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Young children's ex...
Young children's experience and preference of feedback - Sense and sensibility
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- Tärning, Betty (författare)
- Lund University,Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology,Lund University, Lund, Sweden
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- Sjödén, Björn (författare)
- Högskolan i Halmstad,Halmstad University,Centrum för lärande, kultur och samhälle (CLKS),Halmstad University, Halmstad, Sweden
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- Gulz, Agneta (författare)
- Linköpings universitet,Linköping University,Lund University,Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology,Lund University, Lund, Sweden & Linköping University, Linköping, Sweden,Interaktiva och kognitiva system,Filosofiska fakulteten,Educational Technology Group
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- Haake, Magnus (författare)
- Lund University,Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology,Lund University, Lund, Sweden
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(creator_code:org_t)
- Rome : Interaction Design and Architecture(s), 2018
- 2018
- Engelska 25 s.
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Ingår i: Interaction Design and Architecture(s). - Rome : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :37, s. 206-230
- Relaterad länk:
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https://liu.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3 rd and 5 th graders preferred 1 or 3 bars but where the 2 nd graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- NATURVETENSKAP -- Data- och informationsvetenskap -- Människa-datorinteraktion (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences -- Human Computer Interaction (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- Educational technology
- Mathematics
- Recursive feedback
- Teachable agents
- Educational Technology
Publikations- och innehållstyp
- art (ämneskategori)
- ref (ämneskategori)
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