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Types of Intelligences
Source publication
This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model
that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one,
the theoretical foundations of multiple Intelligences and ID were examined to guide the development of...
Context in source publication
Context 1
... seven ways of knowing the world or intelligences are: verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic; and two forms of personal intelligences, one directed toward other persons, interpersonal intelligence, and one directed toward oneself, intra-personal intelligence. The characteristics of these intelligences and their associated behaviors are provided in Table 1. Gardner's theory has been tested in a variety of research studies. ...
Citations
... This work comprises a design and development research that is driven by the theoretical aspects. The procedure designed to complete this project is partially a combination of the research procedures presented by Tracey and Richey [20], and Lee and Jang [21]. Table 1 described which are the main procedure consists of five steps. ...
Gamification is a basic concept of game mechanics which apply into non-game environments. Games as joyful playing is widely used in daily life, including in education. Game was assembled by fundamental elements which regulate not only how it was played but also what is the final goal of their mechanics. When a game is operated; the player's cognitive, affective, and psychomotor aspects are involved. Involving three domains was integrated into an environment which stimulated the cognitive dimension. By using more complicated mechanics it will cultivate the metacognitive of players. This paper investigated how educational games can improve the player’s metacognitive skill. Investigating was done by theoretically analysing. The invention of this work is that educational games can improve a player's metacognitive which consist of several stages, namely goal setting and planning, selection and strategy selection, monitoring and evaluation, organization and self regulation, and attention. So, learning the effort of clearing stages of Cat Mario would encourage students to memorize knowledge and pattern of question so they could clear the question and learn new stuff through metacognitive skills that are obtained by their gaming experiences.
... Kecerdasan Jasmaniah-Kinestetik adalah kemampuan untuk menggunakan seluruh tubuh untuk mengekspresikan ide dan perasaan, serta menggunakan tangan untuk menghasilkan atau mentransformasi sesuatu. Kecerdasan ini mencakup keterampilan khusus seperti, koordinasi, keseimbangan, ketangkasan, kekuatan, fleksibelitas dan kecapatan (Tracey & Richey, 2007). Kecerdasan Visual-Spasial atau kecerdasan gambar atau kecerdasan pandang ruang didefinisikan sebagai kemampuan mempresepsi dunia visual-spasial secara akurat serta menstranformasikan persepsi visual-spasial tersebut dalam berbagai bentuk. ...
Setiap orang dilahirkan dengan keunikan yang luar biasa. Keunikan ini membawa dampak pada keragaman kemampuan, karakteristik, dan kehebatan luar biasa sesuai dengan bakat dan talenta. Pendeteksian bakat dan talenta anak sejak dini memiliki urgensi tersendiri untuk mengungkap kehebatan yang tersembunyi dalam diri setiap anak. Keunikan itu terlihat dari kecerdasan yang dimiliki yang mencakup verbal-linguistik, logis-matematis, visual-spasial, kinestetik-jasmani, musik-berirama, interpersonal, intrapersonal, naturalistik, dan eksistensial. Setiap kecerdasan dapat dikenali dengan melihat kecenderungan untuk mengungkap karakteristiknya. Setelah teridentifikasi, maka perlu dikembangkan dengan memerhatikan strategi pengembangan yang sesuai agar terarah bakat, talenta, dan kehebatan tersembunyi
... Bodily-kinesthetic intelligence is the ability to use the entire body to express ideas and feelings, and to use the hands to create or transform things. Coordination, balance, agility, strength, flexibility, and density are examples of specific skills included in this intelligence [17]. ...
The use of Gardner's multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from "never" to "very frequently." Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data.
... This study is experimental field research and documents the Expert Panel phases conducted with SMEs to validate the set of experiments. The Expert Panel Research Design Process's proposed model is based on the work of Tracey and Richey (2007), which uses the Delphi technique that uses a panel of SMEs analysis and feedback (See Figure 1). The Delphi technique is a fundamental methodology in situations where accurate information is not available, and expert judgment is needed (Ramim & Lichvar, 2014). ...
Distracted users can fail to correctly distinguish the differences between legitimate and malicious emails or search engine results. Mobile phone users can have a more challenging time identifying malicious content due to the smaller screen size and the limited security features in mobile phone applications. Thus, the main goal of this research study was to design, develop, and validate a set of field experiments to assess user’s judgment when exposed to two types of simulated social engineering attacks: phishing and Potentially Malicious Search Engine Results (PMSER), based on the interaction of the environment (distracting vs. non-distracting) and type of device used (mobile vs. computer). In this paper, we provide the results from the Delphi methodology research we conducted using an expert panel consisting of 28 cybersecurity Subject Matter Experts (SMEs) who participated, out of 60 cybersecurity experts invited. Half of the SMEs were with over 10 years of experience in cybersecurity, the rest around five years. SMEs were asked to validate two sets of experimental tasks (phishing & PMSER) as specified in RQ1. The SMEs were then asked to identify physical and Audio/Visual (A/V) environmental factors for distracting and non-distracting environments. About 50% of the SMEs found that an airport was the most distracting environment for mobile phone and computer users. About 35.7% of the SMEs also found that a home environment was the least distracting environment for users, with an office setting coming into a close second place. About 67.9% of the SMEs chose “all” for the most distracting A/V distraction level, which included continuous background noise, visual distractions, and distracting/loud music. About 46.4% of the SMEs chose “all” for the least distracting A/V level, including a quiet environment, relaxing background music, and no visual distractions. The SMEs were then asked to evaluate a randomization table. This was important for RQ2 to set up the eight experimental protocols to maintain the validity of the proposed experiment. About 89.3% indicated a strong consensus that we should keep the randomization as it is. The SMEs were also asked whether we should keep, revise, or replace the number of questions for each mini-IQ test to three questions each. About 75% of the SMEs responded that we should keep the number of mini-IQ questions to three. Finally, the SMEs were asked to evaluate the proposed procedures for the pilot testing and experimental research phases conducted in the future. About 96.4% of the SMEs selected to keep the first pilot testing procedure. For second and third pilot testing procedures, the SMEs responded with an 89.3% strong consensus to keep the procedures. For the first experimental procedure, a strong consensus of 92.9% of the SMEs recommended keeping the procedure. Finally, for the third experimental procedure, there was an 85.7% majority to keep the procedure. The expert panel was used to validate the proposed experimental procedures and recommended adjustments. The conclusions, study limitations, and recommendations for future research are discussed. Keywords: Cybersecurity, social engineering, judgment error in cybersecurity, phishing email mitigation, distracting environments
... After the initial model, the instructional design model to build CSEs' understanding was constructed, followed by the stages of internal revision and validation by instructional design experts and the views of the instructional design practitioners. Internal revisions and validations by instructional design experts were carried out through the Delphi three-phase study, while views by instructional design practitioners were conducted by asking two questions about their views on the instructional design model (Tracey, 2007(Tracey, , 2009Treagust, 2008;Tana, 2010;Yakmaci, 2013;Yager, 1994;Yuanita, 2015). ...
... The finalized instructional design model was presented to instructional design practitioners to gather feedback. Design revision and internal validation by the instructional design experts were conducted through a three-phase Delphi study (Lee & Jang, 2014;Silber, 2007;Tana et al, 2010;Tracey & Richey, 2007;Tracey, 2009). The feedback from the instructional design practitioners was collected through two questions about their opinions of the instructional design model which had been validated by the instructional design experts. ...
... For instance, to identify heuristic design patterns, a model researchers may use techniques such as interviewing designers, observing their tasks, or having them think out loud. It can be utilized on their competence, preferences, or accessibility to certain data (Lee & Jang, 2014;Silber, 2007;Tana et al, 2010;Tracey & Richey, 2007;Tracey, 2009). ...
The purpose of this study was to develop an instructional design model for
physical chemistry courses based on multiple representatives for chemistry
education students in Indonesia. In this research, several types of development
methods were adopted and conducted during the early stages of development. The
Lee’s approach was used as a methodological framework for the instructional
design model of the current study. Prototype I of the instructional design model
was validated by some instructional design experts. The validation result of
prototype I showed that it had a robust quality with a mean score of 4.45. This
shows that prototype I could be applied to physical chemistry courses in the
classroom after some suggested revisions from the instructional design experts
were done. After the revision, prototype II was created which improved the content
and design of the prototype I in accordance with the recent curriculum, the rules,
and elements of education.
... In line with Tracey and Richey (2007), the Delphi technique is used because it is more representative as a validation process that involves experts to criticize and assess the components and overall structure of the developed model. More specifically, it can be concluded that there are two aspects of the Delphi process which prove to be very valuable in this study. ...
Every school should be able to equip students to have the ability to integrate the knowledge gained with real life in responding to global challenges. Assessment of learning outcomes in the form of cognitive and skill aspects must go hand in hand. This study aims to produce: (1) a critical thinking model integrated with the science process, (2) construct validity and reliability instruments that measure the integrated critical thinking skills of science process skills in high school chemistry learning. This assessment model uses the Design and Development approach which refers to the Ellis & Levy model, namely: (1) problem (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test result model, and (6) application model. The validity assessment consisted of 3 measurement and measurement experts, 2 chemistry education experts, and 2 treatments. The trial sample described 289 high school students in Sleman Regency. Proving the validity of the content using the Aiken formula gets a value of 0.923 in the good category. Internal instrument reliability is included in the reliable category with a value of 0.886 (> 0.7), while the Composite Reliability ranges from 0.88 to 0.90. Confirmatory factor analysis showed that the value of the Root Mean Square Error of Approximation (RMSEA) was 0.021 <0.08, the Chi-Square obtained from <2df testing was 38.29 <2 (34) and the Goodness of fit Index (GFI) was 0.97. > 0.90 or a model declared according to the data obtained in the field and can be used in extensive measurements.
... This phase of the workin-progress study documents the Expert Panel phases that will be conducted with SMEs to validate the set of experiments before moving to the next phases of the study. The proposed model of the Expert Panel Research Design Process is based on the work of Tracey and Richey (2007), which uses the Delphi technique that uses a panel of SMEs analysis and feedback (See Figure 1). The Delphi technique is an essential methodology in situations where accurate information is not available, and expert judgment is needed (Ramim & Lichvar, 2014). ...
Phishing continues to be a significant invasive threat to computer and mobile device users. Cybercriminals continuously develop new phishing schemes using email, and malicious search engine links to gather personal information of unsuspecting users. This information is used for financial gains through identity theft schemes or draining financial accounts of victims. Users are often distracted and fail to fully process the phishing attacks then unknowingly fall victim to the scam until much later. Users operating mobile phones and computers are likely to make judgment errors when making decisions in distracting environments due to cognitive overload. Distracted users can fail to correctly distinguish the differences between legitimate and malicious emails or search engine results. Mobile phone users can have even a harder time identifying malicious content due to the smaller screen size and the limited security features in mobile phone applications. Thus, the main goal of this work-in-progress research study is to design, develop, and validate a set of field experiments to assess users judgment when exposed to two types of simulated social engineering attacks (phishing & possibly malicious search engine results (PMSER)), based on the interaction of the kind of environment (distracting vs. non-distracting) and type of device used (mobile vs. computer). In this paper, we outlines the Delphi methodology phase that this study will take using an expert panel to validate the proposed experimental procedures and recommend further steps for the empirical testing. The conclusions, study limitations and recommendations for future research are discussed. Keywords: Cybersecurity, social engineering, judgment error in cybersecurity, phishing email mitigation, distracting environments
... The use of a Delphi study leverages the power of cross-pollination. For instance, Tracey and Richey (2007) used the Delphi method to develop and validate an instructional model incorporating multiple intelligence (MI) and instructional design. They pointed out that there was no cross-pollination in the literature between MI and instructional design. ...
The present study aims to identify the challenges and solutions of implementing mobile learning in teaching and learning practices across K-12, higher education and industry. Methodologically, we employed Delphi study and scenario-based methods as primary techniques to collect and synthesize international experts’ opinions. A cross-sector panel of international experts from North America, Europe and the Asia Pacific participated in the study, consisting of 14 K-12 teachers, 13 academics, and 10 managers. The Delphi study was conducted in four rounds through online and face-to-face platforms: (Round I online) to generate own views on ML challenges in each of three sectors; (Round II online) to identify possible solution strategies and transferability; (Round III F2F) to develop workable solutions in small cross-sector teams; and then (Round IV online) to finalize transferability of solution strategies. Overall, the mobile learning experts identified four major challenge themes, which are risk taking (attitudes toward experimentation), matching technology to us (using technology in pedagogically sound ways), know-how (resources for information), and infrastructure (supporting structures and systems), that all sectors have been faced with. Findings suggest that perceived pedagogy and policy-related issues were the most prevalent in K-12 and higher education, while in the industry the emphasis was on technological challenges. This study also provides a synthesis of transferable solutions to some of the most significant challenges in mobile learning across sectors.
... Bodily-kinaesthetic intelligence is the ability to express ideas and transform objects through physical movement, action and practical demonstration, and "the capacity to use your whole body or parts of your body-your hands, your fingers, and your arms-to solve a problem, make something, or put on some kind of production" (Baum et al., 2006:16). Development of such skills as flexibility, coordination and strength is beneficial for this intelligence (Tracey & Richey, 2007). Drama, dance, field trips and movement-oriented games are classroom activities that employ tactile experiences and foster bodily-kinaesthetic intelligence (Armstrong, 2018). ...
Issues of leadership, multiple intelligences and technology innovation are crucial for the transformative paradigm shift in education. However, relationships among all three dimensions have not been explored by researchers. This study examined educational leadership through the lens of Multiple Intelligences (MI) theory application in technology-enhanced learning classrooms. The research involved teachers of ICT/Computing departments from post-primary schools in Northern Ireland. The mixed concurrent nested method was selected for quantitative and qualitative data collection in a cross-sectional online survey to examine teachers' awareness and perception of MI theory and frequency of MI categories promotion by choice of instructional technology tools. Also, leadership roles were explored in relation to instructional technology innovation. The results showed low overall levels of MI theory familiarity; however, MI theory was being applied by teachers without conscious knowledge about it. Common barriers to MI theory implementation were time and budget constraints, pressure of standardized tests, and lack of professional development, facilities and resources. School management type was found to correlate with perception of MI theory; grammar school teachers perceived MI theory as less applicable, useful and motivational than secondary school teachers. Classroom technology tools linked to core ICT skills were found to be most frequently used, catering mostly for intrapersonal, interpersonal, logical-mathematical and verbal-linguistic intelligences. It was evident that catering for MI may occur naturally due to the multimodal opportunities provided by expanded affordances of modern technology tools. Educational technology leaders were identified based on their high frequency of decision-making and high level of personal interest in technology innovation; they perceived other position-holders and pupils as decision-makers more frequently than other teachers, which highlighted the idea of distributed leadership. External social factors were found to have less impact on technology innovation than internal factors. Subsequent studies may extend research strategies, adopting methods which allow for the collection of more qualitative data, and to examine policymakers' perception of MI theory and teacher leadership. Furthermore, worldwide developments and trends in technology-enhanced teaching and learning should be explored in relation to MI theory and the leadership role of the teacher.
... During the process, it is expected that designers and educators clearly present learning outcomes, select effective instructional strategies to attain the outcomes, identify pertinent media to support instruction, and assess whether learners have reached the outcomes (Branch and Kopcha, 2014). Correspondingly, there are instructional design models (for a summary of models, see Tracey and Richey, 2007) that guide development of an instructional plan (including the design of apps). These models address three questions: (1) "Where are we going?, (2) How will we get there?, and (3) How will we know when we have arrived?" ...
The purpose of this study was to identify salient features for a critical thinking app and create an instrument to facilitate the app evaluation and selection process. Two questions guided the study: (1) What distinguishes critical thinking instructional apps from others? and (2) What design principles are essential to develop a critical thinking instructional app? The study was conducted in two phases, including a synthesis of existing research in Phase I and development of an evaluation instrument in Phase II. Three lines of research (on critical thinking, educational apps design principles, and tools for the evaluation of educational apps) informed the development of the instrument, which included three evaluation categories (content, pedagogy, and design). A synthesis of research used to create the instrument is included herein along with the instrument design process, rationale for this design, recommendations for usage, its limitations, and implications for future practice and research. Findings will enable app users to more wisely select critical thinking apps specific to their needs and assist app developers with distinguishing the salient qualities required to design apps for critical thinking. The study accordingly contributes to both software evaluation and its development with findings beneficial to both app users and developers.
