By Katrien Verbert, Mike Sharples, Tomaž Klobučar
This booklet constitutes the court cases of the eleventh ecu convention on expertise greater studying, EC-TEL 2016, held in Lyon, France, in September 2016.
The 26 complete papers, 23 brief papers, eight demo papers, and 33 poster papers awarded during this quantity have been conscientiously reviewed and chosen from 148 submissions.
Read Online or Download Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings PDF
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Extra resources for Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings
Gamiﬁcation for Education Reform (2014) Social Facilitation Due to Online Inter-classrooms Tournaments 29 20. : A computational model of conscious and unconscious strategy discovery. V. ) Advances in Child Development and Behavior, vol. 33, pp. 1– 42. Elsevier, Oxford (2005) 21. : Co-operative learning: what makes groupwork work? , Benavides, F. ) The Nature of Learning: Using Research to Inspire Practice. Educational Research and Innovation. OECD Publishing, Paris (2010) 22. : Effective programs in elementary mathematics: a best-evidence synthesis.
In this paper, we explore the effect of large teams. Some classes have more than 30 students. Another difﬁculty is that classes are of different sizes, ranging from 20 to 40 students. Moreover, the classes are not homogenous. Instead, they comprise students of very different levels of ability. Mixed-ability classes are an extra challenge when the teacher has to make sure that all of the students have to learn. To the best of our knowledge, games involving teams made up of a whole class are not used for academic learning.
60. 18 points between the two groups. 1 SD of the GPA for the weak female students. 97. 42. 52. 16 points. This is very similar to the gap in their GPA. 59 SD of the GPA for the weak female students. This means that the gap during the tournament is 28 % of the gap in GPA. 52. 85 SD of the GPA for the weak male students. 08, with a SD Social Facilitation Due to Online Inter-classrooms Tournaments 25 Fig. 5. GPA and performance during the non-game-based training session, and GPA and performance during the tournament, shown with conﬁdence intervals.