An Experimental Assessment of the Use of Cognitive and Affective Factors in Adaptive Educational Hypermedia

Tsianos, Nikos; Lekkas, Zacharias; Germanakos, Panagiotis; Mourlas, Constantinos; Samaras, George

doi:10.1109/tlt.2009.29

Cited by 32 publications

(25 citation statements)

References 21 publications

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“…The focus on the cognitive (and not the emotionality) aspects of test anxiety was driven by Hembree's (1988) meta-analysis and relevant research, demonstrating that the cognitive dimension (i.e., "worry") was the component of test anxiety that had the greatest negative impact on performance. The CTAS has been validated and used as a selfreport instrument in various settings, including the United States (e.g., Bourne, Arend, Johnson, Daher, & Martin, 2006;Cassady, 2004aCassady, , 2004bRamirez & Beilock, 2011), Great Britain (Kapetanaki, 2010;Putwain & Daniels, 2010), and Greece (Tsianos, Lekkas, Germanakos, Mourlas, & Samaras, 2009). Translation of the scale into Chinese (Chen, 2007;Zheng, 2010), Arabic for use in Kuwait (Cassady, Mohammed, & Mathieu, 2004), and Spanish for native Argentinians (Furlan, Cassady, & Perez, 2009) demonstrated that the scale was also valid across cultural contexts and useful for examining cross-cultural patterns of test anxiety.…”

Section: Assessment Of Ctamentioning

confidence: 99%

“…Leading research in the field has been historically developed in research programs from Germany, England, the Netherlands, and the United States. As mentioned before, progress with CTA research has been made, with cross-cultural validation work occurring in North and South America (Furlan et al, 2009), Europe (Putwain & Daniels, 2010;Tsianos et al, 2009), Asia (Chen, 2007;Zheng, 2010), and the Middle East (Cassady et al, 2004). While this international attention is vibrant and engaging, there is a growing awareness of the need to expand research to include explicit attention to the conditions of underrepresented cultural and ethnic groups.…”

Section: Present Investigationmentioning

confidence: 99%

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Validation of the Persian Translation of the Cognitive Test Anxiety Scale

Baghaei

Cassady

2014

SAGE Open

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The 17-item revised version of the Cognitive Test Anxiety Scale (CTAR-17) was translated into Persian to be used for Iranian students. In this study, we used the Rasch rating scale model to examine the psychometric qualities of the translated scale in terms of dimensionality, use of response category, sample appropriateness, and reliability. A total of 297 undergraduate university students were administered the CTAR-17. Results indicated that the scale enjoyed acceptable reliability and the 4-point category scale functioned optimally. Perfect fit to the Rasch rating scale model was achieved once four items were deleted from the scale. Findings suggest that a 13-item brief version of CTAR-17 in Persian is a valid measure of cognitive test anxiety and can be used in treatment programs and future cross-cultural research on test anxiety.

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Section: Assessment Of Ctamentioning

confidence: 99%

Section: Present Investigationmentioning

confidence: 99%

Validation of the Persian Translation of the Cognitive Test Anxiety Scale

Baghaei

Cassady

2014

SAGE Open

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“…Infrared monitor eye gaze tracking Human-Computer Interaction (HCI), which is limited by restrictions of user's head movement and frequent calibrations etc, is an important HCI method (Cheng et al, 2010, Hansen andQiang, 2010). This method measuring the effect of personalization could be the relationship of users' actual behaviour in a hypermedia environment with theories that raise the issue of individual preferences and differences (Tsianos et al, 2009). The notion that there are individual differences in eye movement behaviour in information processing has already been supported at a cultural level (Rayner et al, 2007), at the level of gender differences (Mueller et al, 2008), and even in relation to cognitive style (verbal-analytic versus spatial-holistic) (Galin and Ornstein, 1974).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A Neuroscience Approach in User Satisfaction Evaluation in Maritime Education

Papachristos¹,

Nikitakos²,

Lambrou³

2013

TransNav

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The evaluation with the use of neuroscience methods and tools of a student's satisfactionhappiness from using the e-learning system (e-learning platforms, e-games, simulators) poses an important research subject matter. In the present paper, it is presented a research on course conducted in the Marine Training Centre of Piraeus. In particular, this research with the use of a neuroscience tools-gaze tracker and voice recording (lexical analysis), investigates the amount of satisfaction of the students using Engine room simulator (ERS 5L90MCL11, Kongsberg 2003 AS) by monitoring the users' eye movement and speech in combination with the use of qualitative and quantitative methods. The ultimate goal of this research is to find and test the critical factors that influence the educational practice and usability of e-learning marine systems and the ability to conduct full-time system control by the marine crew.

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“…Eye gaze movement and mouse moving pattern have shown impact on the Input and Understanding dimension. Tsianos et al [5] analyzed that eye gaze movement on certain document shows if someone prefers images or text while looking at documents. Similar to eye gaze tracking, Spada et al [6] are evaluating mouse movement patterns.…”

Section: A Learning Style Assessmentmentioning

confidence: 99%

Socialize online learning: Why we should integrate learning content management with Online Social Networks

Roreger

Schmidt

2012

2012 IEEE International Conference on Pervasive Computing and Communications Workshops

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Abstract-Lifelong learning is a common requirement in today's knowledge society. Traditional teaching approaches fail to deliver learning opportunities if combined with flexibility in time and place, which is another major requirement. Therefore, eLearning systems have evolved in the past decades to Computer-Supported Collaborative Learning and Adaptive Educational Hypermedia Systems. In parallel, the rise of Online Social Networks has changed information flow. In this paper, we revisit the state of modern eLearning systems from the perspective of users affine to Online Social Networks. We argue that the online community-building of social networks bears a significant potential to the attractiveness and success of technology-assisted learning. Therefore, this paper outlines essential building blocks for implementing an eLearning plugin for a commercial Online Social Network sites.

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An Experimental Assessment of the Use of Cognitive and Affective Factors in Adaptive Educational Hypermedia

Cited by 32 publications

References 21 publications

Validation of the Persian Translation of the Cognitive Test Anxiety Scale

Validation of the Persian Translation of the Cognitive Test Anxiety Scale

A Neuroscience Approach in User Satisfaction Evaluation in Maritime Education

Socialize online learning: Why we should integrate learning content management with Online Social Networks

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