Summative EEG-based Assessment of the Relations between Learning Styles and Personality Traits of Openness

AbstractLearning styles (LS), being one of the important attributes of a learner's profile, are relevant to different aspects of teaching and learning such as the learner's achievement and motivation. Equally important is the personality traits of ‘Openness’, which relate positively to knowledge and skill acquisition, thus making them relevant to learning and learners differences. Recognizing the importance of LS and Openness in profiling learners, the researchers carried out this study to examine the relationship between these two factors using a novel method based on Electroencephalogram (EEG) technology. In this research, Kolb's Learning Style Inventory (KLSI) was used to determine 131 participants’ LS: Diverger, Assimilator, Converger or Accommodator. The EEG technology was used to record the participants’ brain signals (with their eyes closed) to generate the dataset of EEG Beta band of baseline condition. Later, the dataset was processed and classified based on the LS using the 2-Step Cluster Analysis. The result showed that the brain signals could be processed effectively to classify the participants’ LS. More importantly, among the LS studied, convergers and assimilators were observed to have positive and strong relation with Openness. Between the two learning styles, assimilators were found to have stronger relation with Openness than convergers

Game-based learning or game-based teaching?

Emerging technologies for learning report - Article exploring games based learning and its potential for edcuatio

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

An application of brain-based education principles with ICT as a cognitive tool: a case study of grade 6 decimal instruction at Sunlands Primary School

The larger population of South African learners do not learn effectively and struggle with low academic achievements currently. This can be attributed to various factors such as frequent changes in the curriculum, underqualified educators, ineffective teaching methods and barriers to learning existing in classrooms today. Learners need extra support, including cognitive support, but in reality the heavy workload of educators may prevent them from giving learners the needed support. If support is given, it is minimal or not effective enough. Computer technologies may afford both educators and learners such opportunities when used as a cognitive tool in activities that provide the needed support. This research is concerned with the use of computer technology as a cognitive tool to activate learners' cognitive processes, thus enhancing learning, based on Brain Based Education principles. The objective is to lay the foundation in using computer technologies as cognitive tools in educators' teaching practice and instructional design to make teaching and learning more effective, interactive, real world based, giving meaning to what is learnt and to enhance understanding

Architectural building safety and health performance model for stratified low-cost housing: education and management tool for building managers

The safety and health performances aspects of a building are the most challenging aspect of facility management. It requires a deep understanding by the building managers on the factors that contribute to health and safety performances. This study attempted to develop an explanatory architectural safety performance model for stratified low-cost housing in Malaysia. The proposed Building Safety and Health Performance (BSHP) model was tested empirically through a survey on 308 construction practitioners using partial least squares (PLS) and structural equation modelling (SEM) tool. Statistical analysis results supports the conclusion that architecture, building services, external environment, management approaches and maintenance management have positive influence on safety and health performance of stratified low-cost housing in Malaysia. The findings provide valuable insights for construction industry to introduce BSHP model in the future where the model could be used as a guideline for training purposes of managers and better planning and implementation of building management

Innovative and effective methods of learning other languages and their benefits

[Abstract]: Human beings' ability to communicate in mother tongue can be easily taken for granted until a situation arises when one uses another language. How should people go about acquiring the necessary skills for learning a new language, in this situation? Can learning a new language complement modern tertiary courses such as Business? This paper discusses why and how human beings learn a new language. It presents innovative methods of learning a new language using the latest technologies and teaching/learning ideas and approaches. The use of emerging technologies such as immersive Virtual Reality is discussed. A number of multimedia language learning environments, which encourage creativity and right brain functions are presented and analyzed. The author draws on his own experience of learning several languages, which includes various branches of the Indo-European group

A theoretical view on concept mapping

Auto‐monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto‐monitoring is the idea of a ‘learning arena’ where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking ‘on action’ while ‘in action’. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto‐monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena