Learning number sense through digital games with intrinsic feedback

The paper proposes a new interdisciplinary approach to helping low attaining learners in basic mathematics. It reports on the research-informed design and user testing of an adaptive digital game based on constructionist tasks with intrinsic feedback. The approach uses findings from the neuroscience of dyscalculia, cognitive science research on conceptual understanding in mathematics, and mathematical education research to inform the detailed pedagogic design. It is interdisciplinary in the sense that it synthesises the results from multiple disciplines in the design principles. It then exploits the new capabilities of digital technologies to develop the design for testing with learners, and capturing appropriate data. The initial pilot has shown that the game supports learners age 5-7 years for independent learning of the kind that low attaining learners will need in order to keep pace with mainstream learners. The experimental work will evaluate this and similar games for learners of all ages who have low numeracy. In general, the approach is to (i) focus on a problem at the intersection of robust evidence in both education and neursocience; and (ii) use this data to design and test a digital intervention that fully exploits the adaptive and interactive features of learning technology

Making meaningful decisions about time, workload and pedagogy in the digital age: the Course Resource Appraisal Model

This article reports on a design-based research project to create a modelling tool to analyse the costs and learning benefits involved in different modes of study. The Course Resource Appraisal Model (CRAM) provides accurate cost-benefit information so that institutions are able to make more meaningful decisions about which kind of courses—online, blended or traditional face-to-face—make sense for them to provide. The tool calculates the difference between expenses and income over three iterations of the course and presents a pedagogical analysis of the learning experience provided. The article draws on a CRAM analysis of the costs and learning benefits of a massive open online course to show how the tool can illuminate the pedagogical and financial viability of a course of this kind

But a walking shadow: designing, performing and learning on the virtual stage

Representing elements of reality within a medium, or taking aspects from one medium and placing them in another is an act of remediation. The process of this act, however, is largely taken for granted. Despite the fact that available information enables a qualitative assessment of the history of multimedia and their influences on different fields of knowledge, there are still some areas that require more focused research attention. For example, the relationship between media evolution and new developments in scenographic practice is currently under investigation. This article explores the issue of immediacy as a condition of modern theatre in the context of digital reality. It discusses the opportunities and challenges that recent technologies present to contemporary practitioners and theatre design educators, creating a lot of scope to break with conventions. Here, we present two case studies that look into technology-mediated learning about scenography through the employment of novel computer visualization techniques. The first case study is concerned with new ways of researching and learning about theatre through creative exploration of design artefacts. The second case study investigates the role of the Immersive Virtual World Second Life™ (SL) in effective teaching of scenography, and in creating and experiencing theatrical performances

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Using assignment data to analyse a blended information literacy intervention: a quantitative approach

This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students’ information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact

E-learning as a tool for knowledge transfer through traditional and independent study at two UK higher educational institutes: a case study

Much has been made of the advances in computer aided learning activities. Websites, virtual campus, the increased use of Web CT and chat rooms and further advances in the use of WebCT are becoming more commonplace in UK universities. This paper looks for ways of changing higher education students’ perception of the usefulness of recommended internet web sites for learning purposes, with the intention of increasing the usage rate of recommended module web-sites. The change could represent an adaptation of the existing, well-known technology to change students’ perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of the Internet use for teaching and learning purposes

The principles and practices of educational neuroscience: commentary on Bowers (2016)

In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to play in informing education, which he equates with classroom teaching. Neuroscience, he suggests, adds nothing to what we can learn from psychology. In this commentary, we argue that Bowers’ assertions misrepresent the nature and aims of the work in this new field. We suggest that, by contrast, psychological and neural levels of explanation complement rather than compete with each other. Bowers’ analysis also fails to include a role for educational expertise – a guiding principle of our new field. On this basis, we conclude that his critique is potentially misleading. We set out the well-documented goals of research in Educational Neuroscience, and show how, in collaboration with educators, significant progress has already been achieved, with the prospect of even greater progress in the future