Quantitative and Qualitative Games
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Their values may occur more than once for a set of data. We consider just two main types of variables in this course. Quantitative Variables - Variables whose values result from counting or measuring something.
The qualitative games
Examples : height, weight, time in the yard dash, number of items sold to a shopper. Qualitative Variables - Variables that are not measurement variables. Their values do not result from measuring or counting. Examples : hair color, religion, political party, profession.
A work in progress
Designator - Values that are used to identify individuals in a table. Designator values usually do not repeat in a table, but variable values often do repeat. Examples : name, rank, jersey number of a team member, cell phone number, license number. Exercises : In the tables below identify which columns represent qualitative variables, which columns represent quantitative variables, and which columns represent designators. N Fork Clearwater. Glen Canyon.
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The following are some examples of qualitative and quantitative variables. You may not use these examples for ESA 2, but you may use similar tables of information. The following information came from www.
Descriptive Measurements: Don't Confuse Your Qs! - Activity - TeachEngineering
The table in the article contains a lot more information than this, so I just copied the information needed from the first 21 rows. This is a fairly complex example.
There are much simpler examples available that would satisfy the criteria for ESA 2. Therefore, the current study aims to address a comprehensive question--"How does an educational game, through the use of learning supports, promote the application of acquired qualitative understanding to math problem solving in formal educational contexts? Externalizing Problem Representation EPR refers to a cognitive behavior in which a learner constructs her own representations overtly Cox, The processes of EPR are to re-order information in problem solving, to clarify ambiguous parts of the problem, and to modify and enact mental representations including mental animations and images.
EPR helps to make missing and implicit information or representations explicit.
From the semiotics perspective, EPR can be categorized into two forms by its sign: Iconic and symbolic. Although the potential benefits of externalizing problem representation was claimed in prior research, little attention was paid to investigating the design of EPR in video games. Compared to the studies of mental problem representation, few empirical studies on external representation have been conducted. Hence, it is warranted to examine the efficacy of learning support that promotes externalizing problem representation in two formats i.
Table of Contents
In light of this, the purpose of this study is to investigate whether EPR-promoting scaffolds in iconic vs. Specifically, the learning game will request players to respond to either iconic or symbolic learning probes that help to externalize the mental representations of the math problems in the game. In this study, quantitative proficiency refers to the problem solving proficiency in both game and formal education context.
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The current study involves two levels of task complexity i. The study addresses the following research questions: 1. Will "iconic" learning probes promoting EPR enhance qualitative understanding and quantitative proficiency in ratios and proportional reasoning, with the task complexity controlled in the educational game?
Will "symbolic" learning probes promoting EPR enhance qualitative understanding and quantitative proficiency in ratios and proportional reasoning, with task complexity controlled in the educational game?
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Will iconic learning probes promoting EPR, in comparison to symbolic learning probes promoting EPR, be more effective in enhancing qualitative understanding and quantitative proficiency in ratio and proportional reasoning, with task complexity controlled in the educational game? To accomplish the purpose of this study, learning probes that prompt learners to externalize their internal problem representation were developed in two different formats, iconic and symbolic, based on Mayer's math problem representation model.
In the experiment, forty-five participants in this study processed either iconic or symbolic learning probes during their gameplay.