Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning

Knipfer, Kristin; Mayr, Eva; Zahn, Carmen; Schwan, Stephan; Hesse, Friedrich W.

doi:10.1016/j.edurev.2009.06.002

Cited by 29 publications

(20 citation statements)

References 35 publications

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“…When IL is optimal and EL is low, learners can engage in knowledge elaboration processes (Kalyuga, 2009) like selfexplanation (Atkinson, Renkl, & Merrill, 2003;Berthold & Renkl, 2009) and argumentation (Fischer, 2002;Knipfer, Mayr, Zahn, Schwan, & Hesse, 2009) that impose GL and facilitate learning.…”

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confidence: 99%

Development of an instrument for measuring different types of cognitive load

et al. 2013

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According to cognitive load theory, instructions can impose three types of cognitive load on the learner: intrinsic load, extraneous load, and germane load. Proper measurement of the different types of cognitive load can help us understand why the effectiveness and efficiency of learning environments may differ as a function of instructional formats and learner characteristics. In this article, we present a ten-item instrument for the measurement of the three types of cognitive load. Principal component analysis on data from a lecture in statistics for PhD students (n = 56) in psychology and health sciences revealed a threecomponent solution, consistent with the types of load that the different items were intended to measure. This solution was confirmed by a confirmatory factor analysis of data from three lectures in statistics for different cohorts of bachelor students in the social and health sciences (ns = 171, 136, and 148), and received further support from a randomized experiment with university freshmen in the health sciences (n = 58).

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confidence: 99%

Development of an instrument for measuring different types of cognitive load

et al. 2013

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“…Hall and Bannon 31 propose a number of heuristic design guidelines targeted to creating interactive museum exhibits for children. Knipfer et al 32 present a framework for understanding informal learning in science exhibitions and explore the learning potential of related advanced applications.…”

Section: Durbinmentioning

confidence: 99%

A Steerable Multitouch Display for Surface Computing and Its Evaluation

Koutlemanis

Ntelidakis

Zabulis

et al. 2013

Int. J. Artif. Intell. Tools

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In this paper, a steerable, interactive projection display that has the shape of a disk is presented. Interactivity is provided through sensitivity to the contact of multiple fingertips and is achieved through the use of a RGBD camera. The surface is mounted on two gimbals which, in turn, provide two rotational degrees of freedom. Modulation of surface posture supports the ergonomy of the device but can be, alternatively, used as a means of user-interface input. The geometry for mapping visual content and localizing fingertip contacts upon this steerable display is provided, along with pertinent calibration methods for the proposed system. An accurate technique for touch detection is proposed, while touch detection and projection accuracy issues are studied and evaluated through extensive experimentation. Most importantly, the system is thoroughly evaluated as to its usability, through a pilot application that was developed for this purpose. We show that the outcome meets real-time performance, accuracy and usability requirements for employing the approach in human computer interaction.

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“…Propositional knowledge is a necessary but not sufficient condition for conceptual understanding (Marshall, 1995). Developing conceptual understanding also involves self-explanation and argumentation (Aleven & Koedinger, 2002;Fischer, 2002;Knipfer, Mayr, Zahn, Schwan, & Hesse, 2009). In the domain of statistics, guiding students into self-explanation as in MPM appears to enhance learning outcomes more than unguided self-explanation (Broers & Imbos, 2005;Broers, Mur, & Bude, 2005), most likely because unguided self-explanation requires students to find out themselves which are the relevant propositions in the subject matter.…”

Section: Theoretical Groundwork For Mpmmentioning

confidence: 99%

Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM)

Leppink

Broers

Imbos

et al. 2011

Journal of Statistics Education

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The method of propositional manipulation (MPM) aims to help students develop conceptual understanding of statistics by guiding them into self-explaining propositions. To explore taskand student-related factors influencing students" ability to learn from MPM, twenty undergraduate students performed six learning tasks while thinking aloud. The results indicate that whether students learn from MPM depends on their statistics proficiency level, the subject matter, the number of propositions in the learning task, and the instructions. MPM learning tasks should be tailored to the students" level of expertise and students should be instructed more than once to integrate all propositions in the learning task into their arguments.

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Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning

Cited by 29 publications

References 35 publications

Development of an instrument for measuring different types of cognitive load

Development of an instrument for measuring different types of cognitive load

A Steerable Multitouch Display for Surface Computing and Its Evaluation

Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM)

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