Adolescent Literacy and Textbooks: An Annotated Bibliography

A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers

Beyond Numbers: Creating Analogies to Enhance Data Comprehension and Communication with Generative AI

Unfamiliar measurements usually hinder readers from grasping the scale of the numerical data, understanding the content, and feeling engaged with the context. To enhance data comprehension and communication, we leverage analogies to bridge the gap between abstract data and familiar measurements. In this work, we first conduct semi-structured interviews with design experts to identify design problems and summarize design considerations. Then, we collect an analogy dataset of 138 cases from various online sources. Based on the collected dataset, we characterize a design space for creating data analogies. Next, we build a prototype system, AnalogyMate, that automatically suggests data analogies, their corresponding design solutions, and generated visual representations powered by generative AI. The study results show the usefulness of AnalogyMate in aiding the creation process of data analogies and the effectiveness of data analogy in enhancing data comprehension and communication

Is a picture always worth a thousand words? The impact of presentation formats in consumers' early evaluations of really new products (RNPs)

Really new products (RNPs) enable consumers to do things they have never been able to do before. However, research has shown that consumers have difficulties understanding the benefits of such novel products, and therefore, adoption intentions remain low. Mental simulations and analogies have been identified as effective framing strategies to convey the benefits of RNPs. However, existing research has focused solely on the use of mental simulations and analogies conveyed using words, whereas these can also be conveyed using pictures. Although the general consumer research literature points to a superiority effect of pictures, because the underlying mechanisms that individuals use to understand RNPs differ entirely from those used for traditional products, there is a need to study the impact of pictures for RNPs. Moreover, prior work has not examined differences in RNP type. The present research argues that RNPs can be utilitarian, hedonic, or hybrid and that the optimal presentation format (words versus pictures) is contingent upon the type of RNP considered. Consequently, failure to acknowledge this distinction could lead to negative consequences. The present study aims to identify the impact of alternative presentation formats (i.e., words versus pictures) presented using different framing strategies (i.e., analogies versus mental simulations) on individual responses (i.e., product comprehension and attitude to the product) to three types of RNPs (i.e., utilitarian versus hedonic versus hybrid). Hypotheses are tested by means of an experimental study. The results of the study show that the effectiveness of alternative combinations of framing strategies and presentation formats in enhancing comprehension and attitude for RNPs depends on product type (utilitarian versus hedonic versus hybrid). The empirical findings presented not only extend prior work on consumer responses to mental simulations and analogies for RNPs, but also establish connections between this literature and an underdeveloped stream of research on hybrid products, as well as a broader stream of research on utilitarian versus hedonic product benefits. The findings suggest that practitioners may not have been using optimal marketing communications strategies to convey the benefits of RNPs. Strategies that may help enhance consumer responses to RNPs by taking into consideration product type (utilitarian versus hedonic versus hybrid) are put forward

Elucidating STEM Concepts through Generative AI: A Multi-modal Exploration of Analogical Reasoning

This study explores the integration of generative artificial intelligence (AI), specifically large language models, with multi-modal analogical reasoning as an innovative approach to enhance science, technology, engineering, and mathematics (STEM) education. We have developed a novel system that utilizes the capacities of generative AI to transform intricate principles in mathematics, physics, and programming into comprehensible metaphors. To further augment the educational experience, these metaphors are subsequently converted into visual form. Our study aims to enhance the learners' understanding of STEM concepts and their learning engagement by using the visual metaphors. We examine the efficacy of our system via a randomized A/B/C test, assessing learning gains and motivation shifts among the learners. Our study demonstrates the potential of applying large language models to educational practice on STEM subjects. The results will shed light on the design of educational system in terms of harnessing AI's potential to empower educational stakeholders

Computer networking concepts enhancement through analogies: a study of information technology students

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials

Enhancing Learning Through the Use of Graphic Organizers: A Review of the Literature

According to Meyen, Vergason andWhelan (1996) graphic organizers are “visual displays teachers use to organize information in a manner that makes information easier to understand and learn” (p.132). There are several types of graphic organizers. Some examples include semantic maps, cognitive maps, story maps, concept maps, Venn diagrams and unit organizers. Researchers agree that graphic organizers are effective tools that can improve student’s performance in content areas. Therefore, this paper will delve into answering the following questions: 1. How do graphic organizers enhance comprehension? 2. How can graphic organizers enhance the acquisition of content in Social Studies? 3. Why use graphic organizers in Science? The paper ends with a discussion on the implications of findings, a brief summary and the reviewers’ assessment of usefulness and benefits of graphic organizers in enhancing comprehension and acquisition of content

Enhancing the Comprehension of Basic Science Through Visual – Analogy

The study investigated the effects of visual-analogy and teacher expository instructional strategies on pupil’s learning outcomes in Basic Science in Ondo State. It also examined the effect of visual-analogy and teacher expository instructional strategies on pupil’s attitude towards Basic Science in the study area; and investigated the effect of visual-analogy and teacher expository instructional strategies on pupil’s retention of Basic Science concept in the study area. These were with a view to determining a better way of improving the performance, attitude and retention ability of pupil’s in Basic Science.The study adopted non-equivalent pre-test, posttest control group quasi-experimental research design. The study population comprised primary school pupils in Ondo State and the study sample comprised of 40 public primary III pupils in two intact classes from two schools in Ondo West Local Government area of Ondo State .One Local Government was selected from one of the 3 senatorial districts using random sampling technique based on availability of laboratory and library facilities. The sample was selected using multi-stage sampling technique. One experimental group and one control group were adopted for the study. The experimental group was taught using the visual-analogy strategy while the control group was taught using conventional method. Two instruments were used to elicit information from the respondents. Science Achievement Test (SAT) and Basic Science and Questionnaire on Pupils Attitude towards Basic Science (QPABS). The SAT was a 25-item test which tested the knowledge acquired by the pupils in basic science while the QPABS was a 25-item questionnaire which centered on pupils attitude towards basic science (QPABS). Three research hypotheses were formulated and tested. Data were analyzed using t-test analysis statistical tool.The results of the study showed that visual-analogy instructional strategy is more effective in improving pupil’s academic performance in Basic Science compared to teacher expository instructional strategy (t= 3.576, p < 0.05). The results also showed that pupils’ exposed to visual-analogy instructional strategy exhibited better attitude towards Basic Science than their counterparts exposed to teacher expository instructional strategy (t= 3.123, p<0.05) .The results further showed that visual analogy instructional strategy is more effective in enhancing retention ability of pupils’ in Basic Science compare to teacher expository instructional strategy (t= 3.312, p<0.05).The study concluded that the visual-analogy instructional strategy positively improved the academic performance, attitude and retention abilities of pupils in Basic Science. Basic Science teachers should therefore use visual-analogy instructional strategy to teach Basic Science in primary schools. Keywords: Comprehension Visual-Analogy, Basic Science, Teacher Expository method of teachin

Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder.

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection