A Study of the Cognitive Diffusion Model: Facilitating Students' High Level Cognitive Processes with Authentic Support

Autor/inn/en	Huang, Yueh-Min; Shadiev, Rustam; Sun, Ai; Hwang, Wu-Yuin; Liu, Tzu-Yu
Titel	A Study of the Cognitive Diffusion Model: Facilitating Students' High Level Cognitive Processes with Authentic Support
Quelle	In: Educational Technology Research and Development, 65 (2017) 3, S.505-531 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9475-0
Schlagwörter	Cognitive Processes; Learning Activities; Junior High School Students; Experimental Groups; Control Groups; Technology Uses in Education; Handheld Devices; Telecommunications; Textbooks; Electronic Publishing; Electronic Learning; Educational Technology + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Lernaktivität; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Textbook; Text book; Schulbuch; Lehrbuch; Elektronisches Publizieren; Unterrichtsmedien
Abstract	For this study the researchers designed learning activities to enhance students' high level cognitive processes. Students learned new information in a classroom setting and then applied and analyzed their new knowledge in familiar authentic contexts by taking pictures of objects found there, describing them, and sharing their homework with peers. An experiment was carried out in which 58 junior high school students were divided into a control (n = 30) and an experimental (n = 28) group. The control group studied and completed learning activities with traditional textbooks while the experimental group used electronic textbooks and a learning system, Virtual Pen for Tablet PC (VPenTPC), in order to gauge the feasibility of the proposed approach. The post-test results show a significant difference between the control and experimental groups. In our analysis of the various approaches students took to complete the task, we were able to identify thirty cognitive and metacognitive strategies for using mobile technology, from which we selected the ten most frequently used ones. The results show that low ability students make better use of strategies than their high ability peers, resulting in significant learning gains. The results also show that most students perceive VPenTPC positively. Based on these results, we suggest some implications along with conclusions and directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01