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Technology, Knowledge and Learning

July 2014 Volume 19, Number 1

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Table of Contents

Number of articles: 10

  1. The Effect of Online Tasks for Algebra on Student Achievement in Grade 8

    Paul Drijvers, Michiel Doorman, Paul Kirschner, Bert Hoogveld & Peter Boon

    Online resources are widely used for educational purposes, such as the training of skills. For algebra education in particular, online resources are expected to contribute to skill mastery in an... More

    pp. 1-18

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  2. On the Embedded Complementarity of Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems

    Walter M. Stroup & Uri Wilensky

    Placed in the larger context of broadening the engagement with systems dynamics and complexity theory in school-aged learning and teaching, this paper is intended to introduce, situate, and... More

    pp. 19-52

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  3. Constructible Authentic Representations: Designing Video Games That Enable Players to Utilize Knowledge Developed In-Game to Reason about Science

    Nathan R. Holbert & Uri Wilensky

    While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has... More

    pp. 53-79

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  4. Learning Number with Touchcounts: The Role of Emotions and the Body in Mathematical Communication

    Nathalie Sinclair & Einat Heyd-Metzuyanim

    In this paper we describe a touchscreen application called "TouchCounts," which is designed to support the development of number sense in the early years. We first provide an a priori... More

    pp. 81-99

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  5. The Role of Strategy Knowledge for the Application of Strategies in Complex Problem Solving Tasks

    Sascha Wüstenberg, Matthias Stadler, Jarkko Hautamäki & Samuel Greiff

    Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students' skills tends to focus primarily on... More

    pp. 127-146

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  6. Comparability of Conflict Opportunities in Human-to-Human and Human-to-Agent Online Collaborative Problem Solving

    Yigal Rosen

    Students' performance in human-to-human and human-to-agent collaborative problem solving assessment task is investigated in this paper. A secondary data analysis of the research reported by... More

    pp. 147-164

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  7. Unifying Computer-Based Assessment across Conceptual Instruction, Problem-Solving, and Digital Games

    William L. Miller, Ryan S. Baker & Lisa M. Rossi

    As students work through online learning systems such as the Reasoning Mind blended learning system, they often are not confined to working within a single educational activity; instead, they work ... More

    pp. 165-181

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  8. Improving Learners' Ability to Recognize Emergence with Embedded Assessment in a Virtual Watershed

    Benjamin E. Erlandson

    Measures of participants' water cycle knowledge and ability to recognize emergence were taken at various points throughout a 2-h experience with the Cloverdale virtual watershed... More

    pp. 183-204

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  9. Educational Data Mining and Learning Analytics: Applications to Constructionist Research

    Matthew Berland, Ryan S. Baker & Paulo Blikstein

    Constructionism can be a powerful framework for teaching complex content to novices. At the core of constructionism is the suggestion that by enabling learners to build creative artifacts that... More

    pp. 205-220

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  10. Development and Validation of a Learning Analytics Framework: Two Case Studies Using Support Vector Machines

    Dirk Ifenthaler & Chathuranga Widanapathirana

    Interest in collecting and mining large sets of educational data on student background and performance to conduct research on learning and instruction has developed as an area generally referred to... More

    pp. 221-240

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