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

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

KEMBARA: AN ANDROID APPLICATION TO INCREASE ATTENTION SPAN OF CHILDREN WITH ADHD

This a project that first studies the criteria of activities and things those children with ADHD finds attractive. Those criteria will be used as a platform to develop a mobile application to assist children with ADHD increase their attention span. In order to achieve that, qualitative depth surveys were undertaken in the locations of the parents of children with ADHD. An expert in childhood studies was also interviewed. It is found out that, children with ADHD displayed high mobile phone usage as well as addictive behavior towards playing mobile phones, which indicates hyper focusing. This condition can be taken advantage of, turning mathematics into mobile applications. Solving simple numerical problems can promote thinking and learning in mathematics as well as in other areas. In addition, visual cues to help stimulate the thinking process of the children with ADHD. Initial survey showed that there is a market for mobile application for ADHD children

The Influence Of Television Pacing On Attention And Executive Functioning

Television shows, especially cartoons, are one of the most common types of media in children’s lives. Although there is a well-established connection between television exposure and difficulties with attention, it is unclear if all types of television are equally impactful. Given the amount of time children are exposed to television, there is a need to better understand which components of shows may or may not impact one’s attentional and executive functioning abilities. One such factor is the pace of the content. The current study expands on this limited area of the literature by utilizing a 9-minute 30-second long cartoon video, which has been edited at both a fast and slow pace, to examine the influence of pace on measures of attention and executive functioning (the Stop Signal Task and the Attentional Network Test) in both Typically Developing children (N = 24) and children with Attention-Deficit/Hyperactivity Disorder (ADHD; N = 17). Two (group; children with ADHD vs. Typically Developing children) x two (pace; fast vs. slow) ANCOVAs were conducted separately with each outcome measure as the dependent variable, group (ADHD and Typically Developing) and pace (fast and slow) as the independent variables, and IQ and Internalizing Problems as covariates. Findings suggested that although the majority of results were non-significant, effect sizes for group and pace (and associated covariates) varied across outcome measures. The Alerting and Executive Control ANT Networks also had non-significant but small effect sizes for the group by pace interactions. Planned comparisons of estimated marginal means revealed a non-significant and small effect of pace for children with ADHD, but no effect for Typically Developing children, for both interactions. Implications for those who work with and care for children are reviewed, and study limitations and future research directions are discussed

Improving academic skills and attention/memory skills in self- contained learning disabled students through a package of cognitive training procedures

The purpose of this study was to determine if participation in a cognitive training program administered by teachers within their classrooms would significantly improve the academic achievement, attentional responding styles and auditory and visual attention and memory skills of elementary self-contained learning disabled students.;Subjects were thirty-six elementary age self-contained learning disabled students 8-0 to 11-11 years of age and with total I.Q. scores on the Wechsler intelligence Scale for Children-Revised of 80 or greater from the Virginia Beach City Public Schools in Virginia Beach, Virginia.;Three instruments were used to measure the dependent variables in this study: the reading, mathematics, and written language clusters of the Woodcock-Johnson Psycho-Educational Battery; the auditory and visual attention and memory subtests of the Detroit Tests of Learning Aptitude; and the Matching Familiar Figures Test to measure impulsive vs. reflective responding styles.;The research design was the Pretest-Posttest Control Groups Design. The data was analyzed using a 2 x 2 analysis of variance with the hypotheses being tested at the .05 level of confidence.;The findings indicated that participation in a program of cognitive training procedures administered by self-contained learning disabilities teachers in their classrooms did significantly improve the reading and math achievement test scores, the auditory memory and attention test scores and the reflective attending style test scores of the students involved in the training. No significant improvement was noted in the students written language test scores on the Woodcock or in the visual attention and memory test scores on the Detroit.;Future research is suggested with larger samples of both self-contained and resource learning disabled students

Neuromyths for educational research and the educational field

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Assistive learning technologies for learners with ADHD and ASD: – a review 2006-2016

This literature review was a part of a research project investigating how technologies can be utilised to support learners with developmental and attention deficit to be included in mainstream learning contexts.  The review contains research within the field of assistive learning technologies for learners with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder from 2006 to 2016. The review is conducted, by using systematic and qualitative academically acknowledged literature search methods. Seven categories of technology-based interventions are recognised from current research, where technologies have been used to support: 1) memory disabilities and/or brain training, 2) increasing focusing attention, 3) time and task management, 4) communication, 5) reading, writing, language and literacy skills, 6) changing behaviour and 7) group work and collaboration. The results indicate that the overall findings of the rendered studies present mixed conclusions. The review calls for more research in a mainstream learning context with a universal design for learning approach

Multimodal reading and second language learning

Most of the texts that second language learners engage with include both text (written and/or spoken) and images. The use of images accompanying texts is believed to support reading comprehension and facilitate learning. Despite their widespread use, very little is known about how the presentation of multiple input sources affects the attentional demands and the underlying cognitive processes involved. This paper provides a review of research on multimodal reading, with a focus on attentional processing. It first introduces the relevant theoretical frameworks and empirical evidence provided in support of the use of pictures in reading. It then reviews studies that have looked at the processing of text and pictures in first and second language contexts. Based on this review, main gaps in research and future research directions are identified. The discussion provided in this paper aims at advancing research on multimodal reading in a second language. Achieving a better understanding of the underlying cognitive processes in multimodal reading is crucial to inform pedagogical practices and to develop theoretical accounts of second language multimodal reading

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

In recent years, there has been much research into the possibilities offered by digital tools for intervention in learning disabilities. The most recent studies have found that these tools can have positive effects on diverse aspects of learning, such as the acquisition of reading, writing, vocabulary and mathematics, as well as improvement of executive functioning and behavioural control skills. Despite the results showing the positive effects of using digital tools for students with learning disabilities, it remains necessary to widen their use in areas such as identification, assessment and intervention as early as possible. Within the current chapter, the application of the conceptual framework of multiple intelligences to the design of educational video games is proposed to facilitate diagnosis and improve intervention success in cases of learning disability. In this regard, a proposed novel tool is presented that may be used for the evaluation and intervention for students with learning disabilities

TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES

This study provided an examination of a comparison of the acquisition of skills between two different instructional conditions in teaching reading of vocabulary to high school students with moderate and severe disabilities. A comparison of the acquisition between the use of words with pictures and words alone was completed. An adapted alternating treatment design replicated across 4 participants was used to evaluate the differences in efficiency and effectiveness between the two instructional strategies (words with pictures and words alone). Results indicate both strategies were effective