標(biāo)題: Titlebook: Design, Learning, and Innovation; 7th EAI Internationa Eva Brooks,Jeanette Sj?berg,Emma Edstrand Conference proceedings 2023 ICST Institute [打印本頁] 作者: Buren 時(shí)間: 2025-3-21 19:55
書目名稱Design, Learning, and Innovation影響因子(影響力)
書目名稱Design, Learning, and Innovation影響因子(影響力)學(xué)科排名
書目名稱Design, Learning, and Innovation網(wǎng)絡(luò)公開度
書目名稱Design, Learning, and Innovation網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Design, Learning, and Innovation被引頻次
書目名稱Design, Learning, and Innovation被引頻次學(xué)科排名
書目名稱Design, Learning, and Innovation年度引用
書目名稱Design, Learning, and Innovation年度引用學(xué)科排名
書目名稱Design, Learning, and Innovation讀者反饋
書目名稱Design, Learning, and Innovation讀者反饋學(xué)科排名
作者: 止痛藥 時(shí)間: 2025-3-21 20:26 作者: ectropion 時(shí)間: 2025-3-22 01:58
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engihttp://image.papertrans.cn/d/image/268809.jpg作者: Ledger 時(shí)間: 2025-3-22 04:59
Design, Learning, and Innovation978-3-031-31392-9Series ISSN 1867-8211 Series E-ISSN 1867-822X 作者: limber 時(shí)間: 2025-3-22 11:17 作者: 拖網(wǎng) 時(shí)間: 2025-3-22 15:01
C. VaáZquez-Yanes,A. Orozco-Segovianalogue and digital tools. We outline the scientific rationale for CBM and discuss how it compares to traditional teaching with respect to optimizing the pedagogical value of both analogue and digital means. CBM is based on conceptual modeling of quantities derived directly from first principles and作者: 拖網(wǎng) 時(shí)間: 2025-3-22 20:01 作者: indigenous 時(shí)間: 2025-3-22 23:37
Mary F. Willson,William G. Hoppesparticular, individualised feedback for students is not feasible in many courses. How can universities close this gap with the help of Artificial Intelligence (AI)?.This paper presents a use case for an AI-aided learning scenario that is expected to achieve high learning effectiveness: the acquisiti作者: BRIDE 時(shí)間: 2025-3-23 02:32 作者: 數(shù)量 時(shí)間: 2025-3-23 08:42 作者: 加強(qiáng)防衛(wèi) 時(shí)間: 2025-3-23 11:32 作者: 珍奇 時(shí)間: 2025-3-23 14:50 作者: meretricious 時(shí)間: 2025-3-23 22:05 作者: TIA742 時(shí)間: 2025-3-23 23:42 作者: 調(diào)整 時(shí)間: 2025-3-24 03:17 作者: 閃光東本 時(shí)間: 2025-3-24 07:55
Marisa Luisa Badenes,David H. Byrneuded 51 students from two classes in social studies. One class with 31 students was included in the experimental study, which employed the game-based learning as part of reading about fiscal policy. One class with 20 students served as the control group and engaged only in an analog reading of fisca作者: 的闡明 時(shí)間: 2025-3-24 12:49 作者: 負(fù)擔(dān) 時(shí)間: 2025-3-24 17:08
Mary F. Willson,William G. Hoppes the role of feedback, and mutual learning between learners, teachers and AI. A preliminary study design illustrates the approach to measure learning effectiveness of the AI-aided learning situation. A notable aspect of the project is the involvement of the instructional design perspective already i作者: 寬容 時(shí)間: 2025-3-24 19:46
https://doi.org/10.1007/978-94-011-1749-4ng the mathematics concepts. We hope that the future results and studies can contribute to understanding the children-parent collaboration and how children use STEM and CT to solve problems while working with robotics.作者: 托人看管 時(shí)間: 2025-3-24 23:43
Carlos Martínez del Rio,Carla Restrepond influence design decisions; this is usually in the early stage of the design as a provider of design intent and as a tester for product use after the product is completed. But since 2000, there has been a trend to focus on the development of children’s digital literacy, and that children are not 作者: 忍耐 時(shí)間: 2025-3-25 05:02 作者: 動(dòng)物 時(shí)間: 2025-3-25 10:10
https://doi.org/10.1007/978-1-4419-0763-9udy imply that by using a designerly approach with robotics in programming activities, conditions were created for children to engage in interactions and reasoning with each other, where the mixed learning environment reinforced children’s abilities of perspective-taking.作者: Eclampsia 時(shí)間: 2025-3-25 12:25
Nicholi Vorsa,Jennifer Johnson-Cicalese; furthermore, the rates of teachers who had seen such usage seemed close to the rates of teachers who had tried using them, suggesting the usefulness of raising awareness to promote professional digital competence (PDC). Rates for using games and exam tools were lower than expected, despite the ava作者: 卜聞 時(shí)間: 2025-3-25 17:39 作者: 統(tǒng)治人類 時(shí)間: 2025-3-25 21:51 作者: etiquette 時(shí)間: 2025-3-26 02:17
AI-Supported Acquisition of Argumentation Skills: Use Case ‘The Argueniser’ the role of feedback, and mutual learning between learners, teachers and AI. A preliminary study design illustrates the approach to measure learning effectiveness of the AI-aided learning situation. A notable aspect of the project is the involvement of the instructional design perspective already i作者: 1分開 時(shí)間: 2025-3-26 07:49
Collaboration Between Parents and Children Using Robotsng the mathematics concepts. We hope that the future results and studies can contribute to understanding the children-parent collaboration and how children use STEM and CT to solve problems while working with robotics.作者: 老巫婆 時(shí)間: 2025-3-26 09:25
Interactive Design Process for?Enhancing Digital Literacy Among Children: A Systematic Literature Rend influence design decisions; this is usually in the early stage of the design as a provider of design intent and as a tester for product use after the product is completed. But since 2000, there has been a trend to focus on the development of children’s digital literacy, and that children are not 作者: 漂浮 時(shí)間: 2025-3-26 13:13
The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers.作者: 不出名 時(shí)間: 2025-3-26 20:00 作者: 精致 時(shí)間: 2025-3-27 00:34
Navigating the?Current “New World” of?Teaching with?Technology: A Glimpse into?Our Teachers’ Minds; furthermore, the rates of teachers who had seen such usage seemed close to the rates of teachers who had tried using them, suggesting the usefulness of raising awareness to promote professional digital competence (PDC). Rates for using games and exam tools were lower than expected, despite the ava作者: Debility 時(shí)間: 2025-3-27 03:01
Making Fiscal Policy Engaging for Students in Social Studies by Used Game-Based Learningrevealed positive feedback toward the game-based learning, especially regarding the novelty and learning outcome. The results from the knowledge test were only slightly in favour for the experimental gaming group. Previous research has the same findings, but there is a lack of improved game design s作者: 地名表 時(shí)間: 2025-3-27 06:04
Decolonizing the Imagination: Designing a Futures Literacy Workshopnted and has a focus on anticipation and exploration of limitless futures. Furthermore, it is argued that the workshop has the potential for facilitating agency in the process of business model innovation towards innovative organizational value logics. This paper provides hands-on details for a part作者: idiopathic 時(shí)間: 2025-3-27 11:01 作者: 芳香一點(diǎn) 時(shí)間: 2025-3-27 14:53
https://doi.org/10.1007/978-3-658-22213-0themes of experiences (1) Lack of adoption, (2) Control within the system, (3) Collaboration and competence development, (4) Direct feedback and interactions. The insights of the study contributes with implications for choosing and integrating LMS in flexible learning environments.作者: 表兩個(gè) 時(shí)間: 2025-3-27 21:13
Learning Management Systems in Flexible Learning Environments - A Study of Teachers’ Experiencesthemes of experiences (1) Lack of adoption, (2) Control within the system, (3) Collaboration and competence development, (4) Direct feedback and interactions. The insights of the study contributes with implications for choosing and integrating LMS in flexible learning environments.作者: Temporal-Lobe 時(shí)間: 2025-3-27 22:52
1867-8211 22, which took place in Faro, Portugal, in November 21-22, 2022.. The 4 revised full papers and 2 short papers presented were carefully selected from 32 submissions on. They were organized in topical sections as follows:?Digital Environments and Design Processes Fostering Learning and Interaction,?D作者: 嚴(yán)厲批評 時(shí)間: 2025-3-28 02:53 作者: Epithelium 時(shí)間: 2025-3-28 07:35 作者: 新奇 時(shí)間: 2025-3-28 14:03
C. VaáZquez-Yanes,A. Orozco-Segovial understanding and modeling of a problem. Student evaluations suggest that CBM enables students to handle more realistic problems and that CAS as a professional tool prepares them for their future working life. Future studies will address CBM for more advanced courses, as the students’ knowledge develops over time.作者: 形狀 時(shí)間: 2025-3-28 17:38 作者: 官僚統(tǒng)治 時(shí)間: 2025-3-28 21:28 作者: 排他 時(shí)間: 2025-3-29 01:46 作者: Lipoprotein 時(shí)間: 2025-3-29 04:39 作者: 脫水 時(shí)間: 2025-3-29 11:13
Promoting Life-Long Learning Through Flexible Educational Format for Professionals Within AI, Designlopment process and co-creation with industry, the core structure and the pedagogical design. Furthermore, we would like to discuss both challenges and opportunities that come with this kind of project, as well as reflecting on early stage outcomes.作者: archetype 時(shí)間: 2025-3-29 12:43 作者: 獨(dú)輪車 時(shí)間: 2025-3-29 16:59 作者: THE 時(shí)間: 2025-3-29 22:50
Learning Management Systems in Flexible Learning Environments - A Study of Teachers’ Experiencesearning environments are designed where digital resources such as learning management systems (LMS) are integrated. This raises the question of how LMS are experienced by teachers in flexible learning environments and how their teaching practice and competence development is supported by the LMS. In作者: 嚙齒動(dòng)物 時(shí)間: 2025-3-30 01:10
