Computer-Based Learning

A Review of the Relevant Merits and Disadvantages of the Current Assessment Methods used in the Photography BTEC Extended Diploma Course

by Ben Macloughlin

This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative... more This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative and summative assessment methods in Photography. It identifies the differences between the use of sketchbooks, PowerPoint and blogs to track learner progress and for receiving feedback. The research takes into account the views of the learners and their tutors and offers an insight into teaching and learning styles. The aim of the paper is to discover which assessment method best suits Photography and can possibly raise the standards of teaching and learning in the UK.

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance

by Daniel Eaves

Analysing video and audio data: existing approaches and new innovations

by Elizabeth FitzGerald (née Brown)

Full citation:
FitzGerald, E. (2012) Analysing video and audio data: existing approaches and new innovations. Short paper submitted to the Surface Learning Workshop 2012, 18-20 March 2012, Bristol, UK.

Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or... more Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or interactions. These video and audio data are consequently analysed using a number of techniques, in order to try and make sense of what was happening at the time of the recording, sometimes in relation to initial hypotheses or sometimes in terms of a 'post hoc' analysis where a more grounded approach is used. This paper contains an overview of tools and techniques for examining video data and looks at potential new methods borrowed from the field of learning analytics, related to discourse analysis. Discourse analysis, where conversations and the spoken word are explored and dissected in detail, can provide us with information about the learning context and the ways in which learners interact with people and other resources in their environment.

The Effect of Library Instruction Learning Environments on Self-Efficacy Levels and Learning Outcomes of Graduate Students in Education.

by Penny Beile

The purpose of the study was to examine the effectiveness of three learning environments: (1) campus-based students... more The purpose of the study was to examine the effectiveness of three learning environments: (1) campus-based students who attended a classroom library instruction session; (2) campus-based students who completed a Web-based library tutorial; and (3) distance students who completed a Web-based library tutorial on library skills self-efficacy levels and learning outcomes among graduate students of education. Participant were 49 degree- and certificate seeking graduate students who completed a survey before and after the tutorials. Regardless of the learning environment, all groups significantly improved the library skills learning outcomes, as indicated by scores on the measure of library skills. Exposure to prior library instruction does appear to offer a significant effect on both pretreatment and postreatment self-efficacy levels and postreatment skills test scores. Results also suggest that an electronic tutorial may produce the same cognitive outcomes as classroom-based library instruction.

Integration of learning style theory in an adaptive educational hypermedia (AEH) system

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, Elizabeth and Brailsford, Tim (2004). Integration of learning style theory in an adaptive educational hypermedia (AEH) system. Paper presented at the 11th International Conference of the Association for Learning Technology (ALT-C 2004), 14-16 Sept 2004, Exeter, UK

Adaptive educational hypermedia (AEH - a branch of web-based learning) systems seek to personalise the learning... more Adaptive educational hypermedia (AEH - a branch of web-based learning) systems seek to personalise the learning experience for their users. User modelling can be performed using various criteria, such as prior ability or domain-specific knowledge, in systems such as WHURLE, AHA! and MOT. Information about the user, forming a user profile, are usually stored in a database, and integrated with the AEH learning environment. The learner is then presented with material that is best suited to them, with adaptation occurring at either the content or link level, or both.

WHURLE (Web-based Hierarchical Universal Reactive Learning Environment) is an AEH system that has been used with many types of students. It is a hypermedia-rich educational tool, suitable for all subjects, that seeks to address the pedagogical limitations of existing commercial Virtual Learning Environments. Its current user model is broadly based upon domain-specific knowledge. Investigations are under way to implement a user model based on learning style theory. This may be integrated with the early user model, or developed simply as a stand-alone module. Uniquely, WHURLE can change the user model used, as it is not a 'hard-wired' part of the system, but rather a component that can easily be interchanged.

Learning style theory advocates that since individuals are all different, they should learn in different ways; this suggests a natural integration with the principles of adaptive educational tools. There are many different learning styles in use around the world, such as the Dunn and Dunn model, Gardner's Multiple Intelligences, Kolb's theory of experiential learning and Riding and Rayner's Cognitive Styles Analysis. We will be discussing how we have implemented the Felder-Silverman Inventory of Learning Styles into the WHURLE architecture in an attempt to enhance the learning experience for users.

Real users, real results: examining the limitations of learning styles within AEH

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, E., Fisher, T. and T. Brailsford (2007) Real users, real results: examining the limitations of learning styles within AEH. Proceedings of the Eighteenth ACM Conference on Hypertext and Hypermedia (Hypertext 2007), Manchester, UK, 10-12 Sept 2007, pp57-66. [Awarded Theodore Holm Nelson Prize for Best Newcomer Paper]

This paper examines the current state of AEH (adaptive educational hypermedia) research into explicit learning style... more This paper examines the current state of AEH (adaptive educational hypermedia) research into explicit learning style modelling for user personalisation. It addresses the problem of non-naïve test subjects, who are often in user trials, thus contributing to experimental bias. Instead, the authors suggest using "real people", i.e. users with a range of backgrounds and abilities, in order to gain a truer insight into evidence-based research.

We report on a study carried out with "real" users: around 80 children at a UK primary school. The study investigated sequential and global learning styles as a personalisation mechanism in an AEH system. The user trial involved matching and mismatching users and learning environments to see if learning improved. The AEH system used by the children was DEUS, a new e-learning platform that is conceptually similar to WHURLE, an AEH that also used learning styles as its user model.

No statistically significant differences were found between experimental groups, learning style preferences or learning environments. We discuss the significance of this, and then critically analyse the use of learning styles in relation to this study and also in the wider context.

PhD thesis: The Use of Learning Styles in Adaptive Hypermedia

by Elizabeth FitzGerald (née Brown)

PhD thesis submitted to the University of Nottingham (School of Computer Science), October 2007.

Full citation:
Brown, Elizabeth (2007) The use of learning styles in adaptive hypermedia. PhD thesis. University of Nottingham: UK.

Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute... more Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large amount of content and information can be intimidating to learners, who may exhibit different individual characteristics, such as variation in goals, interests, motivation and/or learning preferences. This suggests that a uniform approach taken by learning environments to deliver materials and resources to students is not appropriate and that personalisation of such materials/resources should address users’ differences to provide a customised learning experience, thus enhancing its effectiveness, lowering drop-out rates and maintaining high student motivation.

This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment.

Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.

Adapting for visual and verbal learning styles in AEH

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, E., Stewart, C. & T. Brailsford (2006) Adapting for visual and verbal learning styles in AEH. Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies (ICALT 2006), Kerkrade, The Netherlands, 5-7 July 2006, pp1145-1146. [Awarded Best Paper Award in the Adaptive Web-Based Education and Learning Styles (AWELS) workshop]

This paper describes how visual and verbal learning styles have been successfully integrated into an adaptive... more This paper describes how visual and verbal learning styles have been successfully integrated into an adaptive educational environment. User trials of this system were carried out, to determine the effect of the adaptation, and although these user trials do not indicate any statistically significant differences, the qualitative information gleaned from the study indicated that students preferred using this environment over other traditional revision methods, and that they perceived personalized tuition to be better than a ‘one size fits all’ approach.

Reappraising cognitive styles in adaptive web applications

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, E., Brailsford, T., Fisher, T., Moore, A. and H. Ashman (2006) Reappraising cognitive styles in adaptive web applications. Proceedings of the 15th International World Wide Web Conference (WWW2006), Edinburgh, UK, 22-26 May 2006, pp327-335.

The mechanisms for personalisation used in web applications are currently the subject of much debate amongst... more The mechanisms for personalisation used in web applications are currently the subject of much debate amongst researchers from many diverse subject areas. One of the most contemporary ideas for user modelling in web applications is that of cognitive styles, where a user’s psychological preferences are assessed stored in a database and then used to provide personalised content and/or links. We describe user trials of a case study that utilises visual-verbal preferences in an adaptive web-based educational system (AWBES). Students in this trial were assessed by the Felder-Solomon Inventory of Learning Styles (ILS) instrument, and their preferences were used as a means of content personalisation.

Contrary to previous findings by other researchers, we found no significant differences in performance between matched and mismatched students. Conclusions are drawn about the value and validity of using cognitive styles as a way of modelling user preferences in educational web applications.

Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, E.,Cristea, A., Stewart, C. and T. Brailsford (2005) Patterns in Authoring of Adaptive Educational Hypermedia: A Taxonomy of Learning Styles. Journal of Educational Technology & Society 8 (3), 77-90.

This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational... more This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design dimensions for high granularity patterns have been established. In this paper we focus on detailing lower granularity adaptive patterns based upon learning styles. Several patterns from existing AEH system case studies are identified and classified according to an extended learning style "onion" model. This model forms the basis of a learning style taxonomy, introduced here, whose components determine adaptation patterns for AEH. These patterns are of importance both for authoring, as well as for interfacing between adaptive hypermedia systems. From an authoring point of view, these patterns may be used to establish a fine-grain approach to instructional strategies that can be implemented in AEH systems, as a response to a particular learning style. The implementation of this adaptation pattern taxonomy is discussed, both generally and in detail.

Inquiring the Course Paradigm with CALM

by Ivan Ricarte

Co-authored with Christian Adriano, Armando Delgado, Luiz Silveira, Raquel Bosnardo, and Léo Magalhães. Published in ICECE'1999.

The configuration of theoretical courses complemented by "hands on" laboratories has been shown effective to... more The configuration of theoretical courses complemented by "hands on" laboratories has been shown effective to internalize theory, give concrete context and enhance skills. However, learning the "hands on" tools dispenses usually unaffordable time; that is particularly true for computer programming, since the amount of programming language taught during theory does not suffice to the lab practice. To lessen such problem by supporting extra-course apprenticeship, a collaborative learning system was discussed and developed. CALM–Computer Aided Learning Material is the resulting proposal with an underlying philosophy of complementing the traditional course paradigm with a goal directed learning strategy.

When is an Interactive Learning Scenario a Matter of Interface Design?

by Ivan Ricarte

Co-authored with Christian M Adriano and Adriane M Adriano. Published in EDMEDIA, 2000

Interaction is an important feature a learning activity must promote. Parker outlines benefits provided by... more Interaction is an important feature a learning activity must promote. Parker outlines benefits provided by interaction: "Understanding and long-term internalization can only be acquired by communication, recon-struction and reconciliation of information; interaction enables socialization, promotes motivation, and learning commitment; interactive processes foster comprehension and consensus on universal truths". In previous research, we implemented a computer supported learning scenario by producing content, modeling evaluation, and choosing a proper pedagogical orientation. Our effort resulted in the first version of the CALM platform, which implements a learning scenario inspired by the Goal Based Scenario approach, provides an intelligent tutor, and hosts material for learning Java. In order to guide further effort on in-teraction, the following problem was posed: When is an interactive learning scenario a matter of interface design? We propose two situations in which developing interactive learning scenarios incurs in interface design. First, when concern fits on one of the items proposed by Marcus: Mental and Navigation Models, Appearance, Interaction, or Metaphor. Second, when the learning scenario, implemented by the resulting interface design, must accomplish complementary definitions for the concept of "interaction".

Computer-based training and cognitive improvement after adult-onset malaria: A case report

by Amy A. Overman

Malaria infection is known to cause cognitive impairments in children and adults. To date, very little research has... more Malaria infection is known to cause cognitive impairments in children and adults. To date, very little research has investigated the efficacy of computer-based cognitive rehabilitation after cerebral malaria, particularly in adults. The aim of this study was to examine whether computer-based cognitive training can be employed to rehabilitate memory and attentional deficits after cerebral malaria, particularly in adults. The current study examines the case of a 20-year-old female who acquired malaria on trip to Ghana. One year after her infection she still exhibited below-average performance on a number of neuropsychological assessments. A computer-based cognitive training program was undertaken for 14 weeks. At the end of training, performance improved on the majority of assessments and was within the normal range for all assessments. The participant also displayed greater improvements from pre-test to post-test than a normal control participant who did not complete cognitive training. The findings extend prior research on cerebral malaria and suggest possible rehabilitation methods for adults who experience cognitive impairments following malaria infection.

Aplicabilidade de CMS como ferramenta de apoio colaborativo na educação tecnológica

by Ademir Mazer Jr

Co-authored with: Armando Rupal, Marcia Carletto and Gleifer Vaz. Published in 'Anais X Simpósio de Informática da Região Centro Sul - SIRC 2011'

English: This article describes the development process of a collaborative environment for learning using as support a... more English: This article describes the development process of a collaborative environment for learning using as support a CMS tool.

Portugues: O presente artigo demonstra o desenvolvimento de um projeto para criação de um Ambiente Colaborativo de Aprendizagem utilizando CMS como ferramenta de apoio.

The Effects of Computer Simulations On Students’ Success and Attitudes in Teaching Chemistry

by Halil Eksi

Hüsamettin AKÇAY, Burak FEYZ‹O⁄LU,Cengiz TÜYSÜZ
Educational Sciences: Theory & Practice
3 (1) • May›s / May 2003 • 20-26

An important progress in computer technology and software has been realized
in recent years and using of the... more An important progress in computer technology and software has been realized
in recent years and using of the computer in education increased as well as. The
computer-based education (CBE) has been enriched using simulation and
animation. The aim of this study is to carry out the effect of computer
simulation and animation on the students’ success on chemistry subject and
attitudes of students into chemistry. A computer-based learning packet
concerning solutions is prepared for this purpose. The following tests were
applied as pretest before teaching solution chemistry by conventional and
computer-based packet: Achievement test, logical thinking ability test, chemistry
attitudes scale, computer attitudes scale, and simulation attitudes scale. The
study was carried out during 2001-2002 school period with 84 high school
students between ages 15 and 18 of 10th grade. The students were divided into
two groups as Control Group (KG) and Experimental Group (DG) and were
taught using conventional and computer based approaches, respectively.
According to p= 0,05 understanding significance the results indicated that the
experimental group students’ attitudes to computer, to chemistry and to
simulations show a significant and positive change due to students’ control
groups. It’s the same with their success toward chemistry.

Eighth Grade Students’ Information Technology Usage and Reading Comprehension Levels in Metropolitan Elementary Schools

by Halil Eksi

Yavuz Akpınar
EDUCATIONAL SCIENCES: THEORY&PRACTICE

This study aimed to profile students’ information technology use and compare
the levels of reading comprehension... more This study aimed to profile students’ information technology use and compare
the levels of reading comprehension of 1150 eight graders from the public
and private schools of metropolitan cities in Turkey. The findings indicated
(p < .05) that (1) the rate of students who were using computers at home to
assist their learning of curricular domains is very small, even at a negligible
level, (2) more than 50% of the eight graders do have an access to a computer
and one out of four students have the internet connection at home, (3) although
more than half of the sample has a computer at home, the utilization of
word processing, paint/drawing, or spreadsheet is not common. Further, results
showed that students who had an access to the Internet scored higher on
reading comprehension than students who did not have such an access. Similarly,
the second comparison based upon having or not having a computer at
home indicated that students having a computer scored higher. The paper suggested
ways of developing reading comprehension skills and using internet facilities
in schools.

What factors influence postgraduate medical trainee attitudes to computer-based learning?

by Nicola Roberts

SF Smith, NJ Roberts, MR Partridge  Internet Journal of Medical Education March 2010

Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework

by Yu-Ta Chien

Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education,28(4), 578-588.

This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided... more This paper describes our efforts in developing the MAGDAIRE framework (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) to transform pre-service science teachers’ roles in a teacher education course: moving pre-service teachers from the roles of passive users of technology, as they themselves learn technology integration, into active designers of technology. The results suggested that MAGDAIRE significantly improved the pre-service teachers’ technology competency levels. Moreover, MAGDAIRE facilitated the pre-service teachers’ critical reexamination of the affordances of technology for their teaching practices from the views of subject matter selection, motivation empowerment, information presentation, activity design, and pedagogy transition.

Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

by Yu-Ta Chien

Chien, Y. T., & Chang, C. Y. (2012). Comparison of different instructional multimedia designs for improving student science-process skill learning. Journal of Science Education and Technology. 21(1), 106-113.

This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing... more This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size (f = .69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG (p = .007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size (f = .76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG (p = .004 and p = .05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students’ mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size (f = .79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG (p = .01 and .005, respectively); (4) no significant effect was found in instructional time-spans between groups (p = .637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory.