ePedagogy design for online instruction by measuring the interactive effects of cognitive preference on performance

Researchers are keen to know whether online instruction is effective and whether people learn anything while undertaking an online course. To this end, a research programme was devised to evaluate an ePedagogy, which involves the interactive effects of online instructional strategies enhanced with text plus-textual metaphors or text-plus-graphical metaphors, and cognitive preference for learning basic programming concepts. The Cognitive Styles Analysis (CSA) program (Riding & Cheema, 1991) was used to identify participants' cognitive preferences. The QUEST Interactive Test Analysis System (Adams & Khoo, 1996) was used to measure cognitive performance, ensuring an absence of error measurement in the programming knowledge testing instruments. Reliability of these instruments was therefore assured through the calibration afforded by the QUEST estimate that provided predictability of the research design. A means analysis of the QUEST data, using the Cohen (1977) approach to size effect and statistical power, further quantified the significance of the findings. The quasi-experimental method adopted for this research links instructional science, cognitive psychology, and objective measurement to provide reliable techniques to enhance cognitive performance evaluation in the education, training and educational technology paradigms. The research outcomes will be of interest to educators, cognitive psychologists, and computer science practitioners specializing in human-computer interactions (HCI)

Instructional strategies integrating cognitive style construct : a meta-knowledge processing model

The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers. Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction. Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner) An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey\u27s (1980) concepts of within-item and between-item encoding elaborations. The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes. The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance. This research design provides a three-level discovery process to articulate: 1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies 2) acquisition of knowledge using measurable instructional outcome and learner characteristics 3) knowledge of the innate environmental factors which influence the instructional outcomes This research has successfully identified the interactive effect of instructional strategy, within an individual\u27s cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science. Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual\u27s position on the two cognitive style continua (Riding & Cheema,1991). Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual\u27s knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition. Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST\u27s hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups. By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals\u27 cognitive constructs can be created (McKay & Garner,1999). While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome. My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning. In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions

Parting A Read Sea Of Images: An Exploration Of Field Dependent-Independent Responses To Minimalist, Pictographic And Infographic Data Displays

ABSTRACT Western society reflects an âeikoncentric eraâ when contemporary instruction has become image -centered. Textbooks, journals, popular media as well as computer-based and web- based instructional media are filled by pictures that are intended to accomplish learning. Imagery is widely believed to represent an efficient, understandable method for relaying information and clarifying instruction for nearly all learners. However, those who subscribe to the adage âa picture is worth a thousand wordsâ often fail to acknowledge individual differences in visual comprehension and cognition. The field dependent-independent (FDI) cognitive style describes individual learner differences that can thwart visual learning. Information graphics are among the frequently used types of imagery that portray data. There is little empirical evidence to guide their design, and their creation is often based on intuition or opinion. This study researched the ways FDI learners comprehend and aesthetically assess minimalist information graphics, pictograms and infographics. Those participants who represented the most extreme field-dependent or field-independent learners were invited to participate in a two-part study. An instrument named the Comparative Information Graphic Test (CIG-T) was developed for testing comprehension of and perceived aesthetic efficacy, value and preference for minimalist information graphics, pictograms and infographics by FDI learner

Adaptive interfaces : cognitive styles and personality characteristics as determinants of support.

The main purpose of the thesis was to examine the human computer interface from a user-centred viewpoint in order that it adapt to the characteristics of the user in terms of his/her personal style (cognitive and learning styles, personality traits). The relationship between personal style and performance, and comprehension of the system's operations are explored in order to highlight the characteristics that are most likely to predict the type of user that is the most successful learner. The manner in which the interface can support the user was explored in terms of the type of environment best suited to each individual, as was the use of colour (non-qualitative) to provide feedback as to the user's location within a system. Qualitative colour was also examined in relation to performance and the potential of using qualitative colour coding to enhance the user's response. Two methodologies were employed: applied (Studies 1-3) and naturalistic (Studies 4 and 5). The former attempts to simulate an environment which forces the subjects to use information processing strategies as if they were in a naturalistic environment. The findings of Studies 1 and 2 indicated that the Embedded Figures Test (EFT) is a good predictor of success in a simulated word processing environment. Field independent subjects were found to consistently perform better than their field dependent counterparts. In Study 1 it was expected that colour would act as a support to the user and would therefore benefit field dependent users. The results suggested that colour hindered performance but this may be due to overuse. Study 2 also investigated the usefulness of coding information. Colour and shape coding were found to be equally good as cues for remembering over no form of coding. Many of the studies which have investigated the use of colour to enhance performance have relied on redundant colour coding of arbitrary symbols. Study 3 explored the usefulness of qualitative colour coding and meaningful stimuli to determine the effects on performance and the potential of using qualitative colour coding at the interface. The results showed that there are no differences in response time for qualitative colour coding, non-qualitative colour coding and no colour coding. The lack of significant findings suggested that position of the stimuli may have confounded the results. In a naturalistic study (Study 4) it was possible to tentatively predict from the subject's personal style, the type of software environment most suited to him/her through observation of his/her behaviour in addition to the types of problems encountered by subjects and their frequency of occurrence. Study 5 attempted to relate natural language and comprehension to personal style. The findings suggested that question-asking techniques do not appear to be a contributor to successful learning. Additionally, the most efficient learner in terms of the number of tasks that s/he was able to complete and scores on a comprehension test, was the redundant holist and holist. Serialists were found to be slower than holists, and thus the design of the study may have contributed to these findings. Taken together, the studies suggest the type of user who tends to be most successful in interacting with computers in terms of behavioural data such as number of keystrokes, frequency of asking questions, frequency of asking for help, time spent reading the manual etc, in terms of the misunderstandings experienced and in terms of their comprehension of system operations. The use of colour as a support to less able users was not borne out in the study and may be due to the care that is required in employing colour at the interface. Colour as an associative cue maybe effective in comparison to no colour cue. However, other forms of cueing may be equally effective, such as shape coding

Developing/testing a new approach for assessing rapid visual identification of hematological cells using principles of visual cognition: a health science education study

The purpose of this study was the development and testing of a novel method for assessment of white blood cell (WBC) identification skills used in the field of Clinical Laboratory Sciences (CLS). A dual format exam was administered to both novices (students) and experts (laboratory professionals). Format 1 was similar to current assessment formats, simply presenting a series of single WBC images for identification. Format 2 applied principles of visual cognition, grouping WBCs for identification by patient and presenting multiple example images from the patient before requesting identification of individual cells. This novel exam format was intended to: (a) provide a contextualized visual background for single cell identifications, (b) mirror the process of WBC identification used in clinical practice, and (c) promote improved performance on difficult/atypical WBC identifications. The second phase of this study implemented qualitative methods to categorize the general cognitive processing styles used by novices/experts as either analytical or similarity-based. Cognitive processing styles were compared across the 2 levels of expertise as well as across exam formats. Statistical analyses did suggest that expert performance levels were significantly improved by the novel exam presentation format. Novice performance, however, was not significantly altered by exam format. Evaluation of response times indicated that expert response times were significantly shorter than novice response times in format 2, but not in format 1. In addition, analysis of qualitative data suggested that experts differed significantly from novices in their cognitive verbalizations for format 2, with experts making more statements at a higher cognitive level than did the novices. Format 1 verbalization differences were not found to be significant. Overall results indicated that the novel exam format invoked experts to implement similarity-based processing, allowing some identifications to be made at the level of the patient case, rather than simply at the feature identification level. Implications of this study include possible alterations to current certification/proficiency exam formats for questions requiring the visual identification of white blood cells. This study also suggests that using patient image sets as instructional stimuli may encourage the development of advanced cognitive processing skills in students

Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load

Training Effects of Adaptive Emotive Responses From Animated Agents in Simulated Environments

Humans are distinct from machines in their capacity to emote, stimulate, and express emotions. Because emotions play such an important role in human interactions, human-like agents used in pedagogical roles for simulation-based training should properly reflect emotions. Currently, research concerning the development of this type of agent focuses on basic agent interface characteristics, as well as character building qualities. However, human-like agents should provide emotion-like qualities that are clearly expressed, properly synchronized, and that simulate complex, real-time interactions through adaptive emotion systems. The research conducted for this dissertation was a quantitative investigation using 3 (within) x 2 (between) x 3 (within) factorial design. A total of 56 paid participants consented to complete the study. Independent variables included emotion intensity (i.e., low, moderate, and high emotion), levels of expertise (novice participant versus experienced participant), and number of trials. Dependent measures included visual attention, emotional response towards the animated agents, simulation performance score, and learners\u27 perception of the pedagogical agent persona while participants interacted with a pain assessment and management simulation. While no relationships were indicated between the levels of emotion intensity portrayed by the animated agents and the participants\u27 visual attention, emotional response towards the animated agent, and simulation performance score, there were significant relationships between the level of expertise of the participant and the visual attention, emotional responses, and performance outcomes. The results indicated that nursing students had higher visual attention during their interaction with the animated agents. Additionally, nursing students expressed more neutral facial expression whereas experienced nurses expressed more emotional facial expressions towards the animated agents. The results of the simulation performance scores indicated that nursing students obtained higher performance scores in the pain assessment and management task than experienced nurses. Both groups of participants had a positive perception of the animated agents persona

Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force

abstract: Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale “mixed reality” immersive environment containing both digital and hands-on components called SMALLab, (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor professional development need to be provided as well.View the article as published at http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01819/ful

Reflectivity in pre-service teacher education a survey of theory and practice

Książka Danuty Gabryś-Barker to monografia poświęcona miejscu refleksyjności oraz – mającego w niej swe źródło – refleksyjnego sposobu nauczania w praktyce przyszłych i obecnych nauczycieli języka obcego. Praca stanowi zarówno ważną pozycję z dziedziny dydaktyki języka obcego, jak i istotną, opartą na doświadczeniu dydaktycznym, wypowiedź w sprawie przeciwdziałania wypaleniu zawodowemu nauczycieli. Rozdział pierwszy poświęcony jest charakterystyce nauczycieli jako grupy zawodowej, w szczególności nauczycieli początkujących. W rozdziale drugim Autorka podejmuje próbę zdefiniowania refleksyjności i refleksyjnego nauczania w celu określenia ich miejsca w rozwoju zawodowym nauczyciela. Rozdziały trzeci i czwarty opisują narzędzia rozwoju refleksyjności: pamiętnik nauczyciela oraz tzw. zdarzenia krytyczne (critical incidents) jako istotny element refleksji. Ostatni rozdział pracy przedstawia badanie przeprowadzone przez Autorkę na grupie słuchaczy nauczycielskiego kolegium języków obcych – przyszłych nauczycieli języka angielskiego. Celem badania było wykształcenie umiejętności refleksyjnego podejścia do nauczania już w początkowym etapie rozwoju zawodowego nauczyciela. Podstawę badania stanowią tu dla Autorki pamiętniki pisane przez słuchaczy, w których identyfikowali i interpretowali zdarzenia krytyczne, jakie zaszły w klasie uczniów podczas odbywania przez nich rocznej praktyki pedagogicznej w szkole. Wnioski z badań są bardzo optymistyczne i ukazują rozwój samoświadomości młodych nauczycieli oraz wzrost ich motywacji do nauczania po wprowadzeniu modelu nauczania refleksyjnego, opartego na prowadzeniu pamiętnika nauczyciela