The Impact of Productive Failure on Learning Performance and Cognitive Load: Using Hypervideo to Facilitate Online Interactions

2021 ◽  
Author(s):  
Xiaojie Niu ◽  
Jingjing Zhang ◽  
Kate M. Xu ◽  
Xuan Wang
Keyword(s):  
Cognitive Load ◽  
Learning Performance ◽  
Productive Failure ◽  
Online Interactions ◽  
The Impact

scholarly journals Lights, Camera, Activity! A Systematic Review of Research on Learner-Generated Videos

10.28945/4874 ◽  
2021 ◽  
Vol 20 ◽  
pp. 405-427
Author(s):  
Bridgette M Epps ◽  
Tian Luo ◽  
Pauline Salim Muljana
Keyword(s):  
Systematic Review ◽  
Cognitive Load ◽  
Current Literature ◽  
Selection Process ◽  
Learning Objectives ◽  
Learning Performance ◽  
Future Research ◽  
Eligibility Criteria ◽  
Future Studies ◽  
The Impact

Aim/Purpose: The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs. Background: This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity. Methodology: Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) technique, this systematic review cumulated 39 eligible studies published between 2008 to 2020. A set of eligibility criteria guided us in the article selection process, such as the use of LGVs as an assignment, educational settings, publication time frame, and empirical studies. We conducted further steps by searching the articles in major databases, screening, analyzing, and synthesizing the articles. Contribution: This study expands the literature regarding LGVs-related topics in both research and practical aspects. We have discovered research gaps, suggesting the directions of future studies. Additionally, we provide suggestions for practitioners interested in adopting LGVs. Findings: Findings reveal that the use of LGVs may result in reduced cognitive load, increased creativity, increased cross-curricular competencies, learner independence, and the ability to apply knowledge in a meaningful way. Recommendations for Practitioners: Most of the studies that we reviewed recommended strategies for implementing LGVs into a curriculum to optimize the benefits of LGVs. • Articulating the learning objectives and aligning the LGV activities with the learning objectives emerges as an important strategy. • Instructors may guide students to commence the LGV project early and stay organized with the tasks required to complete the project, as this type of guidance may help students overcome time-related challenges. • Providing several options for the students to create different designs or formats and select the type of media would promote their creativity. Recommendation for Researchers: Other scholars may consider exploring group differences in their learning performance by employing an experimental study (e.g., providing specific production rules versus not), including investigating the impact on the learning achievement. Future Research: Future studies may focus on investigating the impact on cognitive load when students produce LGVs with instructional guidance. Other important variables, such as self-confidence and self-efficacy, that may have played a role in the process of producing LGVs deserve further attention.

Decision Aids for Generating Analytical Review Alternatives: The Impact of Goal Framing and Audit-Risk Level

2002 ◽  
Vol 14 (1) ◽  
pp. 157-177 ◽  
Author(s):  
Jennifer M. Mueller ◽  
John C. Anderson
Keyword(s):  
High Risk ◽  
Cognitive Load ◽  
Information Search ◽  
Decision Aid ◽  
Decision Aids ◽  
Risk Level ◽  
Audit Risk ◽  
Goal Framing ◽  
Analytical Review ◽  
The Impact

An auditor generating potential explanations for an unusual variance in analytical review may utilize a decision aid, which provides many explanations. However, circumstances of budgetary constraints and limited cognitive load deter an auditor from using a lengthy list of explanations in an information search. A two-way between-subjects design was created to investigate the effects of two complementary approaches to trimming down the lengthy list on the number of remaining explanations carried forward into an information search. These two approaches, which represent the same goal (reducing the list) but framed differently, are found to result in a significantly different number of remaining explanations, in both low- and high-risk audit environments. The results of the study suggest that the extent to which an auditor narrows the lengthy list of explanations is important to the implementation of decision aids in analytical review.

scholarly journals Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 558
Author(s):  
David Valiente ◽  
Héctor Campello-Vicente ◽  
Emilio Velasco-Sánchez ◽  
Fernando Rodríguez-Mas ◽  
Nuria Campillo-Davo
Keyword(s):  
Statistical Tests ◽  
Group Testing ◽  
Test Group ◽  
Historical Record ◽  
Team Work ◽  
University Education ◽  
Learning Performance ◽  
Control Group ◽  
Face To Face ◽  
The Impact

University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

scholarly journals The impact of translation modality on user experience: an eye-tracking study of the Microsoft Word user interface

2021 ◽  
Author(s):  
Ana Guerberof Arenas ◽  
Joss Moorkens ◽  
Sharon O’Brien
Keyword(s):  
User Interface ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Task Completion ◽  
Eye Tracker ◽  
Software Products ◽  
Microsoft Word ◽  
Set Up ◽  
The Impact ◽  
The Given

AbstractThis paper presents results of the effect of different translation modalities on users when working with the Microsoft Word user interface. An experimental study was set up with 84 Japanese, German, Spanish, and English native speakers working with Microsoft Word in three modalities: the published translated version, a machine translated (MT) version (with unedited MT strings incorporated into the MS Word interface) and the published English version. An eye-tracker measured the cognitive load and usability according to the ISO/TR 16982 guidelines: i.e., effectiveness, efficiency, and satisfaction followed by retrospective think-aloud protocol. The results show that the users’ effectiveness (number of tasks completed) does not significantly differ due to the translation modality. However, their efficiency (time for task completion) and self-reported satisfaction are significantly higher when working with the released product as opposed to the unedited MT version, especially when participants are less experienced. The eye-tracking results show that users experience a higher cognitive load when working with MT and with the human-translated versions as opposed to the English original. The results suggest that language and translation modality play a significant role in the usability of software products whether users complete the given tasks or not and even if they are unaware that MT was used to translate the interface.

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

Differences between Visual Style and Verbal Style Learners in Learning English

2014 ◽  
Vol 12 (1) ◽  
pp. 91-104
Author(s):  
Chiu-Jung Chen
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Verbal Ability ◽  
Type A ◽  
Learning Performance ◽  
Learning Materials ◽  
Visual Ability ◽  
Learning Content ◽  
Visual Style ◽  
Annotation Type

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

scholarly journals Cognitive functions in young adults with generalized anxiety disorder

2018 ◽  
Vol 56 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Kiara Leonard ◽  
Amitai Abramovitch
Keyword(s):  
Anxiety Disorder ◽  
Cognitive Load ◽  
Generalized Anxiety Disorder ◽  
Cognitive Functions ◽  
Theoretical Models ◽  
Generalized Anxiety ◽  
Neuropsychological Battery ◽  
Compensatory Mechanisms ◽  
Neuropsychological Profile ◽  
The Impact

AbstractBackground:Anxiety and worry are central symptoms of Generalized Anxiety Disorder (GAD) that have been theorized to negatively impact cognitive functions. However, most of the research has focused on threat-related or emotionally-charged stimuli, and a surprisingly small number of investigations examined ‘cold’ cognitive functions using classic neuropsychological tests. Such investigations are particularly important given that some theoretical models suggest compensatory mechanisms associated with anxiety that in certain circumstances may result in intact performance. The aim of the present study is to assess the neuropsychological profile associated with GAD, using a comprehensive neuropsychological battery.Methods:A sample of 23 college students meeting criteria for DSM-5 GAD and 20 control participants completed a psychometrically valid comprehensive computerized neuropsychological battery and clinical questionnaires.Results:The GAD sample presented with significantly elevated symptomatic rates of anxiety, worry, depression and stress. However, no significant differences were found on any neuropsychological outcome measures or domain indexes. Effect sizes were small, some of which favored the GAD sample.Conclusion:Despite substantial psychopathological burden, GAD exhibited intact cognitive functioning. These results support the Cognitive Control Theory of Anxiety, suggesting that elevated primary anxiety may not impact ‘cold’ cognitive functions in the absence of threat or substantial cognitive load. Given that this is one of the only studies employing a comprehensive neuropsychological battery in GAD, more research is needed in this population to replicate these results and to examine the impact of anxiety on cognitive functions at varying degrees of cognitive load in this population.

scholarly journals A  Method to Diagnose, Improve, and Evaluate Children’s Learning Using Wearable Devices Such as Mobile Devices in the IoT Environment

2020 ◽  
Vol 2020 ◽  
pp. 1-25
Author(s):  
Mohammad Moradi ◽  
Kheirollah Rahsepar Fard
Keyword(s):  
English Language ◽  
Educational Status ◽  
Field Method ◽  
Learning Performance ◽  
Educational Method ◽  
Number Of Children ◽  
Self Confidence ◽  
Average Improvement ◽  
Impact Of Technology ◽  
The Impact

Every day we see an increasing tendency to use technology in education. In recent years, the impact of technology on the education process has received much attention. One of the important effects of technology is that it increases children’s motivation and self-confidence and increases group collaboration. The purpose of this paper is to transform the traditional classroom into a modern classroom in order to increase the ease and efficiency of the teaching process. The method includes phases of diagnosis and improvement. In the diagnose phase, the classroom is equipped with modern items such as Internet of Things (IoT) and game-based learning. In the improvement phase, the field method is used to extract and weight the effective criteria in improving the educational status. The proposed method has been tested on two English language kindergartens. The children tested were in the age group of 8 to 10 years. In the implementation of the proposed educational method in the first English language kindergarten, the average improvement of education and learning of children has almost doubled, which has been maintained by doubling the number of children tested in the implementation of the proposed educational method in the second English language kindergarten. As a result, the proposed educational method can increase the learning performance of children.

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