Search results for author:"Brian C. Nelson"
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Exploring the Use of Individualized, Reflective Guidance in an Educational Multi-User Virtual Environment
Journal of Science Education and Technology Vol. 16, No. 1 (February 2007) pp. 83–97
This study examines the patterns of use and potential impact of individualized, reflective guidance in an educational Multi-User Virtual Environment (MUVE). A guidance system embedded within a MUVE-based scientific inquiry curriculum was implemented ...
Managing Cognitive Load in Educational Multi-User Virtual Environments: Reflection on Design Practice
Educational Technology Research and Development Vol. 56, No. 5 (December 2008) pp. 619–641
In this paper, we explore how the application of multimedia design principles may inform the development of educational multi-user virtual environments (MUVEs). We look at design principles that have been shown to help learners manage cognitive load ...
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 4 (December 2008) pp. 413–427
In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We describe findings from a sample of middle...
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 265–283
In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry...
Educational Research Vol. 52, No. 2 (June 2010) pp. 151–167
Background: Most policy doctrines promote the use of scientific inquiry in the K-12 classroom, but good inquiry is hard to implement, particularly for schools with fiscal and safety constraints and for teachers struggling with understanding how to...
Technology, Knowledge and Learning Vol. 21, No. 2 (2016) pp. 211–224
Education policy in the United States centers K-12 assessment efforts primarily on standardized tests. However, such tests may not provide an accurate and reliable representation of what students understand about the complexity of science. Research...
Middle School Children Participation in an Immersive Virtual Game Environment, Presence, and Piaget's Stages of Development
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2230–2237
In this paper we explore definitions of presence put forth over the last 20 years, and how these apply to middle school students. These students were engaged in an immersive virtual environment (SAVE Science) designed to assess their knowledge and...
Presence and Middle School Students' Participation in a Virtual Game Environment to Assess Science Inquiry
Educational Technology & Society Vol. 15, No. 1 (2012) pp. 53–63
Technology offers many opportunities for educators to support teaching, learning and assessment. This paper introduces a project to design and implement a virtual environment (SAVE Science) intended to assess (not teach) middle school students'...
Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments
Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 693–710
Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of...
Studies in Science Education Vol. 49, No. 2 (2013) pp. 170–208
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these ...
British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 56–68
This study investigated novel pedagogies for helping teachers infuse inquiry into a standards‐based science curriculum. Using a multi‐user virtual environment (MUVE) as a pedagogical vehicle, teams of middle‐school students collaboratively solved...
Interactive Learning Environments Vol. 24, No. 4 (2016) pp. 799–813
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a...
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
Douglas B. Clark; Brian C. Nelson; Hsin-Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D’Angelo
Computers & Education Vol. 57, No. 3 (November 2011) pp. 2178–2195
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test...