Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use
(2018) 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count In Proceedings of International Conference of the Learning Sciences, ICLS 3. p.1463-1464- Abstract
The present study examines behavioral and metacognitive effects of visualizing acquired knowledge in instructional software. This was done by letting 117 Swedish primary school students use two varieties of an educational game – one with and one without a tool where tokens with knowledge related content were received as proofs of achievement. Although no significant positive impact of the tool was found, the study reveals interesting findings regarding the challenges of visualizing knowledge in learning applications.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/5eadf885-c2dc-4c88-8e1c-78be35920cde
- author
- Ternblad, Eva Maria and Gulz, Agneta LU
- organization
- publishing date
- 2018
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Proceedings of International Conference of the Learning Sciences, ICLS
- series title
- Proceedings of International Conference of the Learning Sciences, ICLS
- volume
- 3
- pages
- 2 pages
- conference name
- 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
- conference location
- London, United Kingdom
- conference dates
- 2018-06-23 - 2018-06-27
- external identifiers
-
- scopus:85053835961
- ISSN
- 1814-9316
- project
- Thinking in Time: Cognition, Communication and Learning
- language
- English
- LU publication?
- yes
- id
- 5eadf885-c2dc-4c88-8e1c-78be35920cde
- date added to LUP
- 2018-10-22 12:50:27
- date last changed
- 2022-04-10 02:52:16
@inproceedings{5eadf885-c2dc-4c88-8e1c-78be35920cde, abstract = {{<p>The present study examines behavioral and metacognitive effects of visualizing acquired knowledge in instructional software. This was done by letting 117 Swedish primary school students use two varieties of an educational game – one with and one without a tool where tokens with knowledge related content were received as proofs of achievement. Although no significant positive impact of the tool was found, the study reveals interesting findings regarding the challenges of visualizing knowledge in learning applications.</p>}}, author = {{Ternblad, Eva Maria and Gulz, Agneta}}, booktitle = {{Proceedings of International Conference of the Learning Sciences, ICLS}}, issn = {{1814-9316}}, language = {{eng}}, pages = {{1463--1464}}, series = {{Proceedings of International Conference of the Learning Sciences, ICLS}}, title = {{Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use}}, volume = {{3}}, year = {{2018}}, }