All roads lead to Rome: Tracking students’ affect as they overcome misconceptions

ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning

Volumn , Issue , 2016, Pages 318-328

  Kennedy, Gregor ^a   Lodge, Jason M ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Confusion; Digital learning environments; Discovery based learning; Misconceptions

Indexed keywords

COMPUTER AIDED INSTRUCTION; E-LEARNING; EDUCATIONAL TECHNOLOGY;

COMPLEX PROBLEMS; CONFUSION; DIGITAL LEARNING ENVIRONMENT; DISCOVERY-BASED LEARNING; MISCONCEPTIONS;

STUDENTS;

EID: 85071838595     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (25)

1. Ainley, M. D., & Hidi, S. (2002). Dynamic measures for studying interest and learning. In I. P. R. P. M. L. Maehr (Ed.), Advances in motivation and achievement: New directions in measures and methods. (Vol. 12, pp. 43-76). Amsterdam: JAI.
2. Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18. doi: 10.1037/a0021017
3. Anbar, A. & Horodyskyj, L. (n.d.). Habitable Worlds (HabWorlds). Retrieved from www.habworlds.org
4. Arguel, A., Lockyer, L., Lipp, O., Lodge, J. M., & Kennedy, G. (in press). Inside out: ways of detecting learners’ confusion for successful e-learning. Journal of Educational Computing Research
5. Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29(1), 17-34.
6. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31 (1): 21–32.
7. De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179–201.
8. Dalgarno, B., Kennedy, G., & Bennett, S. (2014). The impact of students' exploration strategies on discovery learning using computer-based simulations. Educational Media International, 51(4), 310–329. doi: 10.1080/09523987.2014.977009
9. D’Mello, S. K. & Graesser, A. C. (2014). Confusion. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education. New York: Routledge.
10. D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153–170. doi: 10.1016/j.learninstruc.2012.05.003
11. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414.
12. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
13. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
14. Kuhle, B. X., Barber, J. M., & Bristol, A. S. (2009). Predicting students’ performance in introductory psychology from their psychology misconceptions. Journal of Instructional Psychology, 36, 119–124.
15. Lehman, B., D’Mello, S., & Graesser, A. (2012). Confusion and complex learning during interactions with computer learning environments. The Internet and Higher Education, 15(3), 184–194. doi: 10.1016/j.iheduc.2012.01.002
16. Lodge, J. M. & Kennedy, G. (2015). Prior knowledge, confidence and understanding in interactive tutorials and simulations. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. FP:178-FP:188).
17. Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14.
18. Merriam, S.B. (2009). Qualitative research: A guide to design and implementation (3rd ed.). San Francisco: Jossey-Bass.
19. Muller, D. A., Sharma, M. D., & Reimann, P. (2008). Raising cognitive load with linear multimedia to promote conceptual change. Science Education, 92(2), 278-296.
20. Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: Monitoring learning from text. Educational Psychologist, 25(1), 19-33.
21. Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32(C), 37–50. DOI: 10.1016/j.learninstruc.2014.01.002
22. Schwarzschild, M. (1958). Structure and evolution of the stars. New York, US: Princeton University Press
23. Trevors, G. J., Muis, K. R., Pekrun, R., Sinatra, G. M., & Winne, P. H. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 53 (5-6), 339-370, DOI: 10.1080/0163853X.2015.1136507 .
24. White, R. T., & Gunstone, R. F. (1992). Probing understanding. London: Falmer Press.
25. Zimmerman, B. J., & Paulsen, A. S. (1995). Self‐ monitoring during collegiate studying: An invaluable tool for academic self‐ regulation. New Directions for Teaching and Learning, 63, 13-27.