Bradley J. Morris
Kent State University
Publications 38
Informal science activities are critical for supporting long-term learning in STEM fields. However, little is known about the kinds of activities children and their families engage in outside of formal settings and how such activities foster long-term STEM engagement. One gap in the literature is the lack of data that document self-designated STEM activities and measure their impact on later engagement with learning opportunities that are distributed over time and contexts (i.e., the informal le...
#1Bradley J. Morris (KSU: Kent State University)H-Index: 9
#2Colleen Dragovich (KSU: Kent State University)
Last.Eve Dalton (KSU: Kent State University)
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Digital badges (i.e., digital credentials for achievements) have been suggested as a useful and scalable implementation of gamification. Digital badges (hereafter “badges”) provide two potential supports for learning: (1) badges provide support for motivation by rewarding achievement and (2) badges provide implicit learning goals. The present paper describes two experiments in which we investigated whether badges can support self-regulated learning by comparing their impact on learning with stud...
#1Sebiha Balci (KSU: Kent State University)
#2Jonathan M. Secaur (KSU: Kent State University)
Last.Bradley J. Morris (KSU: Kent State University)H-Index: 9
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Gamification tools (GTs), added game design elements into non-game context which attracted attention of educators as a potentially useful method to increase engagement, motivation and performance of students. However, the efficacy of these tools has not been well-established due to conflicting results of relevant studies. In our study, the effectiveness of two most common GTs, badges (i.e., digital credentials for achievements) and leaderboards (performance based digital rankings), on the academ...
#1Clarissa A. Thompson (KSU: Kent State University)H-Index: 14
#2Bradley J. Morris (KSU: Kent State University)H-Index: 9
Last.Pooja G. Sidney (KSU: Kent State University)H-Index: 6
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Do children spontaneously represent spatial-numeric features of a task, even when it does not include printed numbers (Mix, Levine, & Newcombe, 2016)? Sixty first grade students completed a novel spatial estimation task by seeking and finding pages in a 100-page book without printed page numbers. Children were shown pages 1 through 6 and 100 then were asked, “Can you find page X?” Children’s precision of estimates on the page finder task and a 0-100 number line estimation task was calculated wit...
1 CitationsSource
#1Keri L. Stoyle (KSU: Kent State University)H-Index: 1
#2Bradley J. Morris (KSU: Kent State University)H-Index: 9
Explanations with others help students learn yet little is known about how technology can support and augment these benefits. This paper describes an experiment that compared the effects of mathematical discourse (i.e., explaining, justifying, and arguing) with peers either face-to-face or using technology (a blog) on fraction learning. We hypothesized that blogs may provide benefits beyond face-to-face collaborations because a record of explanations is accessible for subsequent reflection, whic...
5 CitationsSource
#1Bradley J. Morris (GV: Grand Valley State University)H-Index: 9
#1Amy M. MasnickH-Index: 9
#2Bradley J. MorrisH-Index: 9
Last.Christopher A. WasH-Index: 13
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#1Christopher A. WasH-Index: 13
#2Frank J. SansostiH-Index: 10
Last.Bradley J. MorrisH-Index: 9
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4 Citations