Erol Ozcelik

An eye-tracking study of how color coding affects multimedia learning

Color coding has been proposed to promote more effective learning. However, insufficient evidence currently exists to show how color coding leads to better learning. The goal of this study was to investigate the underlying cause of the color coding effect by utilizing eye movement data. Fifty-two participants studied either a color-coded or conventional format of multimedia instruction. Eye movement data were collected during the study. The results indicate that color coding increased retention and transfer performance. Enhancement of learning by color coding was due to efficiency of locating corresponding information between illustration and text. Color coding also attracted attention of learners to perceptually salient information.

Why does signaling enhance multimedia learning? Evidence from eye movements

Previous studies have suggested that signaling enhances multimedia learning. However, there is not enough evidence showing why signaling leads to better performance. The goal of this study was to examine the effects of signaling on learning outcomes and to reveal the underlying reasons for this effect by using eye movement measures. The participants were 40 undergraduate students who were presented with either signaled or nonsignaled multimedia materials. Labels in the illustration were signaled by temporarily changing the color of the items. The results suggest that the signaled group outperformed the nonsignaled group on transfer and matching tests. Eye movement data shows that signaling guided attention to relevant information and improved the efficiency and effectiveness of finding necessary information.

Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: Using 2D barcodes

Online information sources, such as pictures and animations on web pages are frequently used for complementing printed course material in educational contexts. The concurrent use of online and printed information sources by students, however, requires going back and forth between physically separated course material, such as a course book and a computer screen, thus leading to suboptimal learning outcomes. Compatible with the principles identified by the recent theoretical frameworks for multimedia learning, mobile technology provides learners with the opportunity to bring online and printed course material close together. Mobile phones make online information available within a small desktop space, in close proximity to printed course material. The challenges that are relevant to text input methods can be overcome by the 2D barcode technology. This study investigates the use of camera-equipped mobile phone and 2D barcode technology as an alternative to the use of computer screen for complementing printed course material. The results of the experimental investigation suggest that, by facilitating the access to online information sources by 2D barcode tags on course books, mobile phones have the potential to enhance learning.

The effect of uncertainty on learning in game-like environments

Considering the role of games for educational purposes, there has an increase in interest among educators in applying strategies used in popular games to create more engaging learning environments. Learning is more fun and appealing in digital educational games and, as a result, it may become more effective. However, few research studies have been conducted to establish principles based on empirical research for designing engaging and entertaining games so as to improve learning. One of the essential characteristics of games that has been unexplored in the literature is the concept of uncertainty. This study examines the effect of uncertainty on learning outcomes. In order to better understand this effect on learning, a game-like learning tool was developed to teach a database concept in higher education programs of software engineering. The tool is designed in two versions: one including uncertainty and the other including no uncertainty. The experimental results of this study reveal that uncertainty enhances learning. Uncertainty is found to be positively associated with motivation. As motivation increases, participants tend to spend more time on answering the questions and to have higher accuracy in these questions. Highlights? We examine the effect of uncertainty on learning outcomes in game-like environments. ? Uncertainty enhances learning. ? Uncertainty is positively associated with motivation. ? As motivation increases, participants spend more time on answering the questions. ? As motivation increases, participants have higher accuracy in the questions.

Quantification of the Effects of Transcutaneous Electrical Nerve Stimulation With Functional Magnetic Resonance Imaging: A Double-Blind Randomized Placebo-Controlled Study

OBJECTIVE To evaluate the effects of transcutaneous electric nerve stimulation (TENS) by using functional magnetic resonance imaging (fMRI) in patients with carpal tunnel syndrome (CTS). DESIGN Randomized controlled trial. SETTINGS University medical center and an outpatient imaging center. PARTICIPANTS Female patients with CTS (n=20) were randomized into 2 groups receiving either TENS (n=10) or sham TENS (n=10). In both groups, an initial baseline fMRI session was performed via stimulating digits 2, 5, and 3 in turn, 1 scan run for each. TENS versus sham TENS treatment was given, and a repeat imaging was performed starting 20 minutes after the treatment as follows: second finger on the 20th minute, fifth finger on the 25th minute (ulnar nerve innervated control finger), and third finger on the 30th min. INTERVENTIONS Not applicable. MAIN OUTCOME MEASURE Differences in fMRI activation between the 2 groups were evaluated. RESULTS Our results demonstrated that 20 to 25 minutes after TENS treatment-but not in the sham TENS group-a significant fMRI signal decrease for digit 2 (post-TENS vs baseline) was observed in the secondary somatosensory regions, ipsilateral primary motor cortex (M1), contralateral supplementary motor cortex (SMA), contralateral parahippocampal gyrus, contralateral lingual gyrus, and bilateral superior temporal gyrus. Measurements on the 25th to 30th minutes for digit 5 were similar between the groups, with presence of activities in areas other than generally activated regions because of painful stimuli. Thirty to 35 minutes after TENS treatment, a significant fMRI signal decrease for digit 3 was detected in the contralateral M1 and contralateral SMA only in the TENS group. CONCLUSIONS Our findings showed that TENS treatment significantly decreased the pain-related cortical activations caused by stimulation of the median nerve-innervated fingers up to 35 minutes after treatment.

Gesture‐based interaction for learning: time to make the dream a reality

Introduction Research studies have shown that individuals who make hand gestures learn better than the ones who do not (eg, Alibali & Goldin-Meadow, 1993; Broaders, Cook, Mitchell & Goldin-Meadow, 2007). For instance, when children use their hands while they are explaining how they solve mathematical equivalence problems (eg, 6 + 4 +5 = _ + 5), they perform better in post-tests (Broaders et al, 2007). Comprehension and, consequently, memory are improved by these acts (Stevanoni & Salmon, 2005). In addition, gestures facilitate deep and long-lasting learning (Cutica & Bucciarelli, 2008).

Secondary-Task Effects on Learning With Multimedia: An Investigation Through Eye-Movement Analysis

ABSTRACT This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while studying the instructional materials, whereas the other half studied the materials, without spatial tapping. The results revealed suboptimal learning outcomes under the secondary task, which was accompanied by fewer transitions of gaze between the text and the figure. We propose that the suboptimal learning outcomes might be due to the disrupted processing of pictures, and possibly due to the less efficient integration, of the information gathered from the text and figures.

GUIs with Haptic Interfaces

While there are many studies regarding utilization of haptic feedback to enhance desktop GUIs and utilizing haptic devices as additional interfaces to improve performance in current interaction techniques, there are not many studies that uses haptic device as a primary input device. In this study, we present an experimentation conducted with 30 students, comparing performance of a haptic device with mouse to use a GUI elements commonly used with mouse gestures. This study is inspired by a system that utilizes both mouse and a haptic device, thus also taking task switching into consideration. We conclude that it is possible to achieve an acceptable performance with a haptic device in a desktop-like GUI but further study and experimentation is necessary.

The Effect of Split Attention in Surgical Education

Surgical education through simulation is an important area to improve the level of education and to decrease the risks, ethical considerations and cost of the educational environments. In the literature there are several studies conducted to better understand the effect of these simulation environments on learning. However among those studies the human-computer interaction point of view is very limited. Surgeons need to look at radiological images such as magnetic resonance images (MRI) to be sure about the location of the patient’s tumor during a surgical operation. Thus, they go back and forth between physically separated places (e.g. the operating table and light screen display for MRI volume sets). This study is conducted to investigate the effect of presenting different information sources in close proximity on human performance in surgical education. For this purpose, we have developed a surgical education simulation scenario which is controlled by a haptic interface. To better understand the effect of split attention in surgical education, an experimental study is conducted with 27 subjects. The descriptive results of study show that even the integrated group performed the tasks with a higher accuracy level (by traveling less distance, entering less wrong directions and hitting less walls), the results are not statistically significant. Accordingly, even there are some evidences about the effect of split attention on surgical simulation environments, the results of this study need to be validated by controlling students’ skill levels on controlling the haptic devices and 2D/3D space perception skills. The results of this study may guide the system developers to better design the HCI interface of their designs especially for the area of surgical simulation.

Haptic User Interface Integration for 3D Game Engines

Touch and feel senses of human beings provide important information about the environment. When those senses are integrated with the eyesight, we may get all the necessary information about the environment. In terms of human-computer-interaction, the eyesight information is provided by visual displays. On the other hand, touch and feel senses are provided by means of special devices called “haptic” devices. Haptic devices are used in many fields such as computer-aided design, distance-surgery operations, medical simulation environments, training simulators for both military and medical applications, etc. Besides the touch and sense feelings haptic devices also provide force-feedbacks, which allows designing a realistic environment in virtual reality applications.