Marie Iding

How analogies foster learning from science texts

This article provides an introduction to extended text-based analogies used for instructional purposes in science textbooks. A theoretical framework for understanding learning via extended analogies is discussed, and examples of extended textual analogies are provided. Research which provides direction in how to optimally use analogies in science instruction is reviewed. Characteristics of good analogies, types of learners who might benefit from the use of analogies, and kinds of learning which might be facilitated are discussed. The issue of possible misconceptions generated via instructional analogies is addressed, in conjunction with suggestions for remediation. Finally, recommendations for effective use of analogies in text are made, suggestions for instructional practices accompanying textual science analogies are provided and directions for future research are suggested.

Instructional Analogies and Elaborations in Science Text: Effects on Recall and Transfer Performance

AbstractThe present studies compared the recall and transfer performance of subjects receiving an extended instructional analogy or elaborations in science text presenting the basic anatomy and physiology of the human eye. In Experiment 1, the analogy group performed better at far transfer and less well at intermediate transfer. No differences between groups were observed for explanative recall or nonexplanative recall. In Experiment 2, a within subjects design, both groups excelled on near and intermediate transfer corresponding to the first half of the text, and on far transfer corresponding to the second half of the text. As in Experiment 1, no differences emerged between groups on explanative or nonexplanative recall. Implications for design of transfer items and science text materials with elaborations and analogies are suggested and directions for future research proposed.

Research on task complexity as a foundation for augmented cognition

In order to implement real-time adaptive augmented cognition, one of the focal points of our present research involves understanding the dimensions of task complexity. Task complexity is a construct that has been used in many fields such as biology, computer science, and psychology. An objective of our current research effort is to be able to instantaneously assess change in the cognitive capabilities of people as they perform increasingly complex tasks. In order to address these broader goals, a better understanding of task complexity is needed. Specific questions we ask include: (1) What are the factors that contribute to task complexity? (2) What are effective ways to assess task complexity? and (3) How can task complexity be reduced in real-time tasks? In order to address these questions, we review literature related to task complexity across several domains such as user models, human computer interaction, human factors and instructional design.

Credibility: Norwegian Students Evaluate Media Studies Web Sites

This paper investigates Norwegian university students’ evaluations of web site credibility and site authors’ vested interests with respect to a text-based academic site and an informational site with commercial support. Credibility ratings were higher for some aspects of the academic site even though the non-academic sit was rated more highly in presentation design and currency. Negative correlations emerged between academic level and confidence in deciding web site credibility and in detecting misrepresentations.

Can Questions Facilitate Learning from Illustrated Science Texts

This research examines the effectiveness of using questions to facilitate processing of diagrams in science texts. Three studies assessed college students learning from science passages with questions about illustrations. Experiment 1 investigated the effect of replacing traditional figure captions in an ecology passage with captions which provide questions about illustrations. Experimental subjects did not perform better with questions as captions. An interaction occurred, with control subjects performing better on text‐only multiple‐choice items. Experiment 2 assessed the effect of placing questions about the illustrations directly in the text; however, no significant effects emerged. Experiment 3 replicated the investigation of the effect of placing questions about illustrations in the text, but with different materials. Contrary to predictions, the control group performed better on the multiple‐choice test than the experimental group, and both groups performed better on text‐and‐diagram multiple‐choi...

Audio Past Recording Software for Computer-Assisted Learning

Abstract Audio past recording software developed by D. Speitel in 1996 places audio events in a small random access memory buffer which is constantly being overwritten. The time duration of the buffer allows the user to ‘reach back into the past’ when they start the recording process to hard drive. The ‘present’ audio is sent immediately to hard drive. When the ‘present’ recording process is stopped, the buffered ‘past’ audio is inserted into the front of the audio file. This allows the user to selectively decide what they wish to record after they have heard it; hence the name Past Recording. This preliminary study examines the cognitive implications of this type of selective memory enhancement, as well as usage by high school students in a lecture situation. Implications in the audio and video realm are also discussed.

Contribution of Biosensors to Enhancing Performance for Users with Special Needs

This paper describes two lines of research addressing the use of biosensors for populations with disabilities. The first line of research focused on deriving changing cognitive state information from the patterns of data acquired from users with the goal of improving presentation of multimedia computer information. Detecting individual differences via performance and psychometric tools can be supplemented by using real-time physiological sensors such as eye tracking and pressure applied to a computer mouse. We describe a computer task that demonstrates how to identify cognitive state and discuss types of physiological and cognitive state measures and associated advantages and disadvantages. Adaptive information filtering is discussed as a model for using the physiological information to improve individual performance. In the second line of research we interviewed participants with disabilities in an engineering vocational training program about their needs and suggestions for assistive devices that incorporate biosensors.

Machine Interviewing for Assessing Student Learning

This paper describes how computer-based machine interviewing and recording devices can be used as formative and summative assessment tools in schools, in the context of electronic portfolios. We describe demonstration prototype instructional and assessment systems that have been developed at the University of Hawaii, including the Automatic Interviewer and Past Recorder. Instructional applications and future directions are described.