Facilitating Understanding of Movements in Dynamic Visualizations: An Embodied Perspective

Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system's movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people's own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented

The feasibility of wireless capsule endoscopy in detecting small intestinal pathology in children under the age of 8 years: a multicentre European study.

Objective: To systematically evaluate the feasibility and methodology to carry out wireless capsule endoscopy (WCE) in children <8 years to define small intestinal pathology. Design: Prospective European multicentre study with negative prior investigation. Patients and interventions: 83 children aged 1.5–7.9 years were recruited. Initially, all were offered “swallowing” (Group 1) for capsule introduction. If this failed endoscopic placement (Group 2) was used and the Roth net, Advance or custom-made introducers were compared. Outcome measures: Primary endpoint: to determine pathology; secondary endpoint: comparison of capsule introduction methods. Results: Capsule introduction: 20 (24%) children aged 4.0–7.9 years (mean, 6.9 years; 14 male) comprising Group 1 were older (p<0.025) than 63 (76%) aged 1.5–7.9 years (mean, 5.25 years; 30 male) forming Group 2. Complications: Roth net mucosal trauma in 50%; no others occurred. The available recording apparatus was inappropriate for those <3 years. Indications: gastrointestinal bleeding: n = 30 (16 positive findings: four ulcerative jejunitis, four polyps, two angiodysplasia, two blue rubber blebs, two Meckel’s diverticula, one anastomotic ulcer, one reduplication); suspected Crohn’s disease: n = 20 (11 had Crohn’s disease); abdominal pain: n = 12 (six positive findings: three Crohn’s disease, two lymphonodular hyperplasia, one blue rubber bleb); protein loss: n = 9 (four lymphangectasia); malabsorption: n = 12 (seven positive findings: six enteropathy, one ascaris). No abnormalities overall: 45%. Conclusion: WCE is feasible and safe down to the age of 1.5 years. 20 children >4 years swallowed the capsule. The Advance introducer proved superior for endoscopic placement. The pathologies encountered showed age specificity and, unlike in adolescents, obscure gastrointestinal bleeding was the commonest indication

Interface design for digital courses

The most important delivery medium in integrated e-learning is the computer interface. Instructional designers have greeted the opportunities of the networked multimedia computers with open arms. One problem often overseen in all the enthusiasm, however, is the lack of clear guidelines on what to put where on the screen and what the consequences of certain choices are on the learning processes of the student working with the computer. In this chapter we will present guidelines for the design of Graphical User Interfaces and for the presentation of multimedia content, that are firmly based on both the Human-Computer Interaction and the Educational Psychology literature and that are illustrated with cases from our own experiences at the Open University of the Netherlands

Interactivity in video-based models

In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas

The Effect of Answering Questions that Differ in Specificity on Mental Effort and Text Retention

Kester, L., Tabbers, H. K., Gorissen, C., & Kirschner, P. A. (2011, August/September). The effect of answering questions that differ in specificity on mental effort and text retention. Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Exeter, Great Britain.Tested information is retained longer than studied information. This, so called, testing effect is thoroughly studied in memory research. Recently, a renewed interest in the testing effect in an educational context can be observed. This study is placed within this line of research and investigates two aspects of the testing effect, namely, effortful retrieval and retrieval induced facilitation. Participants were randomly assigned to one of three experimental conditions that differed in the learning strategy used. Participants either restudied a text that they had received, answered specific questions after studying the text, or answered less specific questions after studying the text. It is assumed that more effort is needed to answer the less specific questions than to answer the specific questions. Therefore, we hypothesize that the less specific questions will produce a stronger testing effect than the specific questions. In addition, we investigate if the benefits of taking an initial test spill over to answering questions that were not initially tested. The results of this study confirm that answering less specific questions requires more effort, however, this does not pay off in a better retention of facts after a week. Nevertheless, a testing was found for the specific questions. No spill over effects were found

The Effect of Testing on the Retention of Coherent and Incoherent Text Material

Research has shown that testing during learning can enhance the long-term retention of text material. In two experiments, we investigated the testing effect with a fill-in-the-blank test on the retention of text material. In Experiment 1, using a coherent text, we found no retention benefit of testing compared to a restudy (control) condition. In Experiment 2, text coherence was disrupted by scrambling the order of the sentences from the text. The material was subsequently presented as a list of facts as opposed to connected discourse. For the incoherent version of the text, testing slowed down the rate of forgetting compared to a restudy (control) condition. The results suggest that the connectedness of materials can play an important role in determining the magnitude of testing benefits for long-term retention. Testing with a completion test seems most beneficial for unconnected materials and less so for highly structured materials

Spreading the Words: A Spacing Effect in Vocabulary Learning

The spacing effect refers to the frequently observed finding that distributing learning across time leads to better retention than massing it into one single study session. In the present study, we examined whether the spacing effect generalises to primary school vocabulary learning. To this aim, children from Grade 3 were taught the meaning of 15 new words using a massed procedure and 15 other new words using a spaced procedure. The 15 words in the massed condition were divided into three sets of five words, and each set was taught three times in one of three learning sessions. In the spaced condition, learning was distributed across the three sessions: All 15 words were practised once in each of the three learning sessions. At the retention tests after 1 week and after 5 weeks we observed that the meaning of spaced words was remembered better than the meaning of massed words

Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention

This study investigated whether an intervention aimed at self-development would stimulate the self-directed learning skills of university students within a problem-based learning program. In a randomized controlled trial study, 408 first-year psychology students were randomly assigned to an experimental or control condition. During their courses, all students received the problem-based program, including feedback from their tutors on professional behaviour and study skills. Students in the experimental group also received an extra self-development intervention including two sessions with a mentor, during which students were asked to reflect on personal learning goals. At the beginning and end of the year, students’ self-directed learning skills were measured with two questionnaires. Over the year, students in the experimental group showed a larger increase in their self-control, in their ability to monitor improvement during task performance, and in their ability to evaluate process and outcome after task execution. Also, their willingness to invest study effort had not decreased, in contrast to students in the control group. These findings show that a relatively simple intervention making students reflect more on their self-development can have a significant effect on a number of relevant self-directed learning skills, even when added to a problem-based learning university program that is already focused on stimulating self-directed learning.</p

Stimulating inference-making in second grade children when reading and listening to narrative texts

Inference-making is a central element of successful reading comprehension, yet provides a challenge for beginning readers. Text decoding takes up cognitive resources which prevents beginning readers from successful inference-making and compromises reading comprehension. Listening does not require any decoding and could therefore offer a less demanding context to practice inference-making. The present study examined whether stimulating inference-making in a listening context is more effective and less cognitively demanding for beginning readers than a reading context. In three experiments, Dutch second grade children read two narratives and listened to two narratives. Inference-making was stimulated by asking them inferential questions during reading or listening and we compared this to a no-questioning control condition. After each narrative, we measured cognitive load and comprehension. It was expected that inferential questioning would increase cognitive load and negatively affect reading comprehension, but positively affect listening comprehension. The results indeed showed that inferential questioning increased cognitive load, but did not lead to differences in performance on open-ended comprehension questions (Experiment 1 &amp; 2). When measuring comprehension with a free recall protocol (Experiment 3), we found a negative effect on total recall in both the reading and listening conditions. Taken together, we found no support for the hypothesized interaction. This raises questions about the effectiveness of inferential questioning for reading and listening comprehension of beginning readers, and whether listening is a good modality for improving inference-making