How Spatial Presence in VR Affects Memory Retention and Motivation on Second Language Learning: A Comparison of Desktop and Immersive VR-Based Learning

Virtual Reality (VR) software and hardware are becoming increasingly stable as are the production values for VR content. This progress makes it essential to research the impacts of language learning in VR to provide directions and guidelines for the field of educational technology. This research examines the efficacy of media effects and memory retention in language learning through computer assistance with an increased focus on VR. This paper evaluates the effectiveness of using VR as a method for the second language (L2) learning. It is assumed that VR uses latent acquisition when used for learning L2, increasing memory retention by producing spatial presence and a stronger immersion experience. Thus, the VR method has potential to be an effective novel approach that uses subconscious mechanisms of memory coding, ‘Method of Loci’, to facilitate the acquisition of new words through learning. In order to corroborate it, immersive and desktop learning environments based on VR need to be compared to analyze the media’s impact on constructs, such as spatial presence, memory, enjoyment, and motivation. The Korean language learning module and a test were administered to a group of participants, none of whom had a prior learning experience with the Korean language. The research implication is a positive correlation between media and medium impacts with findings that provide an important foundation in the fields of language education and media communications. Accordingly, L2 learning through VR offers a novel method to learning new languages by facilitating convenience and effectiveness

Position Paper On Use Of Stereoscopy To Support Science Learning: Ten Years Of Research

Stereoscopys potential as a tool for science education has been largely eclipsed by its popularity as an entertainment platform and marketing gimmick. Dozens of empirical papers have been published in the last decade about the impact of stereoscopy on learning. As a result, a corpus of research now points to a coherent message about how, when, and where stereoscopy can be most effective in supporting science education. This position paper synthesizes that research with examples from three studies recently completed and published by the authors of this paper. Results of the synthesis point towards generally limited successful uses of stereoscopic media in science education with a pocket of potentially beneficial applications. Our position is that stereoscopy should be used only where its unique properties can accommodate specific requirements of understanding topics and tasks namely visualizations where the spatial sense of depth is germane to conveying core ideas and cognitive load is high. Stereoscopys impact on learning is also related to the spatial ability of the viewer. More research is needed on the effect of novelty, long-term learning and possible learning differences between the various methods of implementing stereoscopy

The impact of acute psychological stress on spatial cognition

Includes bibliographical references (leaves 54-64).Based on the premise that the hippocampus is both affected by cortisol and intimately involved in episodic memory and spatial cognition, the general aim of this study was to investigate the effects of psychosocial stress (and consequent cortisol increase) on spatial cognition and verbal memory in men and women. One group of 33 participants (16 males and 17 females) were exposed to the Trier Social Stress Test (TSST; Kirschbaum, Pirke, & Hellhammer, 1993), a procedure designed to induce mild psychosocial stress. I used 3 different means to check the effectiveness of this stress induction: salivary cortisol, self-report via the Spielberger State-Trait Anxiety Inventory, and heart-rate measurements. The measures all converged to suggest that the stress induction procedure was successful. A control group of29 participants (15 males and 14 females) was exposed to a relaxation period rather than the TSST. Following this part of the experimental protocol, all participants completed a virtual environment spatial navigation task and a word-list learning and recall task. Results showed that, on the spatial navigation task, females and males who were not exposed to the stressor located and relocated a hidden target equally well (Le., cognitive map-guided navigation was intact in unstressed participants). In addition, on the spatial navigation task the interaction effect of the gender and experimental condition approached statistical significance (p = 0.085), suggesting that females exposed to the stressor required more time to locate and relocate a hidden target than did the other participants (Le., they were disrupted in their cognitive map-guided navigation). On the verbal memory task, participants who showed larger cortisol increases following exposure to the TSST tended to recall fewer words than did those with smaller cortisol increases, with a slightly stronger negative correlation in males than in females. The data therefore confirm that stress impacts different memory systems in different ways, and, perhaps more importantly, that sex differences play a role in moderating those effects. This is the first demonstration, within a single study, of a possible double dissociation of sex differences in cognitive performance following induction of mild psychosocial stress

Testing the additivity hypothesis of cognitive load theory

The present work focuses on the additivity hypothesis of Cognitive Load Theory in the frame of a research program supported by the Deutsche Forschungsgemeinschaft (German Research Foundation; grant Br 2082/6-1). The additivity hypothesis predicts that effects of load-inducing factors on learning are additive (Paas, Renkl, & Sweller, 2003a). Until now, this core assumption of the widespread used theory has never been empirically tested. The present work investigated different combinations of extraneous and germane load factors in self-paced multimedia instruction to examine the additivity hypothesis. The instruction explained a molecular process in the domain of Biology and contained 11 multimedia screens with static pictures accompanied by verbal explanations. The highly complex learning issue is about structural as well as procedural information of energy storage in cells. Modality of the verbal explanation and seductive details served as extraneous load factors, while support for coherence formation and mental animation tasks served as germane load factors. Four preliminary single effect studies (n = 23-78 each) proved stable effects of these factors on learning performance. Three main studies (n = 99-100 each) varied thereafter two extraneous load factors (modality x seductive details), one extraneous and one germane load factor (modality x support for coherence formation), as well as two germane load factors (support for coherence formation x mental animation tasks), respectively, in a 2x2 factorial design. In these three studies, overall 299 high school students (71.3 % female) of different German schools with mean age of 17.05 years (SD = 1.39) participated. Results on learning success and the subjectively rated cognitive load (Paas, 1994) served as dependent variables. Spatial ability, prior knowledge and time-on-task were introduced as control variables. Analyses of variance or covariance were conducted using experimental condition as between-subject factor and post-test score and cognitive load ratings, respectively, to test the learning and total cognitive load effects predicted by Cognitive Load Theory. Results showed none of the main effects in learning success and cognitive load, predicted by the additivity hypothesis. However, some interesting interaction effects turned out, which were generally not predicted by the additivity hypothesis. In sum, results suggest that combined effects of different cognitive load factors are not necessarily additive. They overall contradict the additivity hypothesis. The last chapter discusses implications for cognitive load research and implications of the found interesting boundary effects of the present work resulting in future directions.Die vorliegende Arbeit untersucht die Additivitätshypothese der Cognitive Load Theory im Rahmen eines von der Deutschen Forschungsgemeinschaft geförderten Forschungsprojekts (Br 2082/6-1). Die Additivitätshypothese besagt, dass Effekte load-induzierender Faktoren additiv wirken (Paas, Renkl, & Sweller, 2003a). Bislang wurde diese Kernannahme der weit verbreitet genutzten Theorie jedoch empirisch nie überprüft. Um die Additivitätshypothese zu testen, untersucht die vorliegende Arbeit verschiedene Kombinationen von extraneous und germane load Faktoren in einer selbstgesteuerten multimedialen Instruktion. Diese erklärt den Aufbau und Prozesse eines Moleküls aus der Biologie und umfasst 11 Bildschirmseiten mit statischen Bildern und Begleittext. Das hoch komplexe Lernthema beinhaltet Struktur- und Prozessinformationen zur Speicherung von Energie in den Zellen. Die Modalität des Begleittexts und Seductive Details dienen als extraneous load Faktoren, wohingegen Kohärenzbildungshilfen und mentale Animationsaufgaben als germane load Faktoren fungieren. Vier Pilotstudien (jeweils n = 23-78) wiesen stabile Effekte dieser Faktoren auf den Lernerfolg nach. Die drei daraufhin durchgeführten Hauptstudien (jeweils n = 99-100) variierten jeweils zwei extraneous (Modalität x Seductive Details), einen extraneous und einen germane (Modalität x Kohärenzbildungshilfen) bzw. zwei germane load Faktoren (Kohärenzbildungshilfen x mentale Animationsaufgaben) in einem 2x2 faktoriellen Design. Insgesamt nahmen an diesen drei Studien 299 Oberstufenschüler (71.3 % Mädchen) aus verschiedenen deutschen Schulen mit einem durchschnittlichen Alter von 17.05 Jahren (SD = 1.39) teil. Der Lernerfolg und die subjektive Beurteilung der kognitiven Belastung (Paas, 1994) dienten als abhängige Variablen. Als Kontrollvariablen wurden das räumliche Vorstellungsvermögen, das Vorwissen und die Lernzeit erfasst. In Varianz- bzw. Kovarianzanalysen wurden die Experimentalbedingungen als Zwischensubjektfaktoren und die Lernerfolgs- bzw. cognitive load-Werte genutzt, um die aus der Cognitive Load Theory abgeleiteten Lern- und Load-Effekte zu testen. Die Ergebnisse zeigten keine der durch die Addititvitätshypothese erwarteten Haupteffekte im Lernerfolg bzw. in der kognitiven Belastung. Es ergaben sich jedoch einige interessante Interaktionseffekte, welche auf Basis der Additivitätshypothese generell nicht zu erwarten waren. Zusammenfassend weisen die Ergebnisse darauf hin, dass kombinierte Effekte verschiedener load-Faktoren nicht notwendigerweise additiv wirken. Insgesamt widersprechen die Ergebnisse der Additivitätshypothese. Welche Implikation diese Falsifikation und die gefundenen Nebeneffekte für die cognitive load Forschung haben, wird im letzten Kapitel diskutiert und mündet in einen Forschungsausblick

Thirty-second Annual Symposium of Trinity College Undergraduate Research

2019 annual volume of abstracts for science research projects conducted by students at Trinity College

Augmented reality for educative and collaborative environments

Abstract. This tesis shows the developing and construction process of EducAR (Educative Augmented Reality) an e-learning system for synchronous and asynchronous environments that uses augmented reality as central learning technology. EducAR is composed of a pedagogical model called Augmented Learning, a set of learning strategies and a virtual education application. This application uses a communication and an interaction model. The communication model implements an UDP connection for creating a collaborative learning environment, where all the participants share the 3D augmented reality studied models and can make questions to the teacher about them, the actions made by any user are replicated to all of them, also the answer to the question is replicated to all the participants. The interaction model connects the user activities with the models allowing the rotation in the X and Y axis, zoom, and selection of a specific part of the 3D augmented model, in order to do this two interaction forms are used, mouse and keyboard and the Wiimote.Esta tesis muestra el proceso de desarrollo y construcción de Educar (Educative Augmented Reality) un sistema de educación virtual para ambientes sincronos y asíncronos que utiliza realidad aumentada como tecnología central de enseñanza. Educar se compone de un modelo pedagógico llamado Augmented Learning, un conjunto de estrategias de aprendizage y una aplicación de enseñanza virtual. Esta aplicación integra un modelo de comunicación y un modelo de interacción. El modelo de comunicación implementa una conexión UDP para crear un ambiente colaborativo de aprendizage, en el que todos los participantes comparten los modelos 3D de realidad aumentada estudiados y pueden realizar preguntas al docente sobre estos, las acciones realizadas por un usuario son replicadas a todos los demás así como la respuesta a la pregunta. El modelo de interacción relaciona las actividades de los usuarios con los modelos 3D de realidad aumentada permitiendo realizar rotaciones en el eje X y Y, zoom y selección de una parte del modelo en particular, para esto se usan 2 formas de interacción, mouse y teclado y el Wiimote .Maestrí

Aerospace medicine and biology: A continuing bibliography with indexes (supplement 400)

This bibliography lists 397 reports, articles and other documents introduced into the NASA Scientific and Technical Information System during April 1995. Subject coverage includes: aerospace medicine and physiology, life support systems and man/system technology, protective clothing, exobiology and extraterrestrial life, planetary biology, and flight crew behavior and performance

Sitting outside the Milky Way: Communicating science with adults in a 3D planetarium

Planetariums are evolving. In July 2015, the @Bristol Planetarium became the first 3D planetarium in the UK. Audiences are taken on a multimedia, 3D journey through the Cosmos to supplement the more traditional 2D representation of the night sky. This research sought to explore the role of the new 3D Planetarium in communicating science with adults. Three uses of the Planetarium were considered with self-completion questionnaires. Content analyses of the presenter’s narration and interaction were also conducted. The audiences were a combination of people looking for a night out with friends and family with little or no previous interest in science and those coming specifically to further their interest in astronomy. The results suggest that adult audiences are strongly favourable to the 3D Planetarium experience, wishing to come back again to learn more about science and stargazing. It is also suggested that the 3D Planetarium provides an inspirational experience which leaves adult audiences planning to change their behaviour to reflect what they have learned. Further areas of study have emerged from the research, and more, long term studies into the efficacy of 3D Planetariums will further inform the topic as the technology matures

The Examination of Psychophysiological Effects of Multisensory Imagery Marketing Strategy. A Triangulation in 3 Studies

Multisensory imagery marketing strategy has been extensively suggested to be one of the advertising strategies that can generate long-term brand awareness, brand image, and authentic experience in a highly competitive market condition. This dissertation explored the psychophysiological effects of multisensory imagery marketing strategy on consumers\u27 attitudes. Results from study 1 suggested that consumers’ masculine-feminine self-concept played an important role when evaluating multisensory imagery marketing messages. Specifically, consumers who exhibited a lower degree of masculine self-concept and those with feminine self-concept were likely to evaluate multisensory imagery marketing messages more positively than their higher masculine self-concept counterparts. We also found that multisensory imagery marketing cues offered consumers a greater ability to remember brand information since it facilitated consumers’ ability to create self-generated mental images and experiences. The results from study 2 offered new insight into the effects of multisensory imagery marketing strategy at the physiological level. By examining the electroencephalography power spectral analysis of theta, alpha, and beta frequency bands activated particularly in the prefrontal cortex, consumers tend to evaluate multisensory imagery marketing messages less cognitively than non- multisensory imagery marketing messages, leading to less prejudice, skepticism, and higher positive attitudes toward such messages. In the last study, we incorporated a laboratory animal research model (i.e., Monodelphis domestica) and the concept of environmental enrichment, which is an experimental animal model that enhances an animal’s opportunity to interact with sensory, motor, and social stimuli, compared to standard laboratory housing condition. The results demonstrate that the multisensory imagery marketing strategy affects the proliferation of postsynaptic density protein 95 (PSD-95) expressions in the hippocampus area. Since PSD-95 plays an important role in synapse development and function and improves learning, cognition, memory, and decision-making, the increase of PSD-95 provides a neurological insight and explanation as to why consumers tend to remember brand information and exhibit a more positive attitude toward multisensory imagery marketing messages. Taken together, this dissertation is the first marketing research that expands upon the previous work on sensory and multisensory imagery marketing strategy and provides psychophysiological evidence supporting the effects of multisensory imagery marketing strategy on consumers’ attitudes