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

Research output: Chapter in Book/Report/Conference proceedingPaper in conference proceeding

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.

Details

Authors
Organisations
External organisations
  • Lund University
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Learning
Original languageEnglish
Title of host publicationProceedings of International Conference of the Learning Sciences, ICLS
Pages1463-1464
Number of pages2
Volume3
Publication statusPublished - 2018
Publication categoryResearch
Peer-reviewedYes
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: 2018 Jun 232018 Jun 27

Publication series

NameProceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)1814-9316

Conference

Conference13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
CountryUnited Kingdom
CityLondon
Period2018/06/232018/06/27

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