scholarly journals Optimizando la complejidad para mejorar el aprendizaje = Optimising Complexity to Improve Learning

2017 ◽  
Vol 1 ◽  
pp. 1
Author(s):  
Bruce Hilliard
Keyword(s):  
Learning Outcomes ◽  
Low Complexity ◽  
Visual Design ◽  
Learning Design ◽  
Optimal Learning ◽  
Visual Material ◽  
Experimental Process ◽  
Computer Based ◽  
Viewer Comprehension ◽  
Moderate Complexity

<p>Abstract</p><p><br />This paper addresses a key element of design, which relates to the level of complexity in the visual material, and its effect on viewer comprehension and impressions. To help quantify this effect, an indicative Complexity Curve modelwas developed from previous research on the topic. This Complexity Curve showed that moderate complexity was mostlikely to produce optimal learning outcomes. To test this model, a series of Control Presentations were created, which applied moderate complexity. Variants of these presentations were then developed, so the only difference between the control and variant presentations was the application of specific changes in the complexity of the visualisation. These<br />included the use of incongruent pictures, providing very low complexity content, and increasing the complexity by<br />adding extraneous animations. Comprehension and impressions data was then collected through a formal experimental process. This collected data indicated that the developed Complexity Curve appeared to have validity. These results hold important implications for learning design and all forms of computer-based visual design.</p><p>Resumen</p><p>Este estudio trata sobre un elemento clave de diseño, relacionado con el nivel de complejidad del material visual, y su efecto sobre la comprensión e impresiones sobre la audiencia. Para cuantificar este efecto, se ha desarrollado un modelo indicativo de la curva de complejidad, basándose en investigaciones previas sobre este tema. Esta curva de complejidad ha mostrado que una complejidad moderada, tiende a producir resultados óptimos de aprendizaje. Para probar este modelo, se crearon una serie de presentaciones control, con la aplicación de complejidad moderada. Después, se desarrollaron variaciones de estas presentaciones. La única diferencia entre las presentaciones control y las variaciones fue la aplicación de cambios específicos en la complejidad de los elementos visuales. Los cambios incluyeron el uso de imágenes incongruentes, que tenían contenido de muy baja complejidad y se fue aumentando la complejidad con la adición de animaciones superfluas. Los datos sobre la comprensión y las impresiones fue recopilada a través de un proceso experimental formal. Los datos recogidos indican que la curva de complejidad desarrollada a partir de estos datos, es válida. Estos resultados tienen implicaciones importantes para el diseño del aprendizaje y todas las formas de diseño<br />visual basado en ordenador.</p><p> </p>

Virtual Agents as a Support for Feedback-Based Learning

2016 ◽  
Vol 60 (1) ◽  
pp. 1780-1784 ◽  
Author(s):  
Ali Momen ◽  
Marc M. Sebrechts ◽  
M. Mowafak Allaham
Keyword(s):  
Learning Outcomes ◽  
Social Presence ◽  
Virtual Agents ◽  
Virtual Agent ◽  
Optimal Learning ◽  
Task Relevance ◽  
Limited Support ◽  
Computer Based ◽  
Agent Characteristics ◽  
Motivation And Learning

This study explored whether a virtual agent in a feedback task would enhance social presence and motivation, as well as facilitate learning on a Chinese symbol retention task. Learning occurred with four different computer-based feedback sources: a computer-generated “Agent”, a “Human”, an “Inanimate” image and a non-image “Verbal” condition. Measures of presence, motivation, and learning were generally related, albeit with limited support for an Agent compared to other sources of feedback. Although performance with the Agent was comparable to the Human on several measures, it did not consistently differ from other conditions. Agent and Human conditions did elicit highest social presence, but this was not uniquely related to learning outcomes. Surprisingly, the Verbal condition resulted in optimal learning. Results suggest that the utility of virtual agents is dependent on task relevance and on subjects’ inference about the agent’s capacity; agent characteristics can be distracting as well as facilitating.

Do Anxious Swimmers Swim Slower? Reexamining the Elusive Anxiety-Performance Relationship

1988 ◽  
Vol 10 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Damon Burton
Keyword(s):  
Low Complexity ◽  
Performance Measure ◽  
Somatic Anxiety ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Long Duration ◽  
Two Samples ◽  
And Performance ◽  
Moderate Complexity ◽  
The Relationship

The purpose of this investigation was to utilize a multidimensional measure of anxiety and a more sensitive intraindividual performance measure to evaluate the relationship between anxiety and performance. Three hypotheses were tested. First, cognitive anxiety is more consistently and strongly related to performance than is somatic anxiety. Second, somatic anxiety demonstrates an inverted-U relationship with performance, whereas self-confidence and performance exhibit a positive linear relationship and cognitive anxiety and performance exhibit a negative one. Finally, short duration and high and low complexity events demonstrate stronger relationships between somatic anxiety and performance than do long duration or moderate complexity events. Two samples of swimmers completed the CSAI-2 prior to competition, and performance data were obtained from meet results. Correlational and multiple regression analyses generally supported Hypotheses 1 and 3, while polynomial trend analyses on standardized CSAI-2 scores confirmed trends predicted in Hypothesis 2. Overall, these results not only revealed that improved instrumentation allows demonstration of consistent anxiety-performance relationships, but they also provided additional construct validity for the CSAI-2.

scholarly journals ABC LD – A new Toolkit for Rapid Learning Design

2020 ◽  
pp. 426-437
Author(s):  
Nataša Perović ◽  
Clive P.L. Young
Keyword(s):  
Learning Outcomes ◽  
Tertiary Education ◽  
High Energy ◽  
Virtual Learning Environment ◽  
Learning Design ◽  
Creative Commons ◽  
Hands On ◽  
University College London ◽  
Rapid Transition ◽  
Institutional Contexts

ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL). In just 90 minutes teaching teams work together to create a visual “storyboard”. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. All the resources have been released under Creative Commons licenses and are free to download, adapt and use.ABC LD is now popular across European tertiary education and beyond. Participants have found the workshop-based “sprint” approach to be quick, engaging and productive. The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey.Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ld.org). We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment. The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method.Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning. ABC LD is proving an effective method in this new format, too.

scholarly journals (Improving Learning Outcomes Learners by Implementing Cooperative Learning Model Round Table Type on the Main Line Network in Plant in Class XI MIPA 2 SMA Negeri 2 Pekanbaru)

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 7-12
Author(s):  
R.R Sri Rahayu
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Daily Life ◽  
Round Table ◽  
Learning Activities ◽  
Optimal Learning ◽  
Theoretical Understanding ◽  
Living Things ◽  
The Subject ◽  
Line Network

Learning is essentially a process of interaction with all situations around individuals. Learning can be viewed as a process directed to the goals and processes of doing through various experiences. Learning is also a process of seeing, observing, and understanding things. In the learning process there are two activities that interact, namely learning activities and teaching activities.Learning is an active activity of learners in building meaning or understanding. Activity learners in undergoing learning activities is one key to success to improve learning outcomes. Optimal learning outcomes are the main goals to be achieved in the learning process. To optimize the learning outcomes of learners required methods and learning models in accordance with teaching materials. The learning process can be done in school, at home, or in the place of study guidance. For learning in school, learners are exposed to a number of subjects, one of them is biology subjects. Biology is one of the subjects received by students in high school. Biology is the study of the structure contained in living things. More simply can be said that biology is closely related to daily life. What we experience, what we do, why it happened and why. Subjects in the subject of biology are generally theoretical, but also the ability of learners to understand the concept to link learning with daily life. One of the biology subject matter in the form of conceptual or theoretical understanding is tissue in plants.

scholarly journals EDUTAINMENT WITH COMPUTER GAME AS A CHEMISTRY LEARNING MEDIA

2019 ◽  
Vol 8 (2) ◽  
pp. 1684
Author(s):  
Achmad Lutfi ◽  
Suyono Suyono ◽  
Erman Erman ◽  
Rusly Hidayah
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Computer Game ◽  
Learning Activities ◽  
Chemistry Learning ◽  
Before And After ◽  
Computer Based

Abstract. The research aims to get answers to whether chemistry learning with computer-based games as learning media can create fun learning (edutainment). The study was conducted on students in three high schools in chemistry learning according to plan, during the learning activities were observed by students, before and after learning the learning outcomes tests and student questionnaires were conducted. The results showed that learning activities were 90.4% to 92.0% as expected, 90% to 100% of students stated that learning was fun with games as learning media, and learning outcomes had achieved 93% to 100% classical completeness. These results indicate that the use of computer-propelled games as chemical learning media can create chemical learning that pleases students and can be used by teachers as an alternative to edutainment chemistry learning

scholarly journals MODEL PEMBELAJARAN INSIDE OUTSIDE CIRCLE DALAM MENINGKATKAN HASIL BELAJAR SISWA SMA NEGERI 7 AMBON

2020 ◽  
Vol 6 (2) ◽  
pp. 101-108
Author(s):  
Rina Juliana Sahuleka ◽  
Ali Awan ◽  
Stevin Melay
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Good Information ◽  
Final Test ◽  
Optimal Learning ◽  
Final Grade ◽  
Biology Student ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Improve Student Learning

Background: Learning is a process of interaction between teachers and students that is shown to make changes in students' attitudes and mindsets to achieve optimal learning outcomes. The teacher designs learning biology using a contextual approach that is confusing and time-consuming. In learning biology student success is determined by the final outcome of learning. Methods: The subjects in this study were class XI Science 2 and the data obtained by observation, interviews and learning outcomes tests were analyzed descriptively using a list of initial and final test scores. Results: The cognitive aspects of the assessment there were 11 students who scored at intervals (80-100) with a percentage of 68.75% very good information and 5 students who scored at intervals (66-79) with a percentage of 31.25% good information. Evaluation of affective aspects obtained a percentage of 100%. For the Final Test, there are 12 students who score at intervals (80-100), with a percentage of 75% and very good information, and 4 students who score at intervals (66-79), with a percentage of 25% and good information. At the final grade there are 16 students who score at intervals (80-100), with a percentage of 100% and with very good information. Conclusion: The application of the Inside Outside Circle (IOC) type of cooperative learning model to the concept of the human excretion system can improve student learning outcomes by achieving KKM 70.

scholarly journals Pengembangan e-learning berbasis chamilo pada pembelajaran simulasi dan komunikasi digital

2020 ◽  
Vol 7 (1) ◽  
pp. 1-11
Author(s):  
Izzah Tiari ◽  
Zulkardi Zulkardi ◽  
Sardianto Markos Siahaan
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Development Stage ◽  
Online Collaboration ◽  
Learning Design ◽  
Subject Matter Experts ◽  
Materials Simulation ◽  
E Learning ◽  
The Subject ◽  
Level Medium

E-learning berbasis Chamilo telah berhasil dikembangkan pada pembelajaran simulasi dan komunikasi digital di SMK Negeri 5 Palembang. Penelitian bertujuan untuk mengetahui kevalidan, kepraktisan, dan efektifitas e-learning terhadap mata pelajaran fitur kolaboratif daring. Tahapan Penelitian pengembangan ini terdiri dari tahap perencanaan, desain, dan pengembangan. E-learning yang telah dikembangkan kemudian diuji kevalidan oleh ahli, diuji kepraktisan oleh peserta didik, dan diuji efektifitas dengan mengimplementasikan e-learning di SMK Negeri 5 Palembang. Pengembangan e-learning menggunakan model Alessi dan Trollip. Dari penelitian ini didapatkan bahwa 1.) E-learning teruji kevalidan dengan penilaian oleh ahli media terhadap e-learning sebesar 89,47%, penilaian oleh ahli materi sebesar 84,62%, dan penilaian ahli desain pembelajaran sebesar 81,82%; 2.) E-learning teruji kepraktisannya dengan penilaian dari 3 peserta didik tingkat rendah, sedang, dan atas dengan rata-rata sebesar 86,10%; dan 3.) E-learning teruji efektifitas meningkatkan hasil belajar peserta didik dilihat dari adanya gain sebesar 0,70 yang termasuk kedalam kategori tinggi.AbstractE-Learning of Chamilo based has been developed for materials simulation and communication digital in SMK Negeri 5 Palembang. The research aims to know validity, practicality, and effectiveness e-learning features on the subject matter of online collaboration features. This research development stage consists of the plan, design, and development phase. E-learning features that have been developed and then tested validity by experts, tested practicality by students, and tested for effectiveness by implementation e-learning in SMK Negeri 5 Palembang. The development of e-learning used the Alessi and Trollip model. From this study, it was found that 1.) The assessment e-learning features have been validity tested by media experts at 89.47%, by subject matter experts of 84,62%, and by learning design experts of 81,82%; 2.) The assessment of e-learning features has been practicality tested by three students’ low level, medium, and high an average by 86,10%; and 3.) E-learning features have been effectively tested to improving students learning outcomes seen from a gain of 0.70 included in the high category.

Diagramming complex systems

1979 ◽  
Vol 1 (3) ◽  
pp. 167-174
Author(s):  
Susan Marcus
Keyword(s):  
Information Systems ◽  
Computer Graphics ◽  
Complex Systems ◽  
Technical Information ◽  
Visual Design ◽  
Scientific And Technical Information ◽  
The People ◽  
Critical Problems ◽  
Computer Based ◽  
Graphics Software

Computer graphics systems existing today allow for the manipulation of increasingly complex visual displays. The visualisation of information in a computer-based medium suggests solutions to two critical problems: first, the overabundance of alphanumeric information routinely generated by information systems and second, the expression complexity in situations that face the business and research communities. Graphic designers accustomed to handling complex scientific and technical information in a systematic and structural way offer a resource for the development of more effective presentations of computer-generated material. Certain graphic designers who specialise in informational graphics are interested in beginning a conversation with the people developing computer graphics software and firmware. The outcome of these dialogues would be the articulation and utilisation of the principles and elements of effective visual design.

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