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Considering the emotional needs of students in a computer-based learning environment

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2021年第1期69卷 63-66页

作者： Moore, Karol Ann Austin Independent Sch Dist Austin TX 78704 USA

This paper is in response to the manuscript entitled, "Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning," (Jarrell et al. in Educ Technol Res Dev 65:1263-1284, 2017) from a K-12 student perspective. Jarrell et al.'s (2017) noted a strong relationship between outcome emotions and performance tasks where high performing medical students resulted in the most positive emotions. Researchers indicated that medical students who experienced negative emotions led to negative outcomes such as loss of confidence or dropping out of school. In turn, these results can be translated to students in grades K-12 who find themselves more regularly in an online learning environment. This perspective suggests ways Jarrell et al.'s (2017) conclusions can inform educators as they consider the important role emotions play in digital learning. Special consideration should be given to the importance of connection between student and teacher, as well as the unique challenges faced by students identified with learning disabilities.

关键词： computer-based learning Student emotions Student teacher connection Online learning

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Leavening Agents: The Chemistry of Baking Discovered with a computer-based learning

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JOURNAL OF CHEMICAL EDUCATION 2020年第4期97卷 1190-1194页

作者： Babincakova, Maria Pavol Jozef Safarik Univ Kosice Fac Sci Dept Didact Chem Kosice 04180 Slovakia

Knowing the volume of evolved gases is helpful to select an optimal leavening agent for a particular application. The comparison of leavening agents, their reactions through the baking process in the modern and attractive way, is presented here. A gas pressure sensor probe was used to monitor the pressure change due to the carbon dioxide produced in the decomposition as a function of time. The experiment is simple to set up, uses nonhazardous materials, and provides students with an opportunity to engage with commonly used household products. It was conducted by over 200 high school students. Both students and teachers found the activity interesting. Students' engagement was increased by seeing the real-world application of this activity. Most students and teachers recommended this activity to be part of the laboratory practices.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Inorganic Chemistry Public Understanding/Outreach computer-based learning Professional Development Consumer Chemistry

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Auditory Narrative Does Not Improve learning when Added to Visual computer-based learning Modules

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MEDICAL SCIENCE EDUCATOR 2019年第4期29卷 1043-1049页

作者： Mounsey, Anne Reid, Alfred Univ N Carolina Dept Family Med 590 Manning Dr Chapel Hill NC 27599 USA

Backgroundcomputer-based learning (CBL) is considered by many to be an effective means of education. However, features of computer-based modules purported to contribute to learning have not been studied with medical student *** study was designed to evaluate the effect of auditory supplements in a computer-based instructional module on learning and knowledge *** prospective, randomized controlled trial comparing the effectiveness of two types of web-based instructional presentations used to teach key aspects of systems-based practice to fourth-year medical *** intervention and control group each received a computer-based module comprised of the same mix of visual and written material, but the intervention group also received an auditory narration of the *** MeasuresThe primary outcome measures were the difference in the students' scores between the two modules using an online 8-item knowledge test completed immediately after the first exposure to the module and again 1 to 7 months later. Students were also asked whether they considered themselves auditory learners. learning efficiency (the amount of learning per unit time) was calculated for each student and the Mann-Whitney U test was used to compare scores between the two *** hundred thirty fourth-year medical students were randomized by a computer program to one of the two modules. All students completed the first knowledge test and 86 (66%) students completed the second test. Test scores did not differ significantly between the two groups in either the first or the second test. learning efficiency was lower in the intervention group. Self-identification as auditory learners had no effect on *** addition of narration to a computer-based instructional module did not improve learning or knowledge retention even in students who self-identified as auditory learners and resulted in overall lower learning efficiency.

关键词： computer-based learning Systems-based practice Education

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Latest trends to optimize computer-based learning: Guidelines from cognitive load theory

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computerS IN HUMAN BEHAVIOR 2020年 112卷 106458-106458页

作者： Castro-Alonso, Juan C. Koning, Bjorn B. de Univ Chile Inst Educ Ctr Adv Res Educ Santiago Chile Erasmus Univ Dept Psychol Educ & Child Studies Rotterdam Netherlands

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A New Era towards More Engaging and Human-Like computer-based learning by Combining Personalisation and Artificial Intelligence Techniques 2018

A New Era towards More Engaging and Human-Like Computer-Base...

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23rd Annual ACM Conference on Innovation and Technology in computer Science Education (ITiCSE)

作者： Virvou, Maria Univ Piraeus Dept Informat Piraeus Greece

ISBN: (纸本)9781450357074

Engagement of learners in computer-based tutoring constitutes an important feature that is sought by learning applications to maximise the educational effectiveness. Moreover, the recognition of human emotions in interactive computer-based learning applications has also been considered important although it had been overlooked for many years in the past. In view of these, dynamic personalisation and a variety of artificial intelligence techniques offer new perspectives, insights and realistic results in rendering computer-based learning more human-like and engaging than it has ever been before. This talk will present and discuss research challenges and effective approaches towards a new era of personalisation and human-like behaviour of computer-based learning software. I will review the research advancements on this topic that have been achieved in the software engineering lab of our department. In particular, the talk will focus on the automatic analysis of computer observations in computer-based learning that are collected, taking input from at least three modalities of interaction, namely the keyboard, camera and microphone in conjunction with contextual information and are then used to draw inferences about the users' cognitive status, reasoning, social classmate behaviour, preferences and emotions. In return, the tutoring content and the user interface is automatically adapted accordingly to address the individual user's needs by making appropriate recommendations and presenting adaptive guidance. Contextual information differs depending on the kind of computer- based learning applications. As such, a diversity of paradigms of fully developed and evaluated computer-based learning systems, in our lab, will be presented and discussed to exemplify the above research in the context of virtual reality educational games, social network learning, mobile learning and multi-modal stand-alone learning, based on the combination of cognitive theories about human reasoning

关键词： computer-based learning personalisation artificial intelligence

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Development and Evaluation of a Malignant Hyperthermia computer based learning Project

Development and Evaluation of a Malignant Hyperthermia Compu...

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作者： Andrew Miller Southern Illinois University Edwardsville

学位级别：博士

Malignant hyperthermia (MH) is a potentially fatal, inherited disorder of muscle hypermetabolism that occurs after a person is exposed to commonly used volatile anesthetic agents (sevoflurane, desflurane, isoflurane) and/or the depolarizing muscle relaxant, succinylcholine (Diu & Mancuso, 2012). The MH mortality rate has decreased from 80% in the 1960s to less than 5% in 2006 due to increased clinical awareness of manifestations, pathophysiology, and improvement in perioperative monitoring (Rosenberg, Pollock, Schiemann, Bulger, & Stowell, 2015). Therefore, continuing education of perioperative staff is an integral part of proper MH preparedness. computer-based learning (CBL) modules have been shown to be efficient, inexpensive forms of education which can lead to greater knowledge retention than instructor-led courses (Harrington & Walker, 2004). A discordance with the Centers for Medicare and Medicaid Services (CMS) interpretive guidelines, 482.25(b)(8) in reference to drug interactions and treatment therapy provided the motivation for this project. A CBL module on MH was developed for a tertiary care center in central Illinois, and the effectiveness of the CBL on perioperative staff knowledge was evaluated. The CBL provided online education and training on the prevention, preparation, diagnosis, and treatment of MH. After one month, the CBL was taken by 124 participants with an average pretest score of 70% and an average post-test score of 93%. The results of this project suggested the CBL was effective in increasing perioperative staff knowledge on MH, which may help decrease morbidity and mortality should an MH reaction occur.

关键词： dantrolene continuing education perioperative nursing anesthetics/adverse effects muscle rigidity computer-based learning

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What Are We Looking for in computer-based learning Interventions in Medical Education? A Systematic Review

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JOURNAL OF MEDICAL INTERNET RESEARCH 2016年第8期18卷 e204-e204页

作者： Taveira-Gomes, Tiago Ferreira, Patricia Taveira-Gomes, Isabel Severo, Milton Ferreira, Maria Amelia Univ Porto Fac Med Dept Med Educ & Simulat P-4200319 Oporto Portugal Univ Porto Fac Med Dept Clin Neurosci & Mental Hlth Med Psychol Unit Oporto Portugal Univ Porto Fac Med Dept Clin Epidemiol Predict Med & Publ Hlth Oporto Portugal

Background: computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. Objective: In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. Methods: We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. Results: We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8%), text (64/251, 25.5%), Web conferencing (54/251, 21.5%), and instructional design principles (18/251, 7.2%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6%), knowledge, attitudes, and skills (11.8%), and online activity (12/212, 5.7%). About a quarter of the art

关键词： medical education internet-based learning computer-based learning e-learning b-learning systematic review

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Metacognitive Load - Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in computer-based learning

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EDUCATIONAL TECHNOLOGY & SOCIETY 2015年第4期18卷 172-184页

作者： Schwonke, Rolf Univ Freiburg Germany Dept Psychol Freiburg Germany

Instructional design theories such as the cognitive load theory (CLT) or the cognitive theory of multimedia learning (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed learning environments. In this theoretical paper, I will argue that cognitive resources-oriented theories such as the cognitive load theory might profit from extending their predominantly cognitive focus to one that additionally considers metacognitive and self-regulation demands. Empirical results on learning from multiple external representations and research on tool use are integrated to illustrate that computer-based learning environments usually pose a variety of cognitive, metacognitive and self-regulatory demands on learners which require knowledge and skills that learners often lack. Specifically, empirical findings suggest that most learners are unable to regulate their learning automatically. I thus argue that these activities consume working-memory resources as do activities that are closely related to schema construction. My article concludes with suggestions on how the concept of metacognitive load can be incorporated into resource-oriented theories such as the CLT to explain a wider variety of phenomena.

关键词： Cognitive load computer-based learning Metacognition Self-regulated learning Working memory

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Inventing motivates and prepares student teachers for computer-based learning

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JOURNAL OF computer ASSISTED learning 2015年第6期31卷 546-561页

作者： Glogger-Frey, I. Kappich, J. Schwonke, R. Holzaepfel, L. Nueckles, M. Renkl, A. Univ Freiburg Dept Psychol D-79085 Freiburg Germany Univ Educ Freiburg Dept Math Freiburg Germany Univ Freiburg Dept Educ Sci D-79085 Freiburg Germany

A brief, problem-oriented phase such as an inventing activity is one potential instructional method for preparing learners not only cognitively but also motivationally for learning. Student teachers often need to overcome motivational barriers in order to use computer-based learning opportunities. In a preliminary experiment, we found that student teachers who were given paper-based course material spent more time on follow-up coursework than teachers who were given a well-developed computer-based learning environment (CBLE), leading to higher learning outcomes. Thus, we tested inventing as an instructional method that may help overcome motivational barriers of teachers' use of computer-supported tools or learning environments in our main experimental study (N = 44). As a computer-based environment, we used the 'Assessment of learning strategies in learning journals'. The inventing group produced ideas about criteria to evaluate learning strategies based on student cases prior to the learning phase. The control condition read a text containing possible answers to the inventing problem. The inventing activity enhanced motivation prior to the learning phase and assessment skills as assessed by transfer problems. Hence, the inventing activity prepared student teachers to learn from a CBLE in a motivational as well as cognitive way.

关键词： assessment of learning strategies computer-based learning interactive learning environments invention as preparation for learning motivation teacher education

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False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning

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computerS & EDUCATION 2024年 208卷

作者： von Hoyer, Johannes F. Kimmerle, Joachim Cress, Ulrike Holtz, Peter Leibniz Inst Wissensmedien IWM Knowledge Media Res Ctr Tubingen Germany Univ Tubingen Dept Psychol Tubingen Germany Schleichstr 6 D-72076 Tubingen Germany

Previous research has shown that learners' subjective certainty in the assumed correctness of their false answers to a knowledge test increased after online learning. It is unclear, however, 1) whether this False Certainty Effect (FaCE) results from online learning per se, or 2) whether a FaCE results from people confusing their own knowledge with information available on the internet while searching the internet, and 3) whether any topic-directed activity can result in a FaCE, even if it is not obviously topic related. We conducted two computer-based experiments to answer these questions. In Experiment 1, participants (N = 135) were randomly assigned to either an online-search learning condition, a computer-based content-learning condition with preselected learning material, or a computer-based topic-exploration condition with no learningrelevant information. Across all conditions, there was an increase in false certainty after the activity. The FaCE was equally strong in the two learning conditions (online search and content learning) and minimal in the non-learning condition. In Experiment 2 (N = 87), we replicated the FaCE for a learning activity with pre-selected materials but did not find a spill-over effect to an unrelated topic. These results indicate that the FaCE is primarily an unwanted side effect of the knowledge acquisition that arises from brief computer-based learning activities.

关键词： False certainty Metacognition Online-search Overconfidence computer-based learning

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