scholarly journals Evaluating the Impact of Personal Librarians on Academic and Affective Outcomes

2022 ◽  
Vol 83 (1) ◽  
Author(s):  
Catherine Meals
Keyword(s):  
Affective Outcomes ◽  
The Impact

A Comparison of the Effects of Logo and a CAI Learning Environment on Skills Acquisition

1987 ◽  
Vol 3 (4) ◽  
pp. 461-477 ◽  
Author(s):  
Joan K. Gallini
Keyword(s):  
Cognitive Outcomes ◽  
Skills Acquisition ◽  
Group Discussions ◽  
Affective Outcomes ◽  
Treatment Groups ◽  
Hands On ◽  
Fourth Grade Students ◽  
Programming Techniques ◽  
Computer Based ◽  
The Impact

The present study investigated the impact of computer-based environments in enhancing a particular set of cognitive outcomes. Of specific focus was a comparison between a Logo and a more traditional CAI context in promoting one's ability to follow directions and construct directions in the process of solving problems. Forty-four fourth-grade students were randomly assigned to one of the two treatment groups. Subjects engaged in group discussions and hands-on computer activities over a five-week period. In the Logo group subjects essentially tested programming techniques in constructing a variety of structures. The CAI group worked with similar stimuli, but in a “program-directed” format. Results demonstrated higher posttest achievement in the Logo group's ability to formulate directions in different instances. However, the following direction performances were essentially the same for both groups. The study raises important theoretical issues regarding the role of specific types of features of computer-based environments in effecting different types of cognitive as well as affective outcomes. Of particular note are the merits of such research to generate new hypotheses about CBI contexts adapted to meet individual differences in learning.

scholarly journals RECONCEPTUALIZING AND FIELD TESTING THE SCIENTIFIC LITERACY FRAMEWORK BY EXPLORING THE ASPECT OF SCIENTIFIC LITERACY IN TURKISH SCIENCE CURRICULUM

2019 ◽  
Vol 18 (5) ◽  
pp. 681-691 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Field Testing ◽  
Affective Outcomes ◽  
Science Technology Society ◽  
Science Technology ◽  
Rigorous Framework ◽  
Literacy Framework ◽  
The Impact

The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed. Keywords: affective domain, document analysis, science curriculum, science education, scientific literacy framework.

scholarly journals The Influence of Game Character Appearance on Empathy and Immersion: Virtual Non-Robotic Versus Robotic Animals

2020 ◽  
Vol 51 (5) ◽  
pp. 685-711
Author(s):  
Alexandra Sierra Rativa ◽  
Marie Postma ◽  
Menno Van Zaanen
Keyword(s):  
Facial Expressions ◽  
User Experience ◽  
Emotional Facial Expressions ◽  
Experimental Conditions ◽  
Affective Outcomes ◽  
Visual Appearance ◽  
Simulated Environment ◽  
Body Appearance ◽  
Facial Expressiveness ◽  
The Impact

Background. Empathic interactions with animated game characters can help improve user experience, increase immersion, and achieve better affective outcomes related to the use of the game. Method. We used a 2x2 between-participant design and a control condition to analyze the impact of the visual appearance of a virtual game character on empathy and immersion. The four experimental conditions of the game character appearance were: Natural (virtual animal) with expressiveness (emotional facial expressions), natural (virtual animal) with non-expressiveness (without emotional facial expressions), artificial (virtual robotic animal) with expressiveness (emotional facial expressions), and artificial (virtual robotic animal) with non-expressiveness (without emotional facial expressions). The control condition contained a baseline amorphous game character. 100 participants between 18 to 29 years old (M=22.47) were randomly assigned to one of five experimental groups. Participants originated from several countries: Aruba (1), China (1), Colombia (3), Finland (1), France (1), Germany (1), Greece (2), Iceland (1), India (1), Iran (1), Ireland (1), Italy (3), Jamaica (1), Latvia (1), Morocco (3), Netherlands (70), Poland (1), Romania (2), Spain (1), Thailand (1), Turkey (1), United States (1), and Vietnam (1). Results. We found that congruence in appearance and facial expressions of virtual animals (artificial + non-expressive and natural + expressive) leads to higher levels of self-reported situational empathy and immersion of players in a simulated environment compared to incongruent appearance and facial expressions. Conclusions. The results of this investigation showed an interaction effect between artificial/natural body appearance and facial expressiveness of a virtual character’s appearance. The evidence from this study suggests that the appearance of the virtual animal has an important influence on user experience.

scholarly journals Mini-Society and Yess! Learning Theory in Action

1996 ◽  
Vol 1 (2) ◽  
pp. 105-117 ◽  
Author(s):  
Marilyn L. Kourilsky ◽  
Sheila R. Carlson
Keyword(s):  
Learning Theory ◽  
Learning Theories ◽  
Youth Empowerment ◽  
Affective Outcomes ◽  
Potential Effectiveness ◽  
Self Sufficiency ◽  
Learning Principles ◽  
The Impact

This analysis endeavours to demonstrate the mechanism by which incorporation of validated learning principles into a curriculum can maximise its potential effectiveness and impact on both cognitive and affective outcomes. The intent of this demonstration is to highlight for prospective curriculum innovators the importance of having a solid learning theory infrastructure in their target curricula. First, the article describes the experience-based Mini-Society framework and its embedded entrepreneurship curriculum, YESS! (Youth Empowerment and Self-Sufficiency). The analysis which follows explores how four research-informed learning theories were incorporated into the foundation of Mini-Society and YESS! and how their incorporation influenced the impact of these programmes.

scholarly journals The Effectiveness of the Gesture-Based Learning System (GBLS) and Its Impact on Learning Experience

10.28945/3518 ◽  
2016 ◽  
Vol 15 ◽  
pp. 191-210 ◽  
Author(s):  
Moamer Ali Shakroum ◽  
KOK Wai wong ◽  
Lance Chun Che Fung
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Learning Experience ◽  
Simulation Software ◽  
Learning System ◽  
Mediated Learning ◽  
Affective Outcomes ◽  
The Difference ◽  
The Impact

Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS).The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc.) at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML) models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes) when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL) mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience.

scholarly journals The Impact of Ambassador Animal Facilitated Programs on Visitor Curiosity and Connections: A Mixed-Methods Study

2021 ◽  
Vol 8 (4) ◽  
pp. 558-575
Author(s):  
Shelley J. Rank ◽  
Su-Jen Roberts ◽  
Katherine Manion
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Research Study ◽  
Mixed Methods Study ◽  
Affective Outcomes ◽  
Close Encounters ◽  
Sequential Mixed Methods ◽  
The Impact ◽  
Broad Interest

Many zoos and aquariums offer opportunities for visitors to have up-close encounters with ambassador animals; however, the impacts of these experiences on visitors’ connections to animals are not well documented. We used observations and family interviews in a sequential mixed-methods research study to explore how animal ambassador programs impact participants. We found that the type of ambassador animal did not affect the number of questions or comments made by participants during programs, suggesting broad interest in animals. Programs in which facilitators prompted participants with questions were especially successful at eliciting questions and guiding the topics of those questions, fueling deeper curiosity. Interviewees described themselves as “animal people” and self-reported practicing conservation behaviors, suggesting that their animal affiliative and pro-environmental identities could be leveraged to discuss conservation issues and encourage solutions-based behaviors. Lastly, opportunities to meet ambassador animals increased participants’ feelings of connecting to animals, building on previous research and corroborating findings. Programs should consider how to further build on these positive learning and affective outcomes by capitalizing on opportunities to provide deep insights into conservation issues and actions related to the ambassador animals.

The Impact of Multi-Media Videoconferencing on Children's Learning

2008 ◽  
pp. 227-239
Author(s):  
Dianna L. Newman
Keyword(s):  
Student Outcomes ◽  
Affective Outcomes ◽  
Children’S Learning ◽  
Informal Educators ◽  
Multi Media ◽  
K 12 ◽  
The Impact ◽  
Children's Learning

The use of videoconferencing as a means of bringing external informal educators into the K-12 classroom is an area of increasing interest in the field of education. To date, however, few studies have documented the impact of the process on students’ cognitive and affective outcomes. This chapter presents findings from a series of studies that compared student outcomes for those who received technology-supported videoconferencing with those who did not receive videoconferencing. Findings indicate that students who participated in videoconferencing had higher scores on cognitive indicators, were more motivated to learn the material, and were more interested in learning about related topics.

Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten
Keyword(s):  
Explosive Charge ◽  
The Moon ◽  
Meteorite Impacts ◽  
The Earth ◽  
Lunar Craters ◽  
The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

The Geosciences Applied to Lunar Exploration

1962 ◽  
Vol 14 ◽  
pp. 169-257 ◽  
Author(s):  
J. Green
Keyword(s):  
Lunar Surface ◽  
Probable Mechanism ◽  
Point Of View ◽  
Lunar Exploration ◽  
Geological Model ◽  
Apply Geophysics ◽  
Surface Features ◽  
The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

Asteroid and Comet Impact Speeds upon Mars: Significance for Panspermia and the Supply of Organics

1997 ◽  
Vol 161 ◽  
pp. 197-201 ◽  
Author(s):  
Duncan Steel
Keyword(s):  
Probability Distributions ◽  
Regions Of Interest ◽  
Significant Fraction ◽  
Organic Chemicals ◽  
Impact Speed ◽  
The Mean ◽  
The Impact

AbstractWhilst lithopanspermia depends upon massive impacts occurring at a speed above some limit, the intact delivery of organic chemicals or other volatiles to a planet requires the impact speed to be below some other limit such that a significant fraction of that material escapes destruction. Thus the two opposite ends of the impact speed distributions are the regions of interest in the bioastronomical context, whereas much modelling work on impacts delivers, or makes use of, only the mean speed. Here the probability distributions of impact speeds upon Mars are calculated for (i) the orbital distribution of known asteroids; and (ii) the expected distribution of near-parabolic cometary orbits. It is found that cometary impacts are far more likely to eject rocks from Mars (over 99 percent of the cometary impacts are at speeds above 20 km/sec, but at most 5 percent of the asteroidal impacts); paradoxically, the objects impacting at speeds low enough to make organic/volatile survival possible (the asteroids) are those which are depleted in such species.

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