Get Adaptive and Adaptable Learning: 11th European Conference on PDF

By Katrien Verbert, Mike Sharples, Tomaž Klobučar

ISBN-10: 3319451529

ISBN-13: 9783319451527

ISBN-10: 3319451537

ISBN-13: 9783319451534

This booklet constitutes the court cases of the eleventh eu convention on expertise stronger studying, EC-TEL 2016, held in Lyon, France, in September 2016.
The 26 complete papers, 23 brief papers, eight demo papers, and 33 poster papers offered during this quantity have been conscientiously reviewed and chosen from 148 submissions.

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Additional info for Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

Example text

Our goal is to investigate and reveal some insights into student gazes, trying to achieve an understanding of the situation by closely attending to and documenting the particulars from the students’ perspective. ’s [31] observation that “ignoring the situated nature of cognition, education defeats its own goal of providing useable, robust knowledge”. Understanding patterns of classroom interaction between teacher and students, as well as between students themselves, has been an area of interest for teachers.

Therefore, on the whole, the school remains highly stable. In this paper, we provide some empirical evidence to suggest that this situation can be radically transformed by information technology, game-based learning, and, in particular, by online inter-classrooms tournaments. © The Author(s) 2016 K. Verbert et al. ): EC-TEL 2016, LNCS 9891, pp. 16–29, 2016. 1007/978-3-319-45153-4_2 Social Facilitation Due to Online Inter-classrooms Tournaments 17 On the other hand, from a psychological point of view, learning requires several cognitive resources: working memory, long-term memory, attention, unconscious and conscious mechanisms, representation mechanisms and metacognitive processes [20].

If this were the case, then there would be no medium-difficulty problems, and therefore all of the students would have performed similarly. However, the variation in student performance for the tournament was very high compared to the variation in GPAs. 47. 56. 64. Therefore, this second explanation does not match the data. After ruling out these two possibilities, the most plausible explanation is that the weak students learned more in the tournament than the strong ones. 2 Possible Explanation Based on the Game-like Nature of the Activity One possible cause of the significant improvement by the weak students is the game-like nature of the activity.

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Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings by Katrien Verbert, Mike Sharples, Tomaž Klobučar


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