Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Doctor of Philosophy

dissertationThis dissertation describes a line of research that addresses translational research questions related to the use of computerized simulation to affect the knowledge, beliefs, motivation and self-management behaviors of individuals with chronic disease. The specific research projects focus on type 2 diabetes (T2DM) and physical activity as exemplars of a prevalent chronic disease and an underutilized selfmanagement behavior, respectively. We first describe a conceptual framework for the design of Consumer Health Informatics (CHI) applications. The design of an envisioned diabetes self-management application is described as an example of the application of design principles derived from this framework. Subsequent chapters describe tests of research questions related to this envisioned intervention. The second chapter describes the development and preliminary evaluation of the interface for the intervention described above. The estimation of simulated glucose curves for individuals with T2DM is described. Next, the formative evaluation of a paperbased prototype based on those curves and a novel method to measure individuals' outcome expectations are described. The third chapter describes a randomized experiment of a narrated simulation based on simulated glucose curves. This trial tested the question: can computerized simulations affect the beliefs and behaviors of individuals with T2DM? In this experiment participants' beliefs changed in accordance with the discrepancy between the presented evidence, and their prior beliefs, and in combination with the completion of a planning intervention, which resulted in significantly greater increase in physical activity The fourth chapter describes a test of the question: can predictive models of the acute physiologic effects of behavior be individualized? In this study we compared different predictive modeling techniques and found that a mixed effects modeling approach improves in accuracy as the individual contributes more data. This result is foundational to the development of the next generation of our simulation-based intervention, and has implications for CHI as a field; these are discussed. The dissertation concludes with a review of the strengths and limitations of the work described, a discussion of the implications of this work for consumer health informatics and a brief discussion of the next steps in this line of research

Design models for multimedia learning environments based on interactive drama

Interactive multimedia offers a degree of richness that lies outside the scope of conventional design methods for computer based learning. This research seeks to develop an interdisciplinary approach to design, that recognises the ways in which the combination and integration of different media forms can be exploited to stimulate experiential, intuitive, perceptual, and social/communicative aspects of learning. The goal of the project has been to develop a conceptual design model for the development of multimedia learning environments (MLEs), for humanistic learning applications, by using interactive drama. The models and methods developed though a practical design project have been founded upon theory from the realms of psychology, social sciences, learning and education, the arts and media, and software design. They address the cognitive and social aspects of learning, the use and interpretation of interactive media, the creation of learning environments, and the activities involved in design. As a vehicle to test the theoretical perspective, a design project has been undertaken, that has involved: 0 learning needs analysis and subject matter development; 9 development of a structural model for the MLE; 9 information structure, navigation and interface design; scripting, design and development of media materials for the development of interactive drama; formative evaluation. The subject area chosen for the design project is that of pregnancy and childbirth. The primary reasons for this choice was a desire to address the issues of design for informal learning experiences (that do not fit in the remit of institutional curricula) and an interest in finding ways to represent the social and interpersonal dimension to learning. Such learning processes have been described as `humanistic learning' for the purposes of this research project. To help fulfil these goals, it was decided to work with playwright Simon Turley to develop a number of interactive drama scenes. Not only did this enable some of the more sensitive and personal issues of pregnancy to be addressed, but it also gave an opportunity to explore the world of drama, film and theatre as a means to create interactive learning experiences. The research has shown the benefits of interdisciplinary design practice, produced a framework of the theoretical issues that inform designers, and developed an approach to the design of MLEs for humanistic learning applications. These elements have been brought together to form the conceptual design model.The Higher Education Funding Council For Englan

Motivations and experiences of students enrolled in online science courses at the community college, The

2011 Fall.Includes bibliographical references.An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the correlations indicated that elaboration and overall course satisfaction were not significantly related to participants' course grade (performance). Furthermore, five major themes emerged from the students' experiences: the role of personal dispositions, academic challenge, self-regulated learning, student communication, and the negative emotions that shaped student experiences. In particular, negative emotions most experienced by students were found to be anxiety, stress, frustration and confusion. In total, results from this study implicate an important role of emotions such as frustration in students' overall course satisfaction and the importance of task value. Students' career aspirations and direct use of the course content were more likely to report greater use of elaboration strategies. Finally, this research also found that students self-regulated their learning in the online environment on a variety of levels

Passive visual behavior modifiers and consumer psychophysiology online.

Through an examination of the electroencephalography (EEG) data collected from 27 university students, this study examined the efficacy of three known passive visual behavior modifiers -- color, layout, and motion -- in an e-commerce environment. These three variables have significant scholarly support in the context of traditional media, but their effect online is still largely unsubstantiated. Using EEG readings taken from regions of interest Fp1 and Fp2, the researcher attempted to measure and compare sustained evoked response upon exposure to six fictitious e-commerce web pages, each exhibiting a different passive visual behavior modifier. It was hypothesized that (H1) a product in a subtle state of motion, (H2) a greater proportion of image to text, and (H3) a color system with a dominant wavelength of approximately 650nm would evoke higher average levels of amplitude (μV) and frequency (Hz) in the ventromedial prefrontal cortex compared to stimuli exhibiting inverse properties: a static product image, a greater proportion of text to image, and a color system with a dominant wavelength of approximately 490nm. The biofeedback measurement was supplemented by a qualitative interview. Participant responses were analyzed for key words, phrases, and trends related to consumer attitude and product preference. While no significant differences were found between the visual stimuli, this study provides insight, limitations, and direction for future psychophysiological research relating to e-commerce.--Abstract

Multidisciplinary perspectives on Artificial Intelligence and the law

This open access book presents an interdisciplinary, multi-authored, edited collection of chapters on Artificial Intelligence (‘AI’) and the Law. AI technology has come to play a central role in the modern data economy. Through a combination of increased computing power, the growing availability of data and the advancement of algorithms, AI has now become an umbrella term for some of the most transformational technological breakthroughs of this age. The importance of AI stems from both the opportunities that it offers and the challenges that it entails. While AI applications hold the promise of economic growth and efficiency gains, they also create significant risks and uncertainty. The potential and perils of AI have thus come to dominate modern discussions of technology and ethics – and although AI was initially allowed to largely develop without guidelines or rules, few would deny that the law is set to play a fundamental role in shaping the future of AI. As the debate over AI is far from over, the need for rigorous analysis has never been greater. This book thus brings together contributors from different fields and backgrounds to explore how the law might provide answers to some of the most pressing questions raised by AI. An outcome of the Católica Research Centre for the Future of Law and its interdisciplinary working group on Law and Artificial Intelligence, it includes contributions by leading scholars in the fields of technology, ethics and the law.info:eu-repo/semantics/publishedVersio

The end of stigma? Understanding the dynamics of legitimisation in the context of TV series consumption

This research contributes to prior work on stigmatisation by looking at stigmatisation and legitimisation as social processes in the context of TV series consumption. Using in-depth interviews, we show that the dynamics of legitimisation are complex and accompanied by the reproduction of existing stigmas and creation of new stigmas