How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns

Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous visualizations. For tasks of intermediate difficulty, dynamic visualizations led to better classification performance than static-sequential visualizations, but not than static-simultaneous visualizations. To test whether the temporal aspects of presenting static-simultaneous visualizations (i.e., their permanent visibility) or their spatial aspects (i.e., their arrangement in rows) accounted for this effect, Study 2 investigated three additional static-simultaneous conditions. Seventy-five students viewed static-simultaneous visualizations presented either in columns, matrices, or circles. For tasks of intermediate difficulty dynamic visualizations outperformed pictures presented in columns, matrices, and circles, but not the rows format. Accordingly, for learning about locomotion patterns, dynamic visualizations are better suited than most, but not all static visualization formats. From a practical point of view, effort should be invested into the design of static-simultaneous visualizations to further optimize instructional materials.     

The effects of realism in learning with dynamic visualizations

Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched either realistic or schematic visualizations. Students' subjective task demands ratings as well as their performance in a multiple-choice test and a pictorial test clearly demonstrated the superiority of the schematic dynamic visualization. In Experiment 2, 83 students were given the two visualizations in four different orders of presentation. Students showed the same performance irrespective of whether they watched the schematic visualization twice, first saw the schematic and then the realistic visualization or vice versa. Only students, who watched the realistic visualization twice, had far lower learning outcomes. Contrary to our expectations, for both experiments, students' prior knowledge did not moderate the results.     

Student learning in science simulations: Design features that promote learning gains

This research examines science‐simulation software available for grades 6–12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6–12 student learning gains and losses using virtual laboratories and science‐simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarize the research‐based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research‐identified best practices. The overall goal was to consider where the most progress is being made in effective virtual‐lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1050–1078, 2011     

Multimodal Versus Unimodal Instruction in a Complex Learning Context

Multimodal instruction with text and pictures was compared with uni-modal, text-only instruction. More specifically, 44 students used a visual or a textual manual to learn a complex software application. During 2 103-116-min training sessions, cognitive load, and time and ability to recover from errors were measured. After training, the authors tested students' learning on trained and untrained tasks. The results for cognitive load, training time, and learning effects initially supported dual coding theory. The results show that even in this complex situation, multimodal instruction led to a better performance than unimodal instruction. That is, the multimodal manual led to a stronger mental model of the computer program, improved identification of window elements and objects, and speeded up the location of window elements and objects.     

Kant and information ethics

We begin with our reasons for seeking to bring Kant to bear on contemporary information and computing ethics (ICE). We highlight what each contributor to this special issue draws from Kant and then applies to contemporary matters in ICE. We conclude with a summary of what these chapters individually and collectively tell us about Kant’s continuing relevance to these contemporary matters – specifically, with regard to the issues of building trust online and regulating the Internet; how far discourse contributing to deliberative democracy online may include storytelling and appeals to the emotions; and whether or not search engine algorithms should be made public. We further highlight how certain chapters – especially as they incorporate more recent philosophical traditions such as phenomenology and cognitive psychology – develop a Kantian approach (or at least one that is both inspired by while simultaneously transforming Kant) to ethical issues in ICE, including the ethical implications of the on-going blurring of the border between the real and the virtual; designing software in light of distributed ethical responsibility; and trust-building in e-Science collaborations.     

Exploring the effects of multimedia learning on pre-service teachers’ perceived and actual learning performance: the use of embedded summarized texts in educational media

In light of the increased usage of instructional media for teaching and learning, the design of these media as aids to convey the content for learning can be crucial for effective learning outcomes. In this vein, the literature has given attention to how concurrent on-screen text can be designed using these media to enhance learning performance. The present study sought to examine whether utilizing concurrent on-screen summarized text (CST) could improve students’ learning performance while estimating their perception of performance when learning with educational multimedia content. Although the findings did not show a significant improvement in students’ performance on the retention test among the CST groups, students exhibited a considerable higher level of confidence toward their performance. The findings suggest that students who learned with CST educational media may have overestimated their performance. Further analysis and discussion are included.     

FluView and FluNet: Tools for Influenza Activity and Surveillance

Abstract

Online resources can assist with locating and monitoring the spread of influenza. The aim of this review is to describe two online tools for tracking influenza activity: FluView from the Centers for Disease Control and Prevention in the United States and FluNet from the World Health Organization. Overall, these freely available online resources for influenza activity and surveillance may be helpful to a range of audiences including health providers, local governments, hospitals, schools, librarians, travelers, and members of the general public.