A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

Conceptual framework of video learning practices to enhance students' critical thinking skills in active learning environment

An educational institution of the 21st century are facing with many challenges in improving student performance to encounter the new upcoming challenge for the young generation (Mercer, 2007). With the big task to handle, educational institutions must ensure the quality of education provided for students in all level, in line with the hope from each parents towards their children?s future

Designing a Simulation showcasing the Pharmacological Effects of Beta-2-Agonists in Asthma Treatment; Virtual Reality as a supplement to traditional teaching methods

As educational technology evolves, there is a growing interest in applying VR in teaching complex scientific concepts that benefit from a visual and immersive learning environment. Motivated by the promising results of VR in medical education across multiple disciplines, we aimed to investigate the applicability and effectiveness of this technology in pharmacology education. This discipline, which involves understanding how drugs work within the human body, is often considered complex and challenging for students. However, it is a critical component of medical education and is essential in treating and preventing various diseases. The study was driven by two research inquiries. The primary inquiry aimed to explore the potential design possibilities of a virtual reality (VR) simulation for visualizing the pharmacological effects of beta-2-agonists in asthma treatment. The secondary question focused on evaluating the perspectives of students and educators regarding the efficacy of the VR application in learning pharmacology concepts compared to conventional teaching approaches. The application underwent two rounds of evaluation sessions with both students and teachers. Participants responded positively to the immersive learning experience, particularly appreciating the detailed visualizations and interactivity offered by the VR application. Their feedback highlighted the potential of VR to create a more intuitive understanding of complex pharmacological processes. Despite the evaluation phase featuring a limited number of participants, the received feedback suggested a promising potential for VR as an additional tool. The study, therefore, serves as a proof of concept, showcasing the possibilities of VR in enhancing pharmacology education and paving the way for future research and development in this area.Masteroppgave i Programvareutvikling samarbeid med HVLPROG399MAMN-PRO

Neuroscience-informed Auditory Training in Schizophrenia: A Final Report of the Effects on Cognition and Serum Brain-Derived Neurotrophic Factor.

ObjectiveWe previously reported the interim effects in a per protocol analysis of a randomized controlled trial of an innovative neuroscience-informed computerized cognitive training approach in schizophrenia. Here we report the effects of training on behavioral outcome measures in our final sample using an intent-to-treat analysis. We also report the effects on serum brain-derived neurotrophic factor (BDNF).MethodEighty-seven clinically stable participants with schizophrenia were randomly assigned to either targeted auditory training (AT, N=46) or a computer games control condition (CG, N=41). Participants were assessed on neurocognition, symptoms and functional outcome at baseline and after 50 hours of intervention delivered over 10 weeks. Serum BDNF was assessed at baseline, at 2 weeks, and at 10 weeks.ResultsAfter the intervention, AT participants showed significant gains in global cognition, speed of processing, verbal learning, and verbal memory, relative to CG participants, with no changes in symptoms or functioning. At baseline, schizophrenia participants had significantly lower-than-normal serum BDNF. AT participants showed a significant increase in serum BDNF compared to CG participants, and "normalized" levels by post training.ConclusionsParticipants with chronic schizophrenia made significant cognitive gains after 50 hours of intensive computerized training delivered as a stand-alone treatment, but no improvement in symptoms or functioning. Serum BDNF levels were significantly increased, and may serve as a peripheral biomarker for the effects of training. Future research must focus on: 1) Methods of integrating cognitive training with psychosocial treatments; 2) A deeper understanding of underlying neurophysiology in order to enhance critical mechanisms of action

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Using Animation to Facilitate Second Language Learning

HonorsUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/162653/1/ameerak.pd

A backwards approach to instructional design

This project describes the outline for an effective procedure for a backwards design approach as it relates to a technology integrated unit of study

Short and long-term vocabulary learning and retention through multimedia glossing: A mixed methods research

Vocabulary development is significant for mastering a second/foreign language. There are several approaches for vocabulary instruction, including glossing. Glossing is a context-based technique that represents information on target words via definitions, explanations, synonyms, pictures, sounds, and videos. Glossing can also be used electronically through texts, pictures, audios, and video/animations. Studies on different gloss combinations in multimedia learning environments have led investigators to inconclusive findings. The present study examined which mode(s) of gloss presentation (L2 definition, aural, and video/animation) is effective for learners’ short and long-term vocabulary learning and retention. Utilizing a mixed methods approach, 132 intermediate language learners formed one control and three experimental groups. The experimental groups received target words in different glossing modes; the control group received no glossing instruction. ANCOVA and paired samples t-test were used to analyze the pre/post-test data. Learners’ attitudes and perceptions towards glossing modes were also examined through a questionnaire and interviews. The results showed that glossing was significantly more effective than non-glossing strategy for participants’ short-term retention in both productive recall and multiple-choice productive recognition tests; and partially effective for their long-term retention. Additionally, in both vocabulary measurements, L2 definition and video/animation glossing as well as L2 definition and audio glossing were more effective than L2 definition alone for most test sessions; but since L2 definition alone was also effective for few test sessions, the findings cannot be generalized largely. The results of the questionnaire and interviews showed that the participants preferred L2 definition and video/animation glossing over the two other modes

Learning about viruses:Representing Covid-19

Covid-19 has significantly impacted children's lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, like many other invisible scientific phenomena, understanding of viruses greatly depends upon how they are represented. Thus, we sought to understand the relative benefits and limitations of different forms for learning about the underlying biology of Covid-19. Applying an embodied learning lens, we analysed pictures, 3d models, gestures, dynamic visualisations, interactive representations, and extended reality identified through a state-of-the art-review. In so doing, we address the affordances and limitations of these forms in general and variation within them. We used this to develop a representational checklist that teachers and other adults can use to help them support children and young people's learning about the biology of Covid-19

Cognitive Architecture and Instructional Design: 20 Years Later

Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the theory. Curiously, this knowledge had had a limited impact on the field of instructional design with most instructional design recommendations proceeding as though working memory and long-term memory did not exist. In contrast, cognitive load theory emphasised that all novel information first is processed by a capacity and duration limited working memory and then stored in an unlimited long-term memory for later use. Once information is stored in long-term memory, the capacity and duration limits of working memory disappear transforming our ability to function. By the late 1990s, sufficient data had been collected using the theory to warrant an extended analysis resulting in the publication of Sweller et al. (Educational Psychology Review, 10, 251-296, 1998). Extensive further theoretical and empirical work have been carried out since that time and this paper is an attempt to summarise the last 20 years of cognitive load theory and to sketch directions for future research