DSpace Angular :: Browsing by Author "Nussbaum, Miguel"

Browsing by Author "Nussbaum, Miguel"

Now showing 1 - 20 of 23

A framework for the design and integration of collaborative classroom games
(PERGAMON-ELSEVIER SCIENCE LTD, 2011) Echeverria, Alejandro; Garcia Campo, Cristian; Nussbaum, Miguel; Gil, Francisca; Villalta, Marco; Amestica, Matias; Echeverria, Sebastian
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 educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom's revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components. (C) 2011 Elsevier Ltd. All rights reserved.
A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools
(NATL TAIWAN NORMAL UNIV, TAIWAN, 2010) Rodriguez, Patricio; Nussbaum, Miguel; Lopez, Ximena; Sepulveda, Marcos
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, the absence of information regarding the specific types of ICT used, and the scarce attention paid to the monitoring and evaluation of ICT for Education (ICT4E) programs. A monitoring and evaluation scheme would provide qualitative and quantitative data to refine, adjust and improve an ICT4E project, to learn from the experience gained, and to determine whether the program has served its client communities and how it might be replicated.
Assessing collaborative problem-solving skills among elementary school students
(PALGRAVE, 2021) Rojas, Matias; Nussbaum, Miguel; Chiuminatto Munoz Pablo Andres; Guerrero, Orlando; Greiff, Samuel; Krieger, Florian; Westhuizen, Lindie Van Der
As 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment instruments have emerged for measuring this skill. However, more applied studies on its implementation and evaluation in real-life educational settings are required. In this sense, pre-post experimental designs are essential for identifying new methods for developing collaborative problem-solving skills. To do so, equivalent tests are needed to facilitate consistent score interpretations and reduce the practice effect. In the present study, a Design-Based Research approach is used to design and validate an assessment tool with two equivalent forms based on a framework proposed by the OECD and applied to a collaborative activity. A total of 719 students aged between 10 and 13 years old participated in the different stages of the study. The results show that the proposed instrument effectively measures the problem-solving dimension of collaborative problem-solving skills among students of this age. Moreover, the results from the test were equivalent for both forms and across genders. Finally, there were no significant differences when assessing collaborative problem-solving in human-human groups versus human-agent groups using the proposed instrument. For future work, we recommend including other data sources than just text-based conversations. This would allow us to capture the rich social interactions present in this type of activity. Future work should also consider exploring the extent to which skills could be trained. This could be done in an experimental design assessed using the equivalent forms of the proposed instrument as a pre- and post-test. Doing so would provide a more accurate measure of students' collaborative skills.
Collaborative robotic instruction: A graph teaching experience
(PERGAMON-ELSEVIER SCIENCE LTD, 2009) Mitnik, Ruben; Recabarren, Matias; Nussbaum, Miguel; Soto, Alvaro
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 has been observed that despite the amount of previous graph-working experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students' understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them. (C) 2009 Elsevier Ltd. All rights reserved.
Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning
(PERGAMON-ELSEVIER SCIENCE LTD, 2011) Alvarez, Claudio; Brown, Christian; Nussbaum, Miguel
With the recent appearance of netbooks and low-cost tablet PCs, a study was undertaken to explore their potential in the classroom and determine which of the two device types is more suitable in this setting. A collaborative learning activity based on these devices was implemented in 5 sessions of a graduate engineering course of 20 students, most of whom were aged 22-25 and enrolled in undergraduate computer science and information technology engineering programs. Student behavior attributes indicating oral and gesture-based communication were observed and evaluated. Our findings indicate that in the context in which this study was undertaken, tablet PCs strengthen collective discourse capabilities and facilitate a richer and more natural body language. The students preferred tablet PCs to netbooks and also indicated greater self-confidence in expressing their ideas with the tablet's digital ink and paper technology than with the netbooks' traditional vertical screen and keyboard arrangement. (C) 2010 Elsevier Ltd. All rights reserved.
Cultural divide and the Internet
(PERGAMON-ELSEVIER SCIENCE LTD, 2008) Recabarren, Matias; Nussbaum, Miguel; Leiva, Claudia
The aim of this paper is to Study the relationship between Culture and Internet usage. In the light of studies showing the existence of subcultures within a Country, an experiment was designed and conducted based on the Hofstede Cultural model and Tiwana's expert knowledge model to determine how social differences affect the Internet usage of first-year University Students. Data-mining techniques were then used to find relationships between culture and Internet usage. We conclude that abilities and performance relating to Internet use differs among subcultures not only because of the digital divide but also because of cultural differences. We also show that subcultures tend to converge over time when placed in the same context. (C) 2008 Elsevier Ltd. All rights reserved.
Cultural illiteracy and the Internet
(MARY ANN LIEBERT, INC, 2007) Recabarren, Matias; Nussbaum, Miguel; Leiva, Claudia
The Internet has created different expectations regarding its possibilities as a tool for including groups that have heretofore been excluded from the modern world. But mere access to information does not necessarily imply correct and effective use of it. Despite the great increase in Internet access in previously excluded areas, expectations of inclusion have not been fulfilled. Research suggests that the effectiveness of Internet use varies among cultures, but all such studies analyze countries as a whole with no further breakdown. Yet it is known that within a given country there co-exist subcultures that differ both in language and social context. This paper presents a study that shows the correlation between different social subcultures and their Internet knowledge.
Developing Cognition with Collaborative Robotic Activities
(NATL TAIWAN NORMAL UNIV, TAIWAN, 2009) Mitnik, Ruben; Nussbaum, Miguel; Recabarren, Matias
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 affects in a direct way the learning potential. It has been shown that, even thou cognitive processes develop side by side with biological maturity, this cognitive development can be enhanced by means of mediated learning as signaled by Feuerstein's Mediated Learning theory. Based on this theory is that we propose an intervention model that addresses school academic issues using technologically assisted small group collaboration, pursuing a dual academic objective: to thrive students' cognitive processes while addressing school curriculum topics. The purpose, therefore, is to balance the students' cognitive differences by means of in-school content-filled classroom activities. Our aim is to make use of peer mediation in a real world setting with a virtual construction of it. In this paper, we describe this novel intervention model along with an in-school usage experience. For this, we present an activity designed for high school students, specifically aimed to assist the learning of kinematics, graph interpretation, and graph plotting. In this activity the students work in groups of three, using a robot and wirelessly interconnected Personal Digital Assistants (PDA). By means of a controlled experiment, we show how technologically-supported peer mediation promotes the students' enrichment of their cognitive processes in each of the different stages of the mental act (input-elaboration-output), favoring communication skills, insight, and reasoning, while also restraining impulsive conduct and trial-and-error answers.
Developing Critical Thinking in Technical and Vocational Education and Training
(Taylor and Francis, 2023) Lopez, Felipe; Contreras, Mayra; Nussbaum, Miguel; Paredes, Ricardo; Gelerstein, Damian; Alvares, Danilo; Chiuminatto Munoz Pablo Andres
Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long "Basic Communication Skills" class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher's job in the classroom and improve the development of critical thinking in a specific technical and vocational education context.
Exploring different technological platforms for supporting co-located collaborative games in the classroom
(PERGAMON-ELSEVIER SCIENCE LTD, 2012) Echeverria, Alejandro; Amestica, Matias; Gil, Francisca; Nussbaum, Miguel; Barrios, Enrique; Leclerc, Sandra
Computer Supported Collaborative Learning is a pedagogical approach that can be used for deploying educational games in the classroom. However, there is no clear understanding as to which technological platforms are better suited for deploying co-located collaborative games, nor the general affordances that are required. In this work we explore two different technological platforms for developing collaborative games in the classroom: one based on augmented reality technology and the other based on multiple-mice technology. In both cases, the same game was introduced to teach electrostatics and the results were compared experimentally using a real class.
Face-to-face collaborative learning in computer science classes
(TEMPUS PUBLICATIONS, 2007) Valdivia, Ricardo; Nussbaum, Miguel
This study describes the application and effects of technological support for collaboration in a computer science course for engineering students. The technology in question is based on a wireless network of PDAs that implements a classroom dynamic to stimulate communication, discussion while arriving at agreement on questions put to students. The results obtained permit us to conclude that permanent use of Mobile Computer Supported Collaborative Learning (MCSCL) sessions improves the performance of students and their interest in the course. Furthermore, they demonstrated a greater ability to communicate both with their fellows and the professor, thus bettering their course results.
From MMORPG to a Classroom Multiplayer Presential Role Playing Game
(NATL YUNLIN UNIV SCIENCE & TECHNOLOGY, TAIWAN, 2010) Susaeta, Heinz; Jimenez, Felipe; Nussbaum, Miguel; Gajardo, Ignacio; Jose Andreu, Juan; Villalta, Marco
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 other players. The games' potential for education stems from the fact that players are immersed in a virtual world where they have the opportunity to manipulate and explore, thus motivating the construction of knowledge. The interaction and collaboration between participants allows students to exchange information, test their understanding and reflect on what they have learned. Given the promising results of using MMORPG technologies for educational purposes, this paper translates the multiplayer role playing game (MRPG) aspect, the essential concept behind MMORPGs, into the classroom context. We present the abstraction behind a Classroom Multiplayer Presential Role Playing Game (CMPRPG) and the development of a CMPRPG for teaching ecology. The game has a quest structure in which each result highlights a key teaching objective. It is implemented at a high level, with interaction between reusable game elements defined using triggers. It is observed that the implemented CMPRPG has appropriate usability levels, benefits the learning and application of the concepts of ecology and, in the interactive dimensions, it encourages participation and collaborative narrative structures among participants.
ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools
(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2012) Rodriguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov
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 accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model's ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme's total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process
(ELSEVIER SCIENCE INC, 2011) Alvarez, Claudio; Alarcon, Rosa; Nussbaum, Miguel
Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed. (C) 2011 Elsevier Inc. All rights reserved.
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving
(Taylor and Francis, 2022) Rojas, Matias; Nussbaum, Miguel; Guerrero, Orlando; Chiuminatto Munoz Pablo Andres; Greiff, Samuel; Del Rio, Rodrigo; Alvares, Danilo
The research landscape displays increasing awareness of the important role of self-regulation and emotions in the process of acquiring Collaborative Problem-Solving skills (CPS), which are considered essential in almost all areas of life. However, there is still a dearth of research on developing CPS skills among elementary-school students. Our research therefore looks at how elementary school students' regulation skills and emotions are supported by a collaborative game using a collaboration script to scaffold group awareness. An intervention was carried out with a sample of 223 students aged between 10 and 13. The experimental group worked collaboratively in sub-groups, scaffolded by the game, while the control group attended regular lessons. The students' attitudes towards collaboration were evaluated before and after the intervention. In addition to this, a focus group was held a week after the intervention, which involved 32 students from both groups. The quantitative analysis revealed that attitudes towards collaboration improved significantly among students in the experimental group. This difference can be explained by a combination of the intervention, the students' initial attitudes, and their respective GPAs. The qualitative analysis provided evidence of the regulation processes and emotions that emerge when combining a collaboration script with group awareness tools during CPS activities. Furthermore, the results highlighted the relationship between these tools and positive emotions (i.e., satisfaction), co-regulation, and shared regulation. These findings suggest that there is a relationship between the co-regulation process required by the game and a shift in emotions from frustration to satisfaction. This work provides evidence of how scaffolding group awareness using a collaboration script supports regulation skills and emotions, thus promoting the development of Collaborative Problem-Solving skills.
Modeling a Collaborative Answer Negotiation Activity Using IMS-Based Learning Design
(IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC, 2009) Valdivia, Ricardo; Nussbaum, Miguel; Ochoa, Sergio F.
This paper describes the design and impact of a face-to-face Computer Supported Collaborative Learning activity named Collaborative Answer Negotiation Activity (CANA). CANA primarily involves face-to-face interactions among students supported by wirelessly interconnected mobile devices to solve collaboratively a set of multiple-choice questions. The learning outcomes of a CANA applied in two computer science courses are presented. Better results were obtained in a course where reasoning and deduction capacities were important than there were in a technical one where students were required to learn specific knowledge and apply it. A CANA design is described that will permit its reuse in various instructional scenarios. This design is defined as a collaborative learning activity pattern and is specified using IMS Learning Design, an established method of learning scenario description. The application of this method revealed the need to incorporate the notion of Joint Problem Space, a shared knowledge space that supports the collaborative work of the activity.
Multiple Mice based collaborative one-to-one learning
(PERGAMON-ELSEVIER SCIENCE LTD, 2009) Infante, Cristian; Hidalgo, Pedro; Nussbaum, Miguel; Alarcon, Rosa; Gottlieb, Andres
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 a Single Input/Single Display (SISD) mode. We extend the application to support a single display groupware (SDG) mode. In this new version, named Exchange-MM, three users each with their own mouse (Multiple Mice) interact on a single display with mediation by a technological network. The original collaborative interaction is maintained. We describe a collaborative learning activity and the software architecture that supports both interaction modes, and also present a usability analysis of the activity conducted with second-grade schoolchildren. The results show that as in SISD mode, in SDG with Multiple Mice (MM) the technological network improves communication, negotiation, interactivity, coordination and appropriability between members of collaborative learning groups. (C) 2009 Elsevier Ltd. All rights reserved.
Practice-based 21st-century teacher education: Design principles for adaptive expertise
(PERGAMON-ELSEVIER SCIENCE LTD, 2023) Meneses, Alejandra; Nussbaum, Miguel; Veas, Maria Graciela; Arriagada, Silvana
Currently, there is consensus about an education to promote 21st-century skills; however, limited research has explored how to incorporate them into practice-based teacher education. This article characterizes three design principles underpinning a one-year design-based research project that planned and tested a learning sequence for developing early adaptive expertise through critical thinking and collaboration. On average, the 14 prospective teachers who participated in this study scored 63% for core practices and 66% for pedagogical reasoning. Our study proposes a set of tools and activities for 21st-century teacher education that foregrounds specific progressive pedagogies to increase core practices and pedagogical reasoning performances.(c) 2023 Elsevier Ltd. All rights reserved.
Teaching Communication, Interpersonal and Decision-Making Skills in Engineering Courses Supported by Technology
(TEMPUS PUBLICATIONS, 2009) Alvarez, Claudio; Nussbaum, Miguel; Recabarren, Matias; Gomez, Florencia; Radovic, Darinka
Communication, interpersonal and decision-making skills are essential for engineering work and should be explicitly incorporated in engineering curricula. We have tested a constructivist, technology-supported collaborative strategy in engineering courses that is aimed at supporting the teaching of regular subject matter as well as fostering the development of students' communication and social skills. In this strategy, students communicate face-to-face through a social network while supporting their work with handhelds interconnected through a wireless network. Information transfers from the social network to the handheld network and vice versa, meaning that collaborators maintain face-to-face interaction at all times while also being able to obtain and retrieve information. To implement this strategy, a technology tool named CollPad was created and applied in two computer science courses. The qualitative results of the experience show that students found the tool effective in creating an environment that promotes communication, interpersonal and decision-making skills.
Technology as small group face-to-face Collaborative Scaffolding
(PERGAMON-ELSEVIER SCIENCE LTD, 2009) Nussbaum, Miguel; Alvarez, Claudio; McFarlane, Angela; Gomez, Florencia; Claro, Susana; Radovic, Darinka
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 Rogoff, Lave and Wenger. However, there is also evidence that working collaboratively may not be a spontaneous response to working in a group, and that teaching learners how to collaborate, and in particular how to work together to negotiate meaning, is a necessary part of the process of learning collaboratively which can enhance outcomes further. A question for the computer supported collaborative learning community then arises as to whether learning to collaborate can be scaffolded through the use of digital tools, and what such tools might look like. This paper reports on the design of a digital system that aims to support the practice of face-to-face collaboration on open-ended tasks. Findings from trials of the system in classrooms in the UK and Chile show that the model is welcomed both by teachers and pupils, and met its objectives of ensuring greater interaction between class members who did not normally work together, and involvement of all individuals in discussion based activities. (C) 2008 Elsevier Ltd. All rights reserved.

Browsing by Author "Nussbaum, Miguel"

Results Per Page

Sort Options