Learner metacognition is one of the most influential factors that positively affects learning. Previous work shows that game-based learning can contribute to supporting and developing metacognitive knowledge and skills of learners. While there are many specific examples of such games, it remains unclear how to effectively design game-based learning environments to achieve this in an effective way. In other words: there is sufficient case-specific evidence, but limited design knowledge derived from such cases. In this paper, we attempt to identify such intermediary design knowledge that resides between specific games and generalized theory. We present three design experiments where game-based metacognitive training is evaluated in real-world educational settings. We collected insights regarding usefulness, motivation, usage, effort, and metacognition among participating students. From these experiments we identify what was learned in the form of design recommendations and, as such, contribute to collecting intermediary design knowledge for designing game-based metacognitive training.
Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.
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Professionals are increasingly expected to collaborate in interdisciplinary settings. Higher education institutes offer students opportunities to develop necessary skills, often in the context of project-led education. In such types of education, the role of the tutor is changing, from a focus on teacher-oriented teaching towards learner-oriented coaching, facilitating students’ knowledge construction. Hardly any research focuses on how teachers apply this new didactical approach and how it impacts student learning. In our research, we study how tutors in interdisciplinary engineering education take on the coaching role; how tutors and students value this coaching behavior as beneficial for student learning; and what support (new) tutors need to develop the coaching role.
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