Advances in Teaching and Learning Technologies

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    Immersive Ars Memoria: Evaluating the Usefulness of a Virtual Memory Palace
    ( 2019-01-08) Huttner, Jan-Paul ; Robbert, Kathrin ; Robra-Bissantz, Susanne
    The Method of Loci (also memory palace) is the most powerful mnemonic strategy and was widely analyzed over the last twenty years. Especially, the approach to combine this ancient learning method with modern technology got more and more into the focus of an interdisciplinary research community. Researchers presented their students virtual environments via computer screen or head-mounted displays and instructed them to use these virtual worlds as a template for a memory palace. However, most studies did not investigate the users’ attitude to actually use such a tool in everyday situations. This study addresses this research gap by an experiment and a correlation and regression analysis. Results show significant correlations between the learning success and important factors of the users intention to use a virtual memory palace.
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    Exploring the Coaction of Motivation and Learning Styles in Educational Gamification: A Preliminary Study for Understanding ‘Motivational Learning Modes’
    ( 2019-01-08) Pereira, Joana ; Morton, Josh ; Gomes, Lina
    This study explores the different motivations and learning styles of students using a game for revision in a leading university. The research is unique in attempted to understand the coaction of motivation and learning style through rich qualitative empirical work, which unpacks the opinion of game users and their inherent real-life experience of educational gamification and associated game elements. Our findings indicate that there are three specific modes of interaction between motivation and learning which we call ‘motivational learning modes’. As this is a preliminary study, we conclude by detailing our future work and fruitful avenues for expanding educational gamification research based on our insights.
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    Insights into Using IT-Based Peer Feedback to Practice the Students Providing Feedback Skill
    ( 2019-01-08) Rietsche, Roman ; Söllner, Matthias
    The skills students need nowadays have changed over the last decades. The required skills are shifting more and more towards higher order thinking skills, such as critical thinking, collaboration and communication. One of the main ways of practicing these skills is through formative feedback, which consists of self-assessment and peer-assessment in our setting. However, today’s lecturers are facing the challenge that the number of students per lecture is continuously increasing, while the available budget is stagnating. Hence, large scale lectures often lack feedback, caused by the scarcity of resources. To overcome this issue, we propose a teaching-learning scenario using IT to provide formative feedback at scale. In this paper, we are focusing on the students’ providing-feedback skill, which is important for collaborative tasks. In our experiment with around 101 master students, we were able to show that the students’ ability to provide feedback significantly improved by participating in IT-based peer feedback iterations.
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    Adoption of a Social Learning Platform in Higher Education: An Extended UTAUT Model Implementation
    ( 2019-01-08) Khechine, Hager ; Augier, Marc
    The aim of this research is to investigate the factors influencing the adoption of a social learning platform called PairForm using an extended unified theory of acceptance and use of technology (UTAUT) model. The UTAUT extension consists of adding three personal characteristics of students, namely autonomy, anxiety, and attitude. Data obtained from 85 French-speaking students and 14 English-speaking students at the Skema Business School, a higher education institution, showed good reliability coefficients and satisfactory convergent and discriminant validities. Regression analysis suggests the facilitating conditions construct is the main predictor of behavioral intention to use and behavioral use of PairForm. Attitude is the only personal characteristic that explains behavioral intention to use. In the light of these results, we propose recommendations that, if implemented, could create more favorable conditions for the use of social learning technologies.
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    Framing Situated Professional Knowledge in Online Learning Communities
    ( 2019-01-08) Gasson, Susan ; Waters, James
    This paper deepens the theoretical understanding that underpins collaboration through social interaction in professional online learning environments. It explores the use of framing as a theoretical lens to assess "situated" learning in online graduate education. We explore how collaborative knowledge construction is framed in an intense 10 week graduate IS Project Management course. We present a taxonomy of frame challenging, problematization, and legitimation to demonstrate how individual and collective forms of knowledge construction contribute to group learning about professional practice in the context of action. We close with a model that demonstrates how community knowledge is co-constructed through sequences of contextualized frame-proposal, reflective comparison with own experience, frame-problematization and debate, and generic-legitimation of a consensus frame.