Learner's Cognitive Process Research Articles

고전극 교육 제재로서 우희의 의의와 교육 방안

Objectives The purpose of this study is to analyze the current status of classical drama education in literature education and to clarify the significance of U-hui as a subject of classical drama education.
 Methods To this end, the content related to theater history presented as educational content in the literature curriculum was examined diachronically. In addition, the educational content related to theater history covered in current literature textbooks was analyzed by dividing them into explanatory materials, work materials, and learning activities in the textbook history section. Based on the structure of the revised educational goal classification system, a method for generating knowledge according to the development of the learner's cognitive process was presented.
 Results The influence of the syllabus and the period of the 4th curriculum on classical theater education leads to fixed knowledge, and in textbooks, academic discourse on theater history in the past is reproduced or knowledge that has formed an issue is avoided. Accordingly, the content of education was organized around the theater and commoners in the late Joseon Dynasty.
 Conclusions In order to solve this problem, the current academic discourse related to Woohee should be included, and the cognitive process in which learners evaluate knowledge and create new knowledge should be used as an educational method. Taking U-hui as a subject of classical drama education enables a change from the educational content centered on the common people in the late Joseon Dynasty to encompassing various eras and enjoyment classes. In addition, the change in teaching and learning methods that utilize research historical issues has significance in helping learners maintain an open attitude toward knowledge of the history of literature.

The impact of annotation on concrete and abstract visual representations in science education: testing the expertise reversal effect

This study investigates the effects of annotation on abstract and concrete visual representations in science education. Two studies were conducted: Study 1 investigated the interaction between annotation and visual representations. The results of this study demonstrated that in science learning, annotation with abstract visual representations was superior to annotation with concrete visual representations. Study 2 tested the expertise reversal effect in a three-factor design where the interaction among annotation, visual representation, and prior knowledge was measured. The findings showed that high-prior-knowledge learners performed better in the annotation-abstract visual condition than in the annotation-concrete visual condition where low-prior-knowledge learners showed the opposite outcome—confirming that the expertise reversal effect is at play in how science learners utilize visual information. The study has clarified the roles of prior knowledge, visual representation, and instructional strategy on learner cognitive processing in science education. This knowledge should prove useful for educators as they engage in the design and development of computer-based science learning.

Guiding the learner's cognitive processing of a narrated animation

In this study, three experiments were conducted to explore whether adding eye movement modeling examples (EMME) to a short narrated animation could facilitate visual processing during multimedia learning and learning outcomes, and whether the effects of EMME depended on the pace of lesson or prior knowledge level of the learners. In Experiment 1, college students viewed a system-paced animation on synaptic transmission that either did or did not include EMME. The EMME group paid more attention to relevant elements and performed better on learning outcomes. In Experiment 2, EMME facilitated visual processing and learning outcomes with system-pacing but not learner-pacing. In Experiment 3, both low and high knowledge learners showed improved visual processing and learning outcomes with EMME. In conclusion, adding visual signaling (or cueing) in the form of EMME can guide visual processing and improve learning outcomes in multimedia learning with a short lesson.

Searching for the role of emotions in e-learning

This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning). Three central research challenges concerning emotion in e-learning are: identification (e.g., what are the key emotions in e-learning?), measurement (e.g., how can we tell how strongly a learner is experiencing each key emotion during e-learning?), and explanation (e.g., what are the causes and consequences of the learner's emotional state during learning?). A useful goal of research on emotions in e-learning is to test an affective-cognitive model of e-learning with links among an e-learning episode, the learner's emotional reaction during learning, the learner's cognitive processing during learning, and the learning outcome.

Read-Think-Aloud Protocols: A New Data-Source for Formative Evaluation

Traditional approaches to formative evaluation include one-to-one trials which provide some information about revisions that are needed in instructional materials, but typically fail to provide sufficient information about the learner's cognitive processing problems while studying the materials. Read-think-aloud methods are a viable alternative to traditional one-to-ones and provide valuable information about the learner's cognitive processing while reading instructional text. In this paper we describe the read-think-aloud method of formative evaluation and offer suggestions for its use.

Evaluating Spatial Representations and Skills in a Simulator-Based Tutoring System

Performing exercises in a simulation-based environment is a convenient and cost-effective way of learning spatial tasks. However, training systems that offer such environments lack models for the assessment of learner's spatial representations and skills, which would allow the automatic generation of customized training scenarios and assistance. Our proposal aims at filling this gap by extending a model for representing learner's cognitive processes in tutoring systems, based on findings from research on spatial cognition. This article describes how the model is applied to represent knowledge handled in complex and demanding tasks, namely, the manipulation of the robotic arm Canadarm2, and, more specifically, how a training system for Canadarm2 manipulation benefits from this model, both by its ability to assess spatial representations and skills and to generate customized assistance and exercises.

Les apports de Wendy Halff à la didactique de l’oral (commentaire de l'article de Wendy Halff qui précède)

New dimensions in the didactics of oral English : the contribution of Wendy Halff This study reexamines leading pedagogical issues presented in one of the last articles of the late Ms. Wendy Halff, a recognized researcher in the field of didactics. We intend to comment and analyse these topics that include teaching practices based on language awareness, conceptualizing the target language as an organized, coherent system of signs, acknowledging short-and long-term objectives, and accounting for the obstacles inherent in second language learning by a French speaker, while considering requisites for teaching efficiency. Similarly we will attempt to set forth and comment on Ms. Halff s underlying psycholinguistic themes, such as her treatment of some typical phono-graphematic errors in relation to the learner's cognitive processing, and her interpretation of problem solving strategies in the learner's interlanguage as a whole.

The Content of L1 and L2 Students' Lecture Notes and Its Relation to Test Performance

The lecture notes of 129 Ll and L2 students were examined in terms of five indexes for the content of notes: (a) the total number of words and notations, (b) the number of information units, (c) the number of test questions answerable from the notes, (d) the completeness of the notes, and (e) the efficiency of the notes. Three stepwise multiple regression analyses of the data were conducted to identify which of the indexes predicted achievement on the postlecture quiz covering lecture concepts and details for (a) the Li note takers and the L2 note takers as a group, (b) the L1 note takers, and (c) the L2 note takers. Results suggest that L1/L2 note takers who scored high on the recognition measure compacted a large amount of the lecture material into propositional pieces of information and detected and recorded information that subsequently appeared on the postlecture quiz. Implications of the findings for pedagogy and note-taking research are suggested. Taking lecture notes is widely accepted as a useful strategy for augmenting student attention and retention of academic discourse. Note taking is intuitively appealing to both learner and lecturer alike and is generally viewed as one class of mathemagenic activity (Rothkopf, 1970) that facilitates the process of learning and retaining lecture material. The facilitative effect of note taking is thought to derive from one or both of two postulated functions: (a) the encoding function and (b) the external storage function (Di Vesta & Gray, 1972). Encoding (the process) supposedly aids learning and retention by activating attentional mechanisms and engaging the learner's cognitive processes of coding, integrating, synthesizing, and transforming the aurally received input into a personally meaningful form. The external storage function of note taking is seen as important because the notes (the product) serve as an external repository of information

Telling What Happened

Changes in theories and methods of language teaching may be perplexing to the English language teacher. Current stress on communicative functions and involvement of the learner's cognitive processes in language learning, though stimulating, has yet to be realized in generally accessible teaching material. Adopting an approach stressing the correlation of verb form and language function, the writer outlines some methods of teaching narrative. Emphasis is placed on the salient features of narrative, notably chronological sequence. Actual teaching material is used to show how tabulation and information transfer techniques can be employed to practice story-telling while also promoting the learner's understanding through his active participation in the learning activities with which he is presented.