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Creators/Authors contains: "Rasul, I."

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  1. (, Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023. International Society of the Learning Sciences)
    Computational Thinking (CT) is a vital and multi-dimensional skill for all 21st Century Learners. In this study, we investigated the development of three aspects of CT: Self-Perception of Computational Ability, Modeling and Simulation, and Computational Problem Solving, as students engaged in collaborative game design and programming practices. This study contributes evidence for the development of two of these CT dimensions, Modeling and Simulation and Computational Problem Solving, through their engagement with the WL curriculum and platform. We found increases in students’ ability to understand machines and their processes, alongside an improved capacity to think algorithmically as they constructed models, debugged, and iterated through their designs. 
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    Accepted Manuscript Full Text Available
  2. (, Proceedings of the International Conference for the Learning Sciences – ICLS 2012)
    Computational Thinking (CT) is a vital and multi-dimensional skill for all 21st Century Learners. In this study, we investigated the development of three aspects of CT: Self- Perception of Computational Ability, Modeling and Simulation, and Computational Problem Solving, as students engaged in collaborative game design and programming practices. This study contributes evidence for the development of two of these CT dimensions, Modeling and Simulation and Computational Problem Solving, through their engagement with the WL curriculum and platform. We found increases in students’ ability to understand machines and their processes, alongside an improved capacity to think algorithmically as they constructed models, debugged, and iterated through their designs. 
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    Accepted Manuscript Full Text Available
  3. (, Lecture notes in computer science)
    Frasson, C. (Ed.)
    Embodied cognition posits that human-environment interac- tion positively impacts thinking and learning, making it a valuable ped- agogical tool. Technology in teaching and learning has seen tremendous maturation, such as the development of Intelligent Tutoring Systems (ITS). However, most ITS provide static learning experiences that do not incorporate embodiment, movement, and interaction with the space around the learner. This paper examines the results of using an embod- ied tutoring system across three case studies with different dimensions of embodiment. In all cases, we found trends highlighting how embodied tutoring systems can support learning. We also discuss different ways to incorporate embodiment into future research on ITS. 
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    Accepted Manuscript Full Text Available
  4. (, Lecture notes in computer science)
    Embodied cognition posits that human-environment interaction positively impacts thinking and learning, making it a valuable pedagogical tool. Technology in teaching and learning has seen tremendous maturation, such as the development of Intelligent Tutoring Systems (ITS). However, most ITS provide static learning experiences that do not incorporate embodiment, movement, and interaction with the space around the learner. This paper examines the results of using an embodied tutoring system across three case studies with different dimensions of embodiment. In all cases, we found trends highlighting how embodied tutoring systems can support learning. We also discuss different ways to incorporate embodiment into future research on ITS. 
    more » « less
    Accepted Manuscript Full Text Available