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1. The Effects of Lesson Screen Background Color on Declarative and Structural Knowledge (EJ852106)
Author(s):
Clariana, Roy B.; Prestera, Gustavo E.
Source:
Journal of Educational Computing Research, v40 n3 p281-293 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Memory; Instructional Materials; Replication (Evaluation); Correlation; Pretests Posttests; Teaching Methods; Educational Strategies; Graduate Students; Vocabulary Development; Educational Technology; Computer Assisted Instruction; Electronic Learning; Instructional Design; Computer Software; Computer Interfaces; Color; Visual Aids
Abstract: 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. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. A Computer-Based Approach for Deriving and Measuring Individual and Team Knowledge Structure from Essay Questions (EJ778052)
Clariana, Roy B.; Wallace, Patricia
Journal of Educational Computing Research, v37 n3 p211-227 2007
2007-00-00
Journal Articles; Reports - Descriptive
Descriptors: Computer Assisted Testing; Multiple Choice Tests; Construct Validity; Cognitive Structures; Computer Software; Essay Tests; Educational Technology; Higher Education; Undergraduate Students; Correlation; Evaluation Methods; Scores; Scoring; Interrater Reliability; Test Format; Concept Mapping; Sentences; Data Analysis; Business Administration Education; Evaluation Research; Student Research; Measurement Techniques
Abstract: This proof-of-concept investigation describes a computer-based approach for deriving the knowledge structure of individuals and of groups from their written essays, and considers the convergent criterion-related validity of the computer-based scores relative to human rater essay scores and multiple-choice test scores. After completing a classroom-based course, undergraduate participants in a sophomore-level management course completed a 100-item multiple-choice final examination and then answered an extended-response essay question comparing four management theories. The essays were quantified with ALA-Reader software applying both sentence-wise and linear lexical aggregate approaches, and then analyzed with Pathfinder KNOT software. The linear aggregate approach was a better measure of essay content structure relative to the sentence-wise approach, with significant Spearman correlations of 0.60 and 0.45 with the human rater essay scores. The group network representations of low and high performing students were reasonable and straightforward to interpret, with the high group being more similar to the expert, and the low and high groups more similar to each other than to the expert. Suggestions for further research are provided. (Contains 4 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Generating Topic Headings during Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge (EJ774298)
Clariana, Roy B.; Marker, Anthony W.
Journal of Educational Computing Research, v37 n2 p173-191 2007
Descriptors: Scores; Concept Mapping; Memory; Cognitive Structures; Semantics
Abstract: This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was observed with the no headings group performing better on the cued recall test and worse on the structural knowledge sorting task. In addition, a measure of structural knowledge using a list-wise rating task was field trialed. The two structural knowledge tasks were analyzed using a Pathfinder network scoring technique that measured both linear and nonlinear text subtopic organization. The sorting and rating tasks were differentially sensitive to participants' linear and nonlinear knowledge organization. Unexpectedly, the sorting and rating posttest tasks improved cued recall posttest scores. The implications of the results for measuring structural knowledge are considered and suggestions for further studies are presented. (Contains 6 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Criterion-Related Validity of a Computer-Based Approach for Scoring Concept Maps (EJ760703)
Clariana, Roy B.; Koul, Ravinder; Salehi, Roya
International Journal of Instructional Media, v33 n3 p317-325 2006
2006-00-00
Descriptors: Semantics; Human Body; Test Validity; Anatomy; Concept Mapping; Scores; Computer Assisted Testing; Higher Education; Graduate Students; Interrater Reliability; Test Interpretation; Science Education; Science Instruction; Science Achievement; Student Evaluation; Criterion Referenced Tests
Abstract: This investigation seeks to confirm a computer-based approach that can be used to score concept maps (Poindexter & Clariana, 2004) and then describes the concurrent criterion-related validity of these scores. Participants enrolled in two graduate courses (n=24) were asked to read about and research online the structure and function of the heart and circulatory system, to construct a concept map, and then to write a 250-word essay on this topic. Pathfinder and Latent Semantic Analysis approaches were used to analyze the data. Term agreement with an expert was significantly related to human-rater concept map scores (r 0.75). All of the computer-derived scores were significantly correlated to human-rater essay scores (maximum r = 0.83). These results indicate that automatically derived concept map scores can provide a relatively low-cost, easy to use, and easy to interpret measure of students' science content knowledge. (Contains 1 chart.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles (EJ750323)
Clariana, Roy B.; Koul, Ravinder
British Journal of Educational Psychology, v76 n2 p259-270 Jun 2006
2006-06-00
Descriptors: Feedback; Memory; Coding; High School Students; Science Education; Learning Theories; Scientific Principles
Abstract: Background: Previous models of the effects of feedback account for lower-order learning outcomes but do not adequately describe experimental findings for higher-order learning. Aims: Based on a connectionist model of feedback effects, this investigation aims to show that feedback that allows only one learner response facilitates proposition-specific verbatim encoding, while feedback that requires the learner to try again on error facilitates relational fuzzy encoding. Sample and methods: Volunteer high school students were randomly assigned to one of 5 print-based lesson treatments that consisted of four science expository texts with adjunct inference-level questions covering science principles. The five treatments included delayed feedback, single-try immediate feedback, multiple-try immediate feedback, and two control treatments, questions without feedback, and text only. A post-test given 5 days after instruction was designed to measure both verbatim and fuzzy outcomes. Results: Multiple-try immediate feedback was best for paraphrased post-test questions (fuzzy) and worse for verbatim post-test questions. Conclusions: Fuzzy trace theory complements a connectionist model of feedback, and may provide a fruitful approach for describing the effects of feedback on different learning outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Influence of Relational and Proposition-Specific Processing on Structural Knowledge and Traditional Learning Outcomes (EJ749775)
Poindexter, Maria T.; Clariana, Roy B.
International Journal of Instructional Media, v33 n2 p177 Spr 2006
Descriptors: Undergraduate Students; Semantics; Investigations; Instructional Design; Concept Mapping
Abstract: The purpose of this investigation is to examine the relationship of structural knowledge as measured by semantic maps to three traditional learning outcomes, specifically, identification, terminology, and comprehension multiple-choice posttests. Instructional treatments were provided that encourage either proposition-specific processing or relational processing, and the effects of these lesson treatments on traditional and map scores are provided in order to describe more clearly what aspects of structural knowledge can be captured by semantic maps. The participants in this investigation were undergraduate students from a north-eastern college campus. Findings reveal that semantic maps provide an additional valid and reliable assessment approach for the instructional designers' toolbox. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. A Technique for Automatically Scoring Open-Ended Concept Maps (EJ743258)
Taricani, Ellen M.; Clariana, Roy B.
Educational Technology Research and Development, v54 n1 p65-82 Feb 2006
2006-02-00
Descriptors: Measurement Techniques; Scoring; Concept Mapping; Computer Assisted Testing; Comparative Analysis; Vocabulary; Comprehension; Pretests Posttests; College Freshmen; Program Descriptions; Research Methodology; Geometric Concepts
Abstract: In this descriptive investigation, we seek to confirm and extend a technique for automatically scoring concept maps. Sixty unscored concept maps from a published dissertation were scored using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach. The scores were based on link lines drawn between terms and on the geometric distances between terms. These concept map scores were compared to terminology and comprehension posttest scores. Concept map scores derived from link data were more related to terminology where as concept map scores derived from distance data were more related to comprehension. A step-by-step description of the scoring technique is presented and the next steps in the development process are discussed. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Multiple-Try Feedback and Higher-Order Learning Outcomes (EJ725507)
International Journal of Instructional Media, v32 n3 p239 Sum 2005
2005-06-22
Journal Articles; Reports - Evaluative
Descriptors: Feedback; Computer Assisted Instruction; Evaluation Methods; Thinking Skills; Meta Analysis
Abstract: Although feedback is an important component of computer-based instruction (CBI), the effects of feedback on higher-order learning outcomes are not well understood. Several meta-analyses provide two rules of thumb: any feedback is better than no feedback and feedback with more information is better than feedback with less information. Unfortunately, many of the studies included in these meta-analyses involved only lower-order learning outcomes, where criterion posttest items were taken verbatim from the lesson materials. This review intends to show that multiple-try feedback (MTF), that requires the learner to "try again" on error, may be better than other common forms of feedback in CBI for higher-order learning outcomes. The results of this review indicate that MTF may be slightly superior to the other most common forms of feedback in CBI for higher-order posttest outcomes, while these other forms of feedback will be equivalent to or superior to MTF for lower-order, verbatim outcomes. It is proposed that MTF tends to directly strengthen the activation levels of an individual's semantic meanings of the task content, while KR, KCR, and DF tend to strengthen specific instances or episodes of the content. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Comparing Several Human and Computer-Based Methods for Scoring Concept Maps and Essays (EJ722451)
Koul, Ravinder; Clariana, Roy B.; Salehi, Roya
Journal of Educational Computing Research, v32 n3 p227-239 2005
2005-00-00
Descriptors: Scoring; Essay Tests; Test Validity; Formative Evaluation; Concept Mapping; Comparative Analysis; Computer Assisted Testing; Evaluation Methods; Scoring Rubrics
Abstract: This article reports the results of an investigation of the convergent criterion-related validity of two computer-based tools for scoring concept maps and essays as part of the ongoing formative evaluation of these tools. In pairs, participants researched a science topic online and created a concept map of the topic. Later, participants individually wrote a short essay from their concept map. The concept maps and essays were scored by the computer-based tools and by human raters using rubrics. Computer-based concept map scores were a very good measure of the qualitative aspects of the concept maps (r = 0.84) and were an adequate measure of the quantitative aspects (r = 0.65). Also, the computer-based essay scores were an adequate measure of essay content (r = 0.71). If computer-based approaches for scoring concept maps and essays can provide a valid, low-cost, easy to use, and easy to interpret measure of students' content knowledge, then these approaches will likely gain rapid acceptance by teachers at all levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Gender Differences in Computer-Administered Versus Paper-Based Tests. (EJ698907)
Wallace, Patricia; Clariana, Roy B.
International Journal of Instructional Media, v32 n2 p171 Spr 2005
2005-03-22
Journal Articles
Descriptors: Majors (Students); Course Content; Computers; Gender Differences; Computer Assisted Testing
Abstract: For many reasons, paper-based tests of course content are shifting to computer-based administration. This investigation examined student performance on two separate tests delivered either by computer or paper with the first test near the start of the course and the second at the end of the course. Undergraduate-level freshman business majors (N=207) enrolled in an introductory computer skills course were randomly assigned to either the computer or paper-based test mode. ANCOVA of test data indicates that students scored slightly higher on computer versus paper administration. Further, the female group, whether tested on paper or online, scored below the males on the first test. However on the final exam, the female students in the computer-administered test group on average attained the highest scores. We suggest that females gained computer savvy during this course that mitigated initial performance deficits that may have resulted from previous lack of exposure to computers and software. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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