Zobrazeno 1 - 10
of 18
pro vyhledávání: '"E. Bardar"'
Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a fr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19b5d2a310bc91d33c660ec7fe23fe44
https://doi.org/10.4018/978-1-6684-3710-0.ch020
https://doi.org/10.4018/978-1-6684-3710-0.ch020
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
E. Bardar, Santiago Gasca, Jodi Asbell-Clarke, Ryan S. Baker, Richard Scruggs, Elizabeth Rowe, Ma. Victoria Almeda
Digital games provide engaging opportunities to support and assess implicit learning—the development of tacit knowledge and practices that may not be explicitly articulated by the learner. The assessment of implicit learning reveals learning not ca
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eae8109bca8f2d1ffa478b65ca783df1
https://doi.org/10.4018/978-1-7998-1173-2.ch006
https://doi.org/10.4018/978-1-7998-1173-2.ch006
Autor:
Richard Scruggs, Santiago Gasca, Teon Edwards, Elizabeth Rowe, E. Bardar, Victoria Almeda, Ryan S. Baker, Jodi Asbell-Clarke
Publikováno v:
Computers in Human Behavior. 115:106587
This paper reports on a research study of 45 classes in US schools (grades 3–8) using Zoombinis, a popular Computational Thinking (CT) learning game for ages 8 to adult. The study examined the relationship among student gameplay, related classroom
This chapter describes the analysis of 729 daily teacher logs from a 2013-14 national classroom implementation study with hundreds of high school physics students using the game, Impulse, finding classrooms using materials to bridge implicit and expl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::86215512a09af803404c3ad120d444ac
https://doi.org/10.4018/978-1-5225-3832-5.ch025
https://doi.org/10.4018/978-1-5225-3832-5.ch025
Autor:
Katherine K. Ellins, Julie C. Libarkin, Karen S. McNeal, Nick M. Haddad, E. Bardar, Saranee Dutta, Tamara Shapiro Ledley
Publikováno v:
Journal of Geoscience Education. 62:560-577
This study reports on an effort to illustrate the coupling of educational research with ongoing curriculum development to promote effective and evidence-based online learning. The research findings have been used to inform the EarthLabs curriculum de
Autor:
E. Bardar
Publikováno v:
Astronomy Education Review. 6:75-84
Autor:
Kenneth Brecher, E. Bardar
Publikováno v:
Astronomy Education Review. 6:85-98
Publikováno v:
Astronomy Education Review. 5:103-113
This article describes the development and validation of the Light and Spectroscopy Concept Inventory (LSCI), a 26-item diagnostic test designed (1) to measure students’ conceptual understanding of topics related to light and spectroscopy, and (2)
Publikováno v:
Astronomy Education Review. 4:20-27
In this era of dramatically increased astronomy education research efforts, there is a growing need for standardized evaluation protocols and a strategy to assess both student comprehension of fundamental concepts and the success of innovative instru