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Graduate students’ perspectives on using e-books for academic learning

Audio-Visual Media 2019年第1期56卷 75-91页

ABSTRACTABSTRACTThe purpose of this qualitative research was to explore (a) how graduate students interpret their experiences with the use of e-books for learning, (b) which reasons influence their preference for e-books or printed books when they learn, (c) how they perceive the impact e-books have on their learning, and (d) how they compare learning experiences between the use of a given printed book and an e-book containing similar content but also offering additional multimedia options. Participants consisted of 20 graduate students from one midsize university in the United States. The major findings of this research were that graduate students generally prefer using e-books to printed texts. When studying and preparing for an exam, however, graduate students will only supersede their familiarity with printed text if a given e-book offers similar content as the printed text and provides additional resources. Research implications and recommendations for future research were also provided.

关键词： Cognitive load theory dual coding theory e-books multimedia learning printed books

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Representation visuals' impacts on science interest and reading comprehension of adolescent English learners

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JOURNAL OF EDUCATIONAL RESEARCH 2018年第5期111卷 631-643页

作者： Ardasheva, Yuliya Wang, Zhe Roo, Anna Karin Adesope, Olusola O. Morrison, Judith A. Washington State Univ Tricities Dept Teaching & Learning 2710 Crimson Way Richland WA 99354 USA Washington State Univ Dept Educ Leadership Sport Studies Educ Counselin Pullman WA 99164 USA Washington State Univ Dept Teaching & Learning Pullman WA 99164 USA

This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed.

关键词： dual coding theory English learners former English learners science reading comprehension seductive details theory triggered situational interest well-developed individual interest

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Using visual pedagogy to help adult immigrant in Australia

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校园英语 2018年第18期 14-17页

作者：杜红亚商丘师范学院外语学院

This essay aims to analyze one Australia English class that is designed to aged immigrate *** target learners are aged people and this lesson aims to help learners engaged into Australia *** the beginning, four invest... 详细信息

关键词： immigration visual pedagogy Non-verbal aspect EAL immigrant adult program dual coding theory photo-novel approach comic strips/cartoon advertisement calendars and informational picture books

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Neural dichotomy of word concreteness: a view from functional neuroimaging

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COGNITIVE PROCESSING 2016年第1期17卷 39-48页

作者： Kumar, Uttam Sanjay Gandhi Postgrad Inst Med Sci Campus Ctr Biomed Res Lucknow 226014 Uttar Pradesh India

Our perception about the representation and processing of concrete and abstract concepts is based on the fact that concrete words are highly imagined and remembered faster than abstract words. In order to explain the processing differences between abstract and concrete concepts, various theories have been proposed, yet there is no unanimous consensus about its neural implication. The present study investigated the processing of concrete and abstract words during an orthography judgment task (implicit semantic processing) using functional magnetic resonance imaging to validate the involvement of the neural regions. Relative to non-words, both abstract and concrete words show activation in the regions of bilateral hemisphere previously associated with semantic processing. The common areas (conjunction analyses) observed for abstract and concrete words are bilateral inferior frontal gyrus (BA 44/45), left superior parietal (BA 7), left fusiform gyrus and bilateral middle occipital. The additional areas for abstract words were noticed in bilateral superior temporal and bilateral middle temporal region, whereas no distinct region was noticed for concrete words. This suggests that words with abstract concepts recruit additional language regions in the brain.

关键词： Abstract Concrete dual coding theory Context availability theory

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Exploring the superadditive effects of scent and pictures on verbal recall: An extension of dual coding theory

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JOURNAL OF CONSUMER PSYCHOLOGY 2010年第3期20卷 317-326页

作者： Lwin, May O. Morrin, Maureen Krishna, Aradhna Rutgers State Univ Camden NJ 08102 USA Nanyang Technol Univ Singapore Singapore Univ Michigan Ann Arbor MI 48109 USA

This research extends the dual coding theory of memory retrieval (Paivio 1969, 2007) beyond its traditional focus on verbal and pictorial information to olfactory information. We manipulate the presence or absence of olfactory and pictorial stimuli at the time of encoding (study 1) or retrieval (study 2) and measure the impact on verbal recall. After a time delay, scent enhances recall of verbal information, and scent-based retrieval cues potentiate the facilitative effect of pictures on recall. These results cannot be attributed merely to increased elaboration at the time of exposure. (C) 2010 Society for Consumer Psychology. Published by Elsevier Inc. All rights reserved.

关键词： dual coding theory Sensory Scent Pictures Memory

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Mental imagery and idiom understanding in adults: Examining dual coding theory

Mental imagery and idiom understanding in adults: Examining ...

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作者： Hung, Pei-Fang University of Oregon

学位级别：Ph.D.

This study examined idiom understanding in 120 neurologically healthy adults, ages 20-29 (20s Group), 40-49 (40s Group), 60-69 (60s Group), and 80-89 (80s Group) years old. Each participant was administered a familiarity task, definition explanation task, mental imagery task, and forced-choice comprehension task. Twenty idioms, 10 transparent and 10 opaque, were used with no supporting contexts. Participants were asked to rate the familiarity of each idiom, to provide a definition of each, to generate a mental image of each, and to select the best definition of each from among four options. It was predicted that younger and older adults would perform equally well on the comprehension task but that older adults would perform poorer than younger adults on the explanation task. Additionally, mental imagery of idioms was expected to become more figurative with advancing age, and participants were expected to perform better on highly familiar and transparent idioms than on less familiar and opaque ones. Participants rated all 20 idioms as highly familiar, with the lowest familiarity rating for participants in the 20s Group. No significant differences were found on the forced-choice comprehension task across the four age groups although the 20s Group scored the lowest among all age groups. The 60s Group performed significantly better than the 20s Group on the definition explanation task, but no significant differences were found between the other age groups. No significant differences were found in generating mental images between transparent and opaque idioms, and mental images tended to be figurative rather than literal for both types of idioms. The present study adds to our knowledge of idiom understanding across adulthood. Familiarity seemed to play a stronger role than transparency in idiom understanding in adults. Once an idiom was learned and stored as a lexical unit, people used the idiomatic meaning and generated figurative mental imagery immediately without acce

关键词： Idiom comprehension Mental imagery dual coding theory Aging Adult language Idioms Linguistics Speech therapy Cognitive psychology

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Students' Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions

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INTERNATIONAL JOURNAL OF SCIENCE EDUCATION 2015年第1期37卷 136-161页

作者： Cheng, Maurice M. W. Gilbert, John K. Univ Hong Kong Fac Educ Hong Kong Hong Kong Peoples R China Kings Coll London London WC2R 2LS England Univ Reading Reading Berks England

This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14-15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. dual coding theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure-behaviour-function relationship of the biological system was observed. This study suggests the importance of a consistent diagrammatic and verbal representation in communicating scientific ideas. Implications for teaching practice that facilitates learning with diagrams and address students' undue focus on spatial features of diagrams are discussed.

关键词： Visualization Structure-behaviour-function understanding dual coding theory Diagrammatic representation

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The moderating effect of imagery ability on perceived vividness: the case of HPV vaccine advertising in China

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CHINESE JOURNAL OF COMMUNICATION 2015年第2期8卷 177-195页

作者： Yang, Fan Guo, Steve Hong Kong Baptist Univ Sch Commun Kowloon Hong Kong Peoples R China Hong Kong Baptist Univ Sch Commun Dept Journalism Kowloon Hong Kong Peoples R China

This research investigates the effects of the relationship between imagery ability and pictorial appeal on vividness perception, free recall, and attitude. To investigate the potential effects of HPV vaccine advertising in mainland China, we conducted an experiment using a sample of 147 college female students who were randomly assigned to treatment and control groups. The results of the analyses showed that pictorial appeal and imagery ability exerts a joint impact on vividness perception, recall, and attitude. The subjects with high-imagery ability perceived more vividness when pictorial appeal was absent, whereas the cognitive performance of the subjects with low-imagery ability was mainly enhanced by pictorial presence. We found that whether a message was perceived as vivid or not was more a function of imagery ability than an attribute of the message. In addition, the findings indicated that vividness perception mediated this moderating effect. The implications for health communication theory and education are discussed.

关键词： health communication HPV vaccine advertisement health promotion imagery ability recall vividness effect dual coding theory

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dual-coding Strategy for the Chinese Characters Learners: Chinese PCS Editor 2nd

Dual-Coding Strategy for the Chinese Characters Learners: Ch...

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2nd International Conference on Learning and Collaboration Technologies (LCT) Held as Part of 17th International Conference on Human-Computer Interaction (HCI International)

作者： Chu, Chi Nung China Univ Technol Dept Management Informat Syst Taipei 116 Taiwan

ISBN: (纸本)9783319206097;9783319206080

This paper aims at developing a Chinese PCS Editing Processor with Picture Communication Symbols (PCS), Chinese Text-to-Speech Engine and recording engine to improve Chinese characters learners and learning environment for the children of elementary school. The design of Chinese PCS Editing Processor could reduce the complexity of making PCS teaching materials and time for the elementary school teachers and parents. This assistive technology design may have a range of convenient and efficient functions to support the children throughout learning process.

关键词： Computer assisted language learning Picture communication symbols Chinese PCS editor dual coding theory

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Students' Visualization of Metallic Bonding and the Malleability of Metals

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INTERNATIONAL JOURNAL OF SCIENCE EDUCATION 2014年第8期36卷 1373-1407页

作者： Cheng, Maurice M. W. Gilbert, John K. Univ Hong Kong Fac Educ Hong Kong Hong Kong Peoples R China Kings Coll London London WC2R 2LS England Univ Reading Reading Berks England

This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14-15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.

关键词： Metallic bonding dual coding theory Visual representation Students' learning

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