FEAT
发表于 2025-3-25 04:34:36
https://doi.org/10.1057/978-1-137-32008-7creativity; education; interaction; learning; creativity and education; digital education and technology;
GREG
发表于 2025-3-25 08:09:46
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Transfusion
发表于 2025-3-25 13:00:28
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黑豹
发表于 2025-3-25 16:29:57
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Tidious
发表于 2025-3-25 21:31:17
Gender and Representing the Unrepresentable,mework. As will be described in the subsequent chapters, the book’s empirical work and evolving theoretical framework worked effectively together to produce an interactive exhibition and a series of design guidelines for narrative technology to enhance education and learning.
abysmal
发表于 2025-3-26 03:34:45
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小平面
发表于 2025-3-26 06:49:54
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割让
发表于 2025-3-26 09:37:44
New Realism: Mamet, Mann and Nelsong for creativity with computing through narrative technology in education. As with all DBR models, SCÉAL is a working framework, and therefore, it must be adapted and finessed to suit the constraints and exigencies, and exploit the potential and possibilities of any given educational context(s). It
忙碌
发表于 2025-3-26 15:15:45
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凝视
发表于 2025-3-26 17:19:48
Educational Design with a Capital D,l, 2016). Therefore, the effective deployment and use of narrative technology in education necessitates genuinely principled and participatory engagement by learners/users as co-designers, collaboratively exploring and realising the potential of digital media and storytelling in context. Further, ed