Attitude of Undergraduate students towards Sketchnoting activity in classroom

Ensuring and further increasing student engagement in the classroom is a challenging task for the teachers. Teachers need to be creative with the tasks and activities they employ in the classroom so that students pay more attention to the topic being discussed. Greater the involvement of the students, better would be the chances that they learn. This study focused on studying the attitude of students towards sketchnoting activity in the classroom. College going students from Bachelor of Education (B.Ed.)., Bachelor of Arts (B.A., Applied Psychology) and Bachelor of Science (B.Sc., Clinical Psychology) courses were included in the sample

Triple Helix: AI-Artist-Audience collaboration in a performative art experience

Imagine an art exhibition that morphs its content according to the audience’s experience like a chameleon, reflecting the audience’s mind and culture and turning the artist’s exhibition into the viewer’s. But when the viewers leave, the work fades back to the creator’s original work and waits for the next audience. In this project, my team introduced an interactive exhibition called Triple Helix, where audience members were provided the opportunity to alter the artworks created by the artist, thus imbuing them with their own perspectives. This interactive exhibition was held at three physical-locations and online, and a comprehensive user study was conducted, exploring changes in creative confidence, i.e., an individual\u27s willingness to create and to share. This project includes three main contributions. First, my team proposed an innovative exhibition system, allowing audience members to actively modify artworks in real-time using AI technology. Second, the results of the user study demonstrate the multiple individual factors that appear to influence creative confidence, such as an individual’s art knowledge. Third, by analyzing participants’ feedback after the Triple Helix exhibition, certain shortcomings in current generative AI systems have been identified, including the weakness of current text-to-image transformation methodology in non-representational pieces and the cons of rapid image generation. These insights can serve as valuable guidelines for improving the human-AI co-creation experience in the future. I hope this work will serve as a step toward a richer and more comprehensive understanding of the application of generated AI into the realm of art

Drawing as an Encoding Tool: Generalizing to Emotional and More Complex Stimuli

Drawing, as an encoding strategy has been shown to provide robust memory benefits primarily to memory for list of words. Past research has also shown that emotional compared to neutral information is typically better remembered. In this thesis, we examined the extent and limitations to which the memorial benefits conferred from drawing at encoding extended to emotional materials and to more complex stimuli such as sentences. In Experiment 1, 50 young adult undergraduate students were presented with 42 positive, negative, and neutral words, one at a time, in random order. They were asked either to write out or to draw a picture of the referent of the word, with cue-type intermixed, making the word valence and encoding prompt manipulations within-subject. Participants were later given five minutes to freely recall as many words as possible by writing them out. Recall was higher for words drawn than written at encoding. What is more, the magnitude of the boost was further enhanced for negative compared to positive and neutral words. In Experiment 2, we examined the generalizability of this drawing benefit to memory for more complex materials - neutral sentences - which are more linguistically and semantically complex than single words. In Experiment 2, another sample of 50 young adult undergraduate students were presented with a total of 18 sentences, one at a time, with random prompts to either write or draw intermixed. In Experiment 3, we examined whether emotional valence would again combine with the magnitude of the drawing benefit, as it had in Experiment 1, even when the to-be-remembered information was sentences. Experiment 3 was identical, but sentences were either positive, negative or, neutral in valence (8 of each type; 24 sentences in total, half drawn and half written at encoding). In both of the experiments, following encoding, participants were then given five minutes to freely recall as many sentences as possible in written format. In both, recall was higher for sentences drawn than written at encoding. As well, in Experiment 3, recall for negative sentences was significantly higher than for neutral or positive sentences; there was, however, no interaction. These findings demonstrate that the memorial benefit from drawing at encoding a) extends to emotional materials, and b) is evident even when to-be-remembered information is more complex. Our findings also suggest that drawing and emotionality independently enhance retention of words

7th International Conference on Higher Education Advances (HEAd'21)

Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA

Digital annotations: an exploration of experiences

Digital texts and learning platforms introduce possibilities of forms of reading and writing that can be contrasted with pre-digital understandings of how readers and writers interact with texts. In current Higher education contexts, there is a requirement to embrace the use of digital technologies to access study materials and engage with academic practices; these technologies are often selected and supported by university computing support, or staff creating the course of study, and those participating are expected to accept and grasp the potential for their own work. At the same time students and staff, who can be from diverse language and cultural contexts, are expected to conform to the visible academic, linguistic and cultural practices for writing, submitting texts, and taking part in learning discussions. Study practices also include various forms of notes, comments and annotations to texts that are sometimes private and sometimes exchanged in various ways, including digital formats. Although constraints are placed on what is acceptable in the visible academic settings, the digital choices available to staff and students are extensive. Concurrent to this, changes in course design, resources and support (for staff and students) are being subtly changed in a way that may seem routine (Goodfellow & Lea, 2013) but are gradually and significantly changing the way reading and writing are regarded. This study explores the use of modifications to texts which are variously labelled as digital notes, comments or annotations, with a focus on how these are valued and how they can change perceptions of reader, writer and text in Higher education study practices. These modifications often (but not necessarily) take the form of additions that are marked, separated, or indicated by colour/emphasis to indicate that they are not part of the original text; however, the original digital text has been changed by these modifications, and the resulting text now incorporates the original with layers of new text. This creates a new digital text, which can, of course, undergo further transformation if the process is repeated. In the context of this study, the term “digital annotations” is used for modifications that are created digitally (using different modalities, so could include graphic, photographic as well as written and audio texts) and therefore become part of the creation of new texts. The study draws on theories of literacy, applied linguistics, and social semiotics. The main research questions for the study are “How do users evaluate, use and contribute to digital annotations?” and “what perceived value is placed on modified texts following the creation of digital annotations?” In answering these questions, the conclusions lead to greater understanding of the practical concerns as well as the theoretical questions connected to the process of interacting with digital texts. Using digital annotations to make sense and meaning from digital texts implicates the reader as a writer but also involves the form or mode of the text in a way that demonstrates this is more than an arbitrary choice. Activity Theory (Engestrom, 2000) was used to identify the tensions and contradictions in these choices. A survey and conversations (semi-structured interviews) were used to provide data, and analysis was done using thematic and narrative enquiry. Conclusions show that the choices made by users are subject to the affordances offered by the digital tools, but also their own familiarity with the digital tools, their perceptions of public and private study practices, and the languages they can utilize to probe and create meaning. This has implications for the ways in which digital technologies are promoted in educational contexts, and for the ways in which digital innovations guide and steer institutions, staff and students in an increasingly global world

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

3-я Міжнародна конференція з історії, теорії та методики навчання (ICHTML 2022). Кривий Ріг, Україна, 16-17 травня 2022 р.

Матеріали 3-ої Міжнародної конференції з історії, теорії та методики навчання (ICHTML 2022). Кривий Ріг, Україна, 16-17 травня 2022 р.Proceedings of the 3rd International Conference on History, Theory and Methodology of Learning (ICHTML 2022). Kryvyi Rih, Ukraine, May 16-17, 202

Intuition: The Experience of Formal Research

A new concept of Intuition, the Deep Unconscious is considered on the basis of the Paradigm of limiting generalizations. The book describes a high-level sketch. The results of the study can be used in education, economics, medicine, artificial intelligence, and the management of complex systems of various natures