VE-based training strategies for acquiring survey knowledge

Virtual environments (VEs) have been used successfully to train wayfinders to navigate through buildings and learn their layout. However, at the same time, for many, the VE deficiencies have reduced the effectiveness of VEs for training spatial tasks. In an effort to improve VE effectiveness, we conducted research to determine if certain unique capabilities of VEs could compensate for its deficiencies. Research participants were required to learn the layout or configuration of one floor of an office building as portrayed in a VE. To improve spatial learning, we developed three VE navigation training aids: local and global orientation cues, aerial views, and a themed environment enhanced with sights and sounds and divided into four distinct sectors. The navigation aids were provided during the training but were not available during testing of survey knowledge. Of the three training aids investigated, only the aerial views were effective in improving performance on the survey knowledge tests. The effectiveness of the navigation aids seemed to depend on how they were used during training. A retention test given one week after training indicated that spatial knowledge acquired in a VE diminished little over the one-week retention interval

VE-based training strategies for acquiring survey knowledge

Virtual environments (VEs) have been used successfully to train wayfinders to navigate through buildings and learn their layout. However, at the same time, for many, the VE deficiencies have reduced the effectiveness of VEs for training spatial tasks. In an effort to improve VE effectiveness, we conducted research to determine if certain unique capabilities of VEs could compensate for its deficiencies. Research participants were required to learn the layout or configuration of one floor of an office building as portrayed in a VE. To improve spatial learning, we developed three VE navigation training aids: local and global orientation cues, aerial views, and a themed environment enhanced with sights and sounds and divided into four distinct sectors. The navigation aids were provided during the training but were not available during testing of survey knowledge. Of the three training aids investigated, only the aerial views were effective in improving performance on the survey knowledge tests. The effectiveness of the navigation aids seemed to depend on how they were used during training. A retention test given one week after training indicated that spatial knowledge acquired in a VE diminished little over the one-week retention interval

Investigating the correlation between the frequency of using metacognitive reading strategies and non-routine problem solving successes in fifth grade students

The aim of this study is to examine the correlation between the frequency of using metacognitive reading strategy use and non-routine problem-solving achievements in fifth grade students. The study was conducted by using the correlational survey model, one of quantitative research methods. The participants of the study consisted of 308 fifth grade students who were studying in public schools in Istanbul and Ankara in 2017-2018 school year and were selected with convenient sampling method. The data of the study were gathered using the form for the frequency of using metacognitive reading strategy by the students and the non-routine problem solving achievement Test. In the study, the form for the frequency of using metacognitive reading strategy was applied in order to determine metacognitive reading strategies of the studies and on the following day, the achievement test including non-routine problems was then applied to the students. Simple Linear Regression Analysis and Pearson Product-Moments Correlation Analysis were used in the analysis of the data obtained in the study. According to the results of the study, there was a positive correlation between the frequency of using metacognitive reading strategy and non-routine problem-solving achievements in fifth grade students and metacognitive reading strategies were a predictor of non-routine problem-solving achievement. © 2018 by authors. All rights reserved

Route learning and shortcut performance in adults with intellectual disability: a study with virtual environments

The ability to learn routes though a virtual environment (VE) and to make a novel shortcut between two locations was assessed in 18 adults with intellectual disability and 18 adults without intellectual disability matched on chronological age. Participants explored two routes (A ⇔ B and A ⇔ C) until they reached a learning criterion. Then, they were placed at B and were asked to find the shortest way to C (B ⇔ C, five trials). Participants in both groups could learn the routes, but most of the participants with intellectual disability could not find the shortest route between B and C. However, the results also revealed important individual differences within the intellectual disability group, with some participants exhibiting more efficient wayfinding behaviour than others. Individuals with intellectual disability may differ in the kind of spatial knowledge they extract from the environment and/or in the strategy they use to learn routes

Pathways to Grow Impact: Philanthropy's Role in the Journey

Since 2010, through the "Scaling What Works" initiative, GEO has fostered a conversation about scale that considers a variety of ways nonprofits are creating more value for communities and how funders are supporting their work. GEO's newest publication, "Pathways to Grow Impact", shares new learning about the role grantmakers should play. The publication is the result of a collaborative project with Ashoka, Social Impact Exchange, Taproot Foundation and TCC Group that sought to answer the question: How can grantmakers best support high-performing nonprofits in their efforts to grow their impact? "Pathways to Grow Impact" is for any grantmaker who wants his or her grant dollars to have a greater effect. The publication offers a framework for understanding different approaches to scaling impact, stories from nonprofit leaders who have successfully grown their organizations' impact, and practical recommendations for grantmakers seeking more effective ways to achieve better results

Modeling user navigation

This paper proposes the use of neural networks as a tool for studying navigation within virtual worlds. Results indicate that the network learned to predict the next step for a given trajectory. The analysis of hidden layer shows that the network was able to differentiate between two groups of users identified on the basis of their performance for a spatial task. Time series analysis of hidden node activation values and input vectors suggested that certain hidden units become specialised for place and heading, respectively. The benefits of this approach and the possibility of extending the methodology to the study of navigation in Human Computer Interaction applications are discussed

Pathway Schools Initiative Developmental Evaluation: Learning Brief

By supporting the adoption of evidence-based PreK -- 3 policies and practices, The McKnight Foundation's Pathway Schools Initiative seeks to dramatically increase the percentage of proficient third-grade readers in high need schools. To support real-time learning, decisionmaking, and improvement of new practices, programs, and policies, The McKnight Foundation has engaged Pathway Schools Initiative leaders in a developmental evaluation (DE) of highpriority questions of practical interest. DE is a collaborative effort that begins with identification of a question about challenges or new approaches to meeting students', teachers', and other critical stakeholders' needs. DE then supports continuous improvement by gathering data and offering rapid, relevant feedback to the initiative leaders, who develop action plans based on the implications of the findings. The DE team was composed of two to three leaders from each of the participating schools and districts1 and staff members from McKnight, the Urban Education Institute (UEI) at the University of Chicago, SRI International, and Child Trends. This learning brief summarizes the team's first DE question, research methods, findings, and action plans. The team intends to address two to three DE questions each year

NET WORKING: Work Patterns and Workforce Policies for the New Media Industry

This report, based on a study of a group of highly accomplished professionals in New York City, is one of the first to take up labor market issues in the new media industry. It describes the challenges faced by professionals and employers alike in this important and dynamic sector, and identifies strategies for success in a project oriented environment with highly complex skill demands and rapidly changing technology. Our findings suggest three central issues

Experience of a tutor centric model for sonography training of emergency department registrars in an Australian urban emergency department 2009–2012

Purpose: To assess the impact of a regular sonographer proctored training program for emergency medicine trainees in the use of Emergency Department bedside ultrasound Methods: Emergency Department (ED) Registrars in the Swan District Hospital ED were provided with proctored instruction in bedside ultrasound in performance of extended focused assessment sonography in trauma (eFAST) and abdominal aortic aneurysm (AAA) detection. Training was conducted by credentialed sonographers for individual trainees in a 1:1 or 1:2 setting for 1 hour on a weekly basis. Registrars who trained in the Department between Jan 2009 to Dec 2012 were invited to participate in a survey conducted between June-August 2013 designed to assess the impact of training on their confidence and use of bedside sonography. Results: Registrars reported increased perception of their skill level in AAA and eFAST post-training. High levels of confidence in their ability to adjust machine settings for image optimization, recognition of free fluid in the abdomen and ability to recognise an AAA were also reported. The participants that completed at least 10 hours of training and at least 20 scans showed significantly greater improvement in their perception of skill and confidence levels than those with less time. Registrars reported training was of significant benefit, improving their confidence in obtaining good quality images and their understanding of the equipment, which contributed to them obtaining accreditation. Benefits were ongoing and 50% of participants reported using ultrasound in clinical practice at least 3 times per week and a further 30% at least weekly after leaving ED. Conclusion: Proctored training in the clinical context for ED registrars resulted in improvement in skills, confidence and willingness to maintain skills through practice in the clinical context over the long-term