Collaborative Research: Development and Evaluation of a Natural Hazard Interactive Laboratory for Improving Decision Making

合作研究：用于改进决策的自然灾害交互实验室的开发和评估

• 批准号: 0433419
• 负责人: Holly Taylor
• 金额: --
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-06-01 至 2008-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0433419&HistoricalAwards=false
• 关键词: Collaborative; Research; Development; Evaluation; Natural

PROJECT ABSTRACT This work examines the impact of a fully developed interactive computer-based role-playing laboratory on decision making based on scientific data. Our previous studies showed the "proof of concept" of Eruption, a role-playing simulation of a volcanic hazard, and its impact on decision making using an innovative evaluation strategy that incorporates cognitive science methodologies. This work also allowed us to identify specific design principles that impact higher-order thinking and increase the effectiveness of CAI laboratories. Incorporation of these principles into the fully implemented Eruption will increase its impact on higher-order cognitive skills such as decision making, problem solving, and critical analysis. The completed implementation and coincident assessment will further inform the relationship between educational exercises and higher-order critical thinking skills. This work will also allow further refinement of our cognitive science based assessment methodology. By creating an objective measure of educational impact, we can identify specific design principles that increase the potential for reaching student populations with weaker math and science backgrounds and/or those traditionally under-represented in the sciences

项目摘要这项工作研究了一个完全开发的基于计算机的交互式角色扮演实验室对基于科学数据的决策的影响。 我们以前的研究表明了“概念证明”的爆发，一个角色扮演模拟火山灾害，其对决策的影响，采用创新的评估策略，结合认知科学方法。 这项工作还使我们能够确定影响高阶思维和提高CAI实验室效率的具体设计原则。 将这些原则纳入全面实施的爆发将增加其对高阶认知技能的影响，如决策，解决问题和批判性分析。 完成的实施和同步评估将进一步告知教育练习和高阶批判性思维技能之间的关系。 这项工作也将使我们的认知科学为基础的评估方法进一步完善。 通过创建一个教育影响的客观衡量标准，我们可以确定具体的设计原则，以增加接触数学和科学背景较弱的学生群体和/或传统上在科学领域代表性不足的学生群体的潜力