Managing cognitive load in educational multi-user virtual environments: reflection on design practice   总被引：1，自引：0，他引：1  

Brian C. Nelson  Benjamin E. Erlandson 《Educational technology research and development : ETR & D》2008,56(5-6):619-641

In this paper, we explore how the application of multimedia design principles may inform the development of educational multi-user virtual environments (MUVEs). We look at design principles that have been shown to help learners manage cognitive load within multimedia environments and conduct a conjectural analysis of the extent to which such principles can help manage cognitive load in the highly immersive “beyond multimedia” environments that 3-D educational MUVEs represent. We frame our discussion as a design practice analysis of the River City MUVE, a science inquiry environment that has middle school students collaborating to develop and test hypotheses regarding illnesses sweeping a virtual town. We analyze the current River City interface design using a framework describing cognitive overload scenarios and associated approaches to manage cognitive load. We also discuss the potential difficulties that may be seen as multimedia principles are applied to 3-D MUVEs. Our discussion describes a blueprint for research implementations that we are undertaking to systematically investigate the effect of an educational MUVE interface design based on multimedia principles—implementations that we hope will provide an action framework for other MUVE researchers to use in their own studies.  相似文献   

Factors Related to the Extent of Mortality among Home Economics Students in Certain Colleges of Minnesota,Wisconsin and Iowa during 1943-50     

Helen Y. Nelson 《Journal of Experimental Education》2013,81(1):59-63

Because of low verbal skills exhibited by deaf subjects and because of earlier research results linking verbal behavior to aesthetic behavior, this preliminary investigation sought to lay some groundwork for an empirical study of the relationship between these two ordering systems. This study states the postulates upon which our working paradigm is based and presents the results of a correlational analysis of syntactic and aesthetic preference scores of ninety-two deaf high school students (both profoundly deaf and legally deaf). The results appear to corroborate earlier findings linking syntactic and aesthetic behavior. The study suggests the direction for an experimental study which is now in operation under a university grant.  相似文献   

Use of Stroboscopic-Photographic Techniques in Biomechanics Research     

Richard C. Nelson  Kenneth L. Petak  Gary S. Pechar 《Research quarterly for exercise and sport》2013,84(2):424-426

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Making “Patton”: A Classic War Film's Epic Journey to the Silver Screen. Nicholas Evan Sarantakes. Lawrence: University Press of Kansas, 2012.     

Nelson Hathcock 《Journal of American culture (Malden, Mass. : 2003)》2013,36(2):145-146

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The constitution of capsaicin,the pungent principle of capsicum,II     

E.K. Nelson 《Journal of The Franklin Institute》1920,189(5):667-668

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The Structure of Phonological Processing and Its Relationship to Basic Reading     

Jason M. Nelson  Jennifer H. Lindstrom  Will Lindstrom  Daniel Denis 《Exceptionality》2013,21(3):179-196

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed.  相似文献   

Let Me Teach Rascals     

Donald N. Nelson 《Clearing house (Menasha, Wis.)》2013,86(5)

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Teaching Ethnic Cultures: Fiction and Fact     

Murry R. Nelson  Jamie Myers 《Teaching Education》2013,24(2):23-31

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Adapting Liberal Arts Curricula     

C. Louise Nelson 《College Teaching》2013,61(4)

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Learning together,living apart: the experiences of university students in Northern Ireland     

Seanenne Nelson  David Dickson  Owen Hargie 《International journal of qualitative studies in education》2013,26(6):777-795

Elementary (primary) and high (secondary) school education in Northern Ireland (NI) is essentially segregated along religious lines. The vast majority of young people from the Protestant/Unionist/British community attend state “Controlled” schools while Catholics/ Nationalists/Irish attend schools in the Catholic Church‐based “Maintained” sector. Going to university represents for many the first opportunity to share a significant educational experience with someone from a different politico‐religious group and cultural background. This paper presents the results of a focus‐group based study designed to illuminate students' experiences of intergroup relations at a NI university. Through focus‐group discussions information was generated on cross‐community contact, the influence of group difference, prevalence, and identity, on attitudes and intergroup communication. The university environment as a factor in potential relational development, the role which student bodies and academic staff may play, and policies and practices on accepting diversity are discussed. Recommendations and considerations are highlighted for other pedagogical institutes where complex and difficult intergroup dynamics exist.  相似文献