Cognitive Learning Environment Research Articles

Virtual reality: an aid as cognitive learning environment—a case study of Hindi language

The objective of this research is to propose a dynamic composition of behaviour-rich interactive 3D scene as a virtual environment for cognitive support using visual and linguistic analytics. Based on the constructivist theory of learning through visual cognition by Winn (A conceptual basis for educational applications of virtual reality, Technical report TR 93-9, Washington Technology University, 1993), we propose our work with a grounding that visual data are easy to comprehend for a person having linguistic learning difficulties. Virtual reality provides an environment for learners to actively pursue their knowledge needs by applying their theories in the ‘real world’. Therefore, we focus our work on generating an interactive virtual environment. It decreases cognitive load for the person with difficulties in comprehension, especially in language reading, e.g. dyslexia. Our prior work related to the proposed research is named as Preksha—an automatic Hindi text visualizer. To the best of the knowledge of the authors, Preksha is the only known visualization work for an Indian Language, viz. Hindi. Belonging to morphologically-rich and free-word order Indian languages, this work on the Hindi Language is a novel interdisciplinary approach to develop a virtual environment for cognitive support. Application of an automatic text visualization with a suitable learning paradigm in a virtual environment is another novelty of this research.

Computational Thinking 기반의 인공지능교육 프레임워크 및 인지적학습환경 설계

Computational Thinking 기반의 인공지능교육 프레임워크 및 인지적학습환경 설계

Organising Cognitive Learning Environment in Teaching. The Case of Computer Technique Courses at Architectural Studies

Nowadays architects are challenged by constantly evolving technology and, in consequence, are provoked to explore undiscovered domains. The masterpieces of contemporary architecture would not be possible without advanced information technology. As a result, it evokes constant challenges and requirements of the education process.The paper, based on the author's pedagogical experience, addresses methods for teaching/learning of computer aided design in a changing and challenging educational setting. The impact of the Bologna Process and implementation of the Bloom's taxonomy on the assessments’ requirements are stressed. The results of students’ selected semester projects and workshops are presented, and teaching methods are discussed. Various modes of teaching applied in the projects are presented, including group work, workshop and problem based learning as compared to instructional courses. On the basis of the analytical, systematic overview of teaching experiences and approaches the paper concludes with posing some questions concerning the best methods to achieve intellectually satisfying results of high quality.

Addressing evaluation and assessment while delivering online learning for the Army

The author addresses questions of evaluating online learning for the Army. Specifically, is the customary Army “go/no-go” assessment applicable in an online environment? Are the traditional evaluations and assessment criteria applicable to the online learning environment? How will the role of the instructor determine the process in which evaluation is assessed or conducted? With supporting literature and documentation from the US Army Research Institute (ARI) for Behavioral and Social Sciences [Evaluating Decision Aiding Systems (Fact Sheet), Alexandria, VA: United States Army, 1999], the author describes studies that address the issues of assessment, the instructor's role, and new evaluation and assessment tools that are progressing learning strategies for soldiers in an online environment. While instructor and evaluators are managing a more proactive role, longitudinal field studies demonstrated the process of determining future learning outcomes in an online environment. The results support the premise that when learners are actively involved in collaborative learning, the outcomes can be as good as or better than those for traditional classes [J. Asynchronous Learn. (2000) http://www.aln.org/alnweb/journal/jaln-vol4issue1.htm.], but when individuals are not engaged in higher complex cognitive learning environments the results can be disappointing.