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CSU Resources

Kapp Notes

Here are some resources you may find helpful from the workshop. It’s effective from a learning perspective and really engages students. Action) Active learning increases student performance in science, engineering, and mathematics Scott Freemana,1, Sarah L. 19: 619–636, 2005. White, R.W. Schroder, H.S., Heeter, C.,

Resources 159
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#DevLearn 2012: Kapp Presentation Resources

Kapp Notes

Here are some related resources that you may find of value. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Creating avatars and having a learner perform a task as an avatar can influence a person’s actual behavior outside of being an avatar.

DevLearn 242
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#ASTDTK2013 Resources from ASTD Presentations

Kapp Notes

Here are some related resources that you may find of value. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Creating avatars and having a learner perform a task as an avatar can influence a person’s actual behavior outside of being an avatar.

ASTD 228
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#ASTDNY Presentation Resources

Kapp Notes

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. . & & Kim, Y.

Resources 165
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Vegas Workshop Resources

Kapp Notes

Here are the resources and slides from my workshop presentation in Las Vegas. Watching an avatar that looks like you performing an activity influences you to perform a similar or same activity in the future. Virtual self-modeling: the effects of vicarious reinforcement and identification on exercise behaviors.

Resources 155
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TechKnowledge 2012 Presentation Resources

Kapp Notes

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. . & & Kim, Y.

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Resources from Learning 3.0 Conference Presentation

Kapp Notes

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.