Current Search:   Greenwood-Ericksen, Adams (x)

View All Items

  • CSV Spreadsheet
(1 - 3 of 3)
LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT
Title
LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT.
Creator
Greenwood-Ericksen, Adams, Hancock, Peter, University of Central Florida
Abstract / Description
Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and...
Show moreSynthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.
Show less
Date Issued
2008
Identifier
CFE0002087, ucf:47580
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002087
Psychophysiology meets computer science: predicting the magnitude of participant physiological response with machine learning
Title
Psychophysiology meets computer science: predicting the magnitude of participant physiological response with machine learning.
Creator
Parchment, Avonie, Wiegand, Rudolf, Matthews, Gerald, Yan, Xin, Abich, Julian, Greenwood-Ericksen, Adams, University of Central Florida
Abstract / Description
The present inquiry uses methods from psychophysiology and machine learning to reduce overall error in classification models. The field of psychophysiology, though rooted in decades of experimentation, has never reached the same level of precision as some aspects of medical inquiry. In fact, while some medical regression models, when determining some way to classify a patient's illness based on certain symptoms, can result in highly significant results with large effect sizes, equal levels...
Show moreThe present inquiry uses methods from psychophysiology and machine learning to reduce overall error in classification models. The field of psychophysiology, though rooted in decades of experimentation, has never reached the same level of precision as some aspects of medical inquiry. In fact, while some medical regression models, when determining some way to classify a patient's illness based on certain symptoms, can result in highly significant results with large effect sizes, equal levels are virtually unheard of in psychophysiology. The present investigation attempts to unravel some part of this mystery and determines some possible reasons for the difficulty in finding similar effect sizes, especially concerning methods that match participant state with physiological response. Of particular focus are two areas: baseline research and experimental data analysis methods. The role of baselining techniques in relation to overall quality of response is the first emphasis and this interest stems from the Law of Initial Value that indicates some relationship between baseline and experimental response. Though this relationship has been continually investigated and found to be lacking for many physiological measures, experimental condition heart rate response has been consistently shown to rely heavily on baseline response. This finding influences the second half of the present inquiry, which deals with the overall analysis of experimental data and the role that traditional statistics could play in the present problem. By comparing logistic regression and support vector models, it is expected that researchers would use the preferred method, based on their goals, to flag potentially highly influential cases that may greatly skew data and make modeling difficult. Additionally, demographic characteristics that could also help identify these influential cases in the future before modeling are shown.
Show less
Date Issued
2018
Identifier
CFE0007355, ucf:52106
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007355
The Effects of Presentation Mode and Pace on Learning Immunology with Computer Simulation: A Cognitive Evaluation of a Multimedia Learning Resource
Title
The Effects of Presentation Mode and Pace on Learning Immunology with Computer Simulation: A Cognitive Evaluation of a Multimedia Learning Resource.
Creator
Bradley-Radakovich, Kristy, Kincaid, John, Khaled, Annette, McDaniel, Rudy, Greenwood-Ericksen, Adams, University of Central Florida
Abstract / Description
Multimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching...
Show moreMultimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching immunology to novices in an instructional setting. The instructional mode and pace of the tool were manipulated, the three levels of each variable yielding nine experimental groups. The effects of mode and pace on workload and learning scores were observed. The results of this study did not support the theory-driven hypotheses. No significant learning gains were found between the configuration groups, however overall significant learning gains were subsequently found when disregarding mode and pace configuration. Pace was found to influence workload such that fast pace presentations significantly increased workload ratings and a significant interaction of mode and pace was found for workload ratings. The findings suggest that the learning material was too high in intrinsic load and the working memory of the learners too highly taxed for the benefits of applying the design principles to be observed. Results also illustrate a potential exception to the conditions of the design principles when complex terminology is to be presented. Workload findings interpreted in the context of stress adaptation potentially indicate points at which learners at maximum capacity begin to exhibit performance decrements.
Show less
Date Issued
2011
Identifier
CFE0004090, ucf:49150
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004090