| 1. |
- Höffler, Tim N., et al.
(författare)
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More Evidence for Three Types of Cognitive Style : Validating the Object-Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures
- 2017
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Ingår i: Applied Cognitive Psychology. - : John Wiley & Sons. - 0888-4080 .- 1099-0720. ; 31:1, s. 109-115
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Tidskriftsartikel (refereegranskat)abstract
- There is some indication that people differ regarding their visual and verbal cognitive style. The Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three‐dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text–picture combinations, the current study aims to validate this three‐dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo‐spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.
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| 2. |
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| 3. |
- Koc-Januchta, Marta, Ph.D. 1977-, et al.
(författare)
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"Connecting concepts helps put main ideas together": cognitive load and usability in learning biology with an AI-enriched textbook
- 2022
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Ingår i: International Journal of Educational Technology in Higher Education. - : Springer. - 2365-9440. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.
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| 4. |
- Koc-Januchta, Marta, 1977-, et al.
(författare)
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Does modality play a role? Visual-verbal cognitive style and multimedia learning
- 2019
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Ingår i: Journal of Computer Assisted Learning. - : John Wiley & Sons. - 0266-4909 .- 1365-2729. ; 35:6, s. 747-757
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer-based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability-as-compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.
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| 5. |
- Koc-Januchta, Marta, 1977-, et al.
(författare)
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Engaging With Biology by Asking Questions: Investigating Students’ Interaction and Learning With an Artificial Intelligence-Enriched Textbook
- 2020
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Ingår i: Journal of educational computing research (Print). - : Sage Publications. - 0735-6331 .- 1541-4140.
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Tidskriftsartikel (refereegranskat)abstract
- Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students’ interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students (n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group (n = 6) interacted with the AI book first followed by the E-book, while the E-book group (n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with viewing visual representations more often. Students with a higher intrinsic motivation to know and to experience stimulation perceived book usability more favorably. Interviews revealed that posing and receiving suggested questions was helpful, while ideas for future development included more personalized feedback. Future research shall explore how learning can be benefitted with the AI-enriched book.
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| 6. |
- Koc-Januchta, Marta, Ph.D. 1977-, et al.
(författare)
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Investigating three types of cognitive load when learning with an AI-enriched biology textbook
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Rapid developments in educational technology awaken hopes for making learning more engaging and effective. At the same time, Cognitive Load Theory stresses limitations of human cognitive architecture and urges developers to design learning tools that help learners optimize their mental capacities. In a 1.5-month long study we investigated tertiary students’ use of an AI-enriched digital biology book comprising a 5000-concept knowledge base and algorithms that offer the possibility to ask questions and receive answers. Our aim was to identify and investigate differences between three types of cognitive load (CL), namely, intrinsic (ICL), germane (GCL) and extraneous (ECL), as well as their correlation with learning gain and usability perception. Findings show that non-optimal design, which draws learners’ cognitive resources from the task is linked with a lower learning gain and user satisfaction. The study contributes to new approaches on differentiating between cognitive load types and their relationship with learning from digital tools. The findings also emphasize the importance of optimally designing emerging educational technologies.
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| 7. |
- Koc-Januchta, Marta, Ph.D. 1977-, et al.
(författare)
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Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non‑dynamic visualizations with narrative explanations
- 2020
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Ingår i: Educational technology research and development. - : Springer-Verlag New York. - 1042-1629 .- 1556-6501. ; 68:6, s. 2971-2990
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures.
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| 8. |
- Koc-Januchta, Marta, Ph.D. 1977-, et al.
(författare)
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“Too many things to remember”: Cognitive load and usability when learning biology with an AI-textbook
- 2021
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Ingår i: ESERA 2021 - Fostering scientific citizenship in an uncertain world.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Rapid developments in educational technology awaken hopes for making science education more engaging and effective for learners. Cognitive Load Theory stresses limitations of human cognitive architecture and urges developers to design learning tools that help learners optimize their mental capacities. In a 1.5-month study we investigated university biology students’ use of an AI-enriched digital biology book comprising of a 5000-concept knowledge base and algorithms that offer the possibility to ask questions and receive answers. Our aim was to identify and investigate differences between three types of cognitive load (CL), namely, intrinsic (ICL), germane (GCL) and extraneous (ECL), as well as their correlation with usability perception and learning gain. Findings show that non-optimal design (increase in ECL), which draws learners’ cognitive resources from the task is linked with a lower learning gain and a lower usability perception (e.g. satisfaction). The results contribute to research on differentiating three types of cognitive load and their relationship with usability and learning biology from digital tools. The findings also emphasize the importance of optimally designing emerging educational technologies, especially in the context of complex science topics.
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| 9. |
- Koc-Januchta, Marta, 1977-, et al.
(författare)
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Visualizers versus verbalizers : Effects of cognitive style on learning with texts and pictures - An eye-tracking study
- 2017
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Ingår i: Computers in human behavior. - : Elsevier. - 0747-5632 .- 1873-7692. ; 68, s. 170-179
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Tidskriftsartikel (refereegranskat)abstract
- This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eye-tracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group of verbalizers on a comprehension test.
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