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{
    "pk": 25768,
    "title": "M3-Situating Embodied Learning: Embedding Gestures in Narratives to learn\nMathematical FrActions in a digital tablet environment",
    "subtitle": null,
    "abstract": "Researchers developed Iteration-1 of a digital tablet tutorgame\nexploring the impact of narratives (strong (S) vs. weak\n(W)) and gestural mechanics (conceptual (C) vs. deictic (D))\non players’ understanding of mathematical fractions. In a\ntwo-by-two factorial design, 3rd, 4th, and 5th grade elementary\nstudents at an afterschool program in Harlem, NYC\n(NTTL=72; x̄AGE=10.31 years [1.64], 67% female) were\nrandomly assigned to play one of the four tutor-game\nenvironments (SC, SD, WC, WD). Pre/post scores on formal\nfractions assessments showed significant learning for all\ngroups. Tutor-log data revealed that students using\nconceptual gestures were significantly more accurate at\nestimating and denominating fractions than students using\ndeictic gestures. Observational notes, student exit surveys and\nclinical interviews corroborated that many students used the\ntutors’ gestures in their explanations of fractions. This\ncollection of data is used to discuss the impact of gesture and\nnarrative on learning fractions and digital-tutor design.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "mathematics; fractions; embodiment; gestures;\nsituated; narrative; ludology; gaming; design-based research;\nDBR; data-mining; digital; tablet; tutor."
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2p69d9qs",
    "frozenauthors": [
        {
            "first_name": "Michael",
            "middle_name": "I",
            "last_name": "Swart",
            "name_suffix": "",
            "institution": "Teachers College Columbia University",
            "department": ""
        },
        {
            "first_name": "Ben",
            "middle_name": "",
            "last_name": "Friedman",
            "name_suffix": "",
            "institution": "Teachers College Columbia University",
            "department": ""
        },
        {
            "first_name": "Sorachai",
            "middle_name": "",
            "last_name": "Kornkasem",
            "name_suffix": "",
            "institution": "Teachers College Columbia University",
            "department": ""
        },
        {
            "first_name": "John",
            "middle_name": "B",
            "last_name": "Black",
            "name_suffix": "",
            "institution": "Teachers College Columbia University",
            "department": ""
        },
        {
            "first_name": "Jon",
            "middle_name": "M",
            "last_name": "Vitale",
            "name_suffix": "",
            "institution": "University of California Berkeley",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25768/galley/15392/download/"
        }
    ]
}