Comparing Psychology Undergraduates' Performance in Probabilistic Reasoning under Verbal-Numerical and Graphical-Pictorial Problem Presentation Format: What is the Role of Individual and Contextual Dimensions?

This study aims to investigate about the existence of a graphical facilitation effect on probabilistic reasoning. Measures of undergraduates’ performances on problems presented in both verbal-numerical and graphical-pictorial formats have been related to visuo-spatial and numerical prerequisites, to statistical anxiety, to attitudes towards statistics and to the confidence in response correctness. Psychology undergraduates in Italy and Spain with no statistical expertise (N= 676) completed a protocol under conditions of presence versus absence of time pressure. Hierarchical linear regressions and ANCOVAs with mixed design have been carried out separately for each sample. The best predictor of performance in both formats has been the confidence in solution correctness under the condition of time pressure administration, which seemed to promote the commitment to the task. The findings suggest that the eventual occurrence of a graphical facilitation could be the result of a multifactorial interaction among contextual and individual dimensions, rather than being strictly related to the problem presentation format

Conceptual Modeling in Law: An Interdisciplinary Research Agenda

The article describes how different approaches from the IS field of conceptual modeling should be transferred to the legal domain to enhance comprehensibility of legal regulations and contracts. It is further described how this in turn would benefit the IS discipline. The findings emphasize the importance of further interdisciplinary research on that topic. A research agenda that synthesizes the presented ideas is proposed based on a framework that structures the research field. Researchers from both disciplines, IS and Law, that are interested in this field should use the research agenda to position their research and to derive new and innovative research questions

Improving Test Score Reporting: Perspectives From the ETS Score Reporting Conference

This volume includes 3 papers based on presentations at a workshop on communicating assessment information to particular audiences, held at Educational Testing Service (ETS) on November 4th, 2010, to explore some issues that influence score reports and new advances that contribute to the effectiveness of these reports. Jessica Hullman, Rebecca Rhodes, Fernando Rodriguez, and Priti Shah present the results of recent research on graph comprehension and data interpretation, especially the role of presentation format, the impact of prior quantitative literacy and domain knowledge, the trade‐off between reducing cognitive load and increasing active processing of data, and the affective influence of graphical displays. Rebecca Zwick and Jeffrey Sklar present the results of the Instructional Tools in Educational Measurement and Statistics for School Personnel (ITEMS) project, funded by the National Science Foundation and conducted at the University of California, Santa Barbara to develop and evaluate 3 web‐based instructional modules intended to help educators interpret test scores. Zwick and Sklar discuss the modules and the procedures used to evaluate their effectiveness. Diego Zapata‐Rivera presents a new framework for designing and evaluating score reports, based on work on designing and evaluating score reports for particular audiences in the context of the CBAL (Cognitively Based Assessment of, for, and as Learning) project (Bennett & Gitomer, 2009), which has been applied in the development and evaluation of reports for various audiences including teachers, administrators and students.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108325/1/ets202281.pd

Designing Better Scaffolding in Teaching Complex Systems with Graphical Simulations

Complex systems are an important topic in science education today, but they are usually difficult for secondary-level students to learn. Although graphic simulations have many advantages in teaching complex systems, scaffolding is a critical factor for effective learning. This dissertation study was conducted around two complementary research questions on scaffolding: (1) How can we chunk and sequence learning activities in teaching complex systems? (2) How can we help students make connections among system levels across learning activities (level bridging)? With a sample of 123 seventh-graders, this study employed a 3x2 experimental design that factored sequencing methods (independent variable 1; three levels) with level-bridging scaffolding (independent variable 2; two levels) and compared the effectiveness of each combination. The study measured two dependent variables: (1) knowledge integration (i.e., integrating and connecting content-specific normative concepts and providing coherent scientific explanations); (2) understanding of the deep causal structure (i.e., being able to grasp and transfer the causal knowledge of a complex system). The study used a computer-based simulation environment as the research platform to teach the ideal gas law as a system. The ideal gas law is an emergent chemical system that has three levels: (1) experiential macro level (EM)(e.g., an aerosol can explodes when it is thrown into the fire); (2) abstract macro level (AM) (i.e., the relationships among temperature, pressure and volume); (3) micro level (Mi) (i.e., molecular activity). The sequencing methods of these levels were manipulated by changing the order in which they were delivered with three possibilities: (1) EM-AM-Mi; (2) Mi-AM-EM; (3) AM-Mi-EM. The level-bridging scaffolding variable was manipulated on two aspects: (1) inserting inter-level questions among learning activities; (2) two simulations dynamically linked in the final learning activity. Addressing the first research question, the Experiential macro-Abstract macro-Micro (EM-AM-Mi) sequencing method, following the "concrete to abstract" principle, produced better knowledge integration while the Micro-Abstract macro-Experiential macro (Mi-AM-EM) sequencing method, congruent with the causal direction of the emergent system, produced better understanding of the deep causal structure only when level-bridging scaffolding was provided. The Abstract macro-Micro-Experiential macro (AM-Mi-EM) sequencing method produced worse performance in general, because it did not follow the "concrete to abstract" principle, nor did it align with the causal structure of the emergent system. As to the second research question, the results showed that level-bridging scaffolding was important for both knowledge integration and understanding of the causal structure in learning the ideal gas law system

Making Scientific and Technical Materials Pervasively Accessible

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation. Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. These developments include the establishment of accessibility requirements for e-books and e-readers under the European Accessibility Act, the potential role of process-oriented accessibility standards such as ISO/IEC 30071-1:2019, and opportunities for enhancing the standards applicable to scientific materials via future revisions of the World Wide Web Consortium’s Web Content Accessibility Guidelines (WCAG). The accessibility of scientific and technical content is ultimately supported by several interrelated human rights recognized in international disability rights law, which constitute a foundation for further evaluation and development of policies. It is argued that attaining pervasive accessibility in scientific and technical fields requires an unprecedented level of commitment and collaboration among educators, scientists, content and software producers, regulators, and people with disabilities

USE OF VISUALIZATION IN DIGITAL FINANCIAL REPORTING: THE EFFECT OF SPARKLINE

Information visualization (InfoViz) is an essential component of decision support systems (DSS). Sparklines is a visualization tool. This study examines if Sparklines in digital financial reports aids novice investors and if so under what circumstances? Does it enhances decision-making performance and facilitates effective decision-making experience? Additionally, does it lowers decision making effort; reduces dilution effect from non-relevant data in financial reports and mitigates recency bias in using digital financial reports? The hypothesis is guided by the theory of Proximity Compatibility Principle and the Theory of Cognitive Fit. The research methodology for this study is a repeated measure, controlled laboratory based experiment. A pilot test was conducted in with a sample of forty undergraduate students from Gatton College of Business and Economics. The sample size for this study was 275 subjects. The result revealed that there was significant effect of sparklines on decision making performance and it provides an incremental value over a tabular format. Sparklines makes an important contribution towards mitigating recency bias. The results also suggested that the irrelevant information cue in the shareholder’s report were not able to weaken the impact of relevant information in the audited financial data reported using sparklines. Sparklines increased the attention of the readers to the tables. Subjects performed the integrative tasks and spatial better when using Sparklines. For tasks such as symbolic tasks, Sparkline does not necessarily improve decision performance. It was also found out that decision makers experience greater satisfaction when using sparklines. The overall cognitive load experienced by subjects was lower using sparklines when task demands are high (such as in a bankruptcy prediction task). Interestingly, the results indicate that there is no significant effect of sparkline on decision confidence and time. In conclusion, recall of facts and pattern among subjects was found superior with use of sparkline. This study provides an empirical and justifiable basis for policy makers to make explicit recommendations about use of novel graphics such as sparkline in digital financial reports. Limitations of this study are noted

Making the Case for Evidence-based Standardization of Data Privacy and Data Protection Visual Indicators

Lately, icons have witnessed a growing wave of interest in the view of enhancing transparency and clarity of data processing practices in mandated disclosures. Although benefits in terms of comprehensibility, noticeability, navigability of the information and user’s attention and memorization can be expected, they should also be supported by decisive empirical evidence about the efficacy of the icons in specific contexts. Misrepresentation, oversimplification, and improper salience of certain aspects over others are omnipresent risks that can drive data subjects to wrong conclusions. Cross-domain and international standardization of visual means also poses a serious challenge: if on the one hand developing standards is necessary to ensure widespread recognition and comprehension, each domain and application presents unique features that can be hardly established, and imposed, in a top-down manner. This article critically discusses the above issues and identifies relevant open questions for scientific research. It also provides concrete examples and practical suggestions for researchers and practitioners that aim to implement transparency-enhancing icons in the spirit of the General Data Protection Regulation (GDPR)

Evaluating Participatory Modeling: Developing a Framework for Cross-case Analysis

Participatory modeling is increasingly recognised as an effective way to assist collective decision-making processes in the domain of natural resource management. This paper introduces a framework for evaluating projects that have adopted a participatory modeling approach. This framework – known as the ‘Protocol of Canberra’ – was developed through a collaboration between French and Australian researchers engaged in participatory modeling and evaluation research. The framework seeks to assess the extent to which different participatory modeling practices reinforce or divert from the theoretical assumptions they are built upon. The paper discusses the application of the framework in three case-studies, two from Australia and one from the Pacific island of the Republic of Kiribati. The paper concludes with some comments for future use of the framework in a range of participatory modeling contexts, including fostering consideration of why and how different methodological approaches are used to achieve project aims and to build a collective vision amongst diverse stakeholders.participation, modeling, evaluation, complex systems science

Assessing probabilistic reasoning in verbal-numerical and graphical-pictorial formats: An evaluation of the psychometric properties of an instrument

Research on the graphical facilitation of probabilistic reasoning has been characterised by the effort expended to identify valid assessment tools. The authors developed an assessment instrument to compare reasoning performances when problems were presented in verbal-numerical and graphical-pictorial formats. A sample of undergraduate psychology students (n=676) who had not developed statistical skills, solved problems requiring probabilistic reasoning. They attended universities in Spain (n=127; f=71.7%) and Italy (n=549; f=72.9%). In Italy 173 undergraduates solved these problems under time pressure. The remaining students solved the problems without time limits. Classical Test Theory (CTT) and Item Response Theory (IRT) were applied to assess the effect of two formats and to evaluate criterion and discriminant validity. The instrument showed acceptable psychometric properties, providing preliminary evidence of validity

Research on Teaching and Learning Mathematics at the Tertiary Level:State-of-the-art and Looking Ahead

This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publication as well as the latest advances from recent high quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students’ studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential ways forward for future research in this new and rapidly developing domain of inquiry