1,721,024 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
"Being There" : research on knowledge acquisition in virtual environments
No full textVirtuelle Umgebungen, die sich durch einen spielerischen Charakter auszeichnen, zielen auf einen Erlebnischarakter des Lernens und auf ein motivierendes Lernsetting ab. Generell sollte die Unterstützung des Wissenserwerbs in virtuellen Umgebungen deren drei wichtigste Merkmale berücksichtigen: die dreidimensionale Darstellung und die Interaktivität der dargestellten Wissensinhalte sowie Immersion des Lerners in die Umgebung. Die Immersivität des Mediums wird als das wesentliche Merkmal dieses Mediums angesehen. Im psychologischen Sinne äußert sich die Immersivität der virtuellen Umgebung im subjektiven Erleben von "Präsenz" oder "virtueller Präsenz" (ein Erleben des "Dort-Seins" oder "Being There"). Dieser spezifische psychologische Aspekt virtueller Umgebungen und sein Einfluß auf kognitive Prozesse des Lernens und Wissenserwerbs ist allerdings bislang noch wenig untersucht worden.
In zwei laborexperimentellen Studien wurde deswegen der Frage nachgegangen, wie das Verhältnis von Immersion zu Präsenzerleben zu bestimmen ist, wodurch der Wissenserwerb maßgeblich beeinflußt wird und inwieweit u.a. eine hohe/niedrige Immersion oder ein hohes/niedriges Präsenzerleben auf diesen einwirken. Die Ergebnisse zeigen, daß Lerner durch den Umgang mit einer höher-immersiven virtuellen Umgebung nicht in jedem Fall ein besseres Lernergebnis aufweisen und daß ein hohes Präsenzerleben zu kognitiven Konflikten bei den Lernern führen kann, die den Wissenserwerb beeinträchtigen können.Some virtual environments create a particular learning environment by offering a gamelike experience. They establish a highly motivating setting for learning and they intensely support experiental learning. In general, the support of knowledge acquisition in virtual environments should take into account the three main characteristics of these environments: the three-dimensional mode of the presentation of contents, the interactivity of the contents themselves and the user’s immersion into the environment. The immersion into the virtual environment is considered an essential feature of this medium. Psychologically the immersion manifests itself in the experience of "being there", which is usually described as "presence" or "virtual presence". However, this specific psychological aspect of virtual environments and its influence on cognitive processes in learning and knowledge acquisition has not gained too much attention in research so far.
Two experimental studies were designed to investigate the question, how the relation between immersion and presence is to be defined and to what extent high/immersion or high/low presence fosters knowledge acquisition. The results of the studies indicate that on one hand virtual environments increase learning success not in every case. On the other hand, the experience of higher levels of presence may lead to cognitive conflicts, which may impede knowledge acquisition
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Advancing understanding and assessment of learner-state characteristics associated with complex cognitive skill acquisition during learning with serious games
No full textSerious games, as one type of multimedia learning environments, are widely assumed to foster the acquisition of complex cognitive skills. However, while the potential of serious games is well founded in theory, empirical evidence for this claim is scattered. One reason for this can be seen in the application of largely inadequate assessments relating to complex cognitive skill acquisition. Secondly, learner-state characteristics (such as learner engagement and learning-centred emotions) during learning can affect learning outcomes in serious games. The interrelations between learner-state characteristics, however, have largely been neglected in research so far. This lack of research can partly be explained by the difficulties of assessing learner-state characteristics during learning.
This thesis addresses these shortcomings in three empirical studies. The first study introduces an assessment focused on complex cognitive skill acquisition, based on measuring the development of learners’ mental models. Moreover, two components of learner engagement are tested in relation to the development of mental models, using a learning analytics approach as an online assessment. Self-monitoring (pertaining to the component of cognitive-behavioural engagement) was found to be the only significant positive predictor for the accuracy of mental models after a game. Based on this finding, the second study considers the interrelations between self-monitoring and the learning-centred emotions of enjoyment, boredom and frustration. The results reveal, firstly, that during learning with serious games, diverging temporal relations exist between self-monitoring and these different emotions. Secondly, boredom was found to have a direct negative effect on development of mental models after learning with serious games, whereas an indirect negative effect of frustration was detected via self-monitoring. The results of the second study also point to the issue of continuous emotion assessment during learning. The third study, therefore, investigates the potential for bodily expression to be used as a non-invasive online assessment tool to gauge learning-centred emotions during learning with serious games. Using a depth-image sensor, head posture, activity and upper-body posture parameters could be identified as indicators of enjoyment, boredom and frustration. In conclusion, this thesis not only provides deeper insights into how the learner-state characteristics of learner engagement and learning-centred emotions interrelate to affect acquisition of complex cognitive skills through serious games; it also extends the methodological toolkit that could be utilized in future research to investigate learner characteristics “as they occur” during learning with serious games and in other multimedia learning environments.Serious Games, als multimedialen Lernumgebungen, wird das Potential zugeschrieben, Lernende bei der Aneignung komplexer kognitiver Fertigkeiten zu unterstützen. Die empirische Befundlage stützt diese Annahme bislang jedoch nur teilweise. Ursachen hierfür werden zum einen in der oftmals inadäquaten Erfassung komplexer kognitiver Fertigkeiten gesehen. Zum zweiten können Lerner-Charakteristika während des Lernens mit Serious Games (wie Lerner-Engagement und lernbezogene Emotionen) erheblichen Einfluss auf das Lernresultat nehmen. Deren Zusammenwirken ist bislang jedoch noch unzureichend erforscht, wofür wiederum die hohen Anforderungen an die Erfassung solcher Charakteristika im Lernverlauf mitverantwortlich gemacht werden. Diese Dissertation widmet sich daher in drei empirischen Studien der Erfassung sowie der komplexen Wirkbeziehungen von Lerner-Engagement, lernbezogenen Emotionen und dem Erlernen komplexer kognitiver Fertigkeiten. In der ersten Studie wird zunächst die Erfassung komplexer kognitiver Fertigkeiten im Bereich Finanzkompetenz mittels mentaler Modelle vorgestellt. Darüber hinaus werden unterschiedliche Komponenten von Lerner-Engagement über Learning-Analytics Techniken während des Lernens mit einem Serious Game erfasst und in Hinblick auf die mentale Modellentwicklung untersucht. Die Ergebnisse zeigen, dass lediglich das zur Komponente des kognitiv-behavioralen Engagements gehörende Self-Monitoring ein signifikanter positiver Prädiktor für die Genauigkeit des mentalen Modells nach dem Spielen ist. Darauf aufbauend widmet sich die zweite Studie den Wirkbeziehungen zwischen Self-Monitoring und den lernbezogenen Emotionen Freude, Langeweile und Frustration im Lernverlauf. Hier zeigen sich zum einen unterschiedliche Dynamiken in den Beziehungen zwischen Self-Monitoring und den verschiedenen Emotionen. Zum zweiten können ein direkter negativer Effekt von Langeweile und ein indirekter negativer Effekt von Frustration (via Self-Monitoring) auf die mentale Modellentwicklung beobachtet werden. Die dritte Studie befasst sich schließlich mit der Problematik der kontinuierlichen Erfassung lernbezogener Emotionen im Lernverlauf. Unter Verwendung eines Tiefensensors wurde der Körperausdruck der Lernenden erfasst und mit selbst-berichteter Emotion während des Lernens mit dem Serious Game in Beziehung gesetzt. Dabei konnten Parameter der Kopfhaltung bzw. -bewegung sowie der Oberkörperhaltung als Indikatoren für Freude, Langeweile und Frustration identifiziert werden. Zusammenfassend tragen die Ergebnisse dieser Dissertation nicht nur zum Verständnis von Lerner-Charakteristika im Lernverlauf in Serious Games bei. Darüber hinaus werden auch Ansätze zur Erfassung dieser Charakteristika aufgezeigt, die künftige Erforschung in diesem Bereich erleichtern kann
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