scholarly journals When color coding backfires: A guidance reversal effect when learning with realistic visualizations

2021 ◽  
Author(s):  
Alexander Skulmowski
Keyword(s):  
Digital Media ◽  
Learning Task ◽  
Learning Phase ◽  
Digital Learning ◽  
Color Coding ◽  
Reversal Effect ◽  
Potential Sources ◽  
Color Cues ◽  
Level Of Difficulty ◽  
Learning Test

AbstractDigital learning increasingly makes use of realistic visualizations, although realism can be demanding for learners. Color coding is a popular way of helping learners understand visualizations and has been found to aid in learning with detailed visualizations. However, previous research has shown that color coding must not always be an effective aid, and that it even may reduce retention when used with simple visualizations. This study assessed whether the presence of color coding in learning tests has an effect after having learned using a detailed visualization that either featured color cues or one that did not. The results indicate that color coding helps learners the most if the learning tests also feature color coding. Importantly, learning with color-coded visualizations and being tested without color cues leads to the worst results in retention and transfer tests. Regarding transfer, color coding in the testing visualization boosts performance regardless of the presence of color cues in the learning phase. The results of this study challenge popular perspectives aiming at optimizing learning by removing potential sources of difficulty. Depending on the learning test, it may be more effective to keep a certain level of difficulty in the learning task when learning with digital media.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals Design on Big data Platform-based in Higher Education Institute

2020 ◽  
Vol 10 (4) ◽  
pp. 36
Author(s):  
Sajeewan Pratsri ◽  
Prachyanun Nilsook
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Data Analysis ◽  
Digital Media ◽  
Data Storage ◽  
Security And Privacy ◽  
Digital Learning ◽  
Learning Platform ◽  
Data Platform ◽  
Tools And Techniques

According to a continuously increasing amount of information in all aspects whether the sources are retrieved from an internal or external organization, a platform should be provided for the automation of whole processes in the collection, storage, and processing of Big Data. The tool for creating Big Data is a Big Data challenge. Furthermore, the security and privacy of Big Data and Big Data analysis in organizations, government agencies, and educational institutions also have an impact on the aspect of designing a Big Data platform for higher education institute (HEi). It is a digital learning platform that is an online instruction and the use of digital media for educational reform including a module provides information on functions of various modules between computers and humans. 1) Big Data architecture is a framework for an architecture of numerous data which consisting of Big Data Infrastructure (BDI), Data Storage (Cloud-based), processing of a computer system that uses all parts of computer resources for optimal efficiency (High-Performance Computing: HPC), a network system to detect the target device network. Thereafter, according to Hadoop’s tools and techniques, when Big Data was introduced with Hadoop's tools and techniques, the benefits of the Big Data platform would provide desired data analysis by retrieving existing information, to illustrate, student information and teaching information that is large amounts of information to adopt for accurate forecasting.

scholarly journals Organization of media training intended for teachers in the United States and Canada

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 95-103
Author(s):  
Glib Golovchenko
Keyword(s):  
Digital Media ◽  
Formal Education ◽  
The United States ◽  
Educational Process ◽  
Future Teacher ◽  
Media Education ◽  
Digital Learning ◽  
Level Of Training ◽  
State Educational ◽  
Education Support

In the time of digital technologies and transformation of teachers’ role, the problem of the lack of teachers’ media education support and their insufficient level of readiness to implement media technologies in educational process has become of vital importance. The analysis of American scientists’ ideas has resulted in the conclusion about irreversible consequences of an insufficient level of teachers’ media education that may lead to the loss of democracy in society. In the article, the author stresses the idea about the interconnection between the teachers’ level of training to incorporate media education in the process of learning and its efficiency. It is underlined that this understanding shown by state educational establishments, administrative staff, scientists and teachers is not widely accepted, which is proved by the quantity of media courses, character of training in universities and the time of such training appearance in the curriculum of pedagogical educational establishments. Until recently, in spite of inclusion of media education knowledge in curricular, teachers have been left without proper training in such an activity in the system of formal education. On the example of a number of American and Canadian universities (Indiana University Bloomington, University of Massachusetts, Manitoba University, Vancouver University), the author has distinguished the ways of future teacher media training in formal education (as special training in the area of communication, as a separate course, as components of every course, taught at university). The main peculiarity of the future teacher media training is the encouraging Centres for Online and Digital Learning and libraries which offer necessary support in conducting lessons with digital media tools, media services, consultations on doing media tasks and incorporating media in educational process in schools.

African Art Students and Digital Learning

2011 ◽  
pp. 222-239
Author(s):  
Paula Uimonen
Keyword(s):  
Social Context ◽  
Digital Media ◽  
Cultural Production ◽  
Digital Learning ◽  
Learning Tool ◽  
African Art ◽  
Art Students ◽  
Ict Skills ◽  
Cultural Aspects ◽  
The Social

Imagine 120 students sharing 5 computers, yet feeling that they are part of an interconnected world. This is the social context framing digital learning for African art students, the material limitations and cultural imaginations of which this chapter is concerned with. Based on extensive ethnographic engagements at TaSUBa, a national institute for arts and culture in Tanzania, this chapter investigates the development of digital media skills. Using the concept of digital learning to cover the acquisition of ICT skills as well as the use of ICT as a learning tool, the analysis spans from early expectations of connectivity to current forms of media engagement. Focusing on the social and cultural aspects of digital learning, the concept hybrid media engagement is introduced to capture the creative ways in which African art students overcome limitations in infrastructure, while exploring new forms of cultural production.

scholarly journals Probabilistic Learning in Children With Attention-Deficit/Hyperactivity Disorder

2020 ◽  
pp. 108705472090509 ◽  
Author(s):  
Marjolein Luman ◽  
Tieme W. P. Janssen ◽  
Marleen Bink ◽  
Rosa van Mourik ◽  
Athanasios Maras ◽  
...  
Keyword(s):  
Instrumental Learning ◽  
Learning Task ◽  
Learning Phase ◽  
Learning Problems ◽  
Typically Developing ◽  
Probabilistic Learning ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Initial Learning ◽  
Reward Probability

Objective: The current study examined instrumental learning in ADHD. Method: A total of 58 children with ADHD and 58 typically developing (TD) children performed a probabilistic learning task using three reward probability conditions (100%, 85%, 70% reward). After a learning phase, application of what was learned was assessed in a test phase. Results: Results showed that children with ADHD performed less accurate compared with TD children during the learning phase, particularly in the 100% and 85% reward probability conditions. These findings were accompanied by a blunted learning rate in the first few task trials. Furthermore, children with ADHD showed poorer application of what was learned. Conclusion: To conclude, children with ADHD show initial learning problems, but increased performance in a similar manner as TD children independent of the probability of reward, although they fail to apply their knowledge. Findings are of clinical relevance as the application of knowledge is important to successfully adapt to daily challenges in life.

scholarly journals The Von Restorff effect in the Brazilian version of the Rey Auditory Verbal Learning Test in an elderly population

2019 ◽  
Vol 13 (1) ◽  
pp. 89-96
Author(s):  
Gabriel Lima ◽  
Alina Teldeschi ◽  
Natália Oliveira ◽  
Camila Bernardes ◽  
Cláudia Drummond ◽  
...  
Keyword(s):  
Verbal Learning ◽  
Learning Task ◽  
Isolation Effect ◽  
Significant Group ◽  
Auditory Verbal Learning ◽  
Brazilian Version ◽  
Chi Squared ◽  
Von Restorff Effect ◽  
Isolation Effects ◽  
Learning Test

ABSTRACT. The Von Restorff (isolation) effect refers to a stimulus that is more likely to be remembered amongst other stimuli in memory tasks. It has been demonstrated with different age ranges and methodologies. Objective: To investigate: a) the presence of the isolation effect in elders tested with the new Brazilian Portuguese version of the Rey Auditory Verbal Learning Task (RAVLT) in which a word with potential emotional weight (mother) was introduced; b) whether isolation effects persist in memory disorders of different degrees of severity (Mild Cognitive Impairment [MCI]; Alzheimer’s Dementia [AD]). Methods: The RAVLT was administered to 287 consecutive volunteers. Individuals underwent medical and neuropsychological evaluation and were further sub-grouped into normal controls (n=114), MCI (n=87) and AD (n=86) patients. One-way analysis of variance (ANOVA) and Chi-squared tests were performed. Post-hoc Tukey analysis was conducted to assess significance of group differences. Results: There were significant group effects on the learning curve. A W-shape - instead of the classical U-shape - was found for the serial position curve in all groups. Conclusion: The new Brazilian version of the RAVLT exhibited the Von Restorff effect, where this phenomenon was evident not only in older adults but also patients with MCI and AD, providing further psychometric measures for inter-group analyses.

Overlearning Reversal Effect with a Number-Classification Task

1985 ◽  
Vol 56 (1) ◽  
pp. 167-170 ◽  
Author(s):  
John Paul Szalai
Keyword(s):  
College Students ◽  
Learning Task ◽  
Classification Task ◽  
Verbal Feedback ◽  
Group Design ◽  
Reversal Effect ◽  
Dimensional Complexity

A significant overlearning reversal effect was found in an experiment using number classification by oddness-evenness as the learning task, 19 college students and graduates as subjects, and both positive and negative verbal feedback as the reinforcer. A randomized two-group design was used. The importance of the dimensional complexity of the learning task in experiments producing overlearning reversal effect is discussed.

scholarly journals Garner_et_al_when_learning_hurts_control

2021 ◽  
Author(s):  
Kelly Garner ◽  
Jordan Butler ◽  
Scott Jones ◽  
Paul Edmund Dux
Keyword(s):  
Information Sharing ◽  
Statistical Learning ◽  
Learning Task ◽  
Learning Phase ◽  
Cognitive Architectures ◽  
Common Information ◽  
Shared Information ◽  
New Perspective

Performing two tasks concurrently typically leads to performance costs. Historically, multitasking costs have been assumed to reflect fundamental constraints of cognitive architectures. A new perspective proposes that multitasking costs reflect information sharing between constituent tasks; shared information gains representational efficiency, at the expense of multitasking capability. We test this theory by determining whether increasing cross-task information harms multitasking. 48 participants performed multitasks where they mapped keypresses to four shapes. In a subsequent statistical learning task, these shapes then formed pairs that were predictive or non-predictive of an upcoming target judgement. When participants again responded to these shapes in the multitasking context, performance was poorer when the shape pair had been predictive of target outcomes in the learning phase, relative to non-predictive. Thus, associating common information to shape pairings transferred to negatively impact multitasking performance, providing the first causal evidence for the shared representational account of multitasking performance.

scholarly journals LEARNING HISTORY FOR CURRICULUM DEVELOPMENT WITH DIGITAL LEARNING MEDIA IN THE 21ST CENTURY

2021 ◽  
Author(s):  
Cindy Andhika Sari ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Curriculum Development ◽  
Digital Media ◽  
21St Century ◽  
Qualitative Description ◽  
Digital Learning ◽  
Ministry Of Education ◽  
Learning History ◽  
Existing Problems ◽  
Using Data ◽  
Media Learning

Education is a crucial aspect of survival. Education is a system consisting of several components that can influence and determine. In the education field, history needs to be taught to introduce humanities, space, society, and the relation between the present and the past. In the globalization era, to make a good education, there should be an innovation, such as digital media, to create the curriculum. The method used in the study is the qualitative description and literature review from 20 journal articles with publication years in 2019-2021. The result of the study is that the high school student's interest in learning history is still reduced because of the learning media. Based on the results obtained, it is expected to provide information about learning history for curriculum development with digital media in the 21st century. This research was conducted at SMA Wachid Hasyim 5 Surabaya using data collection techniques through observation and interview. This study aims to provide the latest innovations in historical learning in the 21st century based on existing problems. The researcher focuses on how teachers can apply digital learning methods to students in the 21st century to become better in the future. The development of science and technology in the 21st century is overgrowing to provide a positive supply to students. Several recommendations can be submitted related to improving motivation and learning outcomes of history through digital media learning models. This advice is intended for interested parties in education: the Ministry of Education and Teachers. The research has limitations, which are limited to curriculum development on learning history with digital media in the 21st century.

scholarly journals LEARNING HISTORY FOR CURRICULUM DEVELOPMENT WITH DIGITAL LEARNING MEDIA IN THE 21ST CENTURY

2021 ◽  
Author(s):  
Cindy Andhika Sari ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Curriculum Development ◽  
Digital Media ◽  
21St Century ◽  
Qualitative Description ◽  
Digital Learning ◽  
Ministry Of Education ◽  
Learning History ◽  
Existing Problems ◽  
Using Data ◽  
Media Learning

Education is a crucial aspect of survival. Education is a system consisting of several components that can influence and determine. In the education field, history needs to be taught to introduce humanities, space, society, and the relation between the present and the past. In the globalization era, to make a good education, there should be an innovation, such as digital media, to create the curriculum. The method used in the study is the qualitative description and literature review from 20 journal articles with publication years in 2019-2021. The result of the study is that the high school student's interest in learning history is still reduced because of the learning media. Based on the results obtained, it is expected to provide information about learning history for curriculum development with digital media in the 21st century. This research was conducted at SMA Wachid Hasyim 5 Surabaya using data collection techniques through observation and interview. This study aims to provide the latest innovations in historical learning in the 21st century based on existing problems. The researcher focuses on how teachers can apply digital learning methods to students in the 21st century to become better in the future. The development of science and technology in the 21st century is overgrowing to provide a positive supply to students. Several recommendations can be submitted related to improving motivation and learning outcomes of history through digital media learning models. This advice is intended for interested parties in education: the Ministry of Education and Teachers. The research has limitations, which are limited to curriculum development on learning history with digital media in the 21st century.

Sign in / Sign up

Export Citation Format

Share Document