Why interactive learning environments can have it all. Resolving design conflicts between competing goals.

Autor/inn/en	Rau, Martina A.; Aleven, Vincent; Rummel, Nikol; Rohrbach, Stacie
Titel	Why interactive learning environments can have it all. Resolving design conflicts between competing goals.
Quelle	Aus: CHI 2013. Changing perspectives, the 31st Annual CHI Conference on Human Factors in Computing Systems, conference proceedings, 27 April - 2 May 2013, Paris, France. (2013) S. 109-118 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-4503-1899-0
DOI	10.1145/2470654.2470670
Schlagwörter	Methode; Konflikt; Problemlösen; Medieneinsatz; Schule; Sekundarstufe I; Grundschule; Schüler; Schülerin; Lernen; Lernumgebung; Methodik; Computerprogramm; Computerunterstützter Unterricht; Intelligentes Tutorsystem; Interaktives Lernen; Interaktives Lernprogramm; Unterricht; Mensch-Maschine-System; Design; E-Learning; Entwicklung; Konferenz; Konferenzschrift; Kongress; Studie; Tutor; Frankreich; Paris
Abstract	Designing interactive learning environments (ILEs; e.g., intelligent tutoring systems, educational games, etc.) is a challenging interdisciplinary process that needs to satisfy multiple stakeholders. ILEs need to function in real educational settings (e.g., schools) in which a number of goals interact. Several instructional design methodologies exist to help developers address these goals. However, they often lead to conflicting recommendations. Due to the lack of an established methodology to resolve such conflicts, developers of ILEs have to rely on ad-hoc solutions. [The authors] present a principled methodology to resolve such conflicts. [They] build on a well-established design process for creating cognitive tutors, a highly effective type of ILE. [The authors] extend this process by integrating methods from multiple disciplines to resolve design conflicts. [They illustrate their] methodology's effectiveness by describing the iterative development of the Fractions Tutor, which has proven to be effective in classroom studies with 3,000 4th-6th graders. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2016/1