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A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis
(Elsevier BV, 2016)
Using latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems Multi-User Virtual Environment ...
EcoXPT: Designing for Deeper Learning through Experimentation in an Immersive Virtual Ecosystem
(International Forum of Educational Technology & Society, 2017)
Young people now must compete in a global, knowledge-based, innovation-centered economy; they must acquire not just academic knowledge, but also character attributes such as intrinsic motivation, persistence, and flexibility. ...
Improving the learning of clinical reasoning through computer-based cognitive representation
(Co-Action Publishing, 2014)
Objective: Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization ...
Learning to reason about ecosystems dynamics over time: The challenges of an event-based causal focus.
(American Institute of Biological Sciences, 2013)
Expert reasoning about ecosystems requires a focus on the dynamics of the system, including the inherent processes, change over time, and responses to disturbances. However, students often bring assumptions to thinking ...
Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems
(Springer Science + Business Media, 2014)
Reasoning about ecosystems includes consideration of causality over temporal and spatial distances; yet learners typically focus on immediate time frames and local contexts. Teaching students to reason beyond these boundaries ...
Simplifying Causal Complexity: How Interactions Between Modes of Causal Induction and Information Availability Lead to Heuristic-Driven Reasoning
(Wiley-Blackwell, 2014)
This article considers a set of well-researched default assumptions that people make in reasoning about complex causality and argues that, in part, they result from the forms of causal induction that we engage in and the ...
Virtual Reality as an Immersive Medium for Authentic Simulations
(Springer Singapore, 2017)
This chapter describes a design strategy for blending virtual reality (VR) with an immersive multi-user virtual environment (MUVE) curriculum developed by the EcoLearn design team at Harvard University for middle school ...
EcoMOBILE – Designing for contextualized STEM learning using mobile technologies and augmented reality
(Routledge, 2016)
The ubiquity of mobile technologies can unlock new opportunities for “anytime, anywhere” learning, and some argue that portable mobile platforms will inherently lead to more contextualized learning experiences. However, ...
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips
(Elsevier BV, 2013)
Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities ...