Effects of observing and making movements on learning

Abstract presented at the 8th Cognitive Load Theory Conference, Fort Collins, Colorado, USA, June 15th - 17th, 2015

Adaptive diagrams: A research agenda to explore how learners can manipulate online diagrams to self-manage cognitive load

This chapter presents an emerging research agenda focused on empowering learners to apply well-known instructional design principles, reserved mainly for application by instructional designers, to the design of diagrams to support their learning. Significant advances have been made in terms of developing design principles that can be applied to the design of diagrams to facilitate the efficient learning of diagrammatic information. However, little is known about how these design principles can be applied by learners themselves. In a technologically rich environment where learners can access a range of online diagrammatic information, we argue that it is imperative that learners\u27 are equipped with strategies on how to physically manipulate digital diagrams in ways that optimise their learning. This can be considered an example of human-centric visualisation. The chapter explains the theoretical basis for our research, presents two empirical studies and concludes with a discussion of our ideas to build on our current work as a future research agenda

Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software

Human movement has been found to have positive effects on learning performance. This study examined the effects of using Dynamic Geometry Software (DGS) CABRI to manipulate geometric properties of triangles or observing those manipulations made by an instructor on learning geometric properties with DGS-CABRI. Participants were 60 year 5 students, who received instructions on geometric problems and were randomly assigned to three conditions: A condition in which they performed mouse movements to manipulate geometric properties of triangles, a condition in which they observed the teacher performing those manipulations, and a conventional condition in which they studied a static format of the learning materials without any manipulations. We hypothesized that learning conditions involving manipulations of geometric properties of triangles would result in lower cognitive load and higher performance on a retention and transfer test than the conventional condition. Moreover, we hypothesized that making manipulations of the geometric properties of triangles through mouse movements would be superior to observing those manipulations being made by an instructor in terms of cognitive load, retention- and transfer test performance. Whereas the first hypothesis was confirmed, the latter hypothesis was only confirmed for retention test performance. Possible implications for educational practice are discussed

A comparison of Chinese and Australian university students\u27 attitudes towards plagiarism

Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students\u27 attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this suggestion. Moreover, existing research in this area has typically compared international and domestic students studying in Western countries. As yet, no studies have directly compared Chinese and Australian university students\u27 attitudes toward plagiarism, as they exist within their native countries. Rasch analysis/differential item functioning were conducted to contrast 131 Australian and 173 Chinese undergraduate university students\u27 attitudes towards plagiarism. Results indicated distinct cross-cultural differences in aspects of students\u27 plagiarism attitudes. Regardless of ethnic background, the results highlight undergraduate students\u27 typical lack of understanding of plagiarism and plagiarist behaviours

Reducing cognitive load: The effects of gesturing on children\u27s effective working memory capacity

Abstract presented at the 8th Cognitive Load Theory Conference, Fort Collins, Colorado, USA, June 15th - 17th, 2015

What are standardized literacy and numeracy tests testing? Evidence of the domain-general contributions to students\u27 standardized educational test performance

Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students\u27 genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. Aims: The current study investigated the extent to which domain-general processes - working memory (WM) and non-verbal reasoning - contribute to students\u27 standardized test performance and the pathway(s) through which they exert this influence. Sample Participants were 91 Grade 2 students recruited from five regional and metropolitan primary schools in Australia. Methods: Participants completed measures of WM and non-verbal reasoning, as well as literacy and numeracy subtests of a national standardized educational assessment. Results: Path analysis of Rasch-derived ability estimates and residuals with domain-general cognitive abilities indicated: (1) a consistent indirect pathway from WM to literacy and numeracy ability, through non-verbal reasoning; (2) direct paths from phonological WM and literacy ability to numeracy ability estimates; and (3) a direct path from WM to spelling test residuals. Conclusions: Results suggest that the constitution of this nationwide standardized assessment confounded non-targeted abilities with those that were the target of assessment. This appears to extend beyond the effect of WM on learning more generally, to the demands of different assessment types and methods. This has implications for students\u27 abilities to demonstrate genuine competency in assessed areas and the educational supports and provisions they are provided on the basis of these results

Learning geometry problem solving by studying worked examples: Effects of learner guidance and expertise

Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step guidance condition, students were provided with the solution steps required to reach the answer and the theorems used to justify the steps. In the step guidance condition, learners were only provided with the sequence of steps needed to reach the answer but not with the theorems explaining the steps. The problem-solving condition required learners to solve problems without any guidance. It was hypothesized that for students who had already learned the relevant theorems, the major task was to learn to recognize problem states and their associated solution moves. The step guidance condition should best facilitate such knowledge, compared to a problem-solving or a theorem and step guidance approach. For students who had not yet fully learned the theorems, the theorem and step guidance approach should be superior. Two geometry instruction experiments supported these hypotheses. Information concerning theorems should only be provided if students have yet to learn and automate theorem schemas

Canadian university students\u27 gendered attitudes toward plagiarism

Prior research on plagiarism has indicated that men may have a greater predisposition toward academic dishonesty than women. However, little research has been conducted using psychometrically tested instruments to validate such claims. To address this gap, a survey was conducted with 377 undergraduate students at a Canadian university on their attitudes toward plagiarism using a psychometrically validated instrument (the Attitudes Toward Plagiarism Questionnaire - Revised). Using differential item functioning/Rasch analysis, no overall differences in attitudes toward plagiarism based on gender were found. A descriptive analysis of both men and women revealed that while only a concerning minority of students reported engaging in plagiarist behaviours; there was a tendency for students to take a permissive stance on plagiarism. These results are discussed within the wider context of plagiarism research in higher education

Learning geometry problem solving by studying worked examples: Effects of learner guidance and expertise

Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step guidance condition, students were provided with the solution steps required to reach the answer and the theorems used to justify the steps. In the step guidance condition, learners were only provided with the sequence of steps needed to reach the answer but not with the theorems explaining the steps. The problem-solving condition required learners to solve problems without any guidance. It was hypothesized that for students who had already learned the relevant theorems, the major task was to learn to recognize problem states and their associated solution moves. The step guidance condition should best facilitate such knowledge, compared to a problem-solving or a theorem and step guidance approach. For students who had not yet fully learned the theorems, the theorem and step guidance approach should be superior. Two geometry instruction experiments supported these hypotheses. Information concerning theorems should only be provided if students have yet to learn and automate theorem schemas

Measuring attitudes toward plagiarism: issues and psychometric solutions

Purpose - The purpose of this paper is to address the issue of failing to psychometrically test questionnaire instruments when measuring university students\u27 attitudes towards plagiarism. These issues are highlighted by a psychometric evaluation of a commonly used (but previously untested) plagiarism attitudinal scale. Design/methodology/approach - The importance of psychometric testing is shown through an analysis of a commonly used scale using modern techniques (e.g. Rasch analysis) on 131 undergraduate education students at an Australian university. Findings - Psychometric analysis revealed the scale to be unreliable in its present form. However, when reduced to an eight-item subscale it became marginally reliable. Research limitations/implications - The main implication of this paper is that questionnaire instruments cannot be assumed to function as they are intended without thorough psychometric testing. Practical implications - The paper offers valuable insight into the psychometric properties of a previously untested but commonly used plagiarism attitudinal scale. Originality/value - The paper offers a straightforward and easy to understand introduction to researchers in higher education who use questionnaires/surveys in their research but lack an understanding of why psychometric testing is so critical. While similar papers have been written in other fields which advocate psychometric approaches, such as Rasch analysis, this has not been the case in higher educational research (or mainstream educational research for that matter)