Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe, and explain L2 errors. More recently, this operati...

One of the central challenges of integrating game-based learning in school settings is helping learners make the connections between the knowledge learned in the game and the knowledge learned at school, while maintaining a high level of engagement with game narrative and gameplay. The current study evaluated the effect of supplementing a business simulation game with an external conceptual sca...

Learning in small groups may result in convergent knowledge outcomes or foster possible prior differences between learners. Few studies, however, measure convergence or divergence of knowledge as an outcome of small group learning. This contribution analyzes knowledge convergence/divergence as an outcome of learning in small groups with the concepts of achievement similarity and shared knowledg...

This paper describes an open-ended and collaborative learning environment in WWW. In the environment called SharlokII, the learners provide and share individual knowledge and other knowledge on the WWW and discuss about them. This paper focuses on knowledge awareness map and its design, implementation and evaluation. The map visualizes the relationship between the shared knowledge and the curre...

Multimedia learning environments combine multiple forms of representations like texts, static and animated pictures or graphs. Knowledge acquisition from multiple representations requires that learner create referential connections between corresponding elements and corresponding structures in different representations. As this process is usually difficult, learners frequently fail to construct...

This study aims to determine the factors that contribute to the improvement of life science pedagogy, as viewed by both teachers (as learning mediators) and learners (as proprietors of knowledge). A qualitative research design was used in this study. Semi-structured interviews were used to obtain responses to questions. The study involved sixty-three participants: eight teachers from eight scho...

DynaLearn (http://www.DynaLearn.eu) develops a cognitive artefact that engages learners in an active learning by modelling process to develop conceptual system knowledge. Learners créate external representations using diagrams. The diagrams capture conceptual knowledge using the Garp3 Qualitative Reasoning (QR) formalism [2]. The expressions can be simulated, confronting learners with the logic...