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Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term 'digital dissonance' to describe this(More)
A motivationally-aware version of the Ecolab system was developed with the aim of improving the learners' motivation. To gain some insight into the effects of motivational modeling on students' affective states, we observed the affect of 180 students interacting with either Ecolab or M-Ecolab. The affective states considered were based on existing coding(More)
The use of augmented reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of(More)
The M-Ecolab was developed to provide motivational scaffolding via an on-screen character whose demeanour defended on modelling the learner's motivational state at interaction time. Motivational modelling was based on three variables: effort, independence and the confidence. A classroom evaluation was conducted to illustrate the effects of motivational(More)
This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to(More)
This paper describes the Subtle Stone, a tangible handheld tool which supports the communication of emotional experience in the classroom. The results of an initial evaluation suggest that this novel interface is easy to use within a busy working context, and renders the concept of emotion more accessible to young learners. The highly adaptable nature of(More)
When we consider the possibilities for the design and evaluation of Computer Supported Collaborative Learning (CSCL) we probably constrain the CS in CSCL to situations in which learners, or groups of learners collaborate with each other around a single computer, across a local intranet or via the global internet. We probably also consider situations in(More)
Narrative is fundamental to the ways we make sense of texts ofall kinds because it provides structure and coherence, but it isdifficult to see how this works in the context of multimediainteractive learning environments (MILES). We tested our hypothesesabout the form and function of narrative in MILES by developingthree versions of material on CD-ROM which(More)
William Frawley's original and wide-ranging new book embraces linguistics, artificial intelligence, philosophy, and psychology in seeking a reconciliation between contemporary cognitive science and Vygotskian psychology. Lev Semenovich Vygotsky (1896-1934) was a Russian psychologist who founded the sociocultural school of psychology, which is based upon the(More)