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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 (English)In: Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), 2018Conference paper, Oral presentation only (Other academic)
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.

Place, publisher, year, edition, pages
2018.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-152189OAI: oai:DiVA.org:liu-152189DiVA, id: diva2:1257368
Conference
13th International Conference of the Learning Sciences (ICLS 2018), June 23rd - 27th, 2018, London, UK
Funder
Wallenberg FoundationsAvailable from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31

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Gulz, Agneta

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
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  • nn-NB
  • sv-SE
  • Other locale
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Output format
  • html
  • text
  • asciidoc
  • rtf