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Providing support for creative group brainstorming: taxonomy and technologies
No full text[[abstract]]This paper describes our plans and current work towards developing a user modelingbased learning environment for creative group brainstorming in qualitative domains. This research framework aims to guide the investigation and integration of different brainstorming activities, theoretical foundations and supportive technologies in order to benefit learning most. Intervention studies and system development are proposed to take place in parallel to ensure that the design of system behavior is informed by research results.
Hydrangea: A hybrid ontology directed feedback generation algorithm for supporting creative problem solving dialogues
No full textThe pilot study exploring the impacts of 3D compound virtual reality field trip on students' academic achievements
No full text[[abstract]]In this Pilot Study, we build the 3D Compound Virtual Field Trip (3D-CVFT) system by combining the Graphic-based VR and the Image-based VR. In the group discussion by instant message, the more active discussion performance, the lower score in 3D-CVFT Test. According to the replies of VFT system questionnaire, this pilot studies figure out the advantage of each kind of virtual reality technology, and the way of future work.
College science students' preferred-actual learning environment in a reform introductory earth science course
No full text[[abstract]]This study uses a survey instrument (Earth Science Classroom Learning Environment Instrument, ESCLEI) to conduct a pre- and post-treatment investigation to examine the undergraduate science students' preferred and actual learning environment perceptions in a reform introductory earth science course. The study results show that the science students expect to learn in a learning environment combining teacher-centered and student-centered approaches. However, the Preferred-Actual Spaces (PAS) indicates an expectation incongruence that the instruction did not match with the students' preference on student-centered learning environment in this course. This study finds that prior knowledge is the only factor that affects student learning outcomes in terms of their midterm and final exam scores. It is also noted that students and teachers perceive differently on whether the classroom environment is constructed as student-centered.
Exploring the impact of prior knowledge and appropriate feedback on students' perceived cognitive load and learning outcomes: Animation based earthquakes instruction
No full text[[abstract]]The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.
Knowledge, perceptions, and attitudes as determinants of youth's intentions to use bioenergy–a cross-national perspective
No full text[[abstract]]Development of modern bioenergy sector is an important step toward meeting societal demand for reducing CO2 emissions and supplying eco-friendly energy. Young students are the future decision-makers and they will play an important role toward transforming the present fossil fuel driven society into a renewable energy based society. The study aimed to explain young students' intentions to use bioenergy by considering their knowledge perceptions, and attitudes related to bioenergy in Finland, Taiwan, Turkey, and Slovakia. Data for this study came from a previous survey in these countries among 15-year-old 1903 school students. This study with the help of Principal Component Analysis revealed the dimensions of the students' perceptions of and attitudes related to bioenergy. One of the dimensions “pro-environmental intention” was used as the dependent variable in the Multiple Regression Analyses. Results indicated that students' intentions to use bioenergy were mostly guided by their perceptions of the socio-environmental aspects related to bioenergy. Individual level decision-making such as communicating and learning more about bioenergy was also important; however, with a low impact value. Results also suggested that the “critical–environmental” dimension had only minor influence on the students' intentions to use bioenergy. Students' level of bioenergy-knowledge especially those with a relatively higher level appeared to have a strong impact on their intentions to use bioenergy. Young students should be facilitated to become aware of bioenergy in order to influence their intentions to use it in the future.