Lloyd Rieber

The University of Georgia, Workforce Education and Instructional Technology, Faculty Member

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Lloyd Rieber is a Professor of Learning, Design, and Technology at the University of Georgia. He is also the chair of the Department of Workforce Education and Instructional Technology.
Address: The University of Georgia
850 College Station Road, Room 203
Athens, GA 30602

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Papers by Lloyd Rieber

Panel: Pros and Cons of the Cohort Model for ID Programs

Blogging the Future from Multiple Perspectives

Games: Purpose and Potential in Education, 2008

There are many issues and potentials in the field of educational games. This chap-ter was develop... more There are many issues and potentials in the field of educational games. This chap-ter was developed as a collaborative blogging effort among contributing authors of this book to discuss some of the current problems and the future potentials for educational games. A variety of ...

Enacting Q Pedagogy in a Graduate Social Studies Education Classroom

Proceedings of the 2022 AERA Annual Meeting, 2022

Q Pedagogy: Bringing Students’ Subjectivity into the Design of Instruction

International journal of designs for learning, Jul 12, 2023

Q pedagogy is a teaching approach that values the subjective viewpoints of students and incorpora... more Q pedagogy is a teaching approach that values the subjective viewpoints of students and incorporates them into the design of instruction. Q pedagogy is an instructional adaption of Q methodology, a research methodology first developed in the 1930s by Dr. William Stephenson to study people's subjectivity. Q methodology uses a special data collection technique called a Q sort to capture a snapshot of a person's subjectivity toward a given topic. The Q sort data of class participants are then factor analyzed to reveal groupings or clusters (i.e., factors) of students who share similar viewpoints. Next, the instructor designs a follow-up classroom activity, such as small-and large-group discussions, to help students understand and appreciate the different points of view held by their classmates and to support the goals of the lesson. A fictional design story is presented in this article to introduce Q pedagogy and explain how to implement it.

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The effects of textual, graphic, and animated graphic elaboration strategies and practice on learning from computer-based instruction

The investigation of exploratory learning strategies using computer-based modeling tools when solving veterinarian clinical case study problems

The purpose of this study was to investigate the effectiveness of using two types of exploratory,... more The purpose of this study was to investigate the effectiveness of using two types of exploratory, model-based learning activities to help participants solve clinical case study problems in the content domain of veterinarian pharmacokinetics. A total of 75 veterinary medicine students used a computer modeling program called STELLA to either construct a model of a pharmacokinetic system to help solve a clinical case study problem, or to experiment with a model already constructed. This study investigated two model-based learning approaches: (1) Model-Provided Learning and (2) Model-Assembling Learning. It was hypothesized that Model-Assembling learning would allow participants to use more inductive reasoning strategies by creating their own model and promote self-reflection on a specific mental model. Furthermore, it was believed that this approach would allow participants to make their mental models explicit and test them against the mathematical and scientific models (i.e., conceptual models) presented to them during the instruction. Results indicated that metacognitive awareness as measured by the Metacognitive Awareness Inventory (MAI) was not a good predictor for learning outcomes as measured by an instructor-developed exam. The Model-Assembling group outperformed the Model-Provided group on an Instructor-Developed test designed to measure both basic-level and inference-level comprehension of the concepts of pharmacokinetics presented in the case study problem. Descriptive data collected provided an understanding of the nature of the strategic knowledge (cognitive and metacognitive) that students brought to bear on the problem-solving tasks using the software and materials provided. Mental model analyses of concept maps drawn by a select number of participants indicated that they had to actively test and revise their mental via a trial-and-error approach using STELLA. Recommendations are provided for educators interested in using model-based learning activities and modeling tools such as STELLA to teach complex science concepts. These recommendations are based on a comparison of the results of this study along with an analysis of relevant research literature. Recommendations include the use of support measures, model progression techniques, adequate training, collaborative learning, and other learning environment issues.

Supporting Discovery-Based Learning within Simulations

IGI Global eBooks, Jan 18, 2011

This paper begins by presenting an overview of visualization in education, followed by two main t... more This paper begins by presenting an overview of visualization in education, followed by two main theoretical frameworks to guide research: Dual coding theory and mental model theory. These ideas are used to frame design and research questions for educational simulations. Two main areas of simulation research are then reviewed: the use of different feedback representations and challenges faced by learners in discovery learning approaches. Research shows that discovery learning within simulations is very difficult for students, but can be effectively supported with the use of different simulation representations and creative designs to the simulation's interface. This research suggests that representation matters but is very context sensitive.

format_quoteStudents struggle with discovery learning in simulations, requiring significant support to adapt hypotheses based on data.format_quote

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All Opinions Matter

Journal of the Scholarship of Teaching and Learning, Sep 27, 2022

This paper describes a study, in the form of multiple field tests, designed to help students in a... more This paper describes a study, in the form of multiple field tests, designed to help students in an environmental health science course express and understand the subjective perspectives that they and their classmates hold on important course topics. This study is part of a project using the Q sorting technique found in Q methodology as the basis for a classroom activity, an approach we term Q pedagogy. Q methodology is a research methodology designed to study people's subjectivity and was first formulated by William Stephenson in the 1930s. Results show that the Q pedagogy activity was effective in promoting individual reflection and group discussion among students in the class. Q pedagogy adapts the rich, mixed methods research approach of Q methodology for instruction to advance the Scholarship of Teaching and Learning (SoTL).

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Innovation in Teaching and Technology Q-Sort

The Value of Serious Play

Foundations of Learning and Instructional Design Technology, 2018

Potential of Homemade PowerPoint Games in a Blended

scalability. Familiar software programs, such as MS PowerPoint, can be used as a tool for student... more scalability. Familiar software programs, such as MS PowerPoint, can be used as a tool for students to create educational games to deepen their understanding of content. In this article, the authors examine students in two secondary social studies classes that created homemade PowerPoint games as a way to review for their mid-term and final examinations. The authors compared student performance on these exams based upon the topics covered by their game design. While no significant differences in student outcomes were found, qualitative analyses indicate that students and the teacher reported that the activity enjoyable and wished to continue this project. The authors speculate the lack of statistical differences was due to the small sample size and plan to use the lessons

The iSkills Project: Mobile Video Instructions for People with Intellectual Disabilities

Innovation in Teaching and Technology Q-Sort

PsycTESTS Dataset, 2016

Using computer animated graphics in science instruction with children

Journal of Educational Psychology, Mar 1, 1990

The effects of animated presentations and practice were studied in a computer-based science lesso... more The effects of animated presentations and practice were studied in a computer-based science lesson involving fourth-and fifth-grade students. Three levels of visual elaboration (static graphics, animated graphics, and no graphics) were crossed with three levels of practice (behavioral, cognitive, and no practice). Behavioral practice consisted of traditional questioning and cognitive practice consisted of a structured simulation. Animated graphics were superior

Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II

Educational Technology Research and Development, Jun 1, 1989

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Constructivism at Work through Play

The purpose of project KID DESIGNER is to enhance the natural tendency of children to explore the... more The purpose of project KID DESIGNER is to enhance the natural tendency of children to explore their environment through play. This paper describes the theoretical and philosophical assumptions upon which Project KID DESIGNER is based as well as the procedures followed. It also provides an overview of the games produced by children to date and considers what these games represent in terms of learning, children's values, and the collaborative design process between and among the children and adults who have participated.

Visualization in Human Cognition

Computers, graphics & learning

Publikationsansicht. 42441445. Computers, graphics and learning (1994). ...

Mobile Video Instruction for People with Intellectual Disabilities

The Technologies behind iSkills: Joomla!+Video+iPhone

Lloyd Rieber

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