Sahar Bokosmaty

Adaptive diagrams: A research agenda to explore how learners can manipulate online diagrams to self-manage cognitive load

This chapter presents an emerging research agenda focused on empowering learners to apply well-known instructional design principles, reserved mainly for application by instructional designers, to the design of diagrams to support their learning. Significant advances have been made in terms of developing design principles that can be applied to the design of diagrams to facilitate the efficient learning of diagrammatic information. However, little is known about how these design principles can be applied by learners themselves. In a technologically rich environment where learners can access a range of online diagrammatic information, we argue that it is imperative that learners’ are equipped with strategies on how to physically manipulate digital diagrams in ways that optimise their learning. This can be considered an example of human-centric visualisation. The chapter explains the theoretical basis for our research, presents two empirical studies and concludes with a discussion of our ideas to build on our current work as a future research agenda.

Learning Geometry Problem Solving by Studying Worked Examples Effects of Learner Guidance and Expertise

Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step guidance condition, students were provided with the solution steps required to reach the answer and the theorems used to justify the steps. In the step guidance condition, learners were only provided with the sequence of steps needed to reach the answer but not with the theorems explaining the steps. The problem-solving condition required learners to solve problems without any guidance. It was hypothesized that for students who had already learned the relevant theorems, the major task was to learn to recognize problem states and their associated solution moves. The step guidance condition should best facilitate such knowledge, compared to a problem-solving or a theorem and step guidance approach. For students who had not yet fully learned the theorems, the theorem and step guidance approach should be superior. Two geometry instruction experiments supported these hypotheses. Information concerning theorems should only be provided if students have yet to learn and automate theorem schemas.

Measuring attitudes toward plagiarism: issues and psychometric solutions

Purpose – The purpose of this paper is to address the issue of failing to psychometrically test questionnaire instruments when measuring university students’ attitudes towards plagiarism. These issues are highlighted by a psychometric evaluation of a commonly used (but previously untested) plagiarism attitudinal scale. Design/methodology/approach – The importance of psychometric testing is shown through an analysis of a commonly used scale using modern techniques (e.g. Rasch analysis) on 131 undergraduate education students at an Australian university. Findings – Psychometric analysis revealed the scale to be unreliable in its present form. However, when reduced to an eight-item subscale it became marginally reliable. Research limitations/implications – The main implication of this paper is that questionnaire instruments cannot be assumed to function as they are intended without thorough psychometric testing. Practical implications – The paper offers valuable insight into the psychometric properties of a ...

Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software

Human movement has been found to have positive effects on learning performance. This study examined the effects of using Dynamic Geometry Software (DGS) CABRI to manipulate geometric properties of triangles or observing those manipulations made by an instructor on learning geometric properties with DGS-CABRI. Participants were 60 year 5 students, who received instructions on geometric problems and were randomly assigned to three conditions: A condition in which they performed mouse movements to manipulate geometric properties of triangles, a condition in which they observed the teacher performing those manipulations, and a conventional condition in which they studied a static format of the learning materials without any manipulations. We hypothesized that learning conditions involving manipulations of geometric properties of triangles would result in lower cognitive load and higher performance on a retention and transfer test than the conventional condition. Moreover, we hypothesized that making manipulations of the geometric properties of triangles through mouse movements would be superior to observing those manipulations being made by an instructor in terms of cognitive load, retention- and transfer test performance. Whereas the first hypothesis was confirmed, the latter hypothesis was only confirmed for retention test performance. Possible implications for educational practice are discussed.

The method of educational assessment affects children’s neural processing and performance: behavioural and fMRI Evidence

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency.Educational neuroscience: Method of educational assessment mattersEach year, millions of students sit standardised educational tests; what they assess is similar, how they assess is not – affecting results. An interdisciplinary team led by Dr Steven Howard of Australia’s University of Wollongong monitored patterns of brain activity as 7–8 year old children undertook different forms of standardised assessment. Despite equivalent content in the tests, the methods of assessment engaged working memory networks differentially–with students’ performance declining the more these networks were engaged. These results show that educational assessments must consider not only what to assess, but how to optimally capture students’ emerging knowledge, skills, and abilities. Clear pre-identification of target abilities, followed by experimental evaluation of methods of assessment, can help ensure assessment results accurately reflect students’ true competencies.

Canadian university students’ gendered attitudes toward plagiarism

Abstract Prior research on plagiarism has indicated that men may have a greater predisposition toward academic dishonesty than women. However, little research has been conducted using psychometrically tested instruments to validate such claims. To address this gap, a survey was conducted with 377 undergraduate students at a Canadian university on their attitudes toward plagiarism using a psychometrically validated instrument (the Attitudes Toward Plagiarism Questionnaire – Revised). Using differential item functioning/Rasch analysis, no overall differences in attitudes toward plagiarism based on gender were found. A descriptive analysis of both men and women revealed that while only a concerning minority of students reported engaging in plagiarist behaviours; there was a tendency for students to take a permissive stance on plagiarism. These results are discussed within the wider context of plagiarism research in higher education.