Bruce M McLaren
Biographic Data
| ID | 5791404 |
|---|---|
| NAME | Bruce M McLaren |
| GIVEN NAMES | Bruce M |
| FAMILY NAME | McLaren |
| SIGNATURE | MCLAREN B M |
| AFFILIATIONS | Carnegie Mellon University |
| ORCID | 0000-0002-1196-5284 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring the impact of teacher support in competitive digital learning games on primary students’ learning and academic engagement
This study examined the effects of teacher support and competition in digital learning games on fifth-grade students’ learning and academic engagement. Sixty-three students participated in a pretest–intervention–posttest design, assigned to one of three groups: a control group, a competition-only group, and a competition with teacher support group. Results indicated that combining competition with teacher support produced the highest gains in eng…
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn fro…
Improving computational thinking
Many professionals consider computational thinking an essential skill in the twenty-first century. Furthermore, some studies demonstrate that computer-based networking skills and digital environments can improve computational thinking. A challenging question to be addressed is whether informal learning in a digital context is related to computational thinking and whether it could mediate the role in networking skills and computational thinking. T…
Mindfulness in a digital math learning game
How well do contemporary knowledge tracing algorithms predict the knowledge carried out of a digital learning game
How instructional context can impact learning with educational technology
There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available. The COVID-19 pandemic provided an unexpe…
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–AI Complementarity
Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article reports on the iterative co-design, development, and classroom evaluation of Konscia, a wearable, real-time…
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn fro…
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–AI Complementarity
Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article reports on the iterative co-design, development, and classroom evaluation of Konscia, a wearable, real-time…
How instructional context can impact learning with educational technology
There is a tendency to think of the impact of educational technology in a vacuum. However, it is likely that the instructional context in which educational technology is used affects student learning. For instance, outcomes may differ when using educational technology in a classroom versus at home, in a quiet versus noisy environment, or in a context where support is readily available versus not available. The COVID-19 pandemic provided an unexpe…
How well do contemporary knowledge tracing algorithms predict the knowledge carried out of a digital learning game
Improving computational thinking
Many professionals consider computational thinking an essential skill in the twenty-first century. Furthermore, some studies demonstrate that computer-based networking skills and digital environments can improve computational thinking. A challenging question to be addressed is whether informal learning in a digital context is related to computational thinking and whether it could mediate the role in networking skills and computational thinking. T…
Mindfulness in a digital math learning game
Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game
Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn fro…
Exploring the impact of teacher support in competitive digital learning games on primary students’ learning and academic engagement
This study examined the effects of teacher support and competition in digital learning games on fifth-grade students’ learning and academic engagement. Sixty-three students participated in a pretest–intervention–posttest design, assigned to one of three groups: a control group, a competition-only group, and a competition with teacher support group. Results indicated that combining competition with teacher support produced the highest gains in eng…
Computer Science (5 works) · Educational Games and Gamification (5 works) · Online Learning and Analytics (5 works) · Mathematics education (4 works) · Psychology (4 works) · Educational technology (3 works) · Pedagogy (3 works) · Digital Learning (2 works) · Educational game (2 works) · Innovative Teaching and Learning Methods (2 works)