Elementary

Elementary Teachers as Collaborators: Developing Educative Support Materials for Citizen Science Projects

Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners’ rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students’ science experiences by introducing them to citizen science (CS) projects.

Author/Presenter

Sarah J. Carrier

Lindsey H. Sachs

Jill M. McGowan

Meredith Hayes

P. Sean Smith

Christine L. Goforth

Sarah E. Safley

Year
2024
Short Description

Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students’ science experiences by introducing them to citizen science (CS) projects. Unfortunately, few CS projects offer substantial guidance for teachers seeking to implement the projects for instructional purposes, placing a heavy burden on teachers. To address these burdens, our research team collaborated with Teacher Advisory Group (TAG teachers) during the development and revision of educative support materials for two CS projects.

Accountable Assessment

There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment.

Author/Presenter

Richard Lehrer

Lead Organization(s)
Year
2021
Short Description

The author describes an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US).

A Pilot Study on Teacher-Facing Real-Time Classroom Game Dashboards

Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a pilot study of our dashboard prototype.

Author/Presenter

Luke Swanson

David Gagnon

Jennifer Scianna

Year
2022
Short Description

Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard.

A Pilot Study on Teacher-Facing Real-Time Classroom Game Dashboards

Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a pilot study of our dashboard prototype.

Author/Presenter

Luke Swanson

David Gagnon

Jennifer Scianna

Year
2022
Short Description

Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard.

A Pilot Study on Teacher-Facing Real-Time Classroom Game Dashboards

Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a pilot study of our dashboard prototype.

Author/Presenter

Luke Swanson

David Gagnon

Jennifer Scianna

Year
2022
Short Description

Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard.

Exploring Players' Experience of Humor and Snark in a Grade 3-6 History Practices Game

In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game. We conducted a 2x2 randomized experiment with 11,804 anonymous 3rd-6th grade students. Using one-way ANOVA and Kruskall-Wallis tests, we find that changes to the script produced measurable results in the self-reported perceived humor of the game and the likeability of the player character.

Author/Presenter

David J. Gagnon

Ryan S. Baker

Sarah Gagnon

Luke Swanson

Nick Spevacek

Juliana Andres

Erik Harpstead

Jennifer Scianna

Stefan Slater

Maria O.C.Z. San Pedro

Year
2022
Short Description

In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game.

Exploring Players' Experience of Humor and Snark in a Grade 3-6 History Practices Game

In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game. We conducted a 2x2 randomized experiment with 11,804 anonymous 3rd-6th grade students. Using one-way ANOVA and Kruskall-Wallis tests, we find that changes to the script produced measurable results in the self-reported perceived humor of the game and the likeability of the player character.

Author/Presenter

David J. Gagnon

Ryan S. Baker

Sarah Gagnon

Luke Swanson

Nick Spevacek

Juliana Andres

Erik Harpstead

Jennifer Scianna

Stefan Slater

Maria O.C.Z. San Pedro

Year
2022
Short Description

In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game.

Exploring Players' Experience of Humor and Snark in a Grade 3-6 History Practices Game

In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game. We conducted a 2x2 randomized experiment with 11,804 anonymous 3rd-6th grade students. Using one-way ANOVA and Kruskall-Wallis tests, we find that changes to the script produced measurable results in the self-reported perceived humor of the game and the likeability of the player character.

Author/Presenter

David J. Gagnon

Ryan S. Baker

Sarah Gagnon

Luke Swanson

Nick Spevacek

Juliana Andres

Erik Harpstead

Jennifer Scianna

Stefan Slater

Maria O.C.Z. San Pedro

Year
2022
Short Description

In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game.

Using Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended Reality

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Author/Presenter

Richard Ferdig

Karl Kosko

Enrico Gandolfi

Lead Organization(s)
Year
2023
Short Description

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Gaze Analysis System for Immersive 360 Video for Preservice Teacher Education

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Author/Presenter
Chris Lenart

Pegah Ahadian

Yuxin Yang

Simon Suo

Ashton Corsello

Karl Kosko

Qiang Guan

Lead Organization(s)
Year
2023
Short Description

Unified systems for multi-sensor devices, particularly eye-tracking in Virtual Reality (VR), are intricate and often require the listening and streaming of multichannel data. In this project, we propose a visual analysis framework for replicating a participant's viewing involvement by interpreting head movements as rotations and point-of-gaze (POG) as on-screen indicators.