Visual displays and contextual presentations in computer-based instruction

The effects of two instructional strategies, visual display and contextual presentation, were investigated in the acquisition of electronic troubleshooting skills using computer-based instruction. Three types of visual displays (animation, static graphics with motion cues, and static graphics without motion cues) were used to represent structures and functions of electronic circuits and trouble-shooting procedures. The first hypothesis was that animation would be more effective than static graphics, but that static graphics with adequate motional cues representing the dynamic aspects of the task would accomplish results similar to animation. Results supported this hypothesis. The second hypothesis was that context-dependent instruction would be more efficient than context-independent instruction for solving problems in similar contexts, but that context independent instruction would be more effective in solving problems encountered in different contexts. The results supported this hypothesis. A general conclusion of this study is that the use of visual displays and contextual presentation should be based on the learning requirements of the task and the expected roles of the strategy in the learning.When this study was conducted, he was with the U.S. Army Research Institute. The opinions expressed herein are the author's and do not express or imply the views of the U.S. Department of Education or the U.S. Army Research Institute.     

Selective use of animation and feedback in computer-based instruction

The effects of two computer-based instructional strategies—visual display and feedback type—were investigated in the acquisition of electronic troubleshooting skills. Animation was used to simulate the functional behaviors of electronic circuits and to demonstrate the troubleshooting procedures. The first hypothesis tested was that animated visual displays would be more effective than static visual displays if animation was selectively used to support the specific learning requirements of a given task. Results supported this hypothesis by showing that college students in the animated visual display condition needed significantly fewer trials than those in the static visual display condition. The second hypothesis was that the effectiveness of intentionally mediated feedback (knowledge of results or explanatory information) would be minimal if natural feedback—the system's automatic functional reaction to external inputs—was available and the subject had the basic knowledge needed to understand the system functions. The results supported this hypothesis. Overall, this study implies that instructional strategies, including visual displays and feedback, should be applied selectively based on the specific learning requirements of a given task. he works at ARI as a research fellow of the Universities of the Washington Metropolitan area. The opinions expressed herein are those of the authors and do not express or imply the views of the U. S. Army Research Institute or the Department of Defense. The authors would like to thank Eric C. Neiderman and Reginald Hopkins for their assistance with this study.     

Instructional conditions for using dynamic visual displays: a review

A review of research related to the learning effect of dynamic versus static visual displays in media-based instruction is presented. The analysis reveals that the dynamic visual display (DVD) is generally more effective than the static visual display (SVD). However, the research findings do not consistently support the superior effect of DVDs. These conflicting findings seem to be related to the different theoretical rationales and methodological approaches used in various studies and suggest that the use of DVDs should be determined selectively. From the literature review and theoretical discussions about instructional functions of DVDs, we propose six instructional conditions under which DVDs can be effectively used. The conditions are for: (a) demonstrating sequential actions in a procedural task; (b) simulating causal models of complex system behaviors; (c) explicitly representing invisible system functions and behaviors; (d) illustrating a task which is difficult to describe verbally; (e) providing a visual analogy for an abstract and symbolic concept, and (f) obtaining attention focused on specific tasks or presentation displays. Finally, several important considerations for the design and presentation of DVDs are discussed.     

Role of Mimeticism and Spatiality in Textual Recall

Four experiments were conducted to investigate the role of map spatiality and icon mimeticism in facilitating text recall. A secondary goal was to explore an assumption of the conjoint retention hypothesis, that the visuospatial component of working memory is involved in retrieving map information. We manipulated display conditions to evaluate the separate and combined effects of map spatiality and icon mimeticism on text recall. We also utilized a concurrent task paradigm to assess both the recognition of spatial displays and the recall of map feature information. The results of all four experiments point to the mimeticism of icons as the key attribute of maps for facilitating recall, rather than the spatial layout of the map when visual displays and text are presented simultaneously during encoding. We also found no evidence indicating that maps are processed in a more spatial manner than are lists. Copyright 2000 Academic Press.     

Intelligent tutoring and assessment built on an understanding of a technical problem-solving task

In this paper we describe Hydrive, an operational computer-based intelligent tutoring system built to help Air Force technicians develop generalizable skills for troubleshooting hydraulics systems. We use Hydrive as an example of how effective training and assessment is developed from a coherent understanding of a target task and how this understanding can be consistently represented in all aspects of a training/assessment instrument. We show how an organizing principle of expert behavior, active path analysis, is used to inform the design and content of the tutor's system, student and instructional models and the design of the tutor's interface. We conclude with information about Hydrive's field trial evaluation and some thoughts on knowledge acquisition and generalizability.     

应用表象训练技术提高弱智儿童表象清晰度和表象记忆实验研究

为提高弱智儿童表象清晰度和表象记忆能力,对北京地区48名弱智 被试进行的表象训练实验研究结果表明:被试整体训练后的清晰度和记忆成 绩均高于训练前的成绩,且差异显著;轻度与中度被试的清晰度成绩差异显 著;重度被试的记忆训练成绩均高于中度和轻度被试,且差异显著;高清晰组 的记忆成绩训练前后差异显著,低清晰组则不显著;说明表象训练技术对提 高弱智儿童的表象清晰度和记忆力是有效的,清晰度越高,对记忆提高的帮 助越大。在教学中,应加强和应用此项技术,提高认知能力,开发其潜能。     

Identification of effective visual problem solving strategies in a complex visual domain

Students in complex visual domains must acquire visual problem solving strategies that allow them to make fast decisions and come up with good solutions to real-time problems. In this study, 31 air traffic controllers at different levels of expertise (novice, intermediate, expert) were confronted with 9 problem situations depicted on a radar screen. Participants were asked to provide the optimal order of arrival of all depicted aircrafts. Eye-movements, time-on-task, perceived mental effort, and task performance were recorded. Eye-tracking data revealed that novices use inefficient means-end visual problem solving strategies in which they primarily focus on the destination of aircraft. Higher levels of expertise yield visual problem solving strategies characterized by more efficient retrieval of relevant information and more efficient scan paths. Furthermore, experts' solutions were more similar than intermediates' solutions and intermediates' solutions were more similar than novices' solutions. Performance measures showed that experts and intermediates reached better solutions than novices, and that experts were faster and invested less mental effort than intermediates and novices. These findings may help creating eye-movement modeling examples for the teaching of visual problem solving strategies in complex visual domains.     

Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students’ performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from “outside”), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.     

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.     

Two Mechanisms for Understanding Mathematical Concepts in Terms of Fictive Motions

This article discusses two mechanisms through which understanding static mathematical concepts (basic and more advanced mathematical concepts) in terms of fictive motions or motion events enhance our understanding of these concepts. It is suggested that at least two mechanisms are involved in this enhancing process. The first mechanism enables us to employ both the motor system and the visual system as two contributing cognitive resources to process the static concept. When one representation of a mathematical concept is transformed into another representation, there is a shift in the mode of processing. This shift facilitates the process of employing new cognitive resources such as the motor and visual systems. The second mechanism, which is a special form of mental simulation, enables us to simulate the process of formation of the static concept, which, in turn, makes it easier for us to understand the structure and properties of the static concept.     

高级家用电子产品维修智能化考核系统的研究

提出了一种基于单片机的电子产品维修训练与考核智能化系统方案 ,通过上位机和下位机构成主从结构的监控系统 ,实现对故障检修训练与考核的管理 ,包括随机设置故障、恢复故障及自动评分 .在上位机 ,能及时了解各下位机故障维修及考核的情况 ,实现了监控的实时性和灵活性 ,提高了工作效率及降低成本 .     

The role of motor processes in three-dimensional mental rotation: Shaping cognitive processing via sensorimotor experience

An extensive body of literature has explored the involvement of motor processes in mental rotation, yet underlying individual differences are less documented and remain to be fully understood. We propose that sensorimotor experience shapes spatial abilities such as assessed in mental rotation tasks. Elite wrestlers' and non-athletes' mental rotation accuracy and response times were measured in three different conditions: mental rotation (a), mental rotation with visual (b) and movement (c) interference. Results showed that both groups were equally affected by the visual interference task, as hypothesized from previous literature. However, the movement interference task impacted tremendously more wrestlers' mental rotation performance. These findings suggest that experts in motor activities rely heavily on motor processes in three-dimensional mental rotation problems solving, thus performing more poorly when simultaneously holding movements. The implications of this work in providing further evidence for the close tie between perceptive, motor and cognitive processes are discussed.     

Learning in tasks that incorporate natural versus unnatural mappings: An example using aircraft instrument comprehension

Mappings between the structure and function of a system or device affect the formation of accurate mental models. This study investigated the performance effect of a more natural cognitive mapping between instruments and aircraft on an aircraft instrument comprehension (AIC) task. Treatments for the experimental groups were identical except that aircraft instrument displays were modified slightly to incorporate natural and unnatural mappings between structure and function. Students who received natural mappings during instruction performed significantly better than those who received the standard treatment containing an unnatural mapping. Questionnaire responses confirmed the difficulty of interpreting the standard treatment. The results suggest that instruction for the AIC and similar tasks should be expanded to take into account learners' mental models and perhaps to encourage mapping strategies.     

Nonverbal Displays as Indicants of Task Difficulty

Accurately determining when students are having difficulty with cognitive tasks is important in educational settings. This study investigated whether college students emitted observable displays of cognitive difficulty when engaged in solitary problem-solving tasks. Participants high and low in self-monitoring tendencies were videotaped while solving both hard and easy problems. Ten-second segments of the videotapes were rated for displayed difficulty levels. Results indicate that college students do emit nonverbal displays indicating task difficulty: Students' displayed significantly less difficulty while solving easy problems than while solving hard problems. Results also indicated that the difficulty displays of low self-monitors were more discernible than the difficulty displays of high self-monitors. Copyright 2001 Academic Press.     

Effects of process-oriented worked examples on troubleshooting transfer performance

In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that (a) studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of time and mental effort during training and test, and (b) adding process information to worked examples would increase investment of effort during training and enhance transfer performance; whereas adding it to conventional problems would increase investment of effort, but would not positively affect transfer performance. The first hypothesis was largely confirmed by the data; the second was not: adding process information indeed resulted in increased investment of effort during training, but not in higher transfer performance in combination with worked examples.     

A review of the use of virtual reality head-mounted displays in education and training

In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.     

儿童观点采择的干预措施及对自闭症儿童教育的启示

观点采择有助于改善自闭症儿童社会交往障碍。国内常用的干预措施有角色扮演、认知训练和合作活动;国外常用的干预措施有视觉支持、位置交换、训练儿童对误解的理解能力等。     

高师公共心理学渗透心理健康教育思考与实践

心理健康教育渗透是解决高师公共心理学教学内容枯燥、教学方法单调、严重脱离教育和生活实际等问题的有效途径。基于重要性认识,提出了准确定位、目标融合,案例教学、体验为主,创新模式、三助为体等渗透路径,以及加强教材建设和师资培训等保障措施。     

Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning Mathematics

ABSTRACT— Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer.