An investigation into visual complexity and aesthetic preference to facilitate the creation of more appropriate learning analytics systems for children

2019 ◽  
Vol 92 ◽  
pp. 706-715 ◽  
Author(s):  
Hsiu-Feng Wang ◽  
Chia-Hsiung Lin
Keyword(s):  
Learning Analytics ◽  
Visual Complexity ◽  
Aesthetic Preference ◽  
The Creation

Poetic Vividness and Aesthetic Preference: Individual Differences in Poetry Writing Styles

1998 ◽  
Vol 86 (2) ◽  
pp. 428-430
Author(s):  
Mary Gende ◽  
Roy King
Keyword(s):  
Individual Differences ◽  
Therapy Group ◽  
Visual Complexity ◽  
Poetry Therapy ◽  
Aesthetic Preference ◽  
Poetry Writing ◽  
Style Of Writing

Preference for visual complexity is shown to be correlated with an imagistic and metaphoric style of writing poetry for individuals participating in a poetry therapy group.

Assessment Activities in Massive Open On-Line Courses

2020 ◽  
pp. 611-638
Author(s):  
Pedro J. Muñoz-Merino ◽  
José A. Ruipérez-Valiente ◽  
Juan Luis Sanz Moreno ◽  
Carlos Delgado Kloos
Keyword(s):  
Educational Technology ◽  
Learning Analytics ◽  
Authoring Tool ◽  
Different Types ◽  
On Line ◽  
The Creation ◽  
Khan Academy ◽  
Assessment Activities

This chapter analyzes the different implications of the new MOOC paradigm in assessment activities, emphasizing the differences with respect to other non MOOC educational technology environments and giving an insight about the redesign of assessment activities for MOOCs. The chapter also compares the different assessment activities that are available in some of the most used MOOC platforms at present. In addition, the process of design of MOOC assessment activities is analyzed. Specific examples are given about how to design and create different types of assessment activities. The Genghis authoring tool as a solution for the creation of some types of exercises in the Khan Academy platform is presented. Finally, there is an analysis of the learning analytics features related to assessment activities that are present in MOOCs. Moreover, some guidelines are provided about how to interpret and take advantage of this information.

Aesthetic Preference in Adolescents as a Function of Race and Visual Complexity

1972 ◽  
Vol 13 (2) ◽  
pp. 23 ◽  
Author(s):  
Frank H. Farley ◽  
Phyllis M. Dowling
Keyword(s):  
Visual Complexity ◽  
Aesthetic Preference

Assessment Activities in Massive Open On-Line Courses

2015 ◽  
pp. 165-192 ◽  
Author(s):  
Pedro J. Muñoz-Merino ◽  
José A. Ruipérez-Valiente ◽  
Juan Luis Sanz Moreno ◽  
Carlos Delgado Kloos
Keyword(s):  
Educational Technology ◽  
Learning Analytics ◽  
Authoring Tool ◽  
Different Types ◽  
On Line ◽  
The Creation ◽  
Khan Academy ◽  
Assessment Activities

This chapter analyzes the different implications of the new MOOC paradigm in assessment activities, emphasizing the differences with respect to other non MOOC educational technology environments and giving an insight about the redesign of assessment activities for MOOCs. The chapter also compares the different assessment activities that are available in some of the most used MOOC platforms at present. In addition, the process of design of MOOC assessment activities is analyzed. Specific examples are given about how to design and create different types of assessment activities. The Genghis authoring tool as a solution for the creation of some types of exercises in the Khan Academy platform is presented. Finally, there is an analysis of the learning analytics features related to assessment activities that are present in MOOCs. Moreover, some guidelines are provided about how to interpret and take advantage of this information.

scholarly journals Guest Editorial: Ethics and Privacy in Learning Analytics

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Rebecca Ferguson ◽  
Tore Hoel ◽  
Maren Scheffel ◽  
Hendrik Drachsler
Keyword(s):  
Data Protection ◽  
Learning Analytics ◽  
Guest Editorial ◽  
Special Issue ◽  
Ethical Frameworks ◽  
Transforming Activity ◽  
The Creation ◽  
Editorial Ethics

The European Learning Analytics Community Exchange (LACE) project is responsible for an ongoing series of workshops on ethics and privacy in learning analytics (EP4LA), which have been responsible for driving and transforming activity in these areas. Some of this activity has been brought together with other work in the papers that make up this special issue. These papers cover the creation and development of ethical frameworks, as well as tools and approaches that can be used to address issues of ethics and privacy. This editorial suggests that it is worth taking time to consider the often intertangled issues of ethics, data protection and privacy separately. The challenges mentioned within the special issue are summarised in a table of 22 challenges that are used to identify the values that underpin work in this area. Nine ethical goals are suggested as the editors’ interpretation of the unstated values that lie behind the challenges raised in this paper.

scholarly journals Familiarity and Novelty in Aesthetic Preference: The Effects of the Properties of the Artwork and the Beholder

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiwon Song ◽  
Yuna Kwak ◽  
Chai-Youn Kim
Keyword(s):  
Eye Tracking ◽  
Visual Complexity ◽  
Aesthetic Appreciation ◽  
Novelty Preference ◽  
Aesthetic Preference ◽  
Differential Effects ◽  
Factors Influencing ◽  
Images Of Paintings

Familiarity and novelty are fundamental yet competing factors influencing aesthetic preference. However, whether people prefer familiar paintings or novel paintings has not been clear. Using both behavioral and eye-tracking measures, the present study aimed to investigate whether the effect of familiarity-novelty on aesthetic preference is independent or dependent on artwork properties (painting content, visual complexity) and viewer characteristics (experience in art). Participants were presented with two images of paintings, one of which was repeatedly presented but was always paired with a new painting in a randomized lateral arrangement. They were asked to indicate which of the two images they preferred with the degree of their preference. Behavioral results demonstrated an interactive influence of painting content and complexity on familiarity-novelty preference, especially alongside the distinction between representational and abstract paintings. Also, the familiarity-novelty preference was modulated by the degree of art experience, for abstract paintings in particular. Gaze results showed the differential effects of painting content, complexity, and art experience echoing the behavioral results. Taken together, the convergent results derived from behavioral and eye-tracking measures imply that novelty is an important feature of aesthetic appreciation, but its influence is modulated by properties of both the artwork and the beholder.

scholarly journals Commentary On “Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning”

2015 ◽  
Vol 2 (2) ◽  
pp. 44-46 ◽  
Author(s):  
Chris Teplovs
Keyword(s):  
Discourse Analysis ◽  
Collaborative Learning ◽  
Learning Analytics ◽  
Analysis Tool ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Alternative Approaches ◽  
The Creation

This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new automated discourse analysis tool.  The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on issues of sustainability and scalability of learning analytics innovations.

The Impact of Perceived Visual Complexity, Gender, and Cognitive Style on Children's Aesthetic Preferences for Learning Web Pages

2014 ◽  
pp. 248-265
Author(s):  
Hsiu-Feng Wang ◽  
Pei-Yu Wang ◽  
Ching-Chih Liao ◽  
Yu-Yin Lin
Keyword(s):  
Cognitive Style ◽  
Visual Complexity ◽  
Web Pages ◽  
Aesthetic Preference ◽  
Subject Design ◽  
Medium Level ◽  
High Level ◽  
The Impact ◽  
Different Levels ◽  
Aesthetic Preferences

This chapter examines children's aesthetic preferences for learning Web pages designed for them. It applies Berlyne's theory of aesthetic preference to these Web pages: a theory that suggests that people prefer a medium level of stimuli to a low or high level of stimuli. The experiment employs a 3 x 2 x 2 between-subject design; it explores perceived visual complexity, gender, cognitive style, and aesthetic preference. A total of 120 children (60 boys and 60 girls) aged between 11 to 12 years-old take part in the experiment. The children are asked to rate learning Web pages of different levels of perceived visual complexity for aesthetic preference. These Web pages have been created by the authors. The results of the experiment show that overall the children prefer Web pages that display a medium level of perceived visual complexity to those that display a high or low level of perceived visual complexity. Thus, the results support Berlyne's theory. However, when aesthetic preference is analysed with respect to gender, it is found that different levels of perceived visual complexity have an impact on boys' aesthetic preferences but not girls'. In other words, Berylne's theory is only partly supported. Likewise, Berylne's theory is only partly supported when aesthetic preference is analysed with respect to cognitive style. Here, imagers prefer a high level of perceived visual complexity and verbalisers prefer a medium level of perceived visual complexity. This chapter should be of interest to anyone who designs learning Web pages for children.

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