Learning and gender differences in a narrative-centered learning environment

CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education

Volumn 1, Issue , 2011, Pages 140-144

  Nietfeld, John L ^a   Shores, Lucy R ^a   Hoffmann, Kristin F ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

Gender differences; Narrative centered learning environments

Indexed keywords

CONTENT KNOWLEDGE; GAMEPLAY; GAMING EXPERIENCES; GENDER DIFFERENCES; LEARNING ENVIRONMENTS; NARRATIVE-CENTERED LEARNING ENVIRONMENTS; SELF EFFICACY;

STUDENTS;

EID: 80053037844     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (13)

1. Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jackson, C., Arici, A., Job-Sluder, L., Carteaux, R., Gilbertson Jr., J. & Heiselt, C. (2007). The Quest Atlantis project: A socially-responsive play space for learning. In B. E. Shelton & D. Wiley (Eds.) The Educational Design and Use of Simulation Computer Games, (pp. 159- 186), Rotterdam, The Netherlands: Sense Publishers.
2. Britner, S. L., and Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
3. Cassell, J. & Jenkins, H. (1998). From Barbie to Mortal Kombat: Gender and computer games. Cambirdge, MA: MIT Press.
4. Egri, L. (1960). The Art of Dramatic Writing. New York, NY: Simon and Schuster.
5. Harp, S. and Mayer, R. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414-434.
6. Ketelhut, D., Dede, C., Clarke, J., Nelson, B. & Bowman, C. (2007). Studying situated learning in a multi-user virtual environment. In E. Baker, J. Dickieson, W. Wulfeck and H. O'Neil (Eds.) Assessment of Problem Solving Using Simulations, (pp. 37-58), Lawrence Erlbaum, Mahwah, NJ.
7. Kim, Y., Baylor, A. (2006). A social-cognitive framework for pedagogical agents as learning companions. Educational Technology Research & Development, 54, 569-590.
8. McQuiggan, S, Rowe, J., Lee, S., & Lester, J. (2008a). Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes. In Proceedings of the Ninth International Conference on Intelligent Tutoring Systems, Montreal, Canada, pp. 530-539.
9. McQuiggan, S., Goth, J., Ha, E., Rowe, J. & Lester, J. (2008b). Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Outcomes. In Proceedings of the Ninth International Conference on Intelligent Tutoring Systems (ITS-2008), Montreal, Canada, 510-519.
10. Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance and monitoring accuracy. Metacognition and Learning, 2, 159-179.
11. Parker, L. E., & Lepper, M. R. (1992). The effects of fantasy contexts on children's learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, 62, 625-633.
12. Schraw, G. (1997). Situational Interest in Literary Text. Contemporary Educational Psychology. 22, 436-456.
13. Wells, C. (1986). The Meaning Makers: Children Learning Language and Using Language to Learn, Portsmouth, NH: Heineman.