Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science

[EN] In the analogy-based learning method we map a concept that is being learned to a well-understood concept. An analogy is mainly useful when learners lack prior knowledge of the topic being learned. Computer Science (CS) is a subject whose concepts tend to be highly abstract and therefore difficult for undergraduate students to understand. Analogy-based instruction can greatly reduce a student’s burden of learning these abstract CS concepts. Role of analogy in teaching CS topics has not been adequately explored. In this paper we discuss analogy-based instruction in computer science and its advantages. Over the last decade we have developed analogies for a large number of difficult CS concepts and extensively used them in the classroom at our institution. We list these analogies and as an illustration discuss one of them (from the subfield of operating systems) in detail. We also present the evaluation of our analogy-based instruction method. Our results indicate that our techniques are quite effective in improving student learning outcomes.Saxena, P.; Singh, S.; Gupta, G. (2021). Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 377-385. https://doi.org/10.4995/HEAd21.2021.13115OCS37738

Distraction from pain and executive functioning: an experimental investigation of the role of inhibition, task switching and working memory

Although many studies have investigated the effectiveness of distraction as a method of pain control, the cognitive processes by which attentional re-direction is achieved, remain unclear. In this study the role of executive functioning abilities (inhibition, task switching and working memory) in the effectiveness of distraction is investigated. We hypothesized that the effectiveness of distraction in terms of pain reduction would be larger in participants with better executive functioning abilities. Ninety-one undergraduate students first performed executive functioning tasks, and subsequently participated in a cold pressor task (CPT). Participants were randomly assigned to (1) a distraction group, in which an attention-demanding tone-detection task was performed during the CPT, or (2) a control group, in which no distraction task was performed. Participants in the distraction group reported significantly less pain during the CPT, but the pain experience was not influenced by executive functioning abilities. However, the performance on the distraction task improved with better inhibition abilities, indicating that inhibition abilities might be important in focussing on a task despite the pain

The Effects of Interruption Relevance and Complexity on Primary Task Resumption and Mental Demand

In the present study, undergraduate students viewed patient charts and entered numerical values from these charts into a medical record database. They were unexpectedly interrupted by secondary tasks that differed in relevance and complexity. The secondary tasks varied by whether they facilitated or inhibited (i.e., relevant or irrelevant) rehearsal of the suspended task and whether they placed a demand on working memory (i.e., high complexity or low complexity). The primary measures of interest were the duration of time needed to resume the primary task and perceived mental demand. The Memory for Goals model (Altmann & Trafton, 2002) predicts that task relevant interruptions would lead to faster task resumptions, when compared to task-irrelevant interruptions. The Time-Based Resource Sharing model (Barrouillet, 2007) predicts that high complexity interruptions would lead to slower task resumptions and higher perceived mental demand, when compared to moderate and low complexity interruptions. Alternatively, the Memory for Problem States model (Borst, 2015) predicts that high complexity and moderate complexity interruptions would not lead to significant differences in task resumption speed. Results revealed two important findings. First, participants resumed the primary task faster and reported lower perceived mental demand following relevant interruptions, when compared to irrelevant interruptions. Second, as the magnitude of interruption complexity increased, participants resumed the primary task slower and reported higher perceived mental demand. Thus, the findings offered support for the Memory for Goals and Time-Based Resource Sharing models, but not the Memory for Problem States model. In general, the current research illustrates the importance of minimizing the demand on attentional resources when interrupting individuals during the performance of visuospatial tasks, particularly when the interruption is irrelevant to the suspended primary task

Modeling Plaque Aggregation on the Neuronal Network

Alzheimer’s disease is a condition linked to plaque aggregation in the brain. Despite being the focus of many studies, current treatments are of questionable significance in the overall improvement of a patient’s condition. In recent years, computer models have been used to better understand complex biological systems and simulate the effects of various treatments. In the following paper we present a mathematical model studying the effects of plaque aggregation on the neuronal pathways of the human brain. To create our mathematical model we employ tools from the theory of dynamical systems and stochastic processes, and simulate the passage of a signal through a healthy and a plaque-affected brain. Moreover, our model simulates the increased resistance of the neuronal network to plaque disruption as a result of cognitive stimulation through learning and cerebral exercises, and measures the increased connectivity in a plaque-affected neuronal network when cognitive stimulation is present. Our mathematical model shows promise as a first step in modeling the complex interactions of plaque deposits in the human brain and studying the influence of behavioral treatments on Alzheimer patients

READING COMPREHENSION CONSTRAINS WORD READING: A TONGUE TWISTER STUDY BY MODERATING ATTENTIONAL CONTROL

Numerous research studies show word reading performance influences reading comprehension. Few studies investigate how reading comprehension influences word reading. The current study explores whether alleviating the attention required for reading comprehension correlates with a better word reading performance. Three types of tongue twister reading tasks that involve recall (RR), semantic priming (PP), and instructional focus on the phonological information (PF) all have a high demand for attention on word reading. Differently, the attention demanded by PP tasks on reading comprehension is smaller than RR and RF tasks. Numbers of speech errors are used to manifest the variability of these three attentional control modes. It is predicted that during tongue twister readings, task types demanding less attention on reading comprehension will elicit fewer speech errors. Mixed and fixed effect Poisson regression analysis with RR tasks as the comparison foundation shows a highly significant correlation (p\u3c .001) between total speech error numbers and PP tasks; no significant correlations between total speech error numbers and PF tasks. These results offer evidence that reducing the attention demanded on reading comprehension alleviates the attentional control strain and allows better performance on word reading. This study suggests understanding the interaction between reading comprehension and word reading through speech errors by including executive functions like attentional control is a hopeful direction. Improvements and future directions are discussed in the end

Objects, worlds, and students: virtual interaction in education

The main aim of this study is to form a complete taxonomy of the types of interactions that relate to the use of a virtual world for engaging learning experiences, when blended and hybrid learning methods are to be used. In order to investigate this topic more accurately and effectively, we distinguish four dimensions of interactions based on the context in which these occur, and the involved parts: in-world and in-class, user-to-user and user-to-world interactions. In order to conduct investigation into this topic and form a view of the interactions as clear as possible, we observed a cohort of 15 undergraduate Computer Science students while using an OpenSim-based institutionally hosted virtual world. Moreover, we ran a survey where 50 students were asked to indicate their opinion and feelings about their in-world experience. The results of our study highlight that educators and instructors need to plan their in-world learning activities very carefully and with a focus on interactions if engaging activities are what they want to offer their students. Additionally, it seems that student interactions with the content of the virtual world and the in-class student-to-student interactions, have stronger impact on students’ engagement when hybrid methods are used

Prospective Memory Performance in Simulated Air Traffic Control: Robust to Interruptions but Impaired by Retention Interval

OBJECTIVE: To examine the effects of interruptions and retention interval on prospective memory for deferred tasks in simulated air traffic control. BACKGROUND: In many safety-critical environments, operators need to remember to perform a deferred task, which requires prospective memory. Laboratory experiments suggest that extended prospective memory retention intervals, and interruptions in those retention intervals, could impair prospective memory performance. METHOD: Participants managed a simulated air traffic control sector. Participants were sometimes instructed to perform a deferred handoff task, requiring them to deviate from a routine procedure. We manipulated whether an interruption occurred during the prospective memory retention interval or not, the length of the retention interval (37-117 s), and the temporal proximity of the interruption to deferred task encoding and execution. We also measured performance on ongoing tasks. RESULTS: Increasing retention intervals (37-117 s) decreased the probability of remembering to perform the deferred task. Costs to ongoing conflict detection accuracy and routine handoff speed were observed when a prospective memory intention had to be maintained. Interruptions did not affect individuals' speed or accuracy on the deferred task. CONCLUSION: Longer retention intervals increase risk of prospective memory error and of ongoing task performance being impaired by cognitive load; however, prospective memory can be robust to effects of interruptions when the task environment provides cuing and offloading. APPLICATION: To support operators in performing complex and dynamic tasks, prospective memory demands should be reduced, and the retention interval of deferred tasks should be kept as short as possible