Search results for author:"James Lester"
Total records matched: 22 Search took: 0.101 secs
Life-Like Pedagogical Agents in Constructivist Multimedia Environments: Cognitive Consequences of their Interaction
World Conference on Educational Media and Technology 2000 (2000) pp. 776–781
The goal of this study is to test the hypothesis that animated pedagogical agents can promote constructivist learning in a discovery-based learning environment. We do this by first, comparing the learning outcomes of students who learn in the...
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3653–3654
• Abstract. Preservice elementary students are equipped with Palm Pilots to facilitate connections and curriculum development in our Professional Development Schools. The PT3 Palm program at Clarke College has created a climate for college faculty,...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5438–5443
Growing number of people around the world engage in playing computer games, yet the educational system has yet to find substantial ways to capitalize on the potential of game-based learning for academic purposes. The purpose of this paper is to...
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 25–36
Johnson et al. ("International Journal of Artificial Intelligence in Education," 11, 47-78, 2000) introduced and surveyed a new paradigm for interactive learning environments: animated pedagogical agents. The article argued for combining...
Computer Experiences, Self-Efficacy and Knowledge of Students Enrolled in Introductory University Agriculture Courses
Journal of Agricultural Education Vol. 40, No. 2 (1999) pp. 28–37
Of 175 freshmen agriculture students, 74% had prior computer courses, 62% owned computers. The number of computer topics studied predicted both computer self-efficacy and computer knowledge. A substantial positive correlation was found between self...
Journal of Science Education and Technology Vol. 11, No. 1 (2002) pp. 15–38
Presents an interactive, case-based online network (ICON) that provides a learning environment that integrates student thinking across different concentration tracks and allows students to get away from interpreting vast amounts of available...
International Conference on Educational Data Mining (EDM) 2012 (June 2012)
Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5322–5327
In this study we examined key self-regulated learning variables within a narrative centered learning environment (NLE) called CRYSTAL ISLAND. Sixth graders provided measures of goal-orientation, monitoring, and situational interest before and after ...
Topics: Middle School Education
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3799–3806
Abstract: Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential ...
Students Enrolled in Selected Upper-Division Agriculture Courses: An Examination of Computer Experiences, Self-Efficacy and Knowledge
Journal of Agricultural Education Vol. 41, No. 4 (2000) pp. 62–72
Of 169 agriculture students surveyed, 79% had computer training, 66% owned computers; they had slightly above average computer self-efficacy, especially in word processing, electronic mail, and Internet use. However, 72.7% scored 60% or less on a...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3815–3819
Abstract: The aim of this research and development project was to examine how Narrative Theatre, an intelligent narrative centered learning environment, impacts writing achievement and self-efficacy when used with sixth grade students. Initial...
Computers & Education Vol. 59, No. 2 (September 2012) pp. 497–504
Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact ...
Investigating the Relationship between Dialogue Structure and Tutoring Effectiveness: A Hidden Markov Modeling Approach
Kristy Elizabeth Boyer; Robert Phillips; Amy Ingram; Eun Young Ha; Michael Wallis; Mladen Vouk; James Lester
International Journal of Artificial Intelligence in Education Vol. 21, No. 1 (2011) pp. 65–81
Identifying effective tutorial dialogue strategies is a key issue for intelligent tutoring systems research. Human-human tutoring offers a valuable model for identifying effective tutorial strategies, but extracting them is a challenge because of...
Journal of Science Education and Technology Vol. 25, No. 3 (2016) pp. 474–488
Formative assessment strategies are used to direct instruction by establishing where learners' understanding is, how it is developing, informing teachers and students alike as to how they might get to their next set of goals of conceptual...
Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments
International Journal of Artificial Intelligence in Education Vol. 23, No. 1 (November 2013) pp. 94–114
Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has...
The Case for Social Agency in Computer-based Teaching: Do Students Learn More Deeply When They Interact with Animated Pedagogical Agents?
Cognition and Instruction Vol. 19, No. 2 (2001) pp. 177–213
Five experiments explored a potentially more productive application of educational technology in which an individual learner has the opportunity to develop a social relation with a computer by interacting with an animated pedagogical agent. Results...
International Journal of Artificial Intelligence in Education Vol. 21, No. 1 (2011) pp. 115–133
A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one...
Student Computer Use in Selected Undergraduate Agriculture Courses: An Examination of Required Tasks
Journal of Agricultural Education Vol. 41, No. 4 (2000) pp. 27–38
Over 50% of faculty teaching undergraduate agriculture courses (n=58) required use of word processing, Internet, and electronic mail; less than 50% required spreadsheets, databases, graphics, or specialized software. They planned to maintain or...
Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment
Learning and Instruction Vol. 54, No. 1 (April 2018) pp. 93–103
The goal of this study was to assess how metacognitive monitoring and scientific reasoning impacted the efficiency of game completion during learning with
Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes
Journal of Educational Computing Research Vol. 44, No. 4 (2011) pp. 453–472
Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving...
Investigating the Role of Student Motivation in Computer Science Education through One-on-One Tutoring
Computer Science Education Vol. 19, No. 2 (June 2009) pp. 111–135
The majority of computer science education research to date has focused on purely cognitive student outcomes. Understanding the "motivational" states experienced by students may enhance our understanding of the computer science learning process, and ...
Jeanine A. DeFalco; Jonathan P. Rowe; Luc Paquette; Vasiliki Georgoulas-Sherry; Keith Brawner; Bradford W. Mott; Ryan S. Baker; James C. Lester
International Journal of Artificial Intelligence in Education Vol. 28, No. 2 (2018) pp. 152–193
Tutoring systems that are sensitive to affect show considerable promise for enhancing student learning experiences. Creating successful affective responses requires considerable effort both to detect student affect and to design appropriate...