Understanding the role of prior knowledge in a multimedia learning application

Riaza Mohd Rias; Halimah Badioze Zaman

doi:10.14742/ajet.419

Understanding the role of prior knowledge in a multimedia learning application

Australasian Journal of Educational Technology ◽

10.14742/ajet.419 ◽

2013 ◽

Vol 29 (4) ◽

Author(s):

Riaza Mohd Rias ◽

Halimah Badioze Zaman

Keyword(s):

Individual Differences ◽

Prior Knowledge ◽

Transfer Test ◽

Memory Management ◽

Font Size ◽

Early Results ◽

Management Concepts ◽

Knowledge Group ◽

The Subject ◽

High Prior Knowledge

This study looked at the effects that individual differences in prior knowledge have on student understanding in learning with multimedia in a computer science subject. Students were identified as having either low or high prior knowledge from a series of questions asked in a survey conducted at the Faculty of Computer and Mathematical Sciences at University Technology MARA, Malaysia. The subject domain chosen for this study is a topic taught to undergraduates in the field of Computer Sciences, in the subject of Operating Systems, i.e., Memory Management Concepts. This study utilizes a multimedia application that is shown to a total of 257 students. Early results from the recall and transfer tests indicate that students' individual differences play a vital role in learning outcome. As expected, the low prior knowledge group scored significantly in the recall tests as compared to the transfer test, and the high prior knowledge group performed comparatively better in the transfer test. This suggests that educational designers who wish to foster learning and understanding should incorporate learners' prior knowledge as a design principle.

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How does prior explicit knowledge affect the efficacy of explicit instruction and feedback? The case of the personal a in L2 Spanish

Language Teaching Research ◽

10.1177/1362168816689802 ◽

2017 ◽

Vol 22 (4) ◽

pp. 379-397 ◽

Cited By ~ 1

Author(s):

Alyssa Martoccio

Keyword(s):

Prior Knowledge ◽

Explicit Knowledge ◽

Explicit Instruction ◽

Control Groups ◽

Grammaticality Judgment ◽

Personal A ◽

High Knowledge ◽

Knowledge Group ◽

High Prior Knowledge ◽

L2 Spanish

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish. On the pretest, participants ( n = 58) completed grammaticality judgment and picture description tasks, which found that learners had different degrees of receptive and productive command of the structure but had not mastered it above 90% accuracy. Based on pretest scores, participants were split into two groups: high prior knowledge (some receptive and productive command) and low prior knowledge (some receptive command only). On the posttest, half of each group was given computer-administered explicit instruction and feedback on the personal a followed by the two tasks. The control groups completed only the tasks. Results indicated that both instructed groups improved more than their respective control groups after treatment; however, while six individuals from the uninstructed high knowledge group improved over time on both tasks, no one from the uninstructed low knowledge group improved. Awareness results help to explain this difference, since both high prior knowledge and instruction with feedback were associated with higher levels of awareness. These results reveal a link between prior knowledge, awareness and the usefulness of instruction and feedback.

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Management Awareness And Strategies For The Contemporary African Manager Of Organizations

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v1i1.2966 ◽

2011 ◽

Vol 1 (1) ◽

Cited By ~ 1

Author(s):

Dayo Ade-Turton

Keyword(s):

Key Management ◽

Management Practices ◽

Human Being ◽

Topical Issue ◽

Font Size ◽

Organizational Life ◽

Social Settings ◽

Management Concepts ◽

Private And Public ◽

The Subject

This paper addresses a topical issue:  management awareness and strategies for the contemporary African manager.  The overall aim of the work is to provide a framework for improved management practices for the manager and the intervener in both private and public sectors.  This framework is not limited to the African manager but has a wider application for other managers of organizations.  In pursuant of this objective, relevant key management concepts are explored and discussed bearing in mind that the subject of management is a dynamic and universal phenomenon.  Emphasis is placed on the features of the endowed person and the potentials of the human being as the manager and as the most effective contributor to organizational life. The identified concepts and their properties are interwoven.  Other highlights are:  (i) the universality in the applications or practices of management; (ii) the peculiarity in the applications and practices of management in different environments or social settings; (iii) management practices, problems and prospects in the African settings (See Table I).  Cases cited and examples drawn are meant inter alia to strengthen the objectives of the study.

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Prior knowledge and other individual differences in the development of accuracy over the time-course of a pre-test/treatment/post-test study of instructed second language acquisition

Instructed Second Language Acquisition ◽

10.1558/isla.40608 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

James F. Lee ◽

Stephen Doherty

Keyword(s):

Individual Differences ◽

Second Language Acquisition ◽

Language Acquisition ◽

Prior Knowledge ◽

Time Course ◽

Test Study ◽

Instructed Second Language Acquisition ◽

Post Test ◽

Knowledge Group ◽

Test Treatment

Time-course data are temporal data that can be explored statically as an outcome measure of accuracy or dynamically from evolutionary and developmental perspectives. The present study examines the development and evolution of accuracy throughout the time-course of a pre-test/treatment/post-test study of instructed second language acquisition. The treatment is processing instruction (PI), which has a long history of positive results. PI research has overwhelmingly compared pre-test with post-test accuracy scores. The present study provides a fine-grained analysis as accuracy evolved and developed sentence by sentence. We analyse two sentence types: baseline active sentences and the target of instruction, passive sentences. Participants were divided into two groups, higher/lower prior knowledge, based on their pre-test scores processing passive sentences. Typically, PI research excludes higher prior knowledge participants, but here they are a comparison group. Our base measurement of development is an accuracy trend, defined as at least three correct answers in a row. We found that the number and length of accuracy trends increased over the time-course of the study and are affected by both sentence type and prior knowledge. The higher prior knowledge group always seems to have the advantage. Both prior knowledge groups benefit from instruction, but in different ways. We also found individual differences within the lower prior knowledge group: some participants benefited a great deal from instruction, some very little, and for some their accuracy with the baseline active sentences was temporarily destabilised.

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Feasibility and use of psychophysiological responses based on cognitive load theory

Australasian Journal of Educational Technology ◽

10.14742/ajet.4163 ◽

2019 ◽

Vol 35 (3) ◽

Author(s):

Jeonghyun Kim ◽

Il-Hyun Jo

Keyword(s):

Cognitive Load ◽

Prior Knowledge ◽

Pupil Size ◽

Task Complexity ◽

Low Frequency ◽

Pupil Dilation ◽

Psychophysiological Responses ◽

Knowledge Group ◽

High Prior Knowledge ◽

The Difference

The purpose of this study was to identify the feasibility of using the pupil dilation and heart rate variability (HRV), to diagnose learners’ changing cognitive load in a video learning setting. The pupil dilation and HRV of 23 participants were recorded during their learning progress, and the learning materials, including differences in task complexity, were presented to the groups of distinct prior knowledge. The results showed that the high prior knowledge group had lower pupil size than the low prior knowledge group, but the difference was not statistically significant. However, the ratio of low frequency to high frequency power (LF/HF ratio) was higher in the high prior knowledge group than in the low prior knowledge group throughout the entire learning process, and the two groups showed different arousal patterns. Overall, learners’ changing cognitive load could be measured and visualised based on psychophysiological responses, the types of cognitive load could be assumed by using the two indices in parallel, and this study raised practical issues to the use of pupil size as an indicator of cognitive load in video learning.

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Analisis Kemampuan Mahasiswa dalam Pemecahkan Masalah Matematis menurut Teori Polya

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v7i2.32 ◽

2016 ◽

Vol 7 (2) ◽

pp. 181-190 ◽

Cited By ~ 1

Author(s):

Netriwati Netriwati

Keyword(s):

Problem Solving ◽

Prior Knowledge ◽

Qualitative Method ◽

Mathematics Problems ◽

Simple Statistic ◽

The Subject ◽

High Prior Knowledge ◽

Low Ability ◽

Descriptive Qualitative

This research aimed to describe students’ ability in solving mathematics problems according to Polya theory. According to writer’s experience in the subject of basic mathematics, the students had low ability in solving mathemathics problems. Therefore, the writer used the descriptive qualitative method to analyze problem-solving of mathematics according to Polya theory of semester two of IAIN students. Test and interview were used in collecting data. Based on analysis of simple statistic, it was found that students, whose high prior knowledge thought algorithmically in solving the question of problem-solving of mathematics, could understand the problems correctly and fluently. Students whose moderate prior knowledge thought algorithmically and not completely solved the questions of problem-solving. Furthermore, students whose low prior knowledge thought heuristic in solving the questions of problem-solving of mathematics.

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SUBJECTS AND OBJECTS OF PUBLIC MARKETING

UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION ◽

10.31618/vadnd.v1i12.67 ◽

2018 ◽

Vol 1 (12) ◽

pp. 260-270

Author(s):

Yevgeny Victorovich Romat ◽

Yury Volodimirovich Havrilechko

Keyword(s):

Public Administration ◽

Municipal Government ◽

Executive Power ◽

Marketing Concept ◽

Public Authorities ◽

Public Marketing ◽

The Public ◽

State Management ◽

Management Concepts ◽

The Subject

The article is devoted to research of theoretical problems of the concepts of the subject and object of public marketing. The definitions of these concepts are considered in the article, the evolution of their development is studied. The article provides an analysis of the main approaches to the notion of subjects and objects of public marketing, their relationship and role in the processes of public marketing. The authors proposes concrete approaches to their systematization. These approaches allow us to identify specific types of public marketing and their main characteristics. Relying on the analysis of the concept of “subject of public (state) management”, it is concluded that as bodies of state marketing, most often act as executive bodies of state power. In this case, the following levels of marketing subjects in the system of public administration are allocated: the highest level of executive power; Branch central bodies of executive power; Local government bodies; Separate government agencies. It is noted that the diversity of subjects of public marketing is explained, first of all, by the dependence on the tasks of the state and municipal government, the possibilities of introducing the marketing concept of these subjects and certain characteristics of the said objects of state marketing. It is noted that the concept of “subject of public marketing” is not always the identical notion of “subject of public administration”. First, not all public authorities are subjects of state marketing. In some cases, this is not appropriate, for example, in the activities of the Ministry of Defense of Ukraine or the Ministry of Internal Affairs of Ukraine. Secondly, state marketing is just one of many alternative management concepts, which is not always the most effective in the public administration system.

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How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

Applied Cognitive Psychology ◽

10.1002/acp.3786 ◽

2021 ◽

Author(s):

Juliane Richter ◽

Amelie Wehrle ◽

Katharina Scheiter

Keyword(s):

Prior Knowledge ◽

The Poor ◽

Learning From Text ◽

High Prior Knowledge

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Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge

Journal of Experimental Child Psychology ◽

10.1016/j.jecp.2020.105079 ◽

2021 ◽

Vol 206 ◽

pp. 105079

Author(s):

Amanda Grenell ◽

Stephanie M. Carlson

Keyword(s):

Executive Function ◽

Individual Differences ◽

Prior Knowledge ◽

Knowledge Type

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Comprehension and Eye Movements in the Processing of Subject- and Object-Relative Clauses: Evidence from Dyslexia and Individual Differences

Brain Sciences ◽

10.3390/brainsci11070915 ◽

2021 ◽

Vol 11 (7) ◽

pp. 915

Author(s):

Marianna Stella ◽

Paul E. Engelhardt

Keyword(s):

Working Memory ◽

Individual Differences ◽

Eye Movements ◽

Relative Clauses ◽

Sentence Type ◽

Main Effect ◽

Subject And Object ◽

The Subject ◽

Processing Difficulty ◽

Object Relative

In this study, we examined eye movements and comprehension in sentences containing a relative clause. To date, few studies have focused on syntactic processing in dyslexia and so one goal of the study is to contribute to this gap in the experimental literature. A second goal is to contribute to theoretical psycholinguistic debate concerning the cause and the location of the processing difficulty associated with object-relative clauses. We compared dyslexic readers (n = 50) to a group of non-dyslexic controls (n = 50). We also assessed two key individual differences variables (working memory and verbal intelligence), which have been theorised to impact reading times and comprehension of subject- and object-relative clauses. The results showed that dyslexics and controls had similar comprehension accuracy. However, reading times showed participants with dyslexia spent significantly longer reading the sentences compared to controls (i.e., a main effect of dyslexia). In general, sentence type did not interact with dyslexia status. With respect to individual differences and the theoretical debate, we found that processing difficulty between the subject and object relatives was no longer significant when individual differences in working memory were controlled. Thus, our findings support theories, which assume that working memory demands are responsible for the processing difficulty incurred by (1) individuals with dyslexia and (2) object-relative clauses as compared to subject relative clauses.

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The Importance Of Gender And Facial Information Science On Information Systems Design

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v7i8.2325 ◽

2011 ◽

Vol 7 (8) ◽

Author(s):

Ralph Reilly ◽

Andrew Nyaboga ◽

Carl Guynes

Keyword(s):

Artificial Intelligence ◽

Facial Expression ◽

Facial Expressions ◽

Information Science ◽

Systems Design ◽

Font Size ◽

Men And Women ◽

Facial Information ◽

Computer Scientists ◽

The Subject

Facial Information Science is becoming a discipline in its own right, attracting not only computer scientists, but graphic animators and psychologists, all of whom require knowledge to understand how people make and interpret facial expressions. (Zeng, 2009). Computer advancements enhance the ability of researchers to study facial expression. Digitized computer-displayed faces can now be used in studies. Current advancements are facilitating not only the researcher’s ability to accurately display information, but recording the subject’s reaction automatically.   With increasing interest in Artificial Intelligence and man-machine communications, what importance does the gender of the user play in the design of today’s multi-million dollar applications? Does research suggest that men and women respond to the “gender” of computer displayed images differently? Can this knowledge be used effectively to design applications specifically for use by men or women? This research is an attempt to understand these questions while studying whether automatic, or pre-attentive, processing plays a part in the identification of the facial expressions.

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