2026-04-17T04:23:51Zhttps://recercat.cat/oai/request

oai:recercat.cat:2072/4492292024-10-29T16:06:16Zcom_2072_98col_2072_378194

00925njm 22002777a 4500 dc Kurahashi, Setsuya author Kuiyoshi, Keisuke author 2014 In this research, a teaching simulation model is built where the understanding status, knowledge structure, and collaborative effect of each learner are integrated by using a doubly structural network model. The purpose of the model is to analyse the actual conditions of understanding of learners regarding instructions given in classrooms. The influence of teaching strategies on learning effects is analysed in the model. Moreover, the influence of the seating arrangement of learners on collaborative learning effects and ability groups are discussed. As a result of the simulation, the following points were found: (1) the learning effects depend on the difference in teaching strategies, (2) a teaching strategy where learning skills, material structure, and collaborative learning are integrated is the most effective, (3) the seating arrangement affects collaborative learning, and (4) ability groups have adverse effects on learners in collaborative learning. Teaching simulation model Computational social science Social simulation Teaching simulation on collaborative learning, ability groups and mixed-ability groups