Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Undercurrents – A Computer-Based Gameplay Tool to Support Tabletop Roleplaying

This paper introduces Undercurrents, a computer-based gameplay tool for providing additional communication and media streams during tabletop roleplaying sessions. Based upon a client-server architecture, the system is intended to unobtrusively support secret communication, timing of audio and visual presentations to game events, and real-time documentation of the game session. Potential end users have been involved in the development and the paper provides details on the full design process

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

A key component differentiating interactive storytelling from non-interactive media is agency, or control over character choices. A series of experiments show that providing agency over a character increased the user-character connection, which then increased engagement in a character-consistent charitable act. Findings were observed in technologically simple online narratives that controlled for navigation/controller differences, graphics, sounds, lengthy play, and avatar customization. Effects emerged even though users did not practice these acts by making their character behave charitably. Findings were robust across happy and unfortunate endings and across first-, second-, and third-person narrative perspectives. Findings suggest promise for developing inexpensive ‘‘storygames’’ to encourage supportive behaviors

Comparison of the cost‐effectiveness of a computer‐assisted learning program with a tutored demonstration to teach intestinal motility to medical students

Computer‐based simulations of undergraduate experiments in pharmacology and physiology may offer a cost‐effective alternative to the traditional live laboratory for some students, for whom laboratory skills are less important. Here we describe a study which compares two approaches to teaching preclinical medical students the pharmacology of colonic motility. Half of one cohort received a tutored live demonstration of an isolated tissue laboratory, while the other half used a computer simulation program covering the same subject. The study demonstrated that student learning was comparable for both groups, that many students found the computer simulation an acceptable alternative and that the latter required significantly less resource

Interactive infographics and news values

This is an Author's Accepted Manuscript of an article published in Digital Journalism [PUBLICATION DETAILS], copyright @ Taylor & Francis, available online at http://www.tandfonline.com/10.1080/21670811.2013.841368.This study is concerned with the news values and working practices that inform the creation of interactive infographics in UK online news. The author draws upon organisational theory in journalism studies, and considers how conventional journalistic news values compare with best practice as espoused in different literatures within this field. A series of open-ended, depth interviews with visual news journalists from the UK national media were undertaken, along with a short-term observation case study at a national online news publisher. Journalistic and organisational norms are found to shape the selection, production, and treatment of interactive graphics, and a degree of variation is found to exist amongst practitioners as to definitions of quality in this field. Some news stories are considered to be better suited to rendering in interactive form than others. The availability of “big data” does not drive decision-making in itself, but some numbers are considered more newsworthy than others. Budgetary constraint drives practice and limits potential in this field. Risk aversion, embodied in various forms; from the use of templates, to a perceived need to avoid audience complaint, is found to dampen experimentation. Detailed audience research was found to inform the choice of methods used in data visualisation at one national news producer. This warrants further investigation as to how audiences engage with news interactives, and what the framing of news in certain (preferred) data visualisation formats means in terms of how news is understood

Generative theatre of totality

Generative art can be used for creating complex multisensory and multimedia experiences within predetermined aesthetic parameters, characteristic of the performing arts and remarkably suitable to address Moholy-Nagy's Theatre of Totality vision. In generative artworks the artist will usually take on the role of an experience framework designer, and the system evolves freely within that framework and its defined aesthetic boundaries. Most generative art impacts visual arts, music and literature, but there does not seem to be any relevant work exploring the cross-medium potential, and one could confidently state that most generative art outcomes are abstract and visual, or audio. It is the goal of this article to propose a model for the creation of generative performances within the Theatre of Totality's scope, derived from stochastic Lindenmayer systems, where mapping techniques are proposed to address the seven variables addressed by Moholy-Nagy: light, space, plane, form, motion, sound and man ("man" is replaced in this article with "human", except where quoting from the author), with all the inherent complexities

Perceived quality of multimedia educational content: A cognitive style approach

This is the post-print version of the Article. The oficial published version can be accessed from the link below - Copyright, 2006 SpringerCognitive styles influence the way how humans process information, with previous research demonstrating that they have significant effects on student learning in multimedia environments. On the other hand, the perceptual quality of the human multimedia experience is notoriously difficult to measure. In this paper, we report the results of an empirical study, which investigated the relationship between user cognitive styles and perceptual multimedia quality, in which users had the possibility to specify their desired Quality of Service settings — in terms of frame rates and color depth. Results show that whilst color choice is impacted by a participant's cognitive style, such Quality of Service parameters do not significantly affect perceived multimedia quality, and that users do not necessarily choose optimum presentation settings to enhance their perceived enjoyment and assimilation of multimedia informational content