YTCover2
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YTCover2

Youth Trajectories Interim Brief #2: Mapping Social Learning Ecologies of Youth

We are excited to share our latest research report, the fourth in a series of interim briefs related to our Networked Innovation and Youth Trajectories strands of research. As we’ve mentioned before, HRL is committed to sharing, early and often, data and findings that we hope will feel relevant and useful to the Hive community. In this brief, we discuss our recent work exploring how … Continue reading

Hive Research Lab at the AERA 2014 Annual Meeting

Rafi Santo and I will be heading to AERA soon and here’s where we’ll be presenting some of our recent work as part of the Hive Research Lab. Hope to see you there! Hive Research Lab at the AERA 2014 Annual Meeting.

Youth Trajectories Interim Brief #1 – Introduction to Case Portraits of Hive Youth

Just wanted to share something my colleagues and I at the Hive Research Lab put together. These are just early thoughts and musings and we welcome any feedback you might have! Youth Trajectories Interim Brief #1 – Introduction to Case Portraits of Hive Youth.

An integrated theory of whole number and fractions development (Siegler, Thompson, & Schneider, 2011)

Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296. doi:10.1016/j.cogpsych.2011.03.001

A validation of eye movements as a measure of elementary school children’s developing number sense (Schneider

Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A. M., et al. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23(3), 409–422. The authors tested the validity of eye-movement data as a means for investigating children’s use of the … Continue reading

Using eye movement measurement to tap into children’s implicit numerical magnitude representations (Heine, et al., 2010)

Heine, A., Thaler, V., Tamm, S., Hawelka, S., Schneider, M., Torbeyns, J., De Smedt, B., et al. (2010). What the eyes already “know”: using eye movement measurement to tap into children’s implicit numerical magnitude representations. Infant and Child Development, 19(2), 175-186. doi:10.1002/icd.640 The authors used eye tracking data to investigate the development of numerical magnitude … Continue reading

Salen & Zimmerman (2004). Rules of Play: Game Design Fundamentals (Ch. 3, 7, 8, 9, 11, 12, 13)

Salen, K., & Zimmerman, E. (2003). Rules of Play: Game Design Fundamentals. The MIT Press.

Conceptual Change Takes Time: Game Based Learning Cannot be Only Supplementary Amusement (Ketamo & Kiili, 2010)

Ketamo, H. & Kiili, K. (2010). Conceptual Change Takes Time: Game Based Learning Cannot be Only Supplementary Amusement. Journal of Educational Multimedia and Hypermedia, 19(4), 399-419. Learning games, if designed well, may serve as effective learning tools supporting knowledge construction (e.g. Kiili, 2007; Lainema & Makkonen, 2003; Gee, 2003; Amory, 2001; Prensky, 2001). In this … Continue reading

Learning Factors Analysis (Cen, Koedinger, & Junker, 2006)

Cen, H., Koedinger, K., Junker, B.  Learning Factors Analysis – A General Method for Cognitive Model Evaluation and Improvement. the 8th International Conference on Intelligent Tutoring Systems. 2006. Pages 12.(download) In this paper, the authors describe a semi-automated method for improving a cognitive model called Learning Factors Analysis that combines a statistical model, human expertise and a combinatorial search.

Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence (Bouchey & Harter, 2005)

Bouchey, H. A., & Harter, S. (2005). Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence. Journal of Educational Psychology, 97(4), 673-686. doi:10.1037/0022-0663.97.4.673 The authors investigate whether or not middle school students’ reflected appraisals of competence, support, and importance were linked to their own corresponding self-perceptions. More specifically, do adolescents’ self perceptions mediate the … Continue reading

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