Previous research demonstrates that multiple representations of learning content can enhance students’ learning, but also that students learn deeply from multiple representations only if the learning environment supports them in making connections between the representations. We hypothesized that connection-making support is most effective if it helps students make both in making sense of the c...

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments and traditional learning systems. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on th...

The use of clicker technology as a tool for promoting learning, let along deep learning, is hotly debated and has its proponents and opponents. With the question still open, this paper examines the use of this technology in fostering critical thinking and other higher-order learning and team-building skills, in the context of two entry-level psychology courses. The results obtained indicate tha...

We present a system for identifying conceptual shifts between visual categories, which will form the basis for a co-creative drawing system to help users draw more creative sketches. The system recognizes human sketches and matches them to structurally similar sketches from categories to which they do not belong. This would allow a co-creative drawing system to produce an ambiguous sketch that ...

E-learning and the impact of new technologies across contemporary life is a very significant field to education. The challenge of the technology to conventional learning patterns cannot be ignored and in itself raises a host of questions: can online learning facilitate deep learning? How well does video conferencing alleviate the challenge of distance? In what ways can collaborative learning co...