摘要:
Cognition and emotion in online collaboration play an important role in achieving high-quality collaboration performance. Especially in the online synchronous collaborative environment, the limited time and place require higher language instantaneity and flexibility of thinking, which brings great challenges to students' high cognitive behavior and emotional experience. However, few empirical studies have focused on the cognition and emotion of students in online synchronous collaboration. Therefore, a quasi-experimental study was conducted based on a creative synchronous collaboration task to explore the effects, social knowledge construction and emotional experience of Multi-Input and One-Output(MIOO) collaboration and Multi-Input and Multi-Output(MIMO) collaboration. The findings indicated that the MIMO collaboration groups performed better than the MIOO collaboration groups in creative achievements, but were more affected by technology. Besides, the MIOO collaboration groups had a higher degree of social knowledge construction and more positive emotional experiences.
摘要:
In order to further improve the effect of cooperative learning and promote the discussion and interaction among group members, this paper designs and verifies a grouping strategy. This strategy elicits empathy ability on the basis of homogeneity among groups and heterogeneity within groups. The influence of empathy on cooperative learning is studied. Forty-six fourth grade students who participated in science courses are selected as the research objects. The learner with high empathy ability is chosen as the group leader in the experimental group, while the learner with low empathy ability is chosen as the group leader in the control group. At the same time, statistical analysis and social network analysis method are used to explore the influence of empathy on learning effects and group interaction. It is found that the group of high empathy ability is significantly higher than the group of low empathy ability in group discussion interaction density and learning effect. This also provides a reference to the later development of learners and the future development of cooperative learning.
摘要:
Abstract Objective: China has a high fatality rate for child pedestrians, which highlights the necessity of implementing more effective pedestrian safety training programs in elementary schools. We thus investigated the efficacy of using virtual reality (VR) as an instructional technology to identify and modify risky pedestrian behaviors among Chinese children. Methods: Seventy-nine children (grades 1 through 3) from three elementary schools in Hubei province participated and were categorized into urban (n = 20), migrant (n = 29), or rural (n = 30) students based on the schools’ locations. They completed a VR program comprising three street-crossing challenges to measure five pedestrian behaviors. The participants first attempted to complete the challenges by themselves in the first-time trial (T1) and then engaged in a personalized debriefing session before undertaking the challenges a second time (T2). Pedestrian performance for the two trials was compared by school location and grade level as between-subjects factors, and the rationale behind risky pedestrian behaviors was inductively analyzed. Results: Three risky pedestrian behaviors were observed in the program: dashing into the street, crossing on a blinking green light, and failing to check for traffic. Potential reasons for these behaviors included a lack of knowledge of road signs and traffic rules and the absence of daily adult supervision. The overall pedestrian performance increased from T1 to T2 with a moderate effect size (Ƞp2 = 0.59, p < .001). A significant main effect of the trials was found for the three pedestrian behaviors (for all values, p < .001); however, interactions of trial by location and trial by grade were nonsignificant in all univariate tests (for all values, p ≥ .05). Conclusions: VR is an effective technology to diagnose and correct risky pedestrian behaviors among Chinese children when accompanied with individual debriefing and repetitive practices. School location and grade level had no significant influence on children’s pedestrian performance and learning outcomes, indicating the ubiquity of the pedestrian safety problem and the need for more effective instructional interventions.
作者机构:
[Li, Wenhao; Wang, Dan; Wang, Jixin] Huazhong Normal Univ, Dept Informat Technol, Wuhan 430079, Peoples R China.
会议名称:
1st International Workshop on Education Technology and Computer Science
会议时间:
MAR 07-08, 2009
会议地点:
Wuhan, PEOPLES R CHINA
会议主办单位:
[Li, Wenhao;Wang, Dan;Wang, Jixin] Huazhong Normal Univ, Dept Informat Technol, Wuhan 430079, Peoples R China.
关键词:
skill training;electronic commerce training platform;questionnaire design;demand analysis
摘要:
To determine the need for the simulated training of e-commerce activities prior to working in the real environment, we studied the views of the undergraduates from several aspects. Two hundred university students were asked what the real problem was when they learned in e-commerce courses. Next, they were surveyed to inquire what knowledge do they really need when they go to their work positions and what type of job do they expect to. Finally, they were asked whether using a simulated training platform would be beneficial. Through analysis the aspects which contained above we know that simulation should be incorporated into the education of e-commerce students as a tool to practice their hands-on abilities prior to working. And from the survey we also obtain some useful information and reference that may help us to design our electronic commerce training platform.