Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects

The use of information and communication technology (ICT) in education is now central to facilitating links between learners, resources and instructors. Regardless of whether it is used in distance education or educational objects, ICT enables educators to package education opportunities in an increasing number of alternative ways so as best to meet the varying needs of the end user. Currently, one of the challenges that face instructors is to develop materials that enhance the learner-content interaction by reducing extraneous cognitive load while at the same time facilitating learning. This study explored the effectiveness of pictorial information and augmentation in instructions and educational objects. Dual coding theory is used to suggest that information that can be processed via separate but interconnected systems will facilitate faster processing and deeper learning of the information. University students were randomly assigned to six experimental conditions to perform a novel task using six different instruction manuals. A 3 (text, text-pictorial, text-pictorial-arrows) X 2 (picture of object vs. no picture of object) design was used to test whether augmenting text with pictorial information provided additional valuable information in instructional settings. Results partially support this multimedia effect; participants exhibited superior performance in a Text-Pictorial and Text-Pictorial-Arrows format over Text format. A picture of the object also facilitated superior performance on both the assembly and operating tasks, especially in a text format. Overall, combinations of text-pictorial and text-pictorial-arrows facilitated faster assembly and operation; they reduced errors, extra procedures, and unsuccessful assemblies (uncorrected errors). Results also support the idea that arrows convey unique types of information and function. In particular, arrows may attune people to important information and/or convey information movement that guides actions during tasks. Practical implications are discussed in relation to the type of information combinations that may lead to superior instructional design of instructional objects and research, including how to reduce errors of omission

The role of self-concept in cross-cultural communication

Empirical evidence supports the notion that communication behaviors in intercultural encounters are effectively extensions of cultural values as well as epistemologies. Study 1 established communication behaviors of Asians and New Zealanders (NZs) as consistent with vertical collectivism and horizontal individualism, respectively. In particular, argumentativeness is positively related to independent self-construal (SC) and negatively related to interdependent SC. This supports Markus and Kitayama's SC theory. Study 2 showed that NZs exhibited more idiocentric and argumentative behavior, while Asians displayed more sociocentric and less argumentative behavior during two actual interactions; specifically, participants diverged in their communication styles to be more consistent with their cultural values during intercultural interactions. Analyses of decision outcomes provide support that culture moderates cognitive consistency behaviors such that NZs exhibited more inconsistency-reduction behaviors, which is rooted in adherence to noncontradiction. In contrast, Asians exhibited more inconsistency-support behaviors, suggesting that naive dialecticism rooted in acceptance of contradiction is customary in Asian social interaction

Functional utility of visual information supporting instructions for actions : an exploratory study

The aim of this study was to explore the functional utility and effectiveness of arrows presented as specificational information for conveying proceduralised instructions and facilitating learning. A further objective was to investigate the effectiveness of a picture of depicting the final form of the assembled object and step­ by-step pictorial instructions on performance during a novel and proceduralised task. It was hypothesised that the presence of a picture of the goal, the picture-text, and picture-text-arrow instructional formats would facilitate superior performance on the proceduralised tasks. Subjects were required to assemble and then test a prototype product termed the CPM unit, from a set of proceduralised instructions. Nine different instructions manuals were assessed. Each manual comprised a different combination of informational elements. Ninety-nine subjects were randomly assigned to one of the nine instruction manual conditions. Seven performance categories were devised to explore the scope of functional utilities and the type of specificational information a picture of the goal, step-by-step instructional pictures and arrows potentially carried. The results showed that a pictorial representation of the assembly goal was a primary source of information which facilitated superior assembly performances. This was also found for step-by­ step pictures instruction. The results validated the superiority of picture-text instructional format over a text-only instruction format. Evidence was found to suggest that arrows carry functional and specificational information when presented with a picture-text instructional format. These findings and their implications were discussed in relation to the field of instructional research and education

n-Culturals, the next cross-cultural challenge: introducing a multicultural mentoring model program

This article advances current conceptualizations of multicultural identities by identifying constituent elements of multicultural identity as knowledge, identification, internalization, and commitment. This new conceptualization is labeled n-Culturalism and posits that there are individuals who operate at the intersection of multiple cultures by maintaining salience of their multiple cultural identities. We illustrate that n-Culturals are assets to organizations because they are creative synthesizers that are able to facilitate organizational goals and can also serve as models for others who are struggling in a multicultural environment. This article provides some solutions to managing multicultural challenges in organizations, such as conflicting values and identities. It also offers solutions on how individuals and organizations can leverage their identities in relation to the multiculturalism continuum to achieve desired workplace outcomes. Further, we introduce the multicultural mentor modeling program for organizations, which, if implemented, can help struggling multiculturals to address challenges in their social cognition and to develop appropriate and effective behaviors in and outside of the workplace

No pain, no gain: insights into changing individual volitional behaviour

Physical activity is an important component of a healthy lifestyle. The purpose of this study is threefold: first, to empirically examine the effect of attitudes on people's intentions towards starting a new physical activity in three weight groups; second, to explore differences within various demographic groups; and finally, to offer research and practical implications for social marketers who are working in the area of physical activity. A total of 1459 respondents participated in an online survey. Our findings indicate that when individuals hold both negative and positive attitudes towards physical activity, they will have higher intentions to start a new physical activity. Empirical examination identified that overweight and obese people have more negative and less positive attitudes than healthier people toward physical activity. The results indicate that overcoming negative attitudes and reinforcing positive attitudes remain as a necessary condition to influence volitional behaviours such as physical activity, which requires cognitive processing and actions in order for the behaviour to be changed. People engaging in physical activities understand both positive and negative effects of physical activities, and they may engage in physical activities despite knowing there are short-term costs

Multiculturalism within individuals: a review, critique, and agenda for future research

In a globally connected world, it is increasingly common for individuals to belong to and be influenced by more than one culture. Based on a critique of conceptualizations from psychology, management, marketing, anthropology, and sociology, we bring clarity and consistency to conceptualizing and measuring multiculturalism at the individual level. We propose that individual-level multiculturalism is the degree to which someone has knowledge of, identification with, and internalization of more than one societal culture, and recommend methods to measure each dimension. Finally, we suggest how individual-level multiculturalism influences, and is influenced by, social networks and power dynamics in international organizations