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Medieval Societies, Religions, and Cultures. Expertise: Cultures and Technologies of Knowledge. Cornell Studies in Political Economy. Cornell Series in Environmental Education.

Agora Editions. Cornell Modern Indonesia Collection. The Environments of East Asia. Histories and Cultures of Tourism. Histories of American Education. The Liberty Hyde Bailey Library. New Netherland Institute Studies. The Northern Forest Atlas Guides. Brown Democracy Medal Books. Cornell Studies in Money. Cornell Studies in Classical Philology. Myth and Poetics II. Persian Gulf Studies. Religion and American Public Life. Religion and Conflict. New Japanese Horizons. Zona Tropical Publications.

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Leuven University Press. Get 'em while they're HOT! More Journals. Research in Outdoor Education Research in Outdoor Education is a peer-reviewed, scholarly journal seeking to support and further outdoor education and its goals, including personal growth and moral development, team building and cooperation, outdoor knowledge Medieval Studies New and recent books published in the field of medieval studies by Cornell University Press and its imprints.

More Catalogs. Military History New and recent books published in the field of military history by Cornell University Press and its imprints. Urban Studies New and recent books published in the field of urban studies by Cornell University Press and its imprints. Our first objective was to evaluate the effectiveness of gamification by using existing techniques e.

Our second objective was to examine students' attitudes toward gamification e. An online survey was given to 80 graduate students who took an entry-level biostatistics course from to at a midwestern university in the United States. Our study was conducted using an experimental group class with implementation of gamification and control group class without implementation of gamified activities that were randomly selected from graduate-level statistics courses. The difference favored classes with gamification.

The findings suggest that using built-in LMS tools to design gamified learning activities can enhance students' academic performance and the competencies gained, as well as provide more diversified learning methods and motivation, and offer easy modifications for different learning needs. Journal of Research on Educational Effectiveness, v10 n4 p Every year many students enter college without the math preparation needed to succeed in their desired programs of study.

Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has become an important focus for educators and policymakers. We conducted randomized experiments of low-cost online summer math programs at three universities to test whether this type of intervention can increase access to math preparation, improve placement and enrollment in fall math classes, and improve performance in first-year math courses.

Students who received the intervention engaged with the platform, though at relatively low rates, and were more likely to retake the placement test and improve their scores than students in the control group. However, these improved scores did not translate into enrolling in higher level math courses, obtaining more math credits, or improving grades in math-related courses during the first year of college.

Thus, providing students access to this online tool did not improve their math skills. European Journal of Engineering Education, v44 n p We conducted a randomised control trial RCT in a MOOC where we sent the treatment group at-home lab kits with which they could perform experiments in their own homes.

In our intervention research, we found that, at the end of the course, students in the treatment group had significantly higher exam scores and levels of self-efficacy to perform in the topic area than their control group counterparts.

Students' growth in self-concept was not significantly different. Findings have implications for distance courses in engineering and other science, technology, engineering, and math areas that traditionally have laboratory components.

Furthermore, our findings illustrate the potential amplifying effect of this learning environment configuration for engineering instructors. Finally, this study illustrates how the dispersed nature of MOOCs facilitates RCTs and a recursive process linking theory and practice. Journal of Computing in Higher Education, v28 n2 p With additional features and increasing cost advantages, e-textbooks are becoming a viable alternative to paper textbooks.

One important feature offered by enhanced e-textbooks e-textbooks with interactive functionality is the ability for instructors to annotate passages with additional insights. This paper describes a pilot study that examines the effects of instructor e-textbook annotations on student learning as measured by multiple-choice and open-ended test items. Fifty-two college students in a business course were randomly assigned either a paper or an electronic version of a textbook chapter.

Results show that the e-textbook group outperformed the paper textbook group on the open-ended test item, while both groups performed equally on the multiple-choice subject test. These results suggest that the instructional affordances that an interactive e-textbook provides may lead to higher-level learning. National Center for Education Evaluation and Regional Assistance This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8.

It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K students and to calls from policymakers to provide students with adequate pathways to advanced coursetaking sequences in mathematics National Mathematics Advisory Panel This study is the first of its kind to rigorously evaluate the impact of offering an online version of Algebra I in schools that otherwise do not typically offer the course, even though they have students who are ready to take it.

For educators and students facing similar challenges, the results of this study may be particularly informative and promising. Results showed that offering an online course to AR students is an effective way to broaden access to Algebra I in grade 8 and later, to more challenging mathematics course opportunities. The study demonstrates that an online course as implemented is more effective in promoting students' success in mathematics than existing practices in these schools. Contains 77 tables, 12 figures and 61 footnotes.

Journal of Educational Computing Research, v57 n4 p Jul This study investigated the effectiveness of adding four self-efficacy features to an online statistics lesson, based on Bandura's four sources of self-efficacy information. In a randomized between-subjects experiment, participants learned statistical rules in an example-based online environment with four self-efficacy features added treatment group or not control group.

Further, mediation analyses revealed that the effect of treatment group on performance was fully mediated by task anxiety and self-efficacy. The results support the inclusion of self-efficacy features in online mathematics lessons, when the goal is to improve learning outcomes by reducing anxiety and increasing self-efficacy.

The results show the utility of applying Bandura's model of self-efficacy to technology-based learning environments. Journal of Learning Disabilities, v48 n1 p Jan-Feb The purpose of this experimental study is to investigate the effects of using content acquisition podcasts CAPs , an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities LD.

A total of urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework.

Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. Technology, Pedagogy and Education, v26 n5 p This experimental study was intended to examine whether game-based learning GBL that encompasses four particular game characteristics challenges, a storyline, immediate rewards and the integration of game-play with learning content in an OpenSimulator-supported virtual reality learning environment can improve perceived motivational quality of the learning activity P-MQLA for elementary school students.

In this pre- and post-test experimental comparison study, data were collected from fourth-graders through a Short Instructional Materials Motivation Survey. The same tasks were provided for the experimental and control groups, except that the control group's tasks did not include the four aforementioned gaming characteristics. The non-GBL for the control group involved mainly web-based word problems such as selecting the correct answer by clicking on the potential responses.

P-MQLA was improved after the intervention in both groups. There is a trend that the experimental group improved the P-MQLA more than the control group, at borderline statistical significance. The analysis of covariance also indicated a significant interaction between the group variable and the pre-intervention P-MQLA, indicating that the effect of the virtual reality-supported GBL is moderated by learners' pre-intervention report of P-MQLA.

Affable Reading Tutor ART is an online reading lesson designed for children who are starting to comprehend reading. A digital, human-like character virtual peer in ART serves as a peer model that demonstrates the use of the reading comprehension strategy called "questioning" to help improve the learners' comprehension of expository texts.

This study, with boys and girls in the fourth and fifth grades in the United States, examined the effects of virtual-peer presence presence, absence, and control on learners' text comprehension and also the effects of learner gender and virtual-peer attributes human-like male, human-like female, robot still image on learners' perceptions of their peer and on their text comprehension.

The results revealed that the virtual-peer presence group outperformed both the absence group and the control group in the immediate and delayed posttests text comprehension. There were mixed results in the impacts of learner gender and virtual-peer attributes on text comprehension. The learners' perceptions of their agent were not differentiated by neither learner gender nor virtual-peer attributes.

The findings are discussed with virtual-peer design implication. Contains 1 table and 3 figures. Online Submission, Frontiers in Education v4 n67 Jul Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy.

The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach MVRC , emphasizes the mastery of basic reading skills to support the development of reading fluency.

Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs. In order to test the efficacy of MVRC, we recruited three school districts. The other two districts participated in a quasi-experimental design: Six 2nd-grade classrooms and nine 4th-grade classrooms were randomly assigned to one of three conditions: 1 instruction as usual, 2 instruction with an alternative online reading program, and 3 instruction with MVRC.

Complete data sets were available from 2nd-graders and 4th-graders. Three assessments from the MVRC screener were used: They assessed reading fluency, phonic skills, and listening vocabulary at two time points: before and after the intervention. Results show a clear advantage of MVRC on reading fluency, more so than on phonics or listening vocabulary.

At the same time, teachers reported concerns with MVRC, highlighting the challenge with reading programs that emphasize basic-skills mastery over programs that seek to encourage reading.

Journal of Research in Science Teaching, v57 n3 p Mar There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms.

By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning TAGL approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry.

A total of community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform.

We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge.

Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all.

Educational Evaluation and Policy Analysis, v39 n1 p Mar Prior research suggests that summer learning loss among low-income children contributes to income-based gaps in achievement and educational attainment.

We present results from a randomized experiment of a summer mathematics program conducted in a large, high-poverty urban public school district. Being randomly assigned to the program plus laptop condition caused children to experience significantly higher reported levels of summer home mathematics engagement relative to their peers in the control group.

Treatment and control children performed similarly on distal measures of academic achievement. We discuss implications for future research. Journal of Curriculum and Teaching, v8 n4 p Research indicates the use of interactive online learning IOL instructional strategies such as multiple choice, "drag and drop" matching exercises, and case discussions, in online courses enhances learning and results in better learning outcomes.

While some instructors might use interactive resources for regular assessments that only allow for one attempt, this experiment examines whether limiting the attempts and the time to complete IOL instructional strategies significantly improves learning outcomes as measured by performance scores on two required exams. The author posit that students who have limited attempts 2 and limited time 20 minutes will in fact read the chapters before attempting to complete the interactive online activities, thus increasing the correlation between the interactive online activity scores and exam scores.

Unlimited attempts and unlimited time provide students with the opportunity to search the textbook for the answers without reading the assigned chapters. As anticipated, the experimental groups with limited attempts and limited time on the IOL activities did demonstrate a statistically significant relationship to combined exam scores. The findings indicate that limited attempts and limited time on formative assessments correlated with exam scores while those formative assessments without constraints did not.

Educational Media International, v54 n3 p This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments.

A sample of students were randomly assigned to one of three conditions: 1 text-based feedback; 2 image-based feedback; and 3 correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard 6.

Students randomly assigned to receive text-based feedback Condition A or image-based feedback Condition B outperformed those randomly assigned to the correctness only group Condition C. Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C.

To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics. Journal of Educational Psychology, v n1 p Feb In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension.

The design feature assessed varied in individualization of instruction individualized or standard. The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students receiving more individualized instruction showed greater improvement in using signaling, better work in lessons, and more positive posttest attitudes toward computers than did students receiving standard instruction.

Students in both conditions improved their recall of ideas from texts and their use of the text structure strategy and comparison signaling words.

Contains 3 footnotes, 16 tables, and 3 figures. Reading Research Quarterly, v45 n1 p Jan-Mar This study investigated the effects of different versions of Web-based instruction focused on text structure on fifth- and seventh-grade students' reading comprehension. Stratified random assignment was employed in a two-factor experiment embedded within a pretest and multiple posttests design immediate and four-month delayed posttests.

The two factors were type of feedback provided by the Web-based tutor elaborated vs. Students who received elaborated feedback performed better on a standardized test of reading comprehension than students who received simple feedback. Learning how to attend to errors from the elaborated feedback tutor yielded large gains in test performance. Simple feedback did not help the least skilled third of readers move from complete lack of competency to competency using the structure strategy with problem-and-solution text.

Choice between two topics for practice lessons did not increase reading comprehension. Substantial effects sizes were found from pretest to posttest on various measures of reading comprehension: recall, strategy competence, and standardized reading comprehension test scores.

Maintenance of performance over summer break was found for most measures. The study informs research and teaching about Web-based reading tutors, feedback, comprehension, and top-level text structure.

Contains 16 tables, 8 figures and 2 notes. This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model.

Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials.

Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules.

Survey results also were indicative of students' approval of using the modules as a supplemental material to classroom lectures.