A Constructivist Mobile Learning Environment Supported by a Wireless Handheld Network

Gustavo Zurita; Miguel Nussbaum

Journal of Computer Assisted Learning Vol. 20, No. 4 (August 2004) pp. 235–243

There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive...

Classroom logistics: Integrating digital and non-digital resources

Miguel Nussbaum; Anita Diaz

Computers & Education Vol. 69, No. 1 (November 2013) pp. 493–495

This response to Dillenbourg's postulations on Orchestration analyses the relationship between classroom logistics and learning. It is necessary to detail the precise actions that the teacher must perform in order to apply the proposed strategies...

Language: English

Computer supported collaborative learning using wirelessly interconnected handheld computers

Gustavo Zurita; Miguel Nussbaum

Computers & Education Vol. 42, No. 3 (April 2004) pp. 289–314

Collaborative learning is widely used in elementary classrooms. However, when working without technological support, some problems can be detected. We describe how weaknesses in coordination, communication, organization of materials, negotiation,...

Language: English

Developing Cognition with Collaborative Robotic Activities

Ruben Mitnik; Miguel Nussbaum; Matias Recabarren

Educational Technology & Society Vol. 12, No. 4 (2009) pp. 317–330

Cognition, faculty related to perception, imagination, memory, and problem solving, refers to internal mental processes through which sensorial input is acquired, elaborated, used, and stored. One of its importances relies on the fact that it...

ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools

Patricio Rodriguez; Miguel Nussbaum; Lioubov Dombrovskaia

Technology, Pedagogy and Education Vol. 21, No. 3 (2012) pp. 291–315

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to...

Dynamic Grouping in Collaborative Learning Supported by Wireless Handhelds

Gustavo Zurita; Miguel Nussbaum; Rodrigo Salinas

Educational Technology & Society Vol. 8, No. 3 (2005) pp. 149–161

One of the most important decisions to be made in a face-to-face collaborative learning activity is how the participating groups are composed. These compositions produce different learning and social interaction results. The ability to change the...

Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students

Lucy Garcia; Miguel Nussbaum; David D. Preiss

Computers & Education Vol. 57, No. 3 (November 2011) pp. 2068–2076

The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition, the study tested whether the relationship between ICT...

Language: English

Topics: Middle School Education

Teacher Training with face to face Computer Supported Collaborative Learning

Miguel Nussbaum; Camila Cortez; Patricio Rodriguez; Ximena Lopez; Ricardo Rosas

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2033–2038

Face-to-face Computer Supported Collaborative Learning is used to update teachers knowledge through short courses of math, biology and physics. Pocket PCs wirelessly interconnected through WiFi were used. When we compare the results of twelve...

Topics: Teachers

Practising Arithmetic Using Educational Video Games with an Interpersonal Computer

Vagner Beserra; Miguel Nussbaum; Ricardo Zeni; Werner Rodriguez; Gabriel Wurman

Journal of Educational Technology & Society Vol. 17, No. 3 pp. 343–358

Studies show the positive effects that video games can have on student performance and attitude towards learning. In the past few years, strategies have been generated to optimize the use of technological resources with the aim of facilitating...

PERSONAL DIGITAL ASSISTANTS IN THE CLASSROOM: AN EXPERIENCE

Patricio Rodríguez; Miguel Nussbaum; Gustavo Zurita; Ricardo Rosas; Francisca Lagos

EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1567–1572

Shown to be aseptic or "slow" in the adoption of new technologies. Personal Digital Assistant are low cost technology that permit individual use. Learning can be produced in a natural context (not in a computer room) using a specific language, video-...

Topics: Children

Comparing the use of the interpersonal computer, personal computer and pen-and-paper when solving arithmetic exercises

Cristián Alcoholado; Anita Diaz; Arturo Tagle; Miguel Nussbaum; Cristián Infante

British Journal of Educational Technology Vol. 47, No. 1 (Jan 01, 2016) pp. 91–105

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen-and-paper to solve arithmetic exercises. In this multi-session experiment, third...

Computer assisted mediation for blind children

Ricardo Rosas; Miguel Nussbaum; Katherine Strasser; Felipe Csaszar

Computers & Education Vol. 28, No. 4 (1997) pp. 229–235

A model for computer assisted mediation and its application to the field of special education for blind children is presented. The model consists of five elements: the domain model, the student model, the pedagogical model, and the dynamic and...

Language: English

From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework

Jeremy Roschelle; Ken Rafanan; Gucci Estrella; Miguel Nussbaum; Susana Claro

Computers & Education Vol. 55, No. 3 (November 2010) pp. 1018–1026

The field of Computer Supported Collaborative Learning (CSCL) includes designers who emphasize effectiveness, measured via experiments, as well as designers who emphasize context and conduct qualitative research on teaching and learning practices....

Language: English

Methodology for evaluating a novel education technology: a case study of handheld video games in Chile

Jesse L. Margolis; Miguel Nussbaum; Patricio Rodriguez; Ricardo Rosas

Computers & Education Vol. 46, No. 2 (February 2006) pp. 174–191

Many school systems, in both the developed and developing world, are implementing educational technology to assist in student learning. However, there is no clear consensus on how to evaluate these new technologies. This paper proposes a...

Language: English

Collaborative robotic instruction: A graph teaching experience

Rubén Mitnik; Matías Recabarren; Miguel Nussbaum; Alvaro Soto

Computers & Education Vol. 53, No. 2 (September 2009) pp. 330–342

Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It...

Language: English

Multiple Mice based collaborative one-to-one learning

Cristián Infante; Pedro Hidalgo; Miguel Nussbaum; Rosa Alarcón; Andrés Gottlieb

Computers & Education Vol. 53, No. 2 (September 2009) pp. 393–401

Exchange is a collaborative learning application, originally developed for wirelessly interconnected Pocket PCs, that provides support for students and a teacher performing a face-to-face computer supported collaborative learning (CSCL) activity in...

Language: English

The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics

Alejandro Echeverría; Enrique Barrios; Miguel Nussbaum; Matías Améstica; Sandra Leclerc

Computers & Education Vol. 59, No. 2 (September 2012) pp. 806–816

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the...

Language: English

A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools

Patricio Rodriguez; Miguel Nussbaum; Ximena Lopez; Marcos Sepulveda

Journal of Educational Technology & Society Vol. 13, No. 2 (2010) pp. 166–179

More than 20 years after ICTs were introduced in schools, solid evidence of their impact on student attainment is still lacking. Reasons for this include the mismatch between the methods used to measure the effects and the type of learning promoted, ...

Pattern Discovery for the Design of Face-to-Face Computer-Supported Collaborative Learning Activities

Maria Francisca Capponi; Miguel Nussbaum; Guillermo Marshall; Maria Ester Lagos

Journal of Educational Technology & Society Vol. 13, No. 2 (2010) pp. 40–52

This paper presents a methodology of discovering social action patterns in collaborative learning activities for use in improving activity design, and in particular for restructuring existing designs involving face-to-face social actions to enhance...

Scripting for Collaborative Search Computer-Supported Classroom Activities

Renato Verdugo; Leonardo Barros; Daniela Albornoz; Miguel Nussbaum; Angela McFarlane

Journal of Educational Technology & Society Vol. 17, No. 3 pp. 308–319

Searching online is one of the most powerful resources today's students have for accessing information. Searching in groups is a daily practice across multiple contexts; however, the tools we use for searching online do not enable collaborative ...

Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance

Magdalena Claro; Tania Cabello; Ernesto San Martín; Miguel Nussbaum

Computers & Education Vol. 82, No. 1 (2015) pp. 1–10

This paper provides evidence that helps understand the digital divide in education. It does so by comparing the effect of economic, social and cultural status (ESCS) on the digital skills of Chilean students compared with mathematics and language....

Language: English

Development of intelligent tutoring systems using knowledge structures

Miguel Nussbaum; Ricardo Rosas; Isabel Peirano; Francisco Cárdenas

Computers & Education Vol. 36, No. 1 (2001) pp. 15–32

The aim of this work is to develop a tool for teachers, without necessarily software development experience, to elaborate tutoring applications on a given domain. The teacher makes use of stored knowledge to choose the required contents so that the...

Language: English

Learning Experience Assessment of Flipped Courses

Pablo Schwarzenberg; Jaime Navon; Miguel Nussbaum; Mar Pérez-Sanagustín; Daniela Caballero

Journal of Computing in Higher Education Vol. 30, No. 2 (2018) pp. 237–258

The flipped classroom has shown a positive effect on academic performance and student satisfaction. However, there are relatively few studies that help us understand when or why this method has a positive effect on students, so as to aid the design...

The effects of whole-class interactive instruction with Single Display Groupware for Triangles

Daniela Caballero; Siswa A.N. van Riesen; Sergio Álvarez; Miguel Nussbaum; Ton de Jong; Carlos Alario-Hoyos

Computers & Education Vol. 70, No. 1 (January 2014) pp. 203–211

Whole-class interactive instruction is an instructional approach in which all of the students in a class create knowledge together in an interactive way, mediated by the teacher. The current mixed-method study compared the effects of a specific...

Language: English

Co-Located Single Display Collaborative Learning for Early Childhood Education

Florencia Gomez; Miguel Nussbaum; Juan F. Weitz; Ximena Lopez; Javiera Mena; Alex Torres

International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 2 (June 2013) pp. 225–244

The benefits of collaborative learning are well documented. However, most of the research has been done with children beyond the ages of early childhood. This could be due to the common and erroneous belief that young children have not developed the ...

Collaboration within Large Groups in the Classroom

Eyal Szewkis; Miguel Nussbaum; Tal Rosen; Jose Abalos; Fernanda Denardin; Daniela Caballero; Arturo Tagle; Cristian Alcoholado

International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 4 (December 2011) pp. 561–575

The purpose of this paper is to show how a large group of students can work collaboratively in a synchronous way within the classroom using the cheapest possible technological support. Making use of the features of Single Display Groupware and of...

Read, write, touch: Co-construction and multiliteracies in a third-grade digital writing exercise

Kristina Cordero; Miguel Nussbaum; Valentina Ibaseta; María José Otaíza; Pablo Chiuminatto

Journal of Computer Assisted Learning Vol. 34, No. 2 (April 2018) pp. 162–173

Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may...

A framework for the design and integration of collaborative classroom games

Alejandro Echeverría; Cristian García-Campo; Miguel Nussbaum; Francisca Gil; Marco Villalta; Matías Améstica; Sebastián Echeverría

Computers & Education Vol. 57, No. 1 (August 2011) pp. 1127–1136

The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of...

Language: English

Co-Located Collaborative Learning Video Game with Single Display Groupware

Cristian Infante; Juan Weitz; Tomas Reyes; Miguel Nussbaum; Florencia Gomez; Darinka Radovic

Interactive Learning Environments Vol. 18, No. 2 (June 2010) pp. 177–195

Role Game is a co-located CSCL video game played by three students sitting at one machine sharing a single screen, each with their own input device. Inspired by video console games, Role Game enables students to learn by doing, acquiring social...

Orchestration: Providing Teachers with Scaffolding to Address Curriculum Standards and Students' Pace of Learning

Anita Díaz; Miguel Nussbaum; Hugo Ñopo; Carolina Maldonado-Carreño; Javier Corredor

Journal of Educational Technology & Society Vol. 18, No. 3 pp. 226–239

While investment in technology for use in the classroom is increasing, studies still do not reveal significant improvements in learning. Investigations have shown that aligning the design of learning experiences with students' needs creates synergy...

Technology as small group face-to-face Collaborative Scaffolding

Miguel Nussbaum; Claudio Alvarez; Angela McFarlane; Florencia Gomez; Susana Claro; Darinka Radovic

Computers & Education Vol. 52, No. 1 (January 2009) pp. 147–153

There is a wealth of evidence that collaboration between learners can enhance the outcomes for all concerned. This supports the theorization of learning as a socio-cultural practice, framed by Vygotsky and developed by other researchers such as...

Language: English

Silent Collaboration with Large Groups in the Classroom

Tal Rosen; Miguel Nussbaum; Carlos Alario-Hoyos; Francisca Readi; Josefina Hernandez

IEEE Transactions on Learning Technologies Vol. 7, No. 2 (2014) pp. 197–203

Synchronous collaboration with large groups in a classroom requires coordination and communication mechanisms that allow students to contribute towards achieving a common goal. This paper presents an application based on an Interpersonal Computer...

Read, Write, Touch: Co-Construction and Multiliteracies in a Third-Grade Digital Writing Exercise

Kristina Cordero; Miguel Nussbaum; Valentina Ibaseta; María José Otaíza; Pablo Chiuminatto

Journal of Computer Assisted Learning Vol. 34, No. 2 (2018) pp. 162–173

Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date, few studies have examined how touchscreen devices may...

Face-to-Face Collaborative Learning Supported by Mobile Phones

Alejandro Echeverria; Miguel Nussbaum; Juan Felipe Calderon; Claudio Bravo; Cristian Infante; Andrea Vasquez

Interactive Learning Environments Vol. 19, No. 4 (2011) pp. 351–363

The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer...

Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning

Jeremy Roschelle; Ken Rafanan; Ruchi Bhanot; Gucci Estrella; Bill Penuel; Miguel Nussbaum; Susana Claro

Educational Technology Research and Development Vol. 58, No. 4 (August 2010) pp. 399–419

Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting--with social incentives to ask questions, give explanations and discuss disagreements--would increase learning. We...

From MMORPG to a Classroom Multiplayer Presential Role Playing Game

Heinz Susaeta; Felipe Jimenez; Miguel Nussbaum; Ignacio Gajardo; Juan Jose Andreu; Marco Villalta

Journal of Educational Technology & Society Vol. 13, No. 3 (2010) pp. 257–269

The popularity of massively multiplayer online role-playing games (MMORPGs) has grown enormously, with communities of players reaching into the millions. Their fantasy narratives present multiple challenges created by the virtual environment and/or...

A Single-Display Groupware Collaborative Language Laboratory

Juan Felipe Calderón; Miguel Nussbaum; Ignacio Carmach; Juan Jaime Díaz; Marco Villalta

Interactive Learning Environments Vol. 24, No. 4 (2016) pp. 758–783

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By...

Assessment of 21st century ICT skills in Chile: Test design and results from high school level students

Magdalena Claro; David D. Preiss; Ernesto San Martín; Ignacio Jara; J. Enrique Hinostroza; Susana Valenzuela; Flavio Cortes; Miguel Nussbaum

Computers & Education Vol. 59, No. 3 (November 2012) pp. 1042–1053

This paper describes a study that evaluates fifteen-year-old Chilean students Information and Communication Technology (ICT) skills. The paper presents an operational definition of ICT skills, an instrument measuring these skills as well as the...

Language: English

Read Create Share (RCS): A new digital tool for interactive reading and writing

Kristina Cordero; Miguel Nussbaum; Valentina Ibaseta; María José Otaíza; Samuel Gleisner; Sebastián González; Werner Rodríguez-Montero; Katherine Strasser; Renato Verdugo; Andrés Ugarte; Pablo Chiuminatto; Corinne Carland

Computers & Education Vol. 82, No. 1 (2015) pp. 486–496

Most books available in digital format today are very similar in structure to books that exist in print format because the digital functionality they offer is very similar to the features of interactive, multimodal print books that have existed for...

Language: English

Beyond Nintendo: design and assessment of educational video games for first and second grade students

Ricardo Rosas; Miguel Nussbaum; Patricio Cumsille; Vladimir Marianov; Mónica Correa; Patricia Flores; Valeska Grau; Francisca Lagos; Ximena López; Verónica López; Patricio Rodriguez; Marcela Salinas

Computers & Education Vol. 40, No. 1 (2003) pp. 71–94

The main objective of this study was to evaluate the effects of the introduction of educational videogames into the classroom, on learning, motivation, and classroom dynamics. These effects were studied using a sample of 1274 students from...

Language: English