Suggestions for Better Integrating ICT enhanced

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9The particular situation of academic teachers and learners in campus-based Higher Education today gives rise to the idea of an integrated dimensional framework for instructional design (ID). We will relate it to the potential of ICT, especially for blended learning. It is argued that the framework can become the kernel of an advisory system addressing current needs of practitioners in campus-based Higher Education by taking advantage of research evidence

Assessing the Role of Computer Simulation in Chemistry Learning

Simulation and Computation make a versatile teaching strategy, and may be an important way to motivate students and lecturers to achieve meaningful learning. Indeed, this work refers to a study whose main objective is to set the influence that a teaching approach based on the use of computer simulation would have on students’ learning, compared to the one in use today. This work involved the participation of two classes of 11th grade at a Secondary School in Lisbon, Portugal, where the main goal is to teach a specific topic to an untried student’s group. With regard to the simulation environment, it will be grounded on a Proof Theoretical approach to Knowledge Representation and Reasoning, which caters for the handling of incomplete, unknown or even self-contradictory information or knowledge

A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic visualizations impose extraneous cognitive load, which may hinder learning. Segmentation may reduce the negative effect of this load by dividing animations into smaller units of information and providing pauses between segments that give students time for the necessary cognitive activities after each of those units of information. Second, event segmentation theory states that people mentally segment dynamic visualizations during perception (i.e., divide the information shown in pieces). Segmentation of dynamic visualisation could cue relevant segments to students, which may aid them in perceiving the structure underlying the process or procedure shown

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Learner control in animated multimedia instructions

The interactivity principle in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and increases transfer performance. We tested this guideline by comparing a learner-paced instruction with a system-paced instruction. Time-on-task and interactive behavior were logged, and were also related to interest, prior knowledge, and cognitive involvement. We successfully replicated the interactivity principle in terms of better transfer. However, this coincided with a large increase in time-on-task. Also, large individual differences existed in the use of learner control options, which were mostly unrelated to the other variables. Thus, the benefits of introducing learner control in multimedia learning are at the expense of learning efficiency, and it remains unclear for whom the interactivity principle works best

Computational analysis of dynamics in an agent-based model of cognitive load and reading performance

To avoid the development of cognitive load during task-specific actions, technologies like companion robots or intelligent systems may benefit from being aware of the dynamics of related mental performance constructs. As a first step toward the development of such systems, this paper uses an agent-based approach to formalize and simulate cognitive load processes within reading activities, which may involve specific assigned task. The obtained agent-based model is analysed both by mathematical analysis and automated trace evaluation. Based on this description, the proposed agent-based model has exhibited realistic behaviours patterns that adhere to the psychological and cognitive literature. Moreover, it is shown how the agent-based model can be integrated into intelligent systems that monitor and predict cognitive load over time and propose intelligent support actions based on that

On the ability of virtual agents to decrease cognitive load: an experimental study

When attempting to solve a problem, humans call upon cognitive resources. These resources are limited, and the degree of their utilisation is described as cognitive load. While the number of parameters to be taken into account and to be processed by modern-day knowledge workers increases, their cognitive resources do not. Research shows that too high a load can increase stress and failure rates and decrease the work satisfaction and performance of employees. It is thus in the interest of organisations to reduce the cognitive load of their employees and keep it at a moderate level. One way to achieve this may be the application of virtual assistants (VAs), software programs, that can be addressed via voice or text commands and respond to the users’ input. This study uses a laboratory experiment with N = 91 participants comparing two groups in their ability to solve a task. One group was able to make use of a VA while the other could not. Besides task performance, the cognitive load of the participants was measured. Results show that (a) cognitive load is negatively related to task performance, (b) the group using the VA performed better at the task and (c) the group using the VA had a lower cognitive load. These findings show that VAs are a viable way to support employees and can increase their performance. It adds to the growing field of IS research on VAs by expanding the field for the concept of cognitive load

A process model of the formation of spatial presence experiences

In order to bridge interdisciplinary differences in Presence research and to establish connections between Presence and “older” concepts of psychology and communication, a theoretical model of the formation of Spatial Presence is proposed. It is applicable to the exposure to different media and intended to unify the existing efforts to develop a theory of Presence. The model includes assumptions about attention allocation, mental models, and involvement, and considers the role of media factors and user characteristics as well, thus incorporating much previous work. It is argued that a commonly accepted model of Spatial Presence is the only solution to secure further progress within the international, interdisciplinary and multiple-paradigm community of Presence research

The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review

Cognitive Load Theory has been conceived for supporting instructional design through the use of the construct of cognitive load. This is believed to be built upon three types of load: intrinsic, extraneous and germane. Although Cognitive Load Theory and its assumptions are clear and well-known, its three types of load have been going through a continuous investigation and re-definition. Additionally, it is still not clear whether these are independent and can be added to each other towards an overall measure of load. The purpose of this research is to inform the reader about the theoretical evolution of Cognitive Load Theory as well as the measurement techniques and measures emerged for its cognitive load types. It also synthesises the main critiques of scholars and the scientific value of the theory from a rationalist and structuralist perspective