For the purpose of exploring strategies for multimedia learning object (LO) suggestion in customizable language learning support systems, particularly suggestion for learners with visual and verbal cognitive style preferences, a learning style based experiment was conducted in a Japanese grammar course. The support system under examination offers two learner modes: Open mode, which provides learners with both visual and verbal LOs, and Style-Matching mode, which provides visual learners with only visual LOs and verbal learners with only verbal LOs. Ninety students were assigned to three groups on the basis of their visual/verbal learning styles preferences and their previously measured learning achievement. Experimental group A studied with Open mode; experimental group B studied with Style-Matching mode; and the control group studied with verbal LOs from the course textbook. Learning performance differences among the three groups were examined in terms of (a) learning perception (including technology acceptance measures, cognitive load and satisfaction with learning mode) and (b) achievement differences. The control group had significantly lower scores on visual tasks than experimental groups, but no significant differences in scores were found on verbal tasks among these three groups. Moreover, despite the learners' report of significantly higher distraction in Open mode, the learning motivation of learners with stronger visual style preference improved more in Open mode than in Style-Matching mode.
This study presents an ontology-based visualization support system for ebook learners which promotes both meaningful receptive learning and meaningful discovery learning. To examine the system effectiveness, two learning modes are used: (a) reception comparison mode, where at the outset learners are shown complete versions of expert-generated topic maps; and (b) "cache-cache comparison mode," where at the first stage of learning all information concerning relations is concealed, and at the second stage learners are encouraged to actively create those relations before comparing the learner-generated and expert-generated relations. The 50 control group participants studied in reception comparison mode while the 146 experimental groupparticipants studied in cachecache comparison mode. Differences in learning perception and achievement between the two groups are examined, as is the effect of learner expertise level on learning mode effectiveness. Although the control group reported significantly more pressure and less satisfaction than the experimental group, no significant learning achievement differences were found between the two groups. However, in cache-cache comparison mode, the performance of learners with low prior knowledge increased more than that of learners with high prior knowledge; on the other hand, for learners with high prior knowledge, no significant effect of learning mode on learning achievement was found.
In this paper, we propose an educational game framework allowing instructors to customise the game's learning content in the context of cyber-security, with the aim of ensuring learners are engaged with educational games. This can further support them continuing to acquire useful cyber-security knowledge, while playing with their peers. Based on this framework, a prototype digital game called "Cyberpoly" was implemented and evaluated. This game allows unfamiliar or potentially unappealing, 'dry' learning contents (on cyber-attacks and incidents) to be placed in a context similar to a "monopoly" game board, encouraging multiple players to take an active role when landing on various cyber-attack or incident squares. The learner can not only answer the questions generated by the game, but also actively send cyber-attacks to other players, when landing on another's land. Learner data was collected from 30 undergraduate participants, with results suggesting that most found it engaging and felt motivated to learn. Further to this, we also obtained feedback from two academic professors, to discuss not only game-play but also game element management.
In this paper, an experiment was conducted to study the learning performance when learning new knowledge in groups with an e-book system and a meaningful discovery learning support environment. The participants studied target new knowledge with an e-book in pairs; at first, all the knowledge points that appear in the e-book were displayed and learners in each pair were encouraged to actively create relations between the knowledge concepts together; after completing the task, they can compare their learner-generated relations with expertgenerated relations. The learning perception of one hundred and forty-three participants are analyzed and discussed.
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