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Journal of Interactive Learning Research

July 2017 Volume 28, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Analyzing and Evaluating the 1:1 Learning Model: What Would Dewey Do?

    Danielle Cadieux Boulden, North Carolina State University, United States

    ** Invited as a paper from SITE 2016 ** One-to-one computing models, in which every student in a classroom is provided access to a digital device for instruction, have gained traction and... More

    pp. 205-219

  2. Measuring the differences between traditional learning and game-based learning using electroencephalography (EEG) physiologically based methodology

    Ching-Huei Chen, National Changhua University of Education, Taiwan

    Students’ cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to... More

    pp. 221-233

  3. Assessment in Immersive Virtual Environments: Cases for Learning, of Learning, and as Learning

    Jillianne Code, University of British Columbia, Canada; Nick Zap, University of Victoria, Canada

    The key to education reform lies in exploring alternative forms of assessment. Alternative performance assessments provide a more valid measure than multiple-choice tests of students’ conceptual... More

    pp. 235-248

  4. Twitter vs. Facebook: Using Social Media to Promote Collaborative Argumentation in an Online Classroom

    Marissa Owens & E. Michael Nussbaum, University of Nevada, Las Vegas, United States

    This study aimed to: 1) evaluate Twitter as a viable tool for promoting collaborative argumentation; 2) determine if scripting through sentence openers promotes a greater number of arguments within... More

    pp. 249-267

  5. Embodied Perspective Taking in Learning About Complex Systems

    Firat Soylu, University of Alabama, United States; Nathan Holbert, Teachers College, Columbia University, United States; Corey Brady, Vanderbilt University, United States; Uri Wilensky, Northwestern University, United States

    In this paper we present a learning design approach that leverages perspective-taking to help students learn about complex systems. We define perspective-taking as projecting one’s identity onto... More

    pp. 269-303