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Perceived Learning

For children ́s perceptions of learning we will use a questionnaire developed by Robertson and Cross, (2004), for the evaluation of an intelligent tutoring system with children between 10 and 12 years old. Although Robertson and Cross used a visual analogue scale (VAS) for this questionnaire, research has shown that Likert scales are preferred over VAS (van Laerhoven, van der Zaag-Loonen, & Derkx, 2004), so we used a 5-point Likert scale instead, ranging from 1= Completely disagree to 5 = Completely agree.

Scenario One

  1. I enjoyed working with the map reading system and Nao/Emys
  2. I think the map reading system and Nao/Emys made my map reading skills worse
  3. I think I would like to use the map reading system and Nao/Emys again
  4. Using the map reading system and Nao/Emys helped me to become better at map reading
  5. I found using the map reading system and Nao/Emys confusing
  6. The system and Nao/Emys make map reading easier
  7. I think I need someone to help me use the map reading system and Nao/Emys
  8. I think the system’s and Nao’s/Emys’ advice on map reading was useful
  9. A teacher is more helpful than the map reading system and Nao/Emys
  10. The map reading system with Nao/Emys is boring

Scenario Two

  1. I enjoyed working with Enercities and Nao/Emys
  2. I think Enercities and Nao/Emys made my knowledge on sustainability worse
  3. I think I would like to use Enercities and Nao/Emys again
  4. Using Enercities and Nao/Emys helped me to think more about sustainability
  5. I found using Enercities and Nao/Emys confusing
  6. Enercities and Nao/Emys make thinking about sustainability easier
  7. I think I need someone to help me use Enercities and Nao/Emys
  8. I think Enercities’ and Nao’s/Emyss advice about building a sustainable city was useful
  9. A teacher is more helpful to understand how to build a sustainable city than Enercities and Nao/Emys
  10. Enercities with Nao/Emys is boring

 

Download the Perceived Learning document