Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design   总被引：1，自引：0，他引：1  

Björn B. de Koning  Huib K. Tabbers  Remy M. J. P. Rikers  Fred Paas 《Educational Psychology Review》2009,21(2):113-140

This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented.  相似文献   

The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations     

Tamara van Gog  Fred Paas  Nadine Marcus  Paul Ayres  John Sweller 《Educational Psychology Review》2009,21(1):21-30

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.

Tamara van GogEmail:

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The adjustment problems faced by international and overseas Chinese students studying in Taiwan universities: a comparison of student and faculty/staff perceptions     

John R. Jenkins  Fred Galloway 《Asia Pacific Education Review》2009,10(2):159-168

Over the last 15 years the number of international students studying at universities in Taiwan has increased dramatically; however, to date, there have been few studies that measured the cultural adjustment problems that this diverse group of students experience. To remedy this problem, this study gathered data from 1,174 international students and 189 faculty and staff members at 15 universities in Taiwan that described the extent of these problems in 12 different areas. Using independent sample t-tests and multiple regression analysis, this study found that the cultural adjustment problems experienced by international students were relatively minor, that faculty and staff consistently overstated these problems, and most importantly, problems with the English language explained more of the variation in both student and faculty and staff responses.  相似文献   

Self-directed professional development – Hope for teachers working in deprived environments?     

Emmanuel Mushayikwa  Fred Lubben 《Teaching and Teacher Education》2009

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development. Grounded theory analysis suggests seven themes underlying such decisions making, in turn representing two major attractors of self-directed professional development. These were identified as classroom efficacy, i.e. the ability to teach effectively, and professional efficacy, i.e. the ability to relate effectively within the teaching profession. This paper explores the potential of using these attractors to stimulate self-directed professional development within formal professional development programmes especially in disadvantaged communities.  相似文献   

Experienced teachers' informal learning: Learning activities and changes in behavior and cognition     

Annemarieke Hoekstra  Mieke Brekelmans  Douwe Beijaard  Fred Korthagen 《Teaching and Teacher Education》2009

In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in behavior and learning activities. Changes in conceptions appeared to correlate with the activities obtaining new ideas, experimenting with new methods, and reflecting on why certain teaching methods seem to be effective and others not. Only one teacher became more ASL-oriented in both behavior and conceptions. The apparent variation in teachers' informal learning should lead to differentiated support for teacher learning in the workplace.  相似文献   

Commentary—Serendipitous performance consulting: Five easy cases     

Fred W. Nickols 《Performance Improvement》2006,45(1):5-9

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Performance as intervention     

Fred Nickols 《Performance Improvement》2005,44(1):9-12

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运动损伤的心理学   总被引：10，自引：0，他引：10  

Daniel Gould  Bill Prentice  Fred Tedeschi  艾华 《体育科学》2000,20(6):86-89

1　根据你们的经验和现有的科学资料信息 ,是否存在与运动损伤有关的重要心理因素或性格类型 ?Gould博士 :很少发现运动员的个性特点与运动损伤的发生有关。然而 ,已经证明心理压力的存在可预示运动损伤发生的增加。从一些生活中的较大事情 (比如失去亲人等 ) ,以及日常小事的争吵中形成的压力 ,与运动损伤风险的增加有关。当然 ,一般情况下 ,心理因素本身并不引起损伤。而当其它不利的身体条件 ,比如肌肉协调性下降 ,或当运动员处在很可能受伤的情况下 ,心理因素就会增加运动损伤的风险。人们认为 ,压力增大运动损伤的风险性 ,是因为压力…  相似文献   

It isn't yours: campaigners call for a ban on all genetic patents     

Pearce F 《New scientist (1971)》2002,173(2329):15

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Pupils' ideas about floating and sinking     

Fred Biddulph  Roger Osborne 《Research in Science Education》1984,14(1):114-124

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