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This book integrates foundational ideas from psychology, immersive
digital learning environments supported by theories and methods of
the learning sciences, particularly in pursuit of questions of
cognition, behavior and emotion factors in digital learning
experiences. New and emerging foundations of theory and analysis
based on observation of digital traces are enhanced by data
science, particularly machine learning, with extensions to deep
learning, natural language processing and artificial intelligence
brought into service to better understand higher-order thinking
capacities such as self-regulation, collaborative problem-solving
and social construction of knowledge. As a result, this edited
volume presents a collection of indicators or measurements focusing
on learning processes and related behavior, (meta-)cognition,
emotion and motivation, as well as social processes. In addition,
each section of the book includes an invited commentary from a
related field, such as educational psychology, cognitive science,
learning science, etc.
First published in 2005. Routledge is an imprint of Taylor &
Francis, an informa company.
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Intelligent Tutoring Systems - 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11-15, 2018, Proceedings (Paperback, 1st ed. 2018)
Roger Nkambou, Roger Azevedo, Julita Vassileva
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R1,638
Discovery Miles 16 380
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Ships in 10 - 15 working days
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This book constitutes the proceedings of the 14th International
Conference on Intelligent Tutoring Systems, IST 2018, held in
Montreal, Canada, in June 2018.The 26 full papers and 22 short
papers presented in this volume were carefully reviewed and
selected from 120 submissions. In the back matter of the volume 20
poster papers and 6 doctoral consortium papers are included. They
deal with the use of advanced computer technologies and
interdisciplinary research for enabling, supporting and enhancing
human learning.
Education in today's technologically advanced environments makes
complex cognitive demands on students pre-learning, during, and
post-learning. Not surprisingly, these analytical learning
processes--metacognitive processes--have become an important focus
of study as new learning technologies are assessed for
effectiveness in this area.Rich in theoretical models and empirical
data, the International Handbook of Metacognition and Learning
Technologies synthesizes current research on this critical topic.
This interdisciplinary reference delves deeply into component
processes of self-regulated learning (SRL), examining theories and
models of metacognition, empirical issues in the study of SRL, and
the expanding role of educational technologies in helping students
learn. Innovations in multimedia, hypermedia, microworlds, and
other platforms are detailed across the domains, so that readers in
diverse fields can evaluate the theories, data collection methods,
and conclusions. And for the frontline instructor, contributors
offer proven strategies for using technologies to benefit students
at all levels. For each technology covered, the Handbook: Explains
how the technology fosters students' metacognitive or
self-regulated learning.Identifies features designed to study or
support metacognitve/SRL behaviors.Reviews how its specific theory
or model addresses learners' metacognitive/SRL processes.Provides
detailed findings on its effectiveness toward learning.Discusses
its implications for the design of metacognitive tools.Examines any
theoretical, instructional, or other challenges.These leading-edge
perspectives make the International Handbook of Metacognition and
Learning Technologies a resource of great interest to professionals
and researchers in science and math education, classroom teachers,
human resource researchers, and industrial and other instructors.
Education in today's technologically advanced environments makes
complex cognitive demands on students pre-learning, during, and
post-learning. Not surprisingly, these analytical learning
processes--metacognitive processes--have become an important focus
of study as new learning technologies are assessed for
effectiveness in this area.Rich in theoretical models and empirical
data, the International Handbook of Metacognition and Learning
Technologies synthesizes current research on this critical topic.
This interdisciplinary reference delves deeply into component
processes of self-regulated learning (SRL), examining theories and
models of metacognition, empirical issues in the study of SRL, and
the expanding role of educational technologies in helping students
learn. Innovations in multimedia, hypermedia, microworlds, and
other platforms are detailed across the domains, so that readers in
diverse fields can evaluate the theories, data collection methods,
and conclusions. And for the frontline instructor, contributors
offer proven strategies for using technologies to benefit students
at all levels. For each technology covered, the Handbook: Explains
how the technology fosters students' metacognitive or
self-regulated learning.Identifies features designed to study or
support metacognitve/SRL behaviors.Reviews how its specific theory
or model addresses learners' metacognitive/SRL processes.Provides
detailed findings on its effectiveness toward learning.Discusses
its implications for the design of metacognitive tools.Examines any
theoretical, instructional, or other challenges.These leading-edge
perspectives make the International Handbook of Metacognition and
Learning Technologies a resource of great interest to professionals
and researchers in science and math education, classroom teachers,
human resource researchers, and industrial and other instructors.
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