This study investigates the potential of integrating gestalt-based texts and learning analytics in fostering political learning through a simulation approach. The aim is to explore the extent to which learners’ political knowledge, skills, and attitudes can be enhanced by utilizing a combination of visual and textual information, data-driven insights, and interactive simulations. Employing a mixed-methods design, the research combines quantitative analyses of learning outcomes and qualitative examination of learners’ experiences and perceptions.
The study will be conducted with a sample of high school students enrolled in a social studies course. Participants will be divided into two groups: an experimental group exposed to gestalt-based texts and learning analytics, and a control group receiving traditional instructional materials. Both groups will participate in a simulation activity focused on a politically-relevant topic. The experimental group will have access to an integrated online platform that provides gestalt-based texts, visualizations of learning analytics, and interactive simulations for content exploration.
Learning outcomes will be measured through pre- and post-tests assessing participants’ political knowledge, critical thinking skills, and attitudes towards political issues. Additionally, qualitative data will be collected through interviews and focus groups to gain insights into participants’ experiences, perceptions, and attitudes towards the gestalt-based texts, learning analytics, and simulation activities.
The research aims to contribute to the literature on the effective integration of technology-enhanced instructional strategies in political education. By examining the potential benefits of gestalt-based texts and learning analytics, this study seeks to shed light on how these approaches can support and enhance political learning in educational settings. Furthermore, the study explores the utility of simulation activities as a means to engage students in active and experiential learning within the context of political education.
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