Search results for author:"Lloyd Rieber"
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Journal of Educational Multimedia and Hypermedia Vol. 26, No. 4 (October 2017) pp. 357–371
The short history of massive open online courses (MOOCs) has been turbulent. Initial hype has quickly disappeared. MOOCs appear to be experiencing their first stage of maturation offering an opportunity to consider the design of established MOOCs...
College Teaching Vol. 41, No. 2 (1992) pp. 57–59
One college writing teacher engaged his class in the revision of a computer program to check grammar, focusing on improvement of the algorithms for identifying inappropriate uses of the passive voice. Process and problems of constructing new...
Educational Technology Research and Development Vol. 44, No. 1 (1996) pp. 5–22
Explores how users interact and learn during computer-based simulations given graphical and textual forms of feedback. Graduate students were randomly assigned computer simulations with graphical feedback, textual feedback, or graphical plus textual ...
Seriously Considering Play: Designing Interactive Learning Environments Based on the Blending of Microworlds, Simulations, and Games
Educational Technology Research and Development Vol. 44, No. 2 (1996) pp. 43–58
Provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for lifelong learning, and the design of hybrid learning environments is...
Journal of Educational Psychology Vol. 83, No. 3 (1991) pp. 318–28
Effects of animated graphics presentations on incidental learning and the degree to which various computer practice activities contain intrinsically motivating characteristics were studied with 70 fourth graders learning about Newton's laws of...
Educational Technology Research and Development Vol. 40, No. 1 (1992) pp. 93–106
Describes the Space Shuttle Commander software package, which utilizes the dynaturtle microworld to teach elementary and middle school students about Newton's laws of motion. Design considerations for computer-based microworlds that represent a...
The Effects of Computer Animated Elaboration Strategies and Practice on Factual and Application Learning in an Elementary Science Lesson
Journal of Educational Computing Research Vol. 5, No. 4 (1989) pp. 431–44
Describes study that was conducted to examine the effects of animation and practice on factual and application learning in elementary science computer-based instruction (CBI). The extent to which animation and practice promoted near and far transfer ...
Educational Technology Research and Development Vol. 43, No. 1 (1995) pp. 45–56
Presents a historical overview of visualization as a cognitive strategy in human creativity, discovery, and problem-solving. Highlights include visualization as a cognitive strategy for solving everyday problems; visualization by scientists and...
Educational Technology, Research and Development Vol. 38, No. 1 (1990) pp. 77–86
Reviews current empirical data on the effectiveness of animation in computer-based instruction. Research on static visuals and learning is examined; animation research is described that includes studies with elementary school children, high school...
British Journal of Educational Technology Vol. 48, No. 6 (November 2017) pp. 1295–1304
A massive open online course (MOOC) was designed to provide an introduction to statistics used in educational research and evaluation. The purpose of this research was to explore people's motivations for joining and participating in a MOOC and their ...
International Journal of Instructional Media Vol. 23, No. 1 (1996) pp. 53–57
A study of 364 fifth graders investigated distractibility of animated graphics in a computer-based tutorial about Newton's Laws of Motion. Found no difference in post-test performance for those with high, medium, or no distraction graphics. Students ...
Journal of Educational Psychology Vol. 82, No. 1 (1990) pp. 135–40
Effects of animated presentations and practice were studied in a computer-based science lesson involving 55 fourth graders and 64 fifth graders. Results suggest that animated graphics can promote learning, and they demonstrate successful application ...
Journal of Computer-Based Instruction Vol. 17, No. 2 (1990) pp. 46–52
Discussion of instructional visuals and practice techniques as effective learning strategies focuses on a study of undergraduates that examined the effects of animated instruction and practice on adult learning in a computer-based science lesson....
Educational Media International Vol. 45, No. 2 (June 2008) pp. 77–92
The purpose of this study was to investigate the influence of game-like activities on adult learning during a computer-based simulation. This research also studied the use of visual metaphors as graphic organizers to help make the underlying science ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 37, No. 1 (1992)
Designed to raise the consciousness of members of the Association for Educational Communications and Technology (AECT) to ethical issues in the areas of instructional design and educational change, this article urges professors to balance theory...
International Journal of Instructional Media Vol. 22, No. 2 (1995) pp. 135–44
Examines effects of deductive versus inductive learning strategies on performance, comprehension monitoring, and response confidence, using combinations of computer-based tutorials and simulations of Newton's laws of motion. Participants were 353...
The Studio Experience at the University of Georgia: An Example of Constructionist Learning for Adults
Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 755–780
The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults...
Effects of Textual and Animated Orienting Activities and Practice on Learning from Computer-Based Instruction
Computers in the Schools Vol. 5, No. 1 (1988) pp. 77–89
Describes study designed to examine the effects of textual and/or computer animated orienting strategies and practice on rule-using and problem-solving skills of elementary school students using computer-assisted instruction. Four different versions ...
Meridian Vol. 1, No. 1 (1998) pp. 1–9
Describes KID DESIGNER, a project that emphasizes play as a lifelong learning process by teaching elementary school students how to design their own educational computer games that embed content from subjects studied in the classroom. Topics include ...
Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II
Educational Technology Research and Development Vol. 37, No. 2 (1989) pp. 91–114
These two articles discuss the contributions of behavioral and cognitive psychology to the design of computer-based instruction (CBI) and describe an integrated meta-model for use with instructional systems design (ISD) called ROPES + (Retrieving,...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 35, No. 4 (1987) pp. 213–30
Discusses the contributions that cognitive psychology can make to the development of instructional designs and systems. Instructional design models for training and educational applications are described, potentials of cognitive engineering are...
Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process
TechTrends: Linking Research and Practice to Improve Learning Vol. 54, No. 5 (September 2010) pp. 38–45
In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the...
Educational Technology Vol. 54, No. 2 (2014) pp. 20–25
Profitable creative ideas can emerge from within virtually any phase of the instructional design and development process. However, the design of user interactions is perhaps where learners can most directly experience the benefits of such ideas. In...
TechTrends: Linking Research and Practice to Improve Learning Vol. 54, No. 4 (July 2010) pp. 19–27
As noted in part I of this article (published in "TechTrends 54"(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about...
The Future of Computer-Based Interactive Technology for Teaching Individuals with Moderate to Severe Disabilities: Issues Relating to Research and Practice
Journal of Special Education Technology Vol. 18, No. 1 (2003) pp. 5–16
This article discusses features of multimedia instructional tools that may provide students with moderate to severe mental disabilities with more effective and efficient simulated instructional tools in the area of transition skills (i.e., community ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 54, No. 3 (May 2010) pp. 27–37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based...
British Journal of Educational Technology Vol. 47, No. 5 (September 2016) pp. 945–957
The purpose of this research is to understand faculty perceptions about innovation in teaching and technology in a college of education in a research-intensive university. This study was motivated by the creation of a new initiative begun in a large ...
Discovery learning, representation, and explanation within a computer-based simulation: finding the right mix
Learning and Instruction Vol. 14, No. 3 (June 2004) pp. 307–323
The purpose of this research was to explore how adult users interact and learn during an interactive computer-based simulation supplemented with brief multimedia explanations of the content. A total of 52 college students interacted with a computer...
The role of meaning in interpreting graphical and textual feedback during a computer-based simulation
Computers & Education Vol. 27, No. 1 (1996) pp. 45–58
The purpose of this study was to investigate the ability of adult learners to process and interpret graphical and textual feedback during a computer-based simulation when the feedback originated from contexts varying widely in meaning. A total of 41 ...