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Descriptors:
Multimedia Instruction; Computer Software; Computer Simulation; Educational Games; Computer Assisted Instruction; Computer System Design; Program Descriptions; Class Activities; Learning Activities; Teaching Methods; Astronomy; Lesson Plans; Elementary School Curriculum; State Standards; Core Curriculum; Informal Education; Science Instruction; Open Source Technology; Electronic Learning; Instructional Design; Space Exploration; Space Sciences

Abstract:
Exploring the Solar System in the elementary school curriculum has traditionally involved activities, such as building scale models, to help students visualize the vastness of space and the relative size of the planets and their orbits. Today, numerous websites provide a wealth of information about the sun and the planets, combining text, photos, and graphics, and even interactive models. Some sites also include lesson plans and suggested classroom activities. Yet none of these resources allow for development of a lesson plan interactively, or offer tracking of student performance. Many lesson plans also have materials or space requirements that are impractical for some schools. SpaceSafari is an interactive multimedia software program for learning about the solar system that integrates information, exploration, and instruction. It employs a real-time 3D space for navigation, a module for learning about the planets, and an administrative interface for creating activities and tracking student progress. The design of the software resembles a first-person adventure game: a treasure hunt through the solar system in which the missions are created by the teacher. SpaceSafari was developed for both the formal (classroom) and informal (home) learning spaces, with a choice of input modes and display options. This integrated solution for teaching elementary Astronomy using personal computers poses an intriguing research question: "What is the impact of game mechanics, combined with an immersive, kinesthetic, 3D interface, on learning outcomes about the solar system?" (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Artificial Intelligence; Computer System Design; Computer Software; Use Studies; Accuracy; Computer Assisted Testing; Student Evaluation; Concept Mapping; Internet; Computer Software Evaluation; Educational Technology

Abstract:
This article reports the design, development, and evaluation of an online software application for assessing students' understanding of curricular content based on concept maps. This computer-based assessment program, called the Assessment Agent System, was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessment, and reporting. One-to-one evaluations and group evaluations were conducted to reveal students' perceptions of the Assessment Agent System. Measures of visual clarity, system functionality, consistency, as well as error prevention and correction indicate that the Assessment Agent System is a useful tool for large-scale assessment based on concept maps. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates the agent-oriented approach for producing educational software applications. Furthermore, this research explored the concept map assessment method for the Assessment Agent System. When node terms and linking phrases are provided, the assessment of student concept maps can be conducted automatically by comparing student concept maps with the criterion concept map, proposition by proposition. However, the validity of the proposition-comparing method depends on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through the examination of student-created propositions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Web Based Instruction; Computer System Design; Educational Technology; Secondary School Students; Interpersonal Relationship; Cooperative Learning; Inquiry; Scaffolding (Teaching Technique); Research Methodology; Pilot Projects; Science Instruction; Scientific Concepts; Synchronous Communication; Computer Mediated Communication; Instructional Design; Program Development; Program Descriptions; Program Implementation; Program Effectiveness

Abstract:
The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment's intended design and its actual usage in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Well Being; Developed Nations; Older Adults; Interdisciplinary Approach; Social Science Research; Information Technology; Computer System Design; Research Needs; Research Methodology; Social Indicators; Sociometric Techniques; Public Policy; Quality of Life; Comparative Analysis; Cross Cultural Studies; International Cooperation; Aging (Individuals)

Abstract:
This paper focuses on three main subjects: (1) monitoring quality of life (QoL) in old age; (2) international and interdisciplinary collaboration for QoL research; and (3) computer-based technology and infrastructure assisting (1) and (2). This type of computer-supported cooperative work in the social sciences has been termed eHumanities or eSocial Science. Although QoL issues matter for all ages, given the size of population aging and the demographic outlook of developed countries, QoL in old age is one of the most pressing issues to study (Walker and Mollenkopf in Quality of life in old age: international and multi-disciplinary perspectives, Springer, The Netherlands, 2007). Despite the recognized need for good measurement methods in QoL (e.g., Stiglitz et al. in The measurement of economic performance and social progress revisited. progress revisited. OFCE working documents, Observatoire Francais des Conjonctures Economiques (OFCE), Paris, 2009), effective mechanisms allowing cross-country comparisons are still rare. In the context of QoL or human well-being research and measurement, one of the most influential concepts is the capability approach (CA). Yet, the operationalization of the CA has long been one of the serious challenges faced by capabilities and quality of life researchers. As regards to this issue, we argue that modern technology has the potential to provide ample tools for enhancing the measurement of human well-being, and facilitating large-scale collaborative research on the QoL. This paper demonstrates a methodology, procedures, and tools that we have developed, based on the new technologies designed and developed for both governmental and intergovernmental (OECD) sponsored assessments and that are ready to be used for QoL analysis. We propose a viable alternative for facilitating international and interdisciplinary research collaboration to develop a methodology and a dashboard of indicators to monitor the progress of human well-being over the years and to formalize its multidimensional measure for international comparisons Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronics; Learning Modules; Man Machine Systems; Computer System Design; Cost Effectiveness; Educational Experiments; Educational Equipment; Science Course Improvement Projects; Computer Software; Program Descriptions; Engineering Technology; Science Laboratories

Abstract:
Experimentation is important for learning and research in the field of power electronics and drives. However, a great deal of equipment is required to study the various topologies, controllers, and functionalities. Thus, the cost of establishing good laboratories and research centers is high. To address this problem, the authors have developed a "Power Electronics and Drives Experimental Bench" (PEDEB), whose details are given in this paper. This unique kit includes reconfigurable hardware modules, which can be interconnected to achieve more than 14 different circuit topologies. Moreover, the software (controller) is accessible to users, thereby facilitating quick verification and testing of new ideas. A 2-kVA prototype of the PEDEB was developed and tested for various possible modes of operation. The kit is being used for a first-semester post-graduate laboratory course on "Power Electronics and Drives." This paper includes observations and learning from experiments on dc-dc buck converter, an induction motor drive, and a grid feeding inverter conducted using the PEDEB. (Contains 10 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Control Groups; Experimental Groups; Web Sites; Programming Languages; Programming; Visual Aids; Computer Assisted Instruction; Statistical Analysis; Novices; Scores; Learning Processes; Computer Science Education; Computer Software; Computer System Design; Multimedia Instruction; Multimedia Materials; Instructional Design; Engineering Education; Teaching Methods; Instructional Effectiveness; College Students; College Instruction; Pretests Posttests; Comparative Analysis

Abstract:
This paper investigates the impact of combining self explaining (SE) with computer architecture diagrams to help novice students learn assembly language programming. Pre- and post-test scores for the experimental and control groups were compared and subjected to covariance (ANCOVA) statistical analysis. Results indicate that the SE-plus-diagram approach had a significant effect on student achievement and improved novice students' learning experience by increasing their interest and participation in the course and helping them to develop assembly programming skills. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Programming Languages; Computer Interfaces; Robotics; Instructional Design; Comparative Analysis; Control Groups; Experimental Groups; Usability; Computer Science Education; Programming; Elementary School Students; Grade 1; Computer System Design; Teaching Methods; Instructional Effectiveness; Pretests Posttests

Abstract:
Tangible programming tools enable children to easily learn the programming process, previously considered to be difficult for them. While various tangible programming tools have been developed, there is still a lack of available tools to help students experience the general programming process. This study therefore developed a tool called Algorithmic Bricks (A-Bricks), to improve the programming language experience by considering and utilizing characteristics of procedural language. Specifically, elements such as sequence, repetition, condition, function, and parameter were used to develop A-Bricks. In addition, this study observed the benefits of A-Bricks and confirmed its potential as a tangible educational programming tool by comparing and analyzing elementary school students using A-Bricks to control groups using Scratch. (Contains 10 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Theory Practice Relationship; Cooperative Learning; Teaching Methods; Group Activities; Engineering Education; Economics; Computer Software; Computer System Design; Educational Technology; Instructional Effectiveness; College Students; College Instruction; Pretests Posttests; Energy Management; Utilities; Energy; Computer Simulation; Computer Games; Educational Games; Computer Software Evaluation; Computer Assisted Instruction

Abstract:
In the field of electricity markets, the development of training tools for engineers has been extremely useful. A novel experimental economics approach based on a computational Web platform of an electricity market is proposed here for the practical teaching of electrical engineering students. The approach is designed to diminish the gap that exists between theory and practice in this field, through a methodological strategy for teaching/learning called "simulation." In the proposed simulation exercise, groups of students operate as market agents and have the freedom to create their own strategies. Additionally, a theoretical model and a specific simulation tool are used for the evaluation of the proposed strategies. The test system is based on the market structure of the Chilean wholesale electricity market and was tested on student groups at two universities. Based on the students' performance, the strategic behavior of agents and their impact on market price evolution are described and analyzed. Student assessment supports the conclusion that the proposed experimental economics framework offers a useful mechanism in student practical work for understanding and explaining the observed phenomena. (Contains 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Engineering Education; Computer Science Education; Programming; Computer Assisted Design; Computer System Design; Logical Thinking; Teaching Methods; Introductory Courses; Course Evaluation; Course Descriptions; Undergraduate Study; College Instruction; Cooperative Education; College Curriculum; Laboratories; Student Evaluation of Teacher Performance; Student Attitudes

Abstract:
For a basic foundation in computer engineering, universities traditionally teach synchronous sequential circuit design, using discrete gates or field programmable gate arrays, and a microcomputers course that includes basic I/O processing. These courses, though critical, expose students to only a small subset of tools. At co-op schools like Kettering University, Flint, MI, students could strongly benefit from a more diverse set of topics and tool experience in their curriculum. This paper presents an undergraduate course that includes introductions to sequential circuit design using asynchronous logic, ladder logic and its general implementation on programmable logic controllers, and fuzzy logic targeted at both PC and embedded processor applications. The paper discusses the structure of the course, the objectives and material, the laboratory platforms, and the evaluations of the first course offerings that show the course's success. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Multimedia Instruction; Case Studies; Observation; Preschool Children; Feasibility Studies; Questionnaires; Use Studies; Qualitative Research; Data Analysis; Interviews; Kindergarten; Computer Assisted Instruction; Instructional Design; Computer Software; Computer Software Evaluation; Computer System Design; Educational Technology; Multimedia Materials; Teaching Methods; Instructional Effectiveness; Manipulative Materials; Developmentally Appropriate Practices

Abstract:
Multimedia augmented with tangible objects is an area that has not been explored. Current multimedia systems lack the natural elements that allow young children to learn tangibly and intuitively. In view of this, we propose a research to merge tangible objects with multimedia for preschoolers, and propose to term it as "tangible multimedia". To evaluate the feasibility of such multimedia prior to actual research, a prototype named "TangiLearn" has been developed for a case study. This paper is the report of what we discovered during the study. The study concluded that "TangiLearn" enhanced the preschoolers' enjoyment and learning performance. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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