addresses critical thinking skills development using a challenge-based virtual expedition to Mars. The presentation also provides an examination of the innovation model, prototyping process, and assessment methods used by members of the GLF to construct and evaluate each learning innovation. Conclusions and suggestions are offered...
The Air Force community will see growing interconnectivity between the physical world and virtual worlds to better augment and bridge formal and informal learning and decision support across a life-long continuum of service. The seams... more
The Air Force community will see growing interconnectivity between the physical world and virtual worlds to better augment and bridge formal and informal learning and decision support across a life-long continuum of service. The seams between virtual and physical systems will increasingly become ubiquitous in service to life-long learning and support of Airmen. For example, advances in informatics, the science and design of interactions between natural and artificial systems, will provide the means for Airmen to explore new ways of using knowledge within immersive synthetic environments and then transfer their insights into better performance in the real world. We will also increasingly see virtual and physical education systems bridged in support of formal classroom learning, mobile learning on-the-job, and on-the-job decision support systems. For example, operational systems will increasingly be designed and deployed to offer dual-purpose roles for on-demand learning and decision ...
A 10-week summer seminar explored how to foster engagement and collaboration using games and 3D immersive learning strategies for integrating massive open online courses (MOOCs) with 3D virtual worlds. Among the games that were designed... more
A 10-week summer seminar explored how to foster engagement and collaboration using games and 3D immersive learning strategies for integrating massive open online courses (MOOCs) with 3D virtual worlds. Among the games that were designed and play tested, this paper presents Slippery Rock Falls, a multiplayer educational roleplaying game (MPERG) set in a virtual world that promotes communication through cooperation and introduces ALGAE, an Adaptive Learning Game Design model for educational game design. Introduction The growing interest in massive open online courses (MOOCs) stimulated the question of how one might blend the expansive capabilities of a MOOC with the intimacy of learning in a 3D virtual world. The study was less concerned with how to support large numbers of students in a virtual world, but instead on how to promote activity and engagement using virtual world design thinking to develop integrated learning spaces for MOOCs. The goal was to identify new pathways for fost...
A project is described involving the design of a web-based intelligent tutoring system for use in teaching complex problem-solving in mathematics for middleand high-school students. A team of researchers and teachers from Texas A&M... more
A project is described involving the design of a web-based intelligent tutoring system for use in teaching complex problem-solving in mathematics for middleand high-school students. A team of researchers and teachers from Texas A&M University and the South San Antonio Independent School District have developed a prototype of the complex problem-solving tutor for investigating the impact of promoting higher levels of real-world problem-solving skills through the delivery of a model-tracing tutor.
