Adding Pre-Training and Feedback Enhances the Benefits of Adaptive Flashcard Training

2021 ◽  
Vol 65 (1) ◽  
pp. 1317-1321
Author(s):  
Cheryl I. Johnson ◽  
Daphne E. Whitmer ◽  
Matthew D. Marraffino ◽  
Lindsay B. Conner ◽  
Allison E. Garibaldi ◽  
...  
Keyword(s):  
College Students ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Higher Learning ◽  
The Other ◽  
Feedback Group ◽  
Adaptive Training ◽  
Learning Efficiency

Adaptive training is tailored instruction designed to target an individual’s strengths and weaknesses, and it has been shown to improve learning outcomes and efficiency in a variety of domains, including flashcard training. The goal of this experiment was to determine whether the addition of other instructional strategies, such as enhanced feedback and pre-training, would further boost the learning benefits of an adaptive flashcard trainer. Thirty-nine college students learned to identify U.S. Navy ships using either a base version of the flashcard trainer, a version that included enhanced feedback, or a version that included pre-training and enhanced feedback. Results showed that the pre-training and enhanced feedback group significantly outperformed the other groups on delayed retention and transfer tests and showed higher learning efficiency. Implications for adaptive training and the Cognitive Theory of Multimedia Learning are discussed.

Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia

2018 ◽  
Vol 33 (3) ◽  
pp. 182-193 ◽  
Author(s):  
Jiahui Wang ◽  
Kara Dawson ◽  
Kendra Saunders ◽  
Albert D. Ritzhaupt ◽  
Pavlo “Pasha” Antonenko ◽  
...  
Keyword(s):  
College Students ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Cued Recall ◽  
Learning Performance ◽  
Superior Performance ◽  
Written Text ◽  
Phonological Decoding ◽  
Spoken Text ◽  
Content Recognition

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.

Penggunaan Media Pembelajaran Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa

2019 ◽  
Vol 5 (2) ◽  
pp. 104-111
Author(s):  
Dian Puspita Eka Putri
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Cognitive Learning ◽  
Field Studies ◽  
Research Subjects ◽  
School Students ◽  
Increase Student Achievement ◽  
Post Test ◽  
Test Result

This study aims to review  the effectiveness of using android-based multimedia learning  to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result  than before  not using multimedia learning. Posttest value is greater than pretest.

PENGARUH PENGGUNAAN MEDIA AUDIO DAN MOTIVASI BELAJAR SISWA TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS VSDN 001 RUMBAI KOTA PEKANBARU

2016 ◽  
Vol 5 (2) ◽  
pp. 158
Author(s):  
Asmardi '
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Higher Learning ◽  
Motivation To Learn ◽  
Quasi Experimental ◽  
High Motivation ◽  
Audio Media ◽  
Low Motivation

This study aims to reveal the influence of the use of Media Audio and Motivation Learning students to the Indonesian student learning outcomes through four formulation of the problem: (1) whether there is any influence student learning outcomes using audio media than the conventional way students learn?, (2) whether the student that have a high motivation using audio media to obtain higher learning outcomes than students to have high motivation to study by conventional means?, (3) whether students who have low motivation to learn by using audio media to obtain higher learning outcomes than students have low motivation to learn with the conventional way?, and (4) whether there is interaction between the use of audio media and students' motivation towards learning Indonesian? This research is a quasi experimental by treatment block. This research was conducted at SDN 001 Rumbai Pekanbaru semester odd years 2010/2011. Samples were taken with Porposive random sampling technique. Data were collected through the initial test and final test. Data were analyzed using t test and analysis of variance.The results of data analysis showed that: Students who studied on the basis of audio media to obtain higher learning outcomes than students who learn by conventional means. Students who have high motivation to learn with audio media to obtain higher learning outcomes than students who have high motivation to study by conventional means. Students who have low motivation to learn based on audio media to obtain higher learning outcomes than students who have low motivation to study by conventional means. There was no interaction between the audio media and students' motivation. It can be concluded that the audio media significantly influence student learning outcomes.

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

Reframing and Wisdom within Proverbs

2002 ◽  
Vol 22 (2) ◽  
pp. 117-162 ◽  
Author(s):  
Robert J. Tracy ◽  
Nicholas Greco ◽  
Erika Felix ◽  
Donald F. Kilburg
Keyword(s):  
College Students ◽  
Grade Level ◽  
The Other ◽  
Proactive Coping ◽  
Other Hand ◽  
Reading Grade Level ◽  
Thinking Strategies ◽  
Difficult Situations ◽  
Silver Lining

Many proverbs seem to convey wisdom because they help people to reframe life's predicaments. Positive reframes, such as Every cloud has a silver lining, often draw positive implications from adverse circumstances (cf. “positive reappraisals,” “gain frames”). In contrast, negative reframes, such as All that glitters is not gold, provide helpful warnings about difficult situations, and therefore encourage proactive coping (cf. “problem-focused coping”). This study examined the validity of the distinction between positive and negative reframes and whether the distinction applies to proverbs. Six judges categorized 199 proverbs as positive or negative reframes. Results showed that the positive reframes were rated by college students as more pleasant, conceptually simpler, and more familiar than the negative reframes. Further, proverbs that were composed by students were of higher quality when they were positive rather than negative reframes. On the other hand, positive and negative reframes occurred similarly often among the 199 proverbs, and did not differ consistently in rated truth, rated imagery arousal, or reading grade level. We concluded that many proverbs can be regarded as positive or negative reframes, which constitute basic thinking strategies that help people cope with life's challenges.

Social Distance Evaluations in White and African-American Students

1995 ◽  
Vol 80 (2) ◽  
pp. 478-478 ◽  
Author(s):  
A. Lee Hoxter ◽  
David Lester
Keyword(s):  
College Students ◽  
African American ◽  
Ethnic Group ◽  
Asian Americans ◽  
White Students ◽  
Social Distance ◽  
African American Students ◽  
The Other ◽  
African American Adults ◽  
American Students

Among 241 college students, both white and African-American adults were less willing to be personal friends with people of the other ethnic group than with people of their own ethnic group. African-American students were also less willing to be friends with Asian Americans than were white students.

scholarly journals Dewey’s Yardstick

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401770046 ◽  
Author(s):  
Michael Giamellaro
Keyword(s):  
Learning Outcomes ◽  
Cognitive Process ◽  
Situated Cognition ◽  
Student Experience ◽  
Theory And Practice ◽  
The Other ◽  
Important Link ◽  
Measurable Variable ◽  
The Relationship

Although experience and context are omnibus terms, the relationship between them provides some guidance on how each can be used to inform an understanding of the other. This article presents contextualization, or the degree to which content and context are connected through experience, as a measurable outcome of learning, education, or situated cognition. Contextualization is proposed here as a construct that (a) indicates curricular intention, cognitive process, and learning outcomes; (b) is a measurable variable that can be correlated to measures of learning; (c) is broadly applicable and thus represents a comparison variable across diverse scenarios; and (d) represents an important link between existing theory and practice. A contextualization spectrum framework is proposed to align curricular intentions for student experience to the resulting disposition of knowledge, as connected through contextualization.

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