The Interplay Between Presence and Learning

The highly immersive Virtual reality (VR) headset is gaining popularity in multiple application domains. In the context of learning, it has been proposed to be beneficial by increasing presence and attention in noisy and distracting environments, both factors that are considered important for learning. Despite intensified research efforts in recent years, empirical knowledge of experimental research addressing the link between presence and learning in specific environmental contexts is still rather scarce. In this study following an experimental mixed-method approach, the link between presence and memorization as a particular form of learning is addressed by comparing memorization with a highly immersive VR headset to a less immersive system (desktop screen) in noisy and calm learning environments. Using a 2 (learning location) x 2 (learning device) between-subjects design, 63 participants interacted with one of the two devices in either of the two environments. As expected, VR headset users reported higher presence levels. While participants subjectively evaluated the VR headset as a better device for learning, the memorization test scores were higher for desktop screen users in both calm and noisy environments. Learning location did not show significant effects. Attention distraction and context-dependent learning are discussed with regard to the unexpected results, while implications for practice and future research are discussed

What Students Do While You Are Teaching – Computer and Smartphone Use in Class and Its Implication on Learning

The presence of mobile devices (e.g., smartphones, tablets and computers) in the classroom gives students the possibility of doing off-task activities during lectures. The purpose of this mixed-method field study was to learn more about students' behaviors, reasons, and opinions regarding such activities and their consequences on learning. This study is one of few to take a holistic view on this topic by taking the use of all technical devices in class into account and assessing its con-sequences on learning objectively. This is important to gain a full picture concerning the conse-quences of off-task activities in class. Right after a lecture, bachelor students (N = 125) answered a survey containing questions on their usage of mobile devices during this last class. Further-more, they took a test on the content of that lecture. Qualitative and quantitative analysis of data revealed that students spent an average of more than 19% of their time using a digital device for non-class purposes. Interestingly, this was not significantly linked with learning, although many students reported being aware of this behavior's potential negative consequences. But there was a significant negative link between the number of received notifications and learning. These results suggest that external interruptions have a stronger negative effect than internal interruptions, allowing us to make better recommendations on how to use electronic devices in the classroom

Measurement of event shapes in deep inelastic scattering at HERA

Inclusive event-shape variables have been measured in the current region of the Breit frame for neutral current deep inelastic ep scattering using an integrated luminosity of 45.0 pb^-1 collected with the ZEUS detector at HERA. The variables studied included thrust, jet broadening and invariant jet mass. The kinematic range covered was 10 < Q^2 < 20,480 GeV^2 and 6.10^-4 < x < 0.6, where Q^2 is the virtuality of the exchanged boson and x is the Bjorken variable. The Q dependence of the shape variables has been used in conjunction with NLO perturbative calculations and the Dokshitzer-Webber non-perturbative corrections (`power corrections') to investigate the validity of this approach.Comment: 7+25 pages, 6 figure

Inclusive jet cross sections in the Breit frame in neutral current deep inelastic scattering at HERA and determination of αs\alpha_{s}

Inclusive jet differential cross sections have been measured in neutral current deep inelastic e+p scattering for boson virtualities Q**2>125 GeV**2. The data were taken using the ZEUS detector at HERA and correspond to an integrated luminosity of 38.6 pb-1. Jets were identified in the Breit frame using the longitudinally invariant K_T cluster algorithm. Measurements of differential inclusive jet cross sections are presented as functions of jet transverse energy (E_T,jet), jet pseudorapidity and Q**2, for jets with E_T,jet>8 GeV. Next-to-leading-order QCD calculations agree well with the measurements both at high Q**2 and high E_T,jet. The value of alpha_s(M_Z), determined from an analysis of dsigma/dQ**2 for Q**2>500 GeV**2, is alpha_s(M_Z) = 0.1212 +/- 0.0017 (stat.) +0.0023 / -0.0031 (syst.) +0.0028 / -0.0027 (th.)

Searches for excited fermions in ep collisions at HERA

Searches in ep collisions for heavy excited fermions have been performed with the ZEUS detector at HERA. Excited states of electrons and quarks have been searched for in e^+p collisions at a centre-of-mass energy of 300 GeV using an integrated luminosity of 47.7 pb^-1. Excited electrons have been sought via the decays e*->egamma, e*->eZ and e*->nuW. Excited quarks have been sought via the decays q*->qgamma and q*->qW. A search for excited neutrinos decaying via nu*->nugamma, nu*->nuZ and nu*->eW is presented using e^-p collisions at 318 GeV centre-of-mass energy, corresponding to an integrated luminosity of 16.7 pb^-1. No evidence for any excited fermion is found, and limits on the characteristic couplings are derived for masses below 250 GeV