Exploring the Use of Individualized, Reflective Guidance In an Educational Multi-User Virtual Environment (original) (raw)
References
American Association of University Women (2000) Tech-savvy: Educating Girls in the New Computer Age. Washington, DC Google Scholar
Anderson J. R., Corbett A., Koedinger K. R., Pelletier R. (1995) Cognitive tutors: lessons learned. Journal of the Learning Sciences 4(2):167–207 Article Google Scholar
Barab S., Arici A., Jackson C. (2005a) Eat your vegetables and do your homework: a design-based investigation of enjoyment and meaning in learning. Educational Technology 45(1):15–20 Google Scholar
Barab S., Thomas M., Dodge T., Carteaux R., Tuzan H. (2005b) Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research & Development 53(1):86–107 Article Google Scholar
Barab, S., Sadler, T., Heiselt, C., Hickey, D., and Zuiker, S. (this issue) Relating narrative, inquiry, and inscriptions: supporting consequential play. Journal of Science Education and Technology.
Baylor A. (2000) Beyond butlers: Intelligent agents as mentors. Journal of Educational Computing Research 22(4):373–382 Article Google Scholar
Bers, M. U. (1999). Zora: a Graphical Multi-user Environment to Share Stories about the Self. Paper presented at the Computer Support for Collaborative Learning (CSCL’99)
Bers M. U., Cassell J. (1998) Interactive storytelling systems for children: Using technology to explore language and identity. Journal of Interactive Learning Research 9(2):183–215 Google Scholar
Bielaczyc K., Collins A. (1999). Learning communities in classrooms: a reconceptualization of educational practice. In: C. M. Reigeluth (Ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. vol 2. Lawrence Erlbaum Associates, Inc., Mahwah, NJ. pp. 269–292 Google Scholar
Bowers A. (1987) Creative C.O.W. or a Moo Is Worth a Thousand Words. Pointer 32(1):9–13 Google Scholar
Brown J. S., Collins A., Duguid P. (1989) Situated cognition and the culture of learning. Educational Researcher 18:32 Article Google Scholar
Bruckman, A. (1994). Programming for Fun: MUDs as a Context for Collaborative Learning. Paper presented at the Recreating the Revolution. Proceedings of the Annual National Educational Computing Conference (15th, Boston, Massachusetts, June 13–15, 1994); see IR 017 841
Bruckman A. (1996) Finding one’s own space in cyberspace. Technology Review 99(1):48–54 Google Scholar
Bruckman, A. (2000) Uneven Achievement in a Constructivist Learning Environment. Paper presented at the International Conference on Learning Sciences, Ann Arbor, MI
Bruckman, A., Jensen, C., and DeBonte, A. (2002). Gender and Programming Achievement in a CSCL Environment. Paper presented at the CSCL 2002, Boulder, CO
Brush, T., & Saye, J. (2000). Implementation and Evaluation of a Student-Centered Learning Unit: A Case Study. Educational Technology Research & Development 48(3): 79–100. Article Google Scholar
Clarke J., Dede C., Ketelhut D. J., Nelson B. (2006) A design-based research strategy to promote scalability for educational innovations. Educational Technology 46(3):27–36 Google Scholar
Corbit, M. and DeVarco, B. (2000). SciCentr and BioLearn: Two 3D Implementations of CVE Science Museums. Paper presented at the The Third International Conference on Collaborative Virtual Environments, San Francisco
Dalgarno B. (2001) Interpretations of constructivism and consequences for Computer Assisted Learning. British Journal of Educational Technology 32(2):183–194 Article Google Scholar
Dede, C., Ketelhut, D. J., and Reuss, K. (2003) Motivation, Usability, and Learning Outcomes in a Prototype Museum-based Multi-User Virtual Environment. Paper presented at the Fifth International Conference of the Learning Sciences
Dede, C., Nelson, B., and Ketelhut, D. J. (2004) Design-Based Research on Gender, Class, Race, and Ethnicity in a Multi-User Virtual Environment. Paper presented at the American Educational Research Association, San Diego, CA
Dennen V. P. (2003) Cognitive apprenticeship in educational practice: research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In: D. H. Jonassen (Eds.), Handbook of Research on Educational Communications and Technology. Mahwah, NJ:Lawrence Erlbaum, Inc Google Scholar
Falsetti, J. (1995) What the Heck is a MOO? And What’s the Story with All Those Cows? Paper presented at the Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (29th, Long Beach, CA, March 26-April 1, 1995)
Fanderclai T. L. (1995) MUDs in education: New environments, new pedagogies. Computer Mediated Education Magazine 2(1):8 Google Scholar
Fraser B. (1981) TORSA: Test of Science Related Attitudes. Hawthorne, VIC: Australian Council for Educational Research Google Scholar
Hannafin M. J., Hannafin K. M., Land S. M., Oliver K. (1997) Grounded practice and the design of constructivist learning environments. Educational Technology Research & Development 45(3):101–117 Article Google Scholar
Hickey D. T., Wolfe, Kindfield A. C. H. (1999) Assessing learning in a technology-supported genetics environment: evidential and systemic validity issues. Educational Assessment 6(3):155–196 Article Google Scholar
Horwitz P., Christie M. (1999) Hypermodels: embedding curriculum and assessment in computer-based manipulatives. Journal of Education 181(2):1–23 Google Scholar
Horwitz P., Christie M. (2000) Computer-based manipulatives for teaching scientific reasoning: An example. In: R. B. Kozma (Ed.), Learning the Sciences of the Twenty-First Century: Theory, Research, and the Design of Advanced Technology learning environments. Hillsdale: Lawrence Erlbaum & Associates Google Scholar
Johnson W. L., Rickel J., Stiles R., Munro A. (1998) Integrating Pedagogical Agents into Virtual Environments. Presence: Teleoperators and Virtual Environments 7(6):523–546 Article Google Scholar
Johnson W. L., Rickel J. W., Lester J. C. (2000) Animated Pedagogical Agents: Face-to-Face Interaction in Interactive Learning Environments. International Journal of Artificial Intelligence in Education 11:47–78 Google Scholar
Jonassen D. H. (1991) Objectivism versus Constructivism: Do we need a new philosophical paradigm? Educational Technology Research & Development 39(3):5–14 Article Google Scholar
Jonassen D. H. (1994) Thinking technology: toward a constructivist design model. Educational Technology 34(4):34–37 Google Scholar
Jonassen D. H. (1999a) Designing constructivist learning environments. In: Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. Vol. 2. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., pp. 217–239 Google Scholar
Jonassen D. H. (1999b) Designing constructivist learning environments. In: C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. Vol. 2. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, pp. 217–240 Google Scholar
Jonassen D. H., Peck K. L., Wilson B. G. (1999) Learning With Technology: a Constructivist Perspective. Upper Saddle River, NJ: Prentice Hall Google Scholar
Jonassen D. H., Wilson B. G., Wang S., Grabinger R. S. (1993) Constructivist Uses of Expert Systems to Support Learning. Journal of Computer-Based Instruction 20(3):86–94 Google Scholar
Ketelhut, D. J. (2004). Assessing Science Self-Efficacy in a Virtual Environment: A Measurement Pilot. Unpublished Qualifying Paper, Harvard, Cambridge, MA
Kirschner P. A., Sweller J., Clark R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41(2):75–86 Article Google Scholar
Lave J., Wenger E. (1991) Situated learning: Legitimate Peripheral Participation. New York: Cambridge University Press Google Scholar
Luck M., Aylett R. (2000) Applying artificial intelligence to virtual reality: Intelligent virtual environments. Applied Artificial Intelligence14:3–32 Article Google Scholar
Mayer R. E. (2004) Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. Educational Psychologist, 59:14–19 Google Scholar
Mory E. H. (2003) Feedback research revisited In: D. H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology. Mahwah, NJ: Lawrence Erlbaum, Inc Google Scholar
Midgley C., Maehr M. L., Hruda L. Z., Anderman E., Anderman L., Freeman K. E., Gheen M., Kaplan A., Kumar R., Middleton M. J., Nelson J., Roeser R., Urdan T. (2000) Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan Google Scholar
Nelson B., Ketelhut D. J., Clarke J., Bowman C., Dede C. (2005) Design-based research strategies for developing a scientific inquiry curriculum in a multi-user virtual enviroment. Educational Technology 45(1):21–27 Google Scholar
Nelson L. M.. (1999) Collaborative problem solving. In: C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. pp. 241–268 Google Scholar
Perkins D. N. (1991) Technology meets constructivism: do they make a marriage? Educational Technology 31(5):18–23 Google Scholar
Puntambekar S., Hübscher R. (2005) Tools for scaffolding students in a complex learning environment: what have we gained and what have we missed? Educational Psychologist 40(1):1–12 Article Google Scholar
Rickel, J. and Johnson, W. L. (1997) Integrating pedagogical agents capabilities in a virtual environment agent. Paper presented at the First International Conference on Autonomous Agents
Rickel J., Johnson W. L. (1999) Animated agents for procedural training in virtual reality: perception, cognition, and motor control. Applied Artificial Intelligence 13:343–382 Article Google Scholar
Scardamalia M., Bereiter C. (1991) Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. Journal of the Learning Sciences 1(1):37–68 Google Scholar
Scardamalia M., Bereiter C. (1994) Computer support for knowledge-building communities. Journal of the Learning Sciences 3:265–283 Article Google Scholar
Shute V. J., Psotka J. (1996) Intelligent tutoring systems: past, present, and future. In: D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology. New York:MacMillan Library Reference USA Google Scholar
Slator B. M., Hill C., Del Val D. (2004) Teaching Computer Science With Virtual Worlds. IEEE Transactions on Education 47(2):269–275 Article Google Scholar
Socially-Responsive Design Group (2004). Creating a Socially-Responsive Play Space for Learning: Something for Girls and Boys. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA
Subrahmanyam K., Greenfield P. M. (1998) Computer games for girls: what makes them play? In: J. Cassell, H. Jenkins (Eds.), From Barbie to Mortal Kombat: Gender and Computer Games. Cambridge, MA: MIT Press pp. 46–71 Google Scholar
Tuzan, H. (2004). Motivating Learners in Educational Computer Games. Indiana University, Bloomington
Vygotsky L. S. (1978) Mind In Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press Google Scholar