Identifying Students’ Perceptions of the Important Classroom Features Affecting Learning Aspects of a Design-Based Learning Environment
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DBL appears to have a particularly positive effect on motivational and affective factors during learning.
“In addition to learning, DBL appears to have a particularly positive effect on motivational and affective factors during learning [38,39].”
From Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science (2021) · cites this paper as [38]
Cites
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272 · cited 1× · see citing works
“…skills in a specific disciplinary course can provide a rich learning environment that will contribute not only to the development of thinking skills, but also to a better understanding for the pupils of the discipline under study (Doppelt 2003; Ennis 1989; Glaser 1993; Zohar and Tamir 1993).”
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Effect of design‐based learning on achievement in K‐12 education: A m<scp>eta‐analysis</scp>
Delen, I., & Sen, S. (2023) · Journal of Research in Science Teaching · doi:10.1002/tea.21800 · Cited by 37 · see citing works
Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science
Buchner, J., & Kerres, M. (2021) · Multimodal Technologies and Interaction · doi:10.3390/mti5080041 · Cited by 23 · see citing works
- Authors
- Doppelt, Y., & Schunn, C. D.
- Affiliations
- University of Pittsburgh (US)
- Corresponding author
- Doppelt, Yaron
- ORCID
- Schunn, Christian D.
- Venue
- Learning Environments Research
- Published
- 2008-08-19
- Volume
- 11
- Issue
- 3
- Pages
- 195-209
- ISSN
- 1387-1579 (ISSN-L)
- 1573-1855
- OpenAlex
- W1965463996
- Cited by
- 54
- References
- 1
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 5 · 2023: 1 · 2022: 1 · 2021: 4 · 2020: 3 · 2019: 1 · 2018: 6 · 2017: 3 · 2016: 2 · 2015: 4 · 2014: 6 · 2013: 5 · 2012: 1
- FWCI
- 9.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Learning Environments Research (publishedVersion)
- D-Scholarship@Pitt (University of Pittsburgh) (acceptedVersion)
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- design-based learning, learning environment, student perceptions, science education, eighth grade students, curriculum comparison, learning outcomes, instrument development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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