Hybrid e-TextBooks as comprehensive interactive learning environments

An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the expectations of teachers with respect to e-TextBook functionalities, on the one hand, and the ILE functionalities offered by e-TextBooks, on the other hand. Next, together with teachers, we co-designed and developed prototype EPUB 3-based Hybrid e-TextBooks that make it possible to connect their learning content to smart devices in classrooms, leveraging both digital publishing and Semantic Web tools. Based on experimentation with our prototype Hybrid e-TextBooks, we can argue that a semantically enriched EPUB 3-based Hybrid e-TextBook is able to act as a comprehensive ILE, providing the tools needed by teachers in smart classrooms. Furthermore, expert observations and Smiley o’meter results demonstrate an effective impact on student cognition and motivation.     

Stories and stakeholders: how to explore the paradox of commercialism in sports

Abstract

In sports, nostalgic views on ‘the beauty of the game’ often clash with commercial interventions to make it fit the global sport media complex. This phenomenon also known as ‘the paradox of commercialism’, presents a unique challenge. This paper, which is based on a larger study of the FIA World Rally Championship (WRC), introduces a method on how to investigate this paradox. By discussing narrative inquiry and trans-local ethnography, as well as highlighting specific techniques used in the WRC study, the paper provides valuable methodological input into a special category of sports struggling with the relationship between commerce and tradition, namely those that are transnational and itinerant by nature, like the America’s Cup, the Champions League, world motoring championships, golf and pro cycling.     

Combat science: the emergence of Operational Research in World War II

World War II became known as the "wizard war" because the cycles of developing countermeasures and counter-countermeasures to the weapons deployed by all sides drove rapid technological change. However, technological innovation was not the only contribution scientists made to the war effort. Through Operational Research (OR)--the scientific scrutiny of new weapons, their deployment and relative efficiency--scientists also influenced how warfare itself was conducted. This new scientific field emerged in the UK, where it helped to tighten the defense against the Luftwaffe. It quickly spread to other aspects of the military machine, improving both antisubmarine campaigns and bombing strategy. But although this analytical approach to warfare offered military commanders a factual basis on which to base difficult decisions and deal with tactical and strategic uncertainty, it was not without controversy. Indeed, several recommendations that came out of OR sparked disputes over the allocation of resources and strategic priorities.     

Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills

Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences.     

Research in interactive technologies at the Children's Television Workshop

This article presents a model for integrating research into the software design process, based on the experience of the Interactive Technologies Division of the Children's Television Workshop. The model has three components: (a) using existing research literature to inform initial design decisions and suggest possible issues to be tested during the development of prototype products, (b) conducting in-house basic research studies to provide information unavailable in the published literature, and (c) conducting formative research studies on products in development to assess their usability and to ensure their effectiveness as learning tools. Issues in interpreting published studies are considered, and insights from the results of basic and formative studies conducted by the Interactive Technologies Division are also reviewed.He attended Cornell and received his Ph.D. from Rutgers University in developmental psychology and research design in 1988.She holds a Ph.D. in developmental psychology from the University of Michigan and has been researching and producing software at CTW for seven years.     

Realistic considerations in mathematical modeling of school arithmetic word problems

The aim of the present study was to collect in a systematic way empirical data about the (lack of) activation of real-world knowledge during elementary school pupils' understanding and solution of school arithmetic word problems. Ten pairs of word problems were collectively administered to 75 fifth-graders during a typical mathematics lesson. While the first item of each pair could be modeled and solved in a straightforward and unproblematic way by one or two simple arithmetic operations with the given numbers, the second problem could not be modeled and solved in such a way, at least if one seriously takes into account the realities of the context called up by the problem statement. An analysis of the pupils' reactions to these problematic word problems shows an alarmingly small number of realistic responses or additional comments based on realistic considerations.     

Development of single-session driving simulator-based and computer-based training for at-risk older drivers

A possible path towards preserving and remediating driving skills while aging is driver training. Previous studies have yielded mixed results with respect to various types of interventions, such as classroom-based training, on-road driving classes and functional abilities training. The present study-incorporated training features found to be effective in previous older driver training studies, into both a computer-based and driving simulator-based intervention. The purpose of the present study was to investigate the effect of both training formats on general driving ability and specific aspects of driving in older drivers at risk of reduced driving abilities. Additionally, the effect of training on perceived task demand was studied, and learning capacity was considered as an influencing factor on training effectiveness. A total of 31 older drivers were randomly assigned to three groups: driving simulator-based training, computer-based training, and an active control group. The participants completed a cognitive assessment including evaluation of learning capacity and a self-assessment of task demand in various traffic situations. Additionally, participants took a driving simulator assessment. Knowledge of road signs, general driving and specific aspects of driving (i.e., average speed, response time to hazards) improved with training, although improvement was found to be evenly strong in all groups. Learning capacity did not influence training effectiveness, and no difference was found in perceived task demand before and after training. The proposed methodology to evaluate training effectiveness, focusing both on clinically relevant and detailed transfer effects can serve as an example for further studies in the field of driver training.