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Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use

Ternblad, Eva Maria and Gulz, Agneta LU (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.

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author
organization
publishing date
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
language
English
LU publication?
yes
id
5eadf885-c2dc-4c88-8e1c-78be35920cde
date added to LUP
2018-10-22 12:50:27
date last changed
2019-01-08 12:35:22
@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},
  location     = {London, United Kingdom},
  pages        = {1463--1464},
  title        = {Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use},
  volume       = {3},
  year         = {2018},
}