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This book is about empirically tested knowledge and principles that
inform the design of instructional and evaluation systems, and the
use and promise of media and technology within such systems.
Historically, psychology has informed the design of instructional
and evaluation systems in different ways. A behavioral perspective
emphasizes the role of the environment in determining behavior--a
factor external to the learner. A cognitive perspective focuses on
the role of cognitive processing and constraints in determining
learning--factors that are internal to the learner. This volume
presents the affordances approach--which addresses how the
environment and the affordances within it interact with cognitive
processes to determine learning. Insights into this interaction are
presented. It is the book's contention that the affordance approach
represents an advancement over the behavioral and cognitive
perspectives; it is an evolution within the cognitive approach--not
an alternative to it.
"The Design of Instruction and Evaluation: Affordances of Using
Media and Technology" is intended for education practitioners
responsible for the implementation of media and technology in
classrooms, for researchers and faculty, and for use as a text in
courses on media and technology use in educational settings,
instructional design, and psychology of learning.
Cognitive Development in Digital Contexts investigates the impact
of screen media on key aspects of children and adolescents'
cognitive development. Highlighting how screen media impact
cognitive development, the book addresses a topic often neglected
amid societal concerns about pathological media use and
vulnerability to media effects, such as aggression, cyber-bullying
and Internet addiction. It addresses children and adolescents'
cognitive development involving their interactions with parents,
early language development, imaginary play, attention, memory, and
executive control, literacy and academic performance.
This book is about empirically tested knowledge and principles that
inform the design of instructional and evaluation systems, and the
use and promise of media and technology within such systems.
Historically, psychology has informed the design of instructional
and evaluation systems in different ways. A behavioral perspective
emphasizes the role of the environment in determining behavior--a
factor external to the learner. A cognitive perspective focuses on
the role of cognitive processing and constraints in determining
learning--factors that are internal to the learner. This volume
presents the affordances approach--which addresses how the
environment and the affordances within it interact with cognitive
processes to determine learning. Insights into this interaction are
presented. It is the book's contention that the affordance approach
represents an advancement over the behavioral and cognitive
perspectives; it is an evolution within the cognitive approach--not
an alternative to it.
"The Design of Instruction and Evaluation: Affordances of Using
Media and Technology" is intended for education practitioners
responsible for the implementation of media and technology in
classrooms, for researchers and faculty, and for use as a text in
courses on media and technology use in educational settings,
instructional design, and psychology of learning.
There is a growing recognition in the learning sciences that video
games can no longer be seen as impediments to education, but
rather, they can be developed to enhance learning. Educational and
developmental psychologists, education researchers, media
psychologists, and cognitive psychologists are now joining game
designers and developers in seeking out new ways to use video game
play in the classroom. In Learning by Playing, a diverse group of
contributors provide perspectives on the most current thinking
concerning the ramifications of leisure video game play for
academic classroom learning. The first section of the text provides
foundational understanding of the cognitive skills and content
knowledge that children and adolescents acquire and refine during
video game play. The second section explores game features that
captivate and promote skills development among game players. The
subsequent sections discuss children and adolescents' learning in
the context of different types of games and the factors that
contribute to transfer of learning from video game play to the
classroom. These chapters then form the basis for the concluding
section of the text: a specification of the most appropriate
research agenda to investigate the academic potential of video game
play, particularly using those games that child and adolescent
players find most compelling. Contributors include researchers in
education, learning sciences, and cognitive and developmental
psychology, as well as instructional design researchers.
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