Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?

The effects of dynamic and static visualizations in understanding physical principles of fish locomotion were investigated. Seventy-five students were assigned to one of three conditions: a text-only, a text with dynamic visualizations, or a text with static visualizations condition. During learning, subjects were asked to think aloud. Learning outcomes were measured by tests assessing verbal factual knowledge, pictorial recall as well as transfer. Learners in the two visualization conditions outperformed those in the text-only condition for transfer and pictorial recall tasks, but not for verbal factual knowledge tasks. Analyses of the think-aloud protocols revealed that learners had generated more inferences in the visualization conditions as opposed to the text-only condition. These results were mirrored by students’ self-reported processing demands. No differences were observable between the dynamic and the static condition concerning any of the learning outcome measures. However, think-aloud protocols revealed an illusion of understanding when learning with dynamic as opposed to static visualizations. Furthermore, learners with static visualizations tended to play the visualizations more often. The results stress the importance of not only using outcome-oriented, but also process-oriented approaches to gain deeper insight into learning strategies when dealing with various instructional materials.     

Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement

This study aims to investigate how interactivity influence learners' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS's interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students' self-reported use of interactive functions, students' perceptions of the usefulness of interactive functions, and students' actual-use logs have some direct influences on students' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students' self-reported frequency of logging into the CMS, students' self-reported frequency of using the learner–instructor/learner–learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses.     

What's in a name? Ages and names predict the valence of social interactions in a massive online game

Multi-player online battle arena games (MOBAs) are large virtual environments requiring complex problem-solving and social interaction. We asked whether these games generate psychologically interesting data about the players themselves. Specifically, we asked whether user names, which are chosen by players outside of the game itself, predicted in-game behaviour. To examine this, we analysed a large anonymized dataset from a popular MOBA (‘League of Legends’) – by some measures the most popular game in the world.We find that user names contain two pieces of information that correlate with in-game social behaviour. Both player age (estimated from numerical sequences within name) and the presence of highly anti-social words are correlated with the valences of player/player interactions within the game.Our findings suggest that players' real-world characteristics influence behaviour and interpersonal interactions within online games. Anonymized statistics derived from such games may therefore be a valuable tool for studying psychological traits across global populations.     

Can we predict citation counts of environmental modelling papers? Fourteen bibliographic and categorical variables predict less than 30% of the variability in citation counts

We assessed 6122 environmental modelling papers published since 2005 to determine whether the number of citations each paper had received by September 2014 could be predicted with no knowledge of the paper's quality. A random forest was applied, using a range of easily quantified or classified variables as predictors. The 511 papers published in two key journals in 2008 were further analysed to consider additional variables. Papers with no differential equations received more citations. The topic of the paper, number of authors and publication venue were also significant. Ten other factors, some of which have been found significant in other studies, were also considered, but most added little to the predictive power of the models. Collectively, all factors predicted 16–29% of the variation in citation counts, with the remaining variance (the majority) presumably attributable to important subjective factors such as paper quality, clarity and timeliness.     

Teacher–families online interactions and gender differences in parental involvement through school data system: Do mothers want to know more than fathers about their children?

The integration of School Systems in K-12, opens new possibilities for online interaction among teachers, students, and their parents. This paper examines three years of teacher–student and teacher–parent online interactions in seven Israeli secondary schools during the implementation of a school system called Mashov (meaning “feedback” in Hebrew, as well as the acronym of “Immediacy, Transparency, and Supervision”). The three hypotheses were supported: (1) Consistent with the Diffusion of Innovation Theory (Rogers, 2003), findings revealed that implementation time positively influence both logging into the system as well as sending messages to and receiving messages from teachers, students, and parents; (2) Similarly to gender differences in offline parental involvement, the findings showed that compared to fathers, mothers have higher level of online parental involvement – they log more into the system and send more messages to teachers. Moreover, mother activity was in accordance with levels of teacher activity in the system; (3) Consistent with the approach of implementing changes in schools by expanding circles of interactions beyond the teaching staff, teacher entering of pedagogical data on a daily basis improved the use of the system by students and their parents. Students and parents' logins into the system was significantly higher in classes taught by high activity teachers than in classes taught by low activity teachers. It seems that students and parents in classes taught by high activity teachers regularly logged into the system in order to receive pedagogical information. We recommend that teachers and school administrators seek ways for augmenting the online activity of teachers and encourage fathers to have higher levels of parental involvement.