Journal of Interactive Learning Research
October 2008 Volume 19, Number 4
Editors
Enrico Gandolfi
Table of Contents
Number of articles: 7
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A Design Framework for Syllabus Generator
M'hammed Abdous & Wu He, Old Dominion University, United States
A well-designed syllabus provides students with a roadmap for an engaging and successful learning experience, whereas a poorly designed syllabus impedes communication between faculty and students, ... More
pp. 541-550
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A Study of Educational Simulations Part II – Interface Design
Wendy K. Adams, Sam Reid, Ron LeMaster, Sarah McKagan, Katherine Perkins, Michael Dubson & Carl E. Wieman, University of Colorado, United States
Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over... More
pp. 551-577
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Guiding Exploration Through Three-Dimensional Virtual Environments: A Cognitive Load Reduction Approach
Chwen Jen Chen & Wan Mohd Fauzy Wan Ismail, Universiti Malaysia Sarawak, Malaysia
The real-time interactive nature of three-dimensional virtual environments (VEs) makes this technology very appropriate for exploratory learning purposes. However, many studies have shown that the ... More
pp. 579-596
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Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness
Aroutis Foster, Michigan State University, United States
Game-based learning and designing has become a hot topic in educational technology. It is believed that video gaming is one way to get students engaged in learning complex and ill-structured... More
pp. 597-614
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Supporting Self-, Peer-, and Collaborative- Assessment in E-Learning: The Case of the PEer and Collaborative ASSessment Environment (PECASSE)
Evangelia Gouli, Agoritsa Gogoulou & Maria Grigoriadou, University of Athens, Greece
** Invited as a paper from ED-MEDIA 2006 ** Self-, peer-, and collaborative-assessment aim at integrating learning and assessment and promoting the active engagement of learners in the assessment... More
pp. 615-647
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The Effects of Epistemic Belief and Discussion-Facilitating Strategy on Interaction and Satisfaction in Online Discussion
Insook Han, Teachers College, Columbia University, United States; Innwoo Park, Korea University, Korea (South)
This study was conducted to evaluate the effects of students' epistemic belief and the instructor's discussion-facilitating strategies on interaction and satisfaction in online discussion. It was... More
pp. 649-662
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Problem-Based Educational Games: Connections, Prescriptions, and Assessment
Andrew Walker & Brett E. Shelton, Utah State University, United States
The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games has a strong... More
pp. 663-684
