Tiffany Herder
Biographic Data
| ID | 9510227 |
|---|---|
| NAME | Tiffany Herder |
| GIVEN NAMES | Tiffany |
| FAMILY NAME | Herder |
| SIGNATURE | HERDER T |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-9683-3992 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
The role of representational competencies for students’ learning from an educational video game for astronomy
Educational video games can engage students in authentic STEM practices, which often involve visual representations. In particular, because most interactions within video games are mediated through visual representations, video games provide opportunities for students to experience disciplinary practices with visual representations. Prior research on learning with visual representations in non-game contexts suggests that visual representations ma…
Representational-competency supports in the context of an educational video game for undergraduate astronomy
Adaptive support for representational competencies during technology-based problem solving in chemistry
Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency s…
Under which conditions are physical versus virtual representations effective? Contrasting conceptual and embodied mechanisms of learning
No prominent works on this page.
Adaptive support for representational competencies during technology-based problem solving in chemistry
Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency s…
Under which conditions are physical versus virtual representations effective? Contrasting conceptual and embodied mechanisms of learning
The role of representational competencies for students’ learning from an educational video game for astronomy
Educational video games can engage students in authentic STEM practices, which often involve visual representations. In particular, because most interactions within video games are mediated through visual representations, video games provide opportunities for students to experience disciplinary practices with visual representations. Prior research on learning with visual representations in non-game contexts suggests that visual representations ma…
Representational-competency supports in the context of an educational video game for undergraduate astronomy
Computer Science (4 works) · Innovative Teaching and Learning Methods (4 works) · Psychology (3 works) · Visual and Cognitive Learning Processes (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Educational Games and Gamification (2 works) · Mathematics education (2 works) · Multimedia (2 works) · Video game (2 works)