The Effect of Tour Type on Visitors’ Perceived Cognitive Load and Learning

2012 ◽  
Vol 17 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christine M. Van Winkle
Keyword(s):  
Cognitive Load ◽  
Digital Media ◽  
Learning Transfer ◽  
Learning Experience ◽  
Future Research ◽  
Historic Site ◽  
Free Choice Learning ◽  
Guided Tour ◽  
Guided Tours ◽  
The Impact

This paper discusses the effect of audio versus guided tours on visitors’ cognitive load at a national historic site. As more sites employ digital media devices to engage visitors, a better understanding of the impact of these devices on visitors’ experiences at sites is needed. This research took place during the summer of 2008 at a Canadian national historic site and examined how tour type (audio or guided) impacted the visitor's learning process (cognitive load) and outcomes (learning transfer). The contextual model of learning, cognitive load theory, and learning transfer research were used as foundations to examine free-choice learning and the visitor's experience. The results show that the type of tour taken does affect the learning experience. Specifically, audio tour participants indicated greater cognitive load than guided tour participants. Participants’ ability to transfer learning was not affected by tour type. Theoretical and practical implications are discussed and directions for future research are identified.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy

2018 ◽  
pp. 393-408 ◽  
Author(s):  
Leah Katherine Saal
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Quantitative Research ◽  
Learning Experience ◽  
Future Research ◽  
Literacy Teachers ◽  
Significant Difference ◽  
Literacy Teacher Education ◽  
The Impact ◽  
Post Condition

Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.

scholarly journals Social Media and Self-curatorship: Reflections on Identity and Pedagogy through Blogging on a Masters Module

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 83-91 ◽  
Author(s):  
John Potter ◽  
Shakuntala Banaji
Keyword(s):  
Social Media ◽  
New Media ◽  
Digital Media ◽  
Learning Experience ◽  
Course Evaluation ◽  
Project Work ◽  
Future Research ◽  
Innovative Learning ◽  
On Line ◽  
Medios Sociales

The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media.El uso de los medios sociales se ha extendido notablemente y se considera ya como una oportunidad única para el diseño de entornos innovadores de aprendizaje, donde los estudiantes se conviertan en protagonistas de experiencias de multialfabetización participativas y entre iguales. El trabajo cuestiona la conexión entre los usos sociales de los nuevos medios y las prácticas educativas relevantes, y propone marcos teóricos más rigurosos que puedan orientar en futuras investigaciones sobre el papel de los medios sociales en la educación. El trabajo reflexiona sobre el estudio de caso llevado a cabo en un grupo de alumnos en un módulo on-line como parte de un programa de máster sobre medios de comunicación, cultura y comunicación. Se invitó a los estudiantes a desenvolverse en estrategias de evaluación más allá de las convencionales, con el fin de teorizar y reflexionar sobre sus experiencias con los medios sociales como soporte y materia del curso. El artículo analiza la experiencia de los estudiantes evaluados en el conjunto del proyecto. Durante la exposición de resultados, los autores situaron los argumentos en el contexto del debate sobre las nuevas alfabetizaciones, la pedagogía y los medios sociales, así como en el marco de la teoría emergente de la autogestión del individuo en estos contextos, como marco metafórico para comprender la producción y la representación de la identidad en los medios digitales.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

Social Studies Education Game Development as an Undergraduate Immersive Learning Experience

2012 ◽  
pp. 838-858 ◽  
Author(s):  
Paul Gestwicki ◽  
Ronald Morris
Keyword(s):  
Learning Experience ◽  
Educational Game ◽  
Future Research ◽  
Multidisciplinary Teams ◽  
Immersive Learning ◽  
Design Decisions ◽  
Game Development ◽  
Interdisciplinary Problem Solving ◽  
The Impact ◽  
Student Team

The authors describe a model for involving multidisciplinary teams of students in history education game development, focusing on the process as a learning experience. This is described in the context of immersive learning, a model for higher education that emphasizes interdisciplinary problem-solving through creative artifacts. The students involved in this multi-semester experience explored emerging theories of interactive entertainment and learning, diverging from traditional educational game designs to explore why people play games at all, the impact of design decisions on fun, and how to harness this insight to create games that are both fun and educational. The student team worked with educators and historians to create a game that would incorporate Civil War content involving the John Hunt Morgan Raid across Indiana. The game had to fit educational constructs and constrictions. Suggestions for future research and conclusions based on this experience are provided.

scholarly journals Adolescents’ perceptions of digital media’s potential to elicit jealousy, conflict and monitoring behaviors within romantic relationships

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Joris Van Ouytsel ◽  
Michel Walrave ◽  
Koen Ponnet ◽  
An-Sofie Willems ◽  
Melissa Van Dam
Keyword(s):  
Social Media ◽  
Romantic Relationships ◽  
Digital Media ◽  
Romantic Partners ◽  
Future Research ◽  
School Students ◽  
Discussion Section ◽  
Group Interviews ◽  
And Control ◽  
The Impact

Understanding the role of digital media in adolescents’ romantic relationships is essential to the prevention of digital dating violence. This study focuses on adolescents’ perceptions of the impact of digital media on jealousy, conflict, and control within their romantic relationships. Twelve focus group interviews were conducted, among 55 secondary school students (ngirls = 28; 51% girls) between the ages of 15 and 18 years (Mage = 16.60 years; SD age = 1.21), in the Dutch-speaking community of Belgium. The respondents identified several sources of jealousy within their romantic relationships, such as online pictures of the romantic partner with others and online messaging with others. Adolescents identified several ways in which romantic partners would react when experiencing feelings of jealousy, such as contacting the person they saw as a threat or looking up the other person’s social media profiles. Along with feelings of jealousy, respondents described several monitoring behaviors, such as reading each other’s e-mails or accessing each other’s social media accounts. Adolescents also articulated several ways that they curated their social media to avoid conflict and jealousy within their romantic relationships. For instance, they adapted their social media behavior by avoiding the posting of certain pictures, or by ceasing to comment on certain content of others. The discussion section includes suggestions for future research and implications for practice, such as the need to incorporate information about e-safety into sexual and relational education and the need to have discussions with adolescents, about healthy boundaries for communication within their friendships and romantic relationships.

scholarly journals How Digital Food Affects Our Analog Lives: The Impact of Food Photography on Healthy Eating Behavior

2021 ◽  
Vol 12 ◽  
Author(s):  
Tjark Andersen ◽  
Derek Victor Byrne ◽  
Qian Janice Wang
Keyword(s):  
Digital Media ◽  
Eating Behavior ◽  
Negative Influence ◽  
Future Research ◽  
Global Issue ◽  
Media Habits ◽  
Food Media ◽  
Almost All ◽  
The Impact ◽  
Food Photography

Obesity continues to be a global issue. In recent years, researchers have started to question the role of our novel yet ubiquitous use of digital media in the development of obesity. With the recent COVID-19 outbreak affecting almost all aspects of society, many people have moved their social eating activities into the digital space, making the question as relevant as ever. The bombardment of appetizing food images and photography – colloquially referred to as “food porn” – has become a significant aspect of the digital food experience. This review presents an overview of whether and how the (1) viewing, (2) creating, and (3) online sharing of digital food photography can influence consumer eating behavior. Moreover, this review provides an outlook of future research opportunities, both to close the gaps in our scientific understanding of the physiological and psychological interaction between digital food photography and actual eating behavior, and, from a practical viewpoint, to optimize our digital food media habits to support an obesity-preventive lifestyle. We do not want to rest on the idea that food imagery’s current prevalence is a core negative influence per se. Instead, we offer the view that active participation in food photography, in conjunction with a selective use of food-related digital media, might contribute to healthy body weight management and enhanced meal pleasure.

scholarly journals Antecedents of Attitude towards Advertising of Controversial Products in Digital Media

Market Forces ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 22
Author(s):  
Safeena Yaseen ◽  
Syed Amir Saeed ◽  
Muhammad Ibtesam Mazahir ◽  
Sara Chinnasamy
Keyword(s):  
Digital Media ◽  
Adult Female ◽  
Online Survey ◽  
Purchase Intentions ◽  
Marketing Strategies ◽  
Survey Method ◽  
Future Research ◽  
Hedonic Value ◽  
The Impact ◽  
The Relationship

The promotion of controversial products on digital media has become a challenge for marketers as consumers of different ethnicities and cultures access web media. Therefore, the study has examined the impact of advertising’s antecedents on consumers’ attitude and their effect on purchase intentions. The study has also considered the mediating roles of attitude towards purchase intentions. The population for this study comprises of adult female digital media users. We collected data from 400 female respondents via the online survey method. The results suggest that hedonic value, falsity, and materialism directly impact attitude towards the advertising of controversial products. Further, hedonic value and materialism also affect purchase intentions. We also found that advertising attitude mediates the relationship between hedonic value, falsity, materialism, and purchase intentions. The study’s empirical results will help design appropriate marketing strategies, especially in the context of controversial products. Future research may extend the model by incorporating other factors and testing their efficacy in different regions and cultures.

scholarly journals Use of Augmented Reality (AR) to aid bioscience education and enrich student experience

2020 ◽  
Author(s):  
Laura E. Reeves ◽  
Edward Bolton ◽  
Matthew Bulpitt ◽  
Alex Scott ◽  
Ian Tomey ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Digital Media ◽  
User Experience ◽  
Test Performance ◽  
New Technologies ◽  
Learning Experience ◽  
Cost Effective ◽  
Still Images ◽  
3D Structures ◽  
The Impact

In recent years, development of new technologies designed to enhance user experience have accelerated, often being used in modern media including in films and games. Specifically, immersive experiences such as Virtual Reality (VR) and Augmented Reality (AR) have redefined how digital media can be delivered, encouraging us to interact with and explore our environment. Reciprocally, as the power of these technologies has advanced, the associated costs to implement them has decreased making them more cost-effective and feasible to deliver in a variety of settings. Despite the cost reduction, several issues remain with accessibility due to the knowledgebase required to generate, optimise and deliver 3D-digital content in both AR and VR. Here we sought to integrate an AR-based experience into a level 4 Biochemistry module to support the delivery of university lectures on protein structure and function. Traditionally, this topic would comprise 2D still images of complex 3D structures. By combining a breadth of subject-specific and technological expertise from across the university, we developed an AR-enhanced learning experience hosted on Zapworks AR platform. AR enabled full illustration of the complexity of these 3D structures while promoting collaboration through a shared user experience. Assessing the impact of the AR-experience via a formative test and survey revealed that despite only a modest increase in test performance, students overwhelmingly reported positively on the engaging nature and interactivity of AR. Critically, expanding our repertoire of content delivery formats will support the forward-thinking blended learning environments adopted across the higher education sector.

scholarly journals The L2 Motivational Self System and the Instructional Willingness to Communicate in the Kuwaiti EFL Context

2021 ◽  
Vol 8 (6) ◽  
pp. 179-193
Author(s):  
Abdullah A. Alenezi ◽  
Shaima J. Al-Saeed ◽  
Abdullah M. Alazemi
Keyword(s):  
Learning Experience ◽  
Factor Loading ◽  
Willingness To Communicate ◽  
Future Research ◽  
Ideal Self ◽  
L2 Motivational Self System ◽  
Confirmatory Factor ◽  
The Impact ◽  
The Ideal ◽  
Self System

The study explores the relationship between Dörnyei’s (2005, 2009) L2 motivational self system (L2MSS) and the English as a foreign language (EFL) learners’ instructional willingness to communicate (IWTC). It examines specifically the impact of the three elements of the L2MSS, that is, the ideal self, ought-to self, and learning experience, on the components of the IWTC. The study used a quantitative method of data collection from a two-part questionnaire; both parts were answered by the same participants. The questionnaire was adapted and modified to fit the needs of the Arabic participants, who were 247 Kuwaiti college students.  A thorough confirmatory factor analysis was implemented to validate the L2MSS and IWTC questions. The outcomes of the study revealed that each part of the questionnaire was fit to test the data, and thus the tools were authenticated for future research in an Arabic context. In addition to highlighting the significant element of the motivational self, the study looked further into the construct of the IWTC and pinpointed its most important components. The findings show that the ideal self was significantly correlated with the learning responsibility component of the IWTC. The ought-to self was found to be insignificant, and the learning experience had no factor loading and thus was excluded.

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