Computer Based Learning Research Papers (original) (raw)

This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.

- by and +2
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- Information Systems, Psychology, Cognitive Science, Computer Supported Collaborative Learning

This paper reports on a case study exploring the reaction of learners to CBL material offering different routes based on identification of VARK learning styles. It discusses the strengths and weaknesses of CBL and the concept of learning style. Courseware demonstrating the use of images and video clips within the presentation software PowerPoint was created with four different routes to appeal to learners with visual, aural, reading and kinaesthetic (VARK) preferences. This was trialled with 30 student teachers for whom the material was deemed appropriate in level and context. It was found that VARK preferences could not be reliably identified and that providing different routes only appeared to have a marginal impact on learners" comfort with the material and no appreciable impact on measurable learning outcomes. Instead more traditional design concerns such as structure, navigation as well as clarity of sound and images appeared as more important to participants in the trials in a series of semi structured interviews. However, interest in VARK is valuable if it focuses the designer on using a mix of media in courseware and if it provokes discussion of the properties of different media.

- by razali hassan
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- Learning Style, Case Study, Computer Based Learning, Learning Outcome

ABSTRACT Technology is the candle which brightens the way of learning. Teaching by using computers is not a new practice and is in vogue for over 80 years. Computers have become powerful technological tools for educational purposes. Students who can develop good mathematical skills will also be able to learn other skills more easily, become more successful than others and further their learning process. The effectiveness of Computer-Based Instruction for teaching mathematics to children with specific learning difficulties has not been tested yet. Therefore, this study aims to examine the effects of Computer-Based Instruction on children with mathematical learning difficulties by evaluating the results of studies conducted in different countries with the help of the meta-analysis method, which is defined as a subset of systematic reviews of experimental researches. Inclusion criteria have been used to determine which one of the examined studies would be included in the meta-analysis. The sample size of the study is 1364 for the experimental group and 926 for the control group. Consequently, it has been observed that Computer-Based Instruction had positive effects on children with mathematical learning difficulties.

- by Kazım Küçükalkan
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- Computer Science, Information Technology, Technology, Special Education

Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Digital Library The Guide. ...

- by David Parsons
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- Psychology, Computer Science, Educational Technology, Mobile Learning

Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a Metacognitive Learning Regulation Profile (MLRP) for each study media. Participants studied expository texts of 1000-1200 words in one of the two media and for each text they provided metacognitive prediction-of-performance judgments with respect to a subsequent multiple-choice test. Under fixed study time (Experiment 1), test performance did not differ between the two media, but when study time was self-regulated (Experiment 2) worse performance was observed on screen than on paper. The results suggest that the primary differences between the two study media are not cognitive but rather metacognitive--less accurate prediction of performance and more erratic study-time regulation on screen ...

- by Morris Goldsmith
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- Psychology, Cognitive Science, Experimental Psychology, Cognition

This study attempted to optimize a computer-based learning environment designed to teach learners how to solve word problems by incorporating an animated pedagogical agent. The agent was programmed to deliver instructional explanations either textually or aurally, while simultaneously using gaze and gesture to direct the learners to focus their attention on the relevant part of the example. In Experiment 1, learners presented with an agent delivering explanations aurally (voice plus agent) outperformed their control peers on measures of transfer. In Experiment 2, learners in the voice-plus-agent condition outperformed their peers presented with textual explanations on a variety of measures, including far transfer. In sum, an animated agent programmed to deliver instructions aurally can help optimize learning from examples.

- by Robert Atkinson
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- Psychology, Cognitive Science, Instructional Design, Educational Psychology

A D A M S A. M . ( 2 0 0 4 ) A D A M S A . M . ( 2 0 0 4 ) Journal of Advanced Nursing 46 , 5-12 Pedagogical underpinnings of computer-based learning Background. E-learning is becoming increasingly incorporated into educational programmes. Digital materials usually require a lot of investment in terms of time, money and human resources. With advances in technology, delivery of content has much improved in terms of multimedia elements. However, often only low-level learning is achieved as a result of using these materials. Aim. The purpose of this article is to give a comprehensive overview of some of the most important issues to consider when incorporating e-learning into educational programmes. Discussion. Computer-based learning has three components: hardware, software and 'underware', the pedagogy that underpins its development. The latter is the most important, as the approach adopted will influence the creation of computerbased learning materials and determine the way in which students engage with subject matter. Teachers are responsible for the quality of their courses and have a vital role in helping to develop the most appropriate electronic learning activities that will facilitate students to acquire the knowledge and skills necessary for clinical practice. Therefore, they need to have an awareness of what contributes to educationally effective, computer-based learning materials.

- by Adam Nur
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- Nursing, Educational Technology, Constructivism, Pedagogy

In this paper we focus on the hotel sectors and help them process these huge chunks of data in the form of customer reviews and help them derive useful information. The data pre-processing involves the scrapping of reviews from different sites and storing them and also check the correctness of the regular expression of the reviews. Our modelling employed includes three machine learning algorithms namely Naive Bayes, Support vector machine (svm) and Logistic regression. These three models improve the accuracy of the model as well as its robustness. The main idea of using these models are that the reviews are labelled so that the hotel management need not waste loads of time reading all the reviews. Instead the important reviews can be arranged based on their polarity and the important topic discussed in the review can be highlighted. So that it is easy for the management to analyse both the positive as well as the negative reviews. Sentiment polarity is incorporated to arrange the reviews based on the sentiment the review establishes. This paper helps the world to properly analyse the feedbacks and the reviews given by the customers.

- by Shreyas Renga
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- Discourse Analysis, Computer Science, Architecture, Sentiment Analysis

Increasing organizational investment in technology for training and learning underscores how important it is for researchers to understand and investigate technology-mediated learning (TML). However, the limited empirical data in this area fails to provide a consistent and comprehensive picture of the TML phenomena. A critical aspect missing from existing research is the focus on the learning process. In this paper, we articulate a theoretical model, based on Adaptive Structuration Theory, for TML that explicitly configures elements of the learning process, including team, technology, and learning technique structures. Existing TML research from the information systems (IS) and education literatures is summarized and research gaps are identified. The paper not only helps to explain inconsistencies in previous research, but also develops specific propositions for future research. The propositions stated in the paper represent the theoretical relationships among the constructs in the TML model. The model provides a vehicle for researchers, both in IS and education, to summarize and integrate existing research and theories and to guide future research in this important area.

This paper demonstrates a methodology for effectively integrating computer‐based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means of these capabilities. This analysis could inform the transition to technology‐rich

It is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement among 90 students from three different ninth-grade classrooms (an experimental group and two control groups). Study data were gathered with pre and post chemical-changes unit achievement (CCUA) Test, laboratory equipment test (LET), and unstructured observations. The collected data were analyzed using SPSS (version 16.0). Comparisons were made within and between groups. It was concluded that the developed virtual chemistry laboratory software is at least as effective as the real laboratory, both in terms of student achievement in the unit and students' ability to recognize laboratory equipment.

- by ZEYNEP TATLI
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- Science Education, Virtual Laboratory, Learning Environment, Computer Based Learning

As emphasis on Science, Technology, Engineering, and Math (STEM) initiatives increase, students are at a fragile point in their education. It is imperative that students learn core skills like computer programming and procedural logic necessary to living in today's increasingly digital society. Our new game Shapemaker solves these problems in game-based learning that incorporates an engaging augmented reality interface. ShapeMaker utilizes a table-based tactile interface that bridges physical actions with digital results, allowing players to learn basic concepts in programming by playing a card game. Shapemaker aims to transform the process of introducing new students to the world of programming and create a new, wider demographic of computer programmers. This article is a preliminary study of Shapemaker, documenting its concept, current design, and directions for development.

The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.

- by Fusun Akdag
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- Psychology, Cognitive Science, Educational Technology, Cognitive development

Abstract—In this paper, students' practices and performance were studied, while using a Learning Management System in a blended learning environment. This is a case study involving 117 students who attended an academic course based upon a blended learning approach, using an open source e-learning environment (Moodle). The course refers to ICT integration in education and has been reformulated to be offered in the context of blended learning. The course's methodology was mainly based on a problem solving approach. ...

- by Andromahi Filippidi and +2
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- Educational Technology, Web, Computer Based Learning, E Learning

Speech is a very natural and basic way in human-to-human communication. Here we are presenting design methodology of speech user interface for human computer interaction. The Speech User Interface (SUI) plays an important role in the field of education technology. It provides assistance to those, who are unable to operate computer with the traditional input devices like keyboard and mouse,

- by Urmila Shrawankar and +1
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- Human Computer Interaction, Educational Technology, Speech Recognition, Computer Assisted Learning

Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students' self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students' SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students' SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self-and other-regulation.

- by Jeffrey Greene
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- Psychology, Educational Psychology, Learning Environment, Academic Performance
- by Mary Helen Fagan
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- Information Technology, Education, Higher Education, Electronic Media
- by David Grunberg
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- Music Education, Signal Processing, Open Source Software, Science and Technology

L A T E X has been successfully used for typesetting widely different document format. However, the complexity of typesetting some commonly used documents, normally acts as a deterrent for various people, who would like to use L A T E X for their work. Over the years, I have noticed that students who come to L A T E X, eager in their anticipation of using L A T E X, loose their enthusiasm, midway, and revert back to using MS Word. In this article, I have tried to described my own experiences of typesetting a doctoral thesis using widely available packages; in the hope that students can see the the ease with which L A T E X can be used for complex work.

- by rohit vishal
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- Computer Aided Design, LaTeX, Computer Based Learning

Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a
Metacognitive Learning Regulation Profile (MLRP) for each study media. Participants studied expository texts of 1000–1200 words in one of the two media and for each text they provided metacognitive prediction-of-performance judgments with respect to a subsequent multiple-choice test. Under fixed study time (Experiment 1), test performance did not differ between the two media, but when study time was self-regulated (Experiment 2) worse performance was observed on screen than on paper. The results suggest that the primary differences between the two study media are not cognitive but rather metacognitive—less accurate prediction of performance and more erratic study-time regulation on screen than on paper. More generally, this study highlights the contribution of metacognitive regulatory processes to learning and demonstrates the potential of the MLRP methodology for revealing the source of subjective and objective differences in study performance among study conditions.

- by Rakefet Ackerman
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- Psychology, Cognitive Science, Experimental Psychology, Cognition

This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This ...

Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments.

- by Douglas Clark
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- Computer Science, Programming Languages, Education, Computer Science Education
- by Kate Wall
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- Educational Technology, Learning and Teaching, ICT in Education, Interactive whiteboard

Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi-experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation-based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided.

- by Han-Chin Liu
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- Science Education, Cognitive Load, Computer Simulation, Student Achievement

This study was carried out to study the existing paper-based system of receiving information and managing international student’s information at the Office of International Programme (OIP), University of Ibadan and to design an only student information management system that will help the OIP in managing international students’ information efficiently and effectively. Agile Methodology was adopted. System analysis was carried out in order to collect factual data, understand the process involved in the old system, identify problems and recommend feasible suggestions for improving the functioning of the system. In studying the existing system (paper-based), direct and indirect techniques were used in obtaining data for the analysis of the system. The problems of the existing system were identified and Online Student Information Management System was considered a possible solution to the problem of the existing system. The new system provides quick and efficient storage and retrieval o...

- by Wole Olatokun
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- Information Systems, Engineering, Chemical Engineering, Computer Science

Recent research demonstrates that many issues related to the structure of natural numbers and the relationship among numbers are not well grasped by students. In this article, we describe a computer-based learning environment called Number Worlds that was designed to support the exploration of elementary number theory concepts by making the essential relationships and patterns more accessible to learners. Based on our research with pre-service elementary school teachers, we show how both the visual representations embedded in the microworld, and the possibilities afforded for experimentation affect learners' understanding and appreciation of basic concepts in elementary number theory. We also discuss the aesthetic and affective dimensions of the research participants' engagement with the learning environment.

- by Rina Zazkis
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- Number Theory, Learning Environment, Computer Based Learning, Elementary School

During the past two decades a variety of approaches to support argumentation learning in computer-based learning environments have been investigated. We present an approach that combines argumentation diagramming and collaboration scripts, two methods successfully used in the past individually. The rationale for combining the methods is to capitalize on their complementary strengths: Argument diagramming has been shown to help students construct, reconstruct, and reflect on arguments. However, while diagrams can serve as valuable resources, or even guides, during conversations, they do not provide explicit support for the discussion itself. Collaboration scripts, on the other hand, can provide direct support for the discussion, e.g., through sentence openers that encourage high quality discussion moves. Yet, students often struggle to comply with the rules of a script, as evidenced by both the misuse and nonuse of sentence openers. To try to benefit from the advantages of both of these instructional techniques, while minimizing their disadvantages, we combined and experimented with them within a single instructional environment. In particular, we designed a collaboration script that guides student dyads through a process of analyzing, interrelating and evaluating opposing positions on a contentious topic with a goal to jointly generate a well-reasoned conclusion. We compare a baseline version of the script, one that only involves argument diagramming, with an enhanced version that employs an additional peer critique script, implemented with sentence openers, in which student pairs were assigned the roles of a proponent and a constructive critic. The enhanced version of the script led to positive effects: student discussions contained a higher number of elaborative moves and students assessed their argumentation learning more positively.

- by Armin Weinberger
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- Student Assessment, Computer Based Learning, Instructional Science

Computer Based Learning (CBL) is a method of teaching which uses computers to teach students of all levels in a more interactive manner. Previous research work has illustrated how CBL can be incorporated in the lecture or studio type of environment where it was seen to improve not only the students' interest levels but also their grade results [1]. The concept of using interactive virtual instruments is introduced and the development of these through Graphical User Interfaces (GUIs) and Data Acquisition systems (DAQs) presented. The use of these GUI stimulates the students in a new visual and interactive way that normal laboratory methods simply cannot. When this system is employed in conjunction with current Problem Based Learning (PBL) methods the benefits that may be achieved have been widely recognised . An interesting testimony to this reasoning for the use of CBL is presented in the work of Dimmick and the work of Mehrabian . The latter work indicates that 55 % of our judgment is based on visual factors. The former work suggested that 75% of people have a preference for visual methods of learning. It is important to define what is meant by the usefulness of CBL if advances in teaching effectiveness are to be made .

This paper considers the move toward and potential of building online communities, with a particular focus on the museum sector. For instance, the increase in the use of 'personalized' toolkits that are becoming an integral part of the online presence for learning organizations, like museums, can provide a basis for creating and sustaining communities. A set of case studies further illustrates working examples of the ways in which personalization and specific tools are developing collaborative spaces, community channels and group interactions.

- by Alpay Beler
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- Media Sociology, Sociology of Culture, Education, Cultural Sociology

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)—animated digital characters functioning to simulate human-peer-like interaction—might provide an opportunity to simulate such social interaction in computer-based learning. In this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition, social interaction, and Bandura’s social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives, we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary.

- by amy baylor
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- Teaching and Learning, Designing, Distributed Cognition, Social Cognition
- by Tshiya Msimanga
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- Analytical Chemistry, Chemical Education, Education, Mathematics Education

Practical sessions are the backbone of qualification in engineering education. It leads to a better understanding and allows mastering scientific concepts and theories. The lack of the availability of practical sessions at many universities and institutions owing to the cost and the unavailability of instructors the most of the time caused a significant decline in experimentation in engineering education over the last decades. Recently, with the progress of computer-based learning, remote laboratories have been proven to be the best alternative to the traditional ones, regarding to its low cost and ubiquity. Some universities have already started to deploy remote labs in their practical sessions. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well.

Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.

- by Susanne Lajoie
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- Psychology, Cognitive Science, Research Methodology, Educational Psychology

This special issue addresses the use of support devices in electronic learning environments. Five articles each discus a study or several studies where the use of support devices is not evident. Factors influencing the use of support devices are addressed: elements of the learning environment, characteristics of the learner, etc.The discussion of this special issue reflects in general on support in computer-based learning environments.

- by Geraldine Clarebout
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- Information Systems, Psychology, Cognitive Science, Electronic Learning

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final formulation of the score. The error is traced to the probability of answering a question by chance or based on an instinctive feeling, which does not enable the ascertainment of the knowledge of the whole background included in the question. In the present study, both MCQ and CRQ tests were given to examinees, in the framework of a computer-based learning system. Avoiding the procedure of mixed scoring, e.g. both positive and negative markings, a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The examination based on these ''paired" MCQs, by using a suitable scoring rule, when made to the same sample of students, on the same topics and with the same levels of difficulty, gave results that were statistically indistinguishable with the grades produced by an examination based on CRQs, while both the ''paired" MCQ test results and the CRQ test results differed significantly from those obtained from a MCQ test using positive-only scoring rule.

- by Denise Whitelock and +3
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- Learning and Teaching, Secondary Education, Knowledge building, Computers in Education

This paper forms part of a series concerned with the establishment of the mathematical competence necessary for the safe calculation of medication dosages and hence for safe and clinically effective nursing practice.It describes the preliminary work that led up to the development of a new computer based constructivist approach to teaching medication dosage calculation problem solving skills. This arose from

- by Keith Weeks
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- Problem Solving, Computer Based Learning

Qualitative simulation models can play a useful role in computer-based learning environments, since they explicitly represent the domain knowledge required for causal reasoning about system structure and behaviour. However, the amount of information in a simulation is often large, which makes it difficult to transform the computer's reasoning trace to effective explanations. Besides textual explanations, graphical representations play an important role in the communication of knowledge. For example, state-transition diagrams, causal networks, structural hierarchies, tables and graphs all use different visual primitives to create a context for communication, and to denote relationships between the different kinds of entities. Our goal is to develop generic mechanisms for automatic visualization of qualitative simulation models, and to integrate these into a framework for generating multimedia (text and graphics) explanations. Currently, we have developed an interactive model inspection tool, VisiGarp, which automatically generates several kinds of diagrams from a qualitative simulation model; a mouse and menu interface allows flexible switching between the different views on the model, providing both overview and detail. Further work includes layout optimization, aggregation and abstraction mechanisms, and integration of graphics and text generation.

- by Daniel Bodemer
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- Psychology, Epistemology, Visualization, Multimedia

This study is an attempt to investigate the effects of document structure and knowledge level of the reader on reading comprehension, browsing, and perceived control. Four types of texts are distinguished, differing in structure (linear text, hierarchical hypertext, mixed hypertext, and generative text). All the materials were on a PC. In all conditions, participants were allowed 1 h to read through the document. After completing the reading part of the experiment, they were asked to fill out the perceived control questionnaire followed by the reading comprehension test. As far as reading comprehension was concerned, knowledgeable participants had higher reading comprehension scores than non-knowledgeable participants only in the linear text. In addition, there were no significant differences in terms of the reading comprehension scores of the knowledgeable participants among the four topologies. However, the performance of non-knowledgeable participants differed with respect to the type of the topology. In particular, non-knowledgeable participants in the hierarchical and generative conditions performed better than those in the other two conditions. With respect to perceived control, the performance of knowledgeable and non-knowledgeable participants was equivalent in all four conditions. The results are discussed in terms of their implications for the computer-based learning.

- by Fethi Calisir
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- Information Systems, Psychology, Cognitive Science, Social Cognition

- by Satabdi Basu and +1
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- Computer Science, Programming Languages, Education, Computer Science Education

The crisis in science education and the need for innovative computer-based learning environments has prompted us to develop a multi-agent system, Betty's Brain that implements the learning by teaching paradigm. The design and implementation of the system based on cognitive science and education research in constructivist, inquiry-based learning, involves an intelligent software agent, Betty, that students teach using concept map representations with a visual interface. Betty is intelligent not because she learns on her ...

- by Nancy Vye
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- Cognitive Science, Science Education, Inquiry Based Learning, Formative Assessment

E-learning is an educational approach that combines different types of multimedia technologies to ensure better education experiences for students and teachers. Today, it is a popular approach among especially teachers and educators. In this sense, this paper describes a web based elearning system that was designed and developed to be used in the "Electrical Circuit Analysis" course of electrical engineering education given at Afyon Kocatepe University. The developed system includes many lesson content pages that include content texts and some interactive simulations designed with Flash technology. Furthermore, the system also employs some online communication and assessment tools developed for teachers and students. In order to evaluate its effectiveness, the system was actively used within an experimental evaluation process. According to the obtained results, the developed system improves students' achievements on the course of Electrical Circuit Analysis and provides an effective way in engineering education.

- by Utku Köse
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- Computer Science, Distance Education, MOODLE, Technical and Vocational Education