Classroom Demonstrations in Perception and Cognition Using Presentation Software

2000 ◽  
Vol 27 (2) ◽  
pp. 142-144 ◽  
Author(s):  
John Neuhoff
Keyword(s):  
Apparent Motion ◽  
Visual Memory ◽  
Computer Programming ◽  
Traditional Lecture ◽  
Presentation Software ◽  
Lecture Material ◽  
Illusory Conjunctions ◽  
Notebook Computers ◽  
Computer Based ◽  
Standard Presentation

Presentation software, notebook computers, and projection equipment are increasingly being used to present lecture material. However, the potential advantages of such presentation over more traditional lecture methods are often underutilized. In this article, I illustrate computer-based classroom demonstrations in perception and cognition that require no computer programming and can be presented with the same standard presentation software used for lecture presentation, thus allowing the demonstrations to fit seamlessly within the lecture. The demonstrations capitalize on the advantages of multimedia lecture presentations because they are interactive and cannot be achieved with more traditional pedagogical methods. Examples include apparent motion, anorthoscopic perception, illusory conjunctions, and the capacity of early visual memory.

scholarly journals Memory and Perception-based Facial Image Reconstruction

2017 ◽  
Author(s):  
Chi-Hsun Chang ◽  
Dan Nemrodov ◽  
Andy C. H. Lee ◽  
Adrian Nestor
Keyword(s):  
Image Reconstruction ◽  
Visual Memory ◽  
Long Term Memory ◽  
Facial Features ◽  
Identity Recognition ◽  
Facial Identity ◽  
Face Images ◽  
Computer Based ◽  
Novel Applications

AbstractVisual memory for faces has been extensively researched, especially regarding the main factors that influence face memorability. However, what we remember exactly about a face, namely, the pictorial content of visual memory, remains largely unclear. The current work aims to elucidate this issue by reconstructing face images from both perceptual and memory-based behavioural data. Specifically, our work builds upon and further validates the hypothesis that visual memory and perception share a common representational basis underlying facial identity recognition. To this end, we derived facial features directly from perceptual data and then used such features for image reconstruction separately from perception and memory data. Successful levels of reconstruction were achieved in both cases for newly-learned faces as well as for familiar faces retrieved from long-term memory. Theoretically, this work provides insights into the content of memory-based representations while, practically, it opens the path to novel applications, such as computer-based ‘sketch artists’.

scholarly journals A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

2015 ◽  
Vol 14 (1) ◽  
pp. ar6 ◽  
Author(s):  
Alison E. M. Adams ◽  
Shelby Randall ◽  
Tinna Traustadóttir
Keyword(s):  
Traditional Lecture ◽  
Lecture Material ◽  
Class Standing ◽  
Online Lectures ◽  
Traditional Format ◽  
Main Effect ◽  
Hybrid Section ◽  
Section Analysis ◽  
Better Than ◽  
Traditional Section

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p < 0.001). There was a significant main effect of class standing (p < 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p < 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students.

scholarly journals Back to the future: team-centred, resourcebased learning as the antecedent of computer-based learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
James E. Cresswell
Keyword(s):  
Class Size ◽  
Multiple Choice ◽  
Traditional Lecture ◽  
American Universities ◽  
Computer Based Learning ◽  
Lecture Notes ◽  
The Future ◽  
Computer Based ◽  
University Course

With respect to staff efficiency, it is hard to beat the traditional lecture as a format for a university course. With a folder of lecture notes, multiple-choice assessment and an optical mark reader, it is equally easy for the academic to process 10 or 100 or 500 students. Indeed, the example of many American universities suggests that class size need be limited only by the capacity of the auditorium.DOI:10.1080/0968776980060110

Using animated graphics as a teaching tool in patternmaking: a comparison of delivery methods

2005 ◽  
Author(s):  
◽  
Lynn M. (Lynn Marie) Boorady
Keyword(s):  
Undergraduate Students ◽  
Educational Level ◽  
Delivery Methods ◽  
University Of Missouri ◽  
Web Based ◽  
Traditional Lecture ◽  
Web Based Learning ◽  
Computer Based ◽  
The Subject ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study concerns itself with evaluating the effectiveness of teaching a visual topic, such as patternmaking, via a computer. The visual topic being explored, patternmaking, was taught to three levels of undergraduate students at different universities in the Midwest. This paper discusses the outcomes of patternmaking being taught in a traditional lecture style and compares it to the same instruction received through a computer-based animation program. It was found that the most difference in learning outcomes was within the subject groups in the lowest educational level. There was no difference found in the outcomes between the two higher educational level groups. Attributes of the subject groups which may account for the success of this style of learning include prior experience in sewing complete garments and overall GPA. Additional research and improvements to the animation is discussed. Suggestions are made on how to utilize web-based learning in the design curriculum.

Computer-Based Mathematics Instructions with MATCOS

2013 ◽  
pp. 724-738 ◽  
Author(s):  
Francesco Aldo Costabile ◽  
Annarosa Serpe
Keyword(s):  
Secondary Schools ◽  
Computer Programming ◽  
Programming Environment ◽  
Future Trends ◽  
Research Activity ◽  
Computer Based ◽  
Educational Paradigm ◽  
Teaching Learning ◽  
Relevant Section

In this chapter, the authors describe the research and experimentation carried out and the results achieved in the last ten years in Calabrian secondary schools in the teaching/learning of Mathematics with the aid of computer programming in the MATCOS environment. The conclusions of the present work of research and experimentation are stated either in the relevant section, available in the articles mentioned in the bibliography, or can be found in the CIRD library. The chapter is organized as follows: first, the authors introduce the general background which prompted the research activity, and after, they present the MATCOS programming environment and elucidate its pedagogical-educational paradigm, technical characteristics, and use in everyday teaching through an example. Finally, the authors give a detailed description of the experimentation and the results obtained in the last few years. Future trends and conclusions round off the paper.

Using Animated Graphics as a Teaching Tool in Patternmaking

2011 ◽  
Vol 7 (4) ◽  
pp. 11-23 ◽  
Author(s):  
Lynn M. Boorady ◽  
Jana M. Hawley ◽  
Nancy A. Schofield
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Previous Experience ◽  
Teaching Tool ◽  
Traditional Lecture ◽  
Experience Level ◽  
Significant Difference ◽  
Computer Based ◽  
Method Of Instruction ◽  
Level Group

The purpose of this study is to evaluate the effectiveness of teaching patternmaking via a computer by comparing the outcomes of a patternmaking lesson being taught in a traditional lecture style to instruction received through a computer-based animation program. A lesson in patternmaking was taught to undergraduate students with varying levels of previous experience using the two instructional methods. A significant difference in learning outcomes was found between the lowest experience level group and the more experienced groups. However, there was no difference found by the method of instruction in the outcomes between the two more experienced groups. Therefore the suggestion is made that computer delivered lessons would be appropriate for students with some prior basic patternmaking knowledge.

scholarly journals Comparison of AR, ITS, CBT, and Didactic Training and Evaluation of Retinopathy-Based Diagnosis

2019 ◽  
Vol 184 (Supplement_1) ◽  
pp. 579-583 ◽  
Author(s):  
Bryan Bergeron ◽  
Michael Hagen ◽  
Lars Peterson ◽  
Ross Dworkin ◽  
Charles Bono ◽  
...  
Keyword(s):  
Family Physicians ◽  
Knowledge Retention ◽  
Simulator Training ◽  
Traditional Lecture ◽  
Didactic Training ◽  
Computer Based Training ◽  
Post Test ◽  
Baseline Knowledge ◽  
Computer Based ◽  
And Performance

Abstract Research objective To test the relative efficacy of adaptive and fixed simulator training vs. adaptive and fixed computer-based training (CBT) vs. traditional lecture. Methods Ninety-two board certified Family Physicians were given a pretest, followed by training under one of five randomly assigned training conditions: (i) adaptive CBT; (ii) non-adaptive CBT; (iii) adaptive simulator; (iv) non-adaptive simulator; and (v) lecture. Subjects were given a post-test immediately after training and again in 6 weeks. In the adaptive groups, the content presented to subjects was a function of the subjects’ knowledge and performance, under control of a MOODLE LMS. In the lecture component, a physician projected images identical to the images in the CBT component of the study. Results No significant differences (p = 0.89 for ANOVA) in baseline knowledge between the five groups, based on pretest scores; In each of the five groups, our intervention resulted in immediate changes in knowledge (95% CI), based on analysis of pretest and PostTest1 scores; and, with the exception of subjects with non-adaptive, simulator intervention, all groups had significant decay in knowledge between the first and second post-tests (95% CI). Conclusion Periodic simulator intervention could result in significant knowledge retention over extended periods of time.

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