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This study measured the speed, error rates, and subjective evaluation of arrow-jump keys, a jump-mouse, number keys, and a touch screen in an interactive encyclopedia. A summary of previous studies comparing selection devices and strategies is presented to provide the background for this study. We found the touch screen to be the fastest in time, the least accurate but the overall favorite of the participants. The results are discussed and improvements are suggested accordingly. 相似文献
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《国际标准书目著录》及其最新发展 总被引：2，自引：0，他引：2
《国际标准书目著录》是国际图联主持制订的一套关于文献著录的国际标准,自20世纪70年代产生以来,一直对世界各国编目工作的标准化产生着巨大作用.本文介绍《国际标准书目著录》的历史、现状、修订情况及其在中国的传播,并重点分析某些有待讨论的问题和今后发展的趋势.参考文献6. 相似文献
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Ben Clements 《British Journal of Religious Education》2018,40(1):44-54
Separate Catholic schooling in Britain has historically been a key mechanism for the religious socialisation of children within the denomination and for the transmission of communal identity and heritage. Catholic schools currently comprise around a tenth of all state schools in England and nearly all ‘denominational’ schools in Scotland. This study analyses Catholics’ attitudes towards publicly funded faith schools for different religious groups using a nationally representative survey of adult Catholics in Britain. It assesses the impact of social characteristics, religious behaving and believing, and moral attitudes. Catholics’ religious orthodoxy is consistently related to support for state-funding of faith schools, irrespective of the religious group in question, providing some support for the ‘solidarity of the religious’ perspective. The effects for moral attitudes are less consistent, with socially conservative views associated with support for faith schools for Catholics and Anglicans, but associated with opposition to faith schools in general and for non-Christian religions. 相似文献
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This paper argues that methods used for the classification and measurement of online education are not neutral and objective, but involved in the creation of the educational realities they claim to measure. In particular, the paper draws on material semiotics to examine cluster analysis as a ‘performative device’ that, to a significant extent, creates the educational entities it claims to objectively represent through the emerging body of knowledge of Learning Analytics (LA). It also offers a more critical and political reading of the algorithmic assemblages of LA, of which cluster analysis is a part. Our argument is that if we want to understand how algorithmic processes and techniques like cluster analysis function as performative devices, then we need methodological sensibilities that consider critically both their political dimensions and their technical-mathematical mechanisms. The implications for critical research in educational technology are discussed. 相似文献