Tools That Teach Too: Exploring the Role of Interaction in the Development of Useful Cognitive Residuals

Tools help us perform tasks. But they also change the way we think. In five studies, I explored the lasting effects — the cognitive residuals — of using two common forms of automated spelling assistance, spell-checking and autocorrect. These different spelling assistance systems aim to provide similar spelling outcomes, but users interact quite differently with each. By comparing differences in spelling skills after using these different types of spelling assistance, I assessed differences in the cognitive residuals that arise from direct interaction (spell-checking) and passive support (autocorrect). Results suggest that the passive support provided by autocorrect is just as good as for the development of spelling skill as the direct interaction offered by traditional forms of spell-checking. However, I also demonstrate a new type of direct-interaction spell-checking that outperforms traditional approaches in creating cognitive residuals for users that help improve their spelling skills

An Overview of the Persian EFL learners’ Spelling Difficulties

Spelling is considered a difficult skill for foreign and second language learners of English as the ability to spell in English language comes with a lot of effort, particularly when the English spelling system is known to be a complex system, even among native speakers. The difficulties could be linguistic and extra-linguistic. This conceptual paper reviews the differences and similarities between English and Persian spelling system, the sages of spelling difficulties among children, particularly the approach suggested by Tabrizi, Tabrizi, and Tabrizi (2013)in which the stages of learning spelling among Iranian learners are analyzed. The types of morphological, phonological, and orthographical spelling difficulties, factors contributing to the spelling difficulty, as well as a comprehensive literature review of EFL studies conducted on English spelling are provided in this paper. Finally, the mental processing and the role of memory are discussed briefly. It was concluded that examining the differences between the learners’ first language and English language may provide useful insights into the English spelling problems faced by EFL learners

Neurocognitive Informatics Manifesto.

Informatics studies all aspects of the structure of natural and artificial information systems. Theoretical and abstract approaches to information have made great advances, but human information processing is still unmatched in many areas, including information management, representation and understanding. Neurocognitive informatics is a new, emerging field that should help to improve the matching of artificial and natural systems, and inspire better computational algorithms to solve problems that are still beyond the reach of machines. In this position paper examples of neurocognitive inspirations and promising directions in this area are given

Supporting Human Cognitive Writing Processes: Towards a Taxonomy of Writing Support Systems

In the field of natural language processing (NLP), advances in transformer architectures and large-scale language models have led to a plethora of designs and research on a new class of information systems (IS) called writing support systems, which help users plan, write, and revise their texts. Despite the growing interest in writing support systems in research, there needs to be more common knowledge about the different design elements of writing support systems. Our goal is, therefore, to develop a taxonomy to classify writing support systems into three main categories (technology, task/structure, and user). We evaluated and refined our taxonomy with seven interviewees with domain expertise, identified three clusters in the reviewed literature, and derived five archetypes of writing support system applications based on our categorization. Finally, we formulate a new research agenda to guide researchers in the development and evaluation of writing support systems

Open access to educational resources in energy and sustainability: Usability evaluation prototype for repositories

The purpose of this paper is to show a PhD dissertation research plan, which aims to assess whether the users’ experience of users to perform various tasks in an open access repository, increases by integrating Discovery Tools. The tasks to perform by the users are management and information design, dissemination and searches of open educational resources (OER) of sustainability energy. This research aims to develop a usability evaluation prototype which will offer new insights in the design of the information architecture. In the first stage, the criteria will be selected to measure the level of usability of the tasks to evaluate and develop the analysis of the current interactive design of the web repository. In the second stage, will consist of measure, once implemented the Discovery Tools in the web repository and check the usability level increase in relation with the criteria. In this paper you could find aspects as the motivations and the context in which it will develop this research, state of the art, hypothesis, research objectives, aspects of the methodology of the research, developed under the method of mixed layout, the current an expected contribution, the results and the validation and dissertation status. The results will contribute for detect new criteria and parameters for provide flexible interfaces, specifically for the web repositories, which are a part of the technological ecosystem of the scientific activity

Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice

Whether or not teachers use the research-based practices of Explicit Instruction (EI) in lessons matters, since the salient features of EI design and delivery, backed by empirical research (Hattie, 2009), enable the transfer of new and difficult information from short- to long-term memory (Kirschner et al., 2006). How teachers interpret EI is important, because effective early instruction in “systematic, direct and explicit” phonics and phonological awareness (PA) can reduce the incidence of reading difficulties (Moats, 2010). The aim of this thesis was to investigate, describe and analyse teachers’ enacted understanding of Explicit Instruction in phonics and phonological awareness, and identify the factors that enhanced or inhibited faithful implementation of EI practices in pre-primary classrooms. Case studies were conducted with three pre-primary teachers in Perth, Western Australia. Five explicit phonics and PA lessons, delivered by each teacher, were observed and video recorded over a data collection period of 14 weeks, spanning three school terms in 2014. The teachers were interviewed after the five observations; more extensively at the beginning and end of the datacollection phase. The school principals and, where available, the teacher mentors or EI coaches were also interviewed, with further information gathered from school documents and email contact. The case studies were examined individually and across cases to provide insights into the complexities of teachers’ enacted interpretations of EI. One of the schools had adopted EI as a whole-school approach to literacy in conjunction with fully scripted Direct Instruction Programs (Carnine et al., 2010). In this school, the pre-primary teacher received extensive professional development and delivered EI with fidelity in a school environment highly aligned with teacher-directed approaches. The other two pre-primary teachers taught E I in more eclectic environments, where essential components of EI were not a sufficiently clarified, supported or embedded approach by instructional leaders. Amongst others, O’Donnell (2019) concluded that teachers’ beliefs are an important factor in the success or failure of new teaching approaches. It is therefore likely that the teachers in this study believed phonics should be taught using play-based, meaningful experiences (Campbell, 2015) because the dominant philosophy in early childhood education is play based (Ebbeck & Waniganayake, 2016). This could have contributed to their inability to adhere to critical aspects EI as recommended in the research. I used Bronfenbrenner’s Ecological Systems Theory to explain how teaching practices were subjected to multiple and complex environmental influences and pedagogical content knowledge, in addition to what teachers deemed important to their students’ learning needs. Teachers’ practices and understandings were found to be influenced by confusing national and state policies, a predominantly play-based learning philosophy, vagueness of school policy in relation to literacy and EI, teachers’ personal beliefs, the school’s professional learning framework and the commitment of leadership to embedding teacher-led learning. This study addressed a gap in the literature on teachers’ practice of EI in phonics and phonological awareness, and showed that some teachers could articulate the principles but not put them into practice. The findings have implications for further research, policy and teachers’ professional learning

A new approach to CALL content authoring

[no abstract

Strategic Error as Style: Finessing the Grammar Checker

Composition studies lacks a comprehensive theory of error, one which successfully defines error in writing and offers a pedagogical response to ostensible errors that neither ignores nor pathologizes them. Electronic text-critiquing technologies offer some promise of helping writers notice and correct errors, but they are under-researched in composition and rarely well-integrated into pedagogical praxis. This research on the grammar and style checker in Microsoft Word considers the program as an electronic checklist for making decisions about what counts as an error in a given rhetorical situation. This study also offers a theory of error grounded in the idea of attention, or cognitive load, some of which an electronic checker can relieve in its areas of its greatest effectiveness, which this research quantifies. The proposed theory of error forms the basis for a pedagogy of register, understood as typified style, and establishes that error itself can be a strategic style move

The role of simulation in developing and designing applications for 2-class motor imagery brain-computer interfaces

A Brain-Computer Interface (BCI) can be used by people with severe physical disabilities such as Locked-in Syndrome (LiS) as a channel of input to a computer. The time-consuming nature of setting up and using a BCI, together with individual variation in performance and limited access to end users makes it difficult to employ techniques such as rapid prototyping and user centred design (UCD) in the design and development of applications. This thesis proposes a design process which incorporates the use of simulation tools and techniques to improve the speed and quality of designing BCI applications for the target user group. Two different forms of simulation can be distinguished: offline simulation aims to make predictions about a user’s performance in a given application interface given measures of their baseline control characteristics, while online simulation abstracts properties of inter- action with a BCI system which can be shown to, or used by, a stakeholder in real time. Simulators that abstract properties of BCI control at different levels are useful for different purposes. Demonstrating the use of offline simulation, Chapter 3 investigates the use of finite state machines (FSMs) to predict the time to complete tasks given a particular menu hierarchy, and compares offline predictions of task performance with real data in a spelling task. Chapter 5 aims to explore the possibility of abstracting a user’s control characteristics from a typical calibration task to predict performance in a novel control paradigm. Online simulation encompasses a range of techniques from low-fidelity prototypes built using paper and cardboard, to computer simulation models that aim to emulate the feel of control of using a BCI without actually needing to put on the BCI cap. Chapter 4 details the develop- ment and evaluation of a high fidelity BCI simulator that models the control characteristics of a BCI based on the motor-imagery (MI) paradigm. The simulation tools and techniques can be used at different stages of the application design process to reduce the level of involvement of end users while at the same time striving to employ UCD principles. It is argued that prioritising the level of involvement of end users at different stages in the design process is an important strategy for design: end user input is paramount particularly at the initial user requirements stage where the goals that are important for the end user of the application can be ascertained. The interface and specific interaction techniques can then be iteratively developed through both real and simulated BCI with people who have no or less severe physical disabilities than the target end user group, and evaluations can be carried out with end users at the final stages of the process. Chapter 6 provides a case study of using the simulation tools and techniques in the development of a music player application. Although the tools discussed in the thesis specifically concern a 2-class Motor Imagery BCI which uses the electroencephalogram (EEG) to extract brain signals, the simulation principles can be expected to apply to a range of BCI systems