1,720,960 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Game framework analysis and cognitive learning theory providing a theoretical foundation for efficacy in learning in educational gaming
Get PDFSeveral meta-analyses and studies have been undertaken in game-based research, which compare the efficacy of conventional teaching against the introduction of educational games into the classroom. The findings point to educational gaming providing teaching approach that allows for improved efficacy in learning and deeper conceptual understanding. But there is a paucity of research in terms of explaining ‘how’ and ‘why’ students learn from games. The mapping out the students’ experiences of learning, as a result of an economics gaming intervention, was achieved using research methodology called Interactive Qualitative Analysis (IQA). The findings of the IQA process were then further refined and developed into Game Framework Analysis (GAF) model which points to games providing a learning system that allows for deeper conceptualization of concepts and more meaningful application of knowledge. The question that arose was ‘How could this be possible?’ Part of the answer is provided by Cognitive Load Theory (CLT) which was developed by Sweller (1988). CLT examines the management of working memory in learning contexts and the resultant effects on learning. Games were found to have in their DNA, the ability to create complex learning environments that can manage the cognitive load in a way that facilitates an optimal usage of working memory, resulting in effective learning
GAF: From Design to Explanation of the Learning Process Using an Economics Gaming Intervention
No full textThe Game Analysis Framework (GAF), which was created to provide a visual representation of ‘how’and ‘why’ undergraduate students learn from the playing of educational economics games at tertiary level.GAF brings a unique perspective on the potential of games to provide a rich and complex learningenvironment because it focuses on the learning occurring within the game space. By introducingdeliberative activity via an economics gaming intervention, the students become behaviourally,emotionally and cognitively engaged which enables them to move theory from being abstract tomeaningful tools for deciphering economic reality
Games And Students: Perceptions And Evidence From A DUT Case Study
Get PDFThe poor performance of first year economics students across higher education institutions is a well-established phenomenon (Parker, 2006). The traditional response has been to analyse this poor performance using a production function where factors are identified and their influence measured. The problem, however, may not be solved entirely by looking at the factors, but at the production function i.e. the relationship between learning and the mode of delivery. This article seeks to challenge the traditional mode of lecture-based learning by introducing economic games into the formal tuition programme. The evidence collected during research indicates positive results in terms of students’ perceptions and performance
GAF : from a conceptual framework to a Model of Learning in Educational Gaming
Get PDFThere has been much debate in international literature on the effectiveness of educational games in student
learning. In the field of Economics, there has been growing evidence that games are an effective teaching pedagogy in increasing motivation and the retention of knowledge. However, very little is written on ‘how’ and ‘why’ students learn from these Economics educational games. The Game Analysis Framework (GAF) was designed as a conceptual lens that would provide a method for mapping out ‘how’ and ‘why’ students learn from playing educational games. GAF was initially developed from three models of game design based on an experiential and constructivist theory of learning. However, from the results of the study, this model had to be revised as other factors such as motivation, engagement and emotions became the core drivers of learning. The study’s results such as emotions necessitated a revision of the GAF model to include these new findings, highlighting the importance of non-cognitive factors in learning and how games harness these factors to create
a deliberative learning environment. It also causes one to perhaps move beyond the constructivist and experiential learning paradigms of learning by doing to learning by enacting knowledge – an enactivist approach
GAF: from design to explanation of the learning process using an economics gaming intervention
No full textThe Game Analysis Framework (GAF), which was created to provide a visual representation of ‘how’ and ‘why’ undergraduate students learn from the playing of educational economics games at tertiary level.
The seeds of educational environmental transformation lie in the transition of the traditional passive economics lecture into a setting where student participation is key to the process of learning beyond merely listening and taking notes. This means that the classroom evolves into an active learning environment where the students become co-constructors of knowledge and take ownership of their learning.
For this to occur we need to thoroughly examine the opportunities provided by an economics gaming intervention and GAF provides the lens through which we can explore the dynamic, active and tangible learning environment created by educational games.
In any educational game design consideration has to be given to the learning outcomes which need to be embedded within the curriculum and the DNA of the game for the intervention to facilitate deeper conceptual understanding of the economics topics.
GAF brings a unique perspective on the potential of games to provide a rich and complex learning environment because it focuses on the learning occurring within the game space. By introducing deliberative activity via an economics gaming intervention, the students become behaviourally, emotionally and cognitively engaged which enables them to move theory from being abstract to meaningful tools for deciphering economic reality
Decolonising South African agriculture : bringing dignity back to small-scale farming
Get PDFDecolonisation should include not only political independence, but also the return of factors of production to the formerly colonised people so that they can use them to participate meaningfully in the economy, facilitating their economic emancipation from former colonial rulers. This not only involves putting the factors of production back into the hands of the colonised but also empowering them to generate wealth. Hence, the re-balancing of the agricultural landscape to actively include small-scale agriculture is part of the decolonisation process. Returning viability and dignity to small-scale farming entails reconnecting people to the land. Therefore, African investments in agriculture need to be focused on small-scale farming so that income inequality and poverty can be alleviated. The paper proposes that the promotion of small-scale agriculture change achieves both the objectives of reversing the impact of colonialism and restoring dignity to Black farming, as well as providing quality employment within local communities. The paper does not suggest that every farm must be small-scale, but that every small-scale farm be given an equal opportunity to produce and contribute to the economy as these farms can provide business opportunities for marginalised groups, namely the youth and women. Hence, the question remains - Where does one acquire the resources and expertise to kick-start the recalibrating of agricultural production on a small-scale? The answer lies in a mixture of finance and business skills from firms through Corporate Social Investment that creates partnerships, both public and private, that sow the seeds of small-scale success.</jats:p
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