Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Ibrahim Dahlstrom-Hakki"'
Autor:
Jodi Asbell-Clarke, Ibrahim Dahlstrom-Hakki, John Voiklis, Bennett Attaway, Jena Barchas-Lichtenstein, Teon Edwards, Erin Bardar, Tara Robillard, Kelly Paulson, Shuchi Grover, Maya Israel, Fengfeng Ke, David Weintrop
Publikováno v:
Frontiers in Education, Vol 9 (2024)
IntroductionThe foundational practices of Computational Thinking (CT) present an interesting overlap with neurodiversity, specifically with differences in executive function (EF). An analysis of CT teaching and learning materials designed for differe
Externí odkaz:
https://doaj.org/article/b2afac2a32bc4948b55e634c39ba2ba5
Publikováno v:
Journal of Statistics and Data Science Education, Pp 1-11 (2022)
There have been significant developments in the field of statistics education over the past decade that have improved outcomes for all students. However, there remains relatively little research on the best practices for teaching statistics to studen
Externí odkaz:
https://doaj.org/article/cc0ef013073845b08c3b6d349319b82c
Publikováno v:
Journal of Learning Analytics. 9:75-87
Using multimodal data fusion techniques, we built and tested prediction models to track middle-school student distress states during educational gameplay. We collected and analyzed 1,145 data instances, sampled from a total of 31 middle-school studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6551469e43c0be558c100f11cf08a17d
https://doi.org/10.18608/jla.2022.7631
https://doi.org/10.18608/jla.2022.7631
Publikováno v:
Learning Disability Quarterly. 42:175-185
Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::24a3048782d3382468c14571839aa908
https://doi.org/10.1177/0731948718817222
https://doi.org/10.1177/0731948718817222
Autor:
Ibrahim Dahlstrom-Hakki, Daniel Lougen, Teon Edwards, Jamie Larsen, Daniel Santana, Gerald Belton, Zachary Alstad
Publikováno v:
iLRN
This paper reports on a fully inclusive co-design process of an informal VR science game intended to be accessible to a broad range of learners. The co-design embraces the ‘nothing about us without’ us movement by ensuring that stakeholder voices
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f31c0dc963ebeff90440d574bf4bc180
https://doi.org/10.23919/ilrn52045.2021.9459322
https://doi.org/10.23919/ilrn52045.2021.9459322
Publikováno v:
HCI in Games: Serious and Immersive Games ISBN: 9783030774134
HCI (29)
HCI (29)
This paper describes methodological considerations for fusing data sources in understanding both affective and problem solving states of students as they engage in computational thinking (CT) game-based learning. We provide both a theoretical and emp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e8cdc74fb37686bc4e8297a47f8eda92
https://doi.org/10.1007/978-3-030-77414-1_15
https://doi.org/10.1007/978-3-030-77414-1_15
Publikováno v:
HCI in Games: Serious and Immersive Games ISBN: 9783030774134
HCI (29)
HCI (29)
This paper presents a conceptual discussion of the theoretical constructs and perspectives in relation to using eye tracking as an assessment and research tool of computational thinking. It also provides a historical review of major mechanisms underl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b6b4186ea0d032658ee6c208cbb8dd1
https://doi.org/10.1007/978-3-030-77414-1_16
https://doi.org/10.1007/978-3-030-77414-1_16
Publikováno v:
Mind, Brain, and Education. 13:30-40
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ac0373bb1873c341c79c03057dee6630
https://doi.org/10.1111/mbe.12177
https://doi.org/10.1111/mbe.12177
Publikováno v:
Computers & Education. 150:103842
The affordances of online learning have the potential to improve learning outcomes for students with disabilities by allowing customization and flexibility to meet individual needs. However, there are significant executive function and language proce
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e3aa702b01903763bd647f79c85953c9
https://doi.org/10.1016/j.compedu.2020.103842
https://doi.org/10.1016/j.compedu.2020.103842
Publikováno v:
Mind, Brain, and Education. 13:2-3
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bff0810aa50a3e3c680b9ec63a9dbcb6
https://doi.org/10.1111/mbe.12192
https://doi.org/10.1111/mbe.12192