Learner's Memory Research Articles

Pengembangan Modul Adaptif Untuk Melayani Keanekaragaman Gaya Belajar Berbasis Universal Design For Learning

The dominant use of media and learning methods that only facilitate one learning style can affect the learner's memory. This development research aims to produce a module that can facilitate learning style. The research method used is the development method developed by William W. Lee and Diana L. Owens. The results of the development module have been validated by several experts and are categorized as ‘valid’ to be applied in learning. Based on interviews that have been analyzed using SWOT analysis, it shows that students who study history using the adaptive module feel glad and pleasent. It can be concluded that the developed adaptive module can be applied and be the innovation in learning

The Effect of The Mind Map Method on The Students’ Memory in Thematic Learning

Mind mapping is a method that can optimize students' memory, because it uses images, lines, colors, and symbols that can stimulate the child's double senses, in addition mind mapping can also maximize their brain abilities. The purpose of this study was to find out the influence of mind map method on the memory of learners in thematic learning in class IV MI Ma'arif NU 02 Tamansari. This research is a type of pre-experimental research conducted with the design of one group pretest posttest. The population in this study was all students in grade IV MI Ma'arif NU 02 Tamansari. Data collection techniques used in the form of observation, interviews, tests, and documentation. Test instruments use a type of short fill test that has been through the analysis of validity and reliability. Data analysis techniques use prerequisite test analysis in the form of normality and homogeneity test, and hypothesis test using statistical test paired sample t test. The results showed that the mind map method affects the memory of learners. This was demonstrated by Sig. (2-tailed) t test result with a significance of 0.000 less than 0.05. So, Ha was accepted and H0 was rejected, meaning that the mind map method affects the memory of the learners.

Measuring effectiveness of augmented reality‐based geometry learning assistant on memory retention abilities of the students in 3D geometry

AbstractMathematics is one of the fundamental subjects for engineering students. While learning mathematics, students often find it difficult or lose interest due to the complexity of the subject. Augmented reality (AR) could aid students to learn certain concepts or theories that were difficult to understand in the classroom and also has the capability to enhance the instructional/learning material. In this study, an AR‐based learning setting named geometry learning assistant (GLA) was developed to teach geometry to students in a mathematics course. GLA provides an interactive and immersive experience to the students that helped them to learn about 3D vectors and direction ratios. The application includes vector addition, cross product, position vector, direction ratios, and dot product with real‐time examples for better learning. Experimental research was organized to investigate the impact of AR intervention on learner's memory retention abilities and learning. Eighty 1st‐year polytechnic students participated in the study and they were divided randomly into two groups: experimental group (N = 40) and control group (N = 40). Students of the experimental group were made to learn using AR‐based GLA, whereas the students from the control group were treated using interactive simulation (IS). The experimental results showed that the learners from the experimental group have better memory retention abilities after 2 and 4 weeks of the learning activity. AR‐based GLA provided a 3D immersive learning experience to the students that enhanced their visualization of the core concepts, which additionally improved their memory retention abilities.

Effectiveness of Yoga on Memory of Learners in Secondary Level

This experimental research is evaluated the significance of Yoga on Memory of Secondary School Students, aged between 13 and 17 years. Pretest-posttest of control and experimental groups are designed for this study. The total seventy students were included equally in both control and experimental groups. Before the experiment the researcher administered a pre-test for measuring memory of the total seventy students which was measured through in terms of number of trials using Instructional Manual for Memory Drum ( Dr. Vivek Bhargava, Chairman, Harprasad Institute of Behavioural Studies, 41-12, Hardeep Enclave, Sikandra. AGRA(U.P.). And the same test was administered as post –test for both groups. The significance was measured through in terms of number of trials. To remove the difference statistically in the initial status of the two groups, the researcher analyzed the data with the statistical technique of Analysis of Covariance (ANCOVA). Thus both groups initial status had been equated. The main findings of the experimental study proved that the regular yoga practicing students develop the homeostasis of persons in a balanced manner. It helps to attain the complete self-realization. This study reveals that Yoga will assist to improve the students’ memory in a magnificent level. So, Yoga should be practiced for students in the schools of Kerala. Through yoga the students’ memory has increased.

Application of Brain Neural Network in Personalized English Education System

The Personalized Education System (PES) provides appropriate counseling pro-gram as per the different demands and the natures of learners. Its education quali-ty depends on the individuality to a great extent. The Brain Neural Network (BNN) can automatically analyze the learners’ profiles from their feedback data. In light of the above, this paper analyzes the forgetting curve of the learners in the system by building the brain neural network. Take the word memory in English learning as a study case. This curve will help customize the learning content for those learners precisely to hit their strides with a new high-rise personalized edu-cation. Experiment bears out that the forgetting curve generated by the BNN more adapts to the learner's memory law than the traditional universal Ebbinghaus memory curve. The new memory curve makes it possible to improve the effect of PES more effectively and the teaching principle more scientifically.

Assessment of Perception and Effectiveness of Concept Mapping in Learning Epidemiology.

Background and Objectives:Current programs in medical education technology concentrate mainly upon “how-to-teach.” The focus is needed on learner's memory retention too. An innovative strategy like concept mapping might be a way forward. The study was carried out to assess its effectiveness and to know students' perceptions.Materials and Methods:During community medicine classes, a student-group was sensitized on how to make and use concept maps out of taught contents. At the end of epidemiology exercises sessions, this group was given additional minutes to prepare concept maps, interact, and brainstorm followed by quick QA session. Others were taught same contents in conventional way. Performances of both groups were assessed in one immediate (term-ending) and one distant (preliminary) exam. Feedback was also taken from study group.Results:Study group consistently scored higher in both exams. Difference in scored mean marks was highly significant in term-ending-examination (P < 0.0001, t = 5.754, df = 121.9). Largely positive feedback was received on utility of concept maps in memorizing, confidence-boosting, and understanding subject. Felt need for innovations in conventional teaching-learning (T-L) was palpable.Conclusion:Time has come to start focusing on enhancing students' learning. Performance-enhancing utility of concept maps is proven and should be integrated in regular T-L.

감성측정 테크놀로지의 교육적 활용방안 탐색

감성이 기억 및 학습과 밀접하게 관련되어 있다는 최근의 연구결과와 학습의 정의적 측면에 관한 교육계의 높은 관심에도 불구하고 학습자의 감성에 기반한 교수방법이나 학습환경에 대한 체계적인 연구가 부족하다. 면대면 강의와 온라인 학습에서 감성의 역할을 이해하고 긍정적 감성을 촉진하기 위한 노력이 점차 증가하고 있으나, 학습자의 감성을 타당하고 신뢰롭게 측정하는 것은 여전히 도전적인 과제로 남아있다. 감성을 고려한 교육을 실천하기 위해서는 학습자의 기억에 의존한 자기보고식 감성측정도구의 제한점을 보완하는 것이 필요하다. 본 연구는 최근 교육학과 인접학문 영역에서 사용되고 있는 감성측정도구를 자기보고, 생리적 신호, 행동적 반응의 측면에서 조사하고 그 도구들이 교수학습 상황에서 어떻게 활용될 수 있는지를 논의하였다. 특히, 실시간으로 학습자의 감성을 편리하게 수집하여 분석할 수 있는 첨단 테크놀로지의 교육적 활용방안을 조사하였다. 이 연구는 향후 실제적인 교수학습 상황에서 감성의 역할을 규명하고 학습자의 감성 변화를 고려한 적응적 학습환경을 설계하는 데 크게 기여할 것이다. Recent research shows that emotion is closely related to memory and learning. Although a growing number of educators have high interest in affective aspects of learning processes and outcomes, there are few studies to investigate systematically instructional strategies and learning environments based on learners' emotion. Despite the efforts to understand the role of emotion and to facilitate positive emotion for meaningful learning in face-to-face and online environments, it is still a challenging issue to measure emotion in a valid and reliable way. To implement emotion-based education, it is essential to overcome the limitation of self-report surveys on emotion, which rely on the memory of learners. The current study surveyed emotion measurement tools, which are recently developed in education and other domains, in terms of self-report, neurophysiology, and behavioral responses. This study also discussed how emotion measurement tools can be used in authentic learning and teaching situations. Particularly, this study focused on cutting-edge technologies that would enable educators to collect and analyze learners' emotion easily in real-world contexts. This study will contribute to the research about the role of emotion in education and the design of adaptive learning environments that consider the change of learners' emotion.

A Context-based Support System of Mobile Chinese Learning for Foreigners in China

Taking advantage of the improving Mobile Web technologies, mobile language-learning systems plays an important role for self-learning, especially in the case of working people. Nevertheless, existing systems do not support learners in studying or practicing language materials related with the current context. As it is known, the context related with surroundings can deepen the impressions and naturally explain the meanings of the sentences in a learner's memory, which leads to an easy and casual language-learning experience. To achieve this goal, a context-based support system of mobile Chinese learning for foreigners in China is proposed by this research. The system can provide a learner with Chinese-learning materials related with what he is doing or what he is going to do. Besides, it also can generally adapt to learners’ profiles like many existing personalized e-learning systems. In the system, a context-based ontology is investigated to represent the knowledge that is used to support the process of matching context with suitable language-learning materials, and inference rules in the matching process are developed by Semantic Web Rule Language (SWRL). Four steps of the matching process are realized based on the knowledge representation method and the rules. The implementation of the prototype system shows that it can support the mobile Chinese-learning process by providing a learner with suitable learning materials related with the contexts of the task he/she is doing or going to do, his/her profile and mobile device, so that it can greatly improve the effect and efficiency of learning.

The Effects of Lesson Screen Background Color on Declarative and Structural Knowledge

This experimental investigation replicates previous investigations of the effects of left margin screen background color hue to signal lesson sections on declarative knowledge and extends those investigations by adding a measure of structural knowledge. Participants ( N = 80) were randomly assigned to receive 1 of 4 computer-based lesson treatments that consisted of color or no color lessons crossed with color or no color structural knowledge and declarative knowledge posttests. A disordinal interaction was observed, lesson color had a significant positive effect on the structural knowledge posttest (effect size d = 0.41) but had a non-significant effect on the declarative knowledge posttest ( d = –0.17). A memory context effect was not observed. Designers of screen-based instructional materials should consider the commonsense notion that screen background color hues that signal lesson sections will tend to more strongly overlay the lesson organization onto the learner's memory organization.

Achieving Language Competence with Affective Learning Activities

ABSTRACT In this article, a sequel to an earlier one on Affective Learning Activities (ALA), four premises are offered: (1) while the cognitive domain is essential to achieve learning, the affective domain is equally essential for the promotion of stimulating language practice; (2) imagination keeps people from boredom; (3) creativity or inventiveness enriches peoples' lives; and (f) affective themes (e. g., values, personal opinions and experiences, interests, imaginings and fantasies) categorize potentially rich content for stimulating language practice. A brief overview of the connection between imagination and the images stored in the learner's memory bank points out the classroom utility of affective themes. A rationale for tapping the students' creative abilities is given to clarify why ALA may be profitably used in the foreign language classroom. In addition, the article attempts to survey some of the affective themes that may be incorporated into classroom teaching materials. While this article suggests that several strategy models exist to facilitate the release of the learners' affective domain, one specific model, the Open‐Ended Sentence is described in detail. It is designed to elicit responses that will be charged with the learners' personal opinions, values, humor, and feelings. The ideal learning atmosphere the approach promotes ties into a recent concept described as the ‘flow factor.’

Some aspects of the correspondence between content structure and cognitive structure in physics instruction.

Forty subjects were divided at random into instruction (n = 28) and control (n = 12) groups to investigate the correspondence between the structure of the stimulus material (content structure) and the structure of a learner's memory during the learning (cognitive structure). Content structure was analyzed using digraph theory. Key concepts and their interrelations were the subject of analysis. All subjects were given achievement and word association pretests. Then, the instruction group read five sections of a text on Newtonian mechanics, one on each of 5 days. At the conclusion of each day, a word association test was administered. The achievement posttest was administered on the last day also. The control group did not receive instruction; these subjects received all tests. The structure of the content can be described as tight and formal according to digraph analysis. In the instruction group: (a) achievement increased significantly from pretest to posttest, (6) cognitive structure (word asociation data) changed considerably during instruction, (c) key concepts were interrelated more closely at the end of instruction than at the beginning, and (d) cognitive structure corresponded more closely to content structure at the end of instruction than at the beginning. Similar changes for the control group were not observed.