Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Business and management (1)
- Characterization and evaluation of materials (1)
- Chemistry (1)
- Chemistry and materials science (1)
- Cluster analysis (1)
-
- Consumer behavior (1)
- Consumers (1)
- Cotton (1)
- Environment (1)
- Expertise (1)
- Green marketing (1)
- Knowledge (1)
- Knowledge acquisition (1)
- Knowledge development in games (1)
- Learner control (1)
- Life sciences (1)
- Organic cotton (1)
- Prior experiences (1)
- Regression analysis (1)
- Serious games (1)
- Simulation design (1)
- Summative evaluation (1)
- Textile engineering (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Objective Knowledge, Subjective Knowledge, And Prior Experience Of Organic Cotton Apparel, Han Tae-Im
Objective Knowledge, Subjective Knowledge, And Prior Experience Of Organic Cotton Apparel, Han Tae-Im
STEMPS Faculty Publications
The purpose of this research is to examine the relationships between objective knowledge, subjective knowledge, and prior experience of organic cotton apparel and their effects on purchase behaviors. The sample of the present study consisted of Millennial consumers living in the United States. Multiple regression and cluster analysis were used to assess the relationship among variables. Objective and subjective knowledge related to organic cotton apparel had a weak relationship suggesting they are distinct measures of knowledge. Direct experience, indirect experience, and education level were significant predictors of subjective knowledge, however, they had insignificant effects on objective knowledge. Furthermore, consumers who …
Effective Knowledge Development In Game-Based Learning Environments: Considering Research In Cognitive Processes And Simulation Design, Amy B. Adcock, Ginger S. Watson, Gary R. Morrison, Lee A. Belfore
Effective Knowledge Development In Game-Based Learning Environments: Considering Research In Cognitive Processes And Simulation Design, Amy B. Adcock, Ginger S. Watson, Gary R. Morrison, Lee A. Belfore
STEMPS Faculty Publications
Serious games are, at their core, exploratory learning environments designed around the pedagogy and constraints associated with specific knowledge domains. This focus on instructional content is what separates games designed for entertainment from games designed to educate. As instructional designers and educators, the authors want serious game play to provide learners with a deep understanding of the domain, allowing them to use their knowledge in practice to think through multifaceted problems quickly and efficiently. Attention to the design of serious game affordances is essential to facilitating the development of domain knowledge during game play. As such, the authors contend that …