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Visualizing knowledge in the era of instructional software and gamification: Challenges in design, method and practical use
Cognitive Science, Lund University, Lund, Sweden.
Cognitive Science, Lund University, Lund, Sweden.ORCID-id: 0000-0003-3691-8756
2018 (engelsk)Inngår i: Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), 2018Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [en]

The present study examines behavioral and metacognitive effects of visualizing acquired knowledge in instructional software. This was done by letting 117 Swedish primary school students use two varieties of an educational game – one with and one without a tool where tokens with knowledge related content were received as proofs of achievement. Although no significant positive impact of the tool was found, the study reveals interesting findings regarding the challenges of visualizing knowledge in learning applications.

sted, utgiver, år, opplag, sider
2018.
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-152189OAI: oai:DiVA.org:liu-152189DiVA, id: diva2:1257368
Konferanse
13th International Conference of the Learning Sciences (ICLS 2018), June 23rd - 27th, 2018, London, UK
Forskningsfinansiär
Wallenberg FoundationsTilgjengelig fra: 2018-10-19 Laget: 2018-10-19 Sist oppdatert: 2018-10-31

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