Gaming/Virtual Environments

Examining Temporal Dynamics of Self-Regulated Learning Behaviors in STEM Learning: A Network Approach

From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network architecture is still in its infancy, especially in the context of STEM (sciences, technology, engineering, and math) learning.

Author/Presenter

Shan Li

Hanxiang Du

Wanli Xing

Juan Zheng

Guanhua Chen

Charles Xie

Year
2020
Short Description

From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network architecture is still in its infancy, especially in the context of STEM (sciences, technology, engineering, and math) learning. In the present paper, we used a multilevel vector autoregression (VAR) model to examine the temporal dynamics of SRL behaviors as 101 students designed green buildings in Energy3D, a simulation-based computer-aided design (CAD) environment.

Classroom Orchestration of Computer Simulations for Science and Engineering Learning: A Multiple-Case Study Approach

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels.

Author/Presenter

Jennifer Chiu

Ying Ying Seah

James P. Bywater

Corey Schimpf

Tugba Karabiyik

Sanjay Rebello

Charles Xie

Short Description

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels.

Classroom Orchestration of Computer Simulations for Science and Engineering Learning: A Multiple-Case Study Approach

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels.

Author/Presenter

Jennifer Chiu

Ying Ying Seah

James P. Bywater

Corey Schimpf

Tugba Karabiyik

Sanjay Rebello

Charles Xie

Short Description

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels.

Classroom Orchestration of Computer Simulations for Science and Engineering Learning: A Multiple-Case Study Approach

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels.

Author/Presenter

Jennifer Chiu

Ying Ying Seah

James P. Bywater

Corey Schimpf

Tugba Karabiyik

Sanjay Rebello

Charles Xie

Short Description

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels.

PST Learning to Facilitate Argumentation Via Simulation: Exploring the Role of Understanding and Emotion

The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS). We will examine 14 PSTs’ responses to post-activity surveys targeting their understanding of argumentation-focused discussions and emotional experiences, over the course of a single semester.

Author/Presenter

Heather Howell

Dionne Cross Francis

Pavneet Kaur Bharaj

Calli Shekell

Lead Organization(s)
Year
2021
Short Description

The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS).

Pushing the Boundaries: Exploring the Potential of an Online Practice Suite to Support Elementary ScieTeachers in Learning How to Engage Students in Argumentation

Slides from a pre-conference workshop at the 2021 National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Author/Presenter

Jamie N. Mikeska

Pamela S. Lottero-Perdue

Meredith Park Rogers

Meredith Thompson

Dionne Cross Francis

Calli Shekell

Lead Organization(s)
Year
2021
Short Description

Slides from a pre-conference workshop at the 2021 National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Using Online Simulations to Promote Elementary Preservice Teachers’ Facilitation of Argumentation-Focused Discussions in Mathematics and Science

In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.

Author/Presenter

Jamie N. Mikeska

Dionne Cross Francis

Pamela Lottero-Perdue

Meredith Park Rogers

Calli Shekell

Pavneet Bharaj

Heather Howell

Adam Maltese

Meredith Thompson

Justin Reich

Lead Organization(s)
Year
2021
Short Description

In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.

Narrative-Supported Math Problem Solving in Digital Game-based Learning

Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving. We collected data via observation, semi-structured interviewing, and video recording with twenty-seven college students with diverse demographic backgrounds. Video logging resulted in 2276 behavioral events for quantitative analysis.

Author/Presenter

Chih-Pu Dai

Fengfeng Ke

Yanjun Pan

Lead Organization(s)
Year
2022
Short Description

Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving.

Taking STEM Enrichment Camps Virtual: Strategies & Reflections from Quick Pivot Due to COVID-19

Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to either

Author/Presenter

Rebecca Zulli Lowe

Adrienne Smith

Christie Prout

G. G. Maresch

Christopher Bacot

Lura Sapp

Bill Eustace

Year
2021
Short Description

This exploratory study aimed to (1) identify the  barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort.

Exploring Experienced Designers' Strategies in a CAD Learning Environment

Computer-aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.
Author/Presenter

Anne M. McAlister

James P. Bywater

Jennifer L. Chiu

Lead Organization(s)
Year
2021
Short Description

This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.