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The aim of the present study was to explore the relationship between testing mode (taking a test on computer versus paper) and two other factors: (1) cognitive load and (2) scratch paper use in an undergraduate general chemistry class setting. Cognitive load was measured with two self-report questions (perceived mental effort and level of difficulty) and scratch paper use was analyzed manually. All 221 students completed three assessments administered either on computer or paper. The assessments included a variety of chemistry topics with an equal number of three question types (algorithmic, conceptual, and definition). There was no significant difference in the cognitive load imposed by computer or paper-based tests at the overall test level or by question type. Students utilized scratch paper more on paper-based than online tests, especially when the questions were conceptual, and they used scratch paper the most for algorithmic questions. Altogether, these results provide further support that online testing can be implemented in educational settings without imposing additional cognitive load on students.

The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures. We investigate the impact of self-assessment delivery modes on student motivation and achievement.Computer- and mobile-based self-assessment increases science learning motivation.Computer- and mobile-based self-assessment contributes to better learning achievement.Low- and medium-achieving students benefit more from computer- and mobile-based self-assessments.

Exposing learners to cognitive computing concepts involves new learning strategies. Because cognitive computing is probabilistic, using massive sets of data is fundamental in understanding these concepts. One data set is the release of the Offshore Panama Papers Leaks Database (LeaksDB) in May 2016, in which researchers were able to access this graph database as part of the International Consortium of Investigative Journalists (ICIJ) Offshore Leaks investigation and to draw conclusions about companies, trusts, foundations, and funds incorporated in 21 tax havens. For the purpose of this research, GraphDB Server was installed and configured by faculty members from a mid-western university. In addition, DBPedia and GeoNames repositories were linked to LeaksDB, leading to the discovery of interesting patterns about these Geo facade relationships between Officers (persons or companies) and Countries.

The large body of literature on the comparability of mean scores for self-report survey responses gathered using paper-and-pencil and computer data collection methodologies has yielded inconclusive results. However, no comprehensive meta-analysis has been conducted in this field, and those that are available for specific measures have typically not differentiated between studies using between-groups and within-subjects designs. Also, few individual studies, and no meta-analyses, have used correct statistical procedures to determine the equivalence of the two methodologies. Consequently, we conducted two meta-analyses assessing quantitative equivalence (i.e., mean scores), with the first consisting of 144 independent effect sizes from studies with between-groups designs and the second including 70 independent effect sizes from studies using within-subjects designs. Both meta-analyses assessing mean scores indicated equivalence across conditions, with large heterogeneity of variance in the between-groups analysis. Presence of others in both the paper-and-pencil and computer conditions accounted for a significant portion of this variance. Heterogeneity of variance was small for the within-subjects design analysis. Overall, results indicated that the mean scores for self-report surveys using paper-and-pencil and the computer are comparable, although heterogeneity differs for the study designs. Equivalence testing was demonstrated to be the recommended statistical procedure for this type of research.

The purpose of this study was to test whether different survey delivery conditions made a difference in assessing college students' practices, affect, and conceptions of academic and nonacademic writing. The delivery conditions represented combinations of three underlying factors: survey format (online versus paper-and-pencil), location (classroom, lab, home), and supervision (proctored or not). Participants (N=268) were randomly assigned to one of three conditions: (1) a paper version of the survey administered in classrooms at scheduled proctored sessions; (2) an online version administered in scheduled proctored sessions in a computer lab; (3) an online version at a location and time of the students' choice. The survey had 103 closed-ended and three open-response questions. Results showed different participation rates across conditions and more variability in time spent for the ''home online'' group. However, there were few differences by condition to substantive questions regarding the students' practices, conceptions, and affective responses associated with writing. The only place where responses differed by condition was in response to the optional open-ended evaluation of the survey.

Technology-enhanced learning environments provide ample opportunities for learners to self-regulate their learning processes and activities for achieving the intended learning outcomes in various disciplines from soft to hard sciences and from humanities to the natural and social sciences. This special issue discusses the emerging technological advancements and cutting-edge research on self-regulated learning dealing with different cognitive, motivational, emotional, and social processes of learning both at the individual and group levels. Specifically, it discusses how to optimally use advanced technologies to facilitate learners’ self-regulated learning for achieving their own individual learning needs and goals. In this special issue, seven researchers/research teams from the fields of collaborative learning, computational thinking, educational psychology, and learning analytics presented contributions to self-regulated learning with the goal of stimulating cross-border discussion in the field.

Whether recruiters accurately infer personality from resumes is currently a topic of great interest in the light of technological advancements and new types of resume formats (like video resumes) that are increasingly being used. Based on predictions from the realistic accuracy model and the media richness theory, we investigated whether real recruiters (N=296) are able to infer applicants' Big Five personality characteristics more accurately from video and audio resumes than from less information-rich resume formats (like paper resumes) and whether applicants' perceived attractiveness (physical/vocal) affects accuracy judgments. As expected and with the exception of extraversion, personality was not accurately judged from paper resumes. Interestingly, information-rich resume formats and applicants' perceived attractiveness did not affect accuracy judgments. Despite recruiters' stubborn reliance on their capacity to infer personality from resume information, study findings clearly showed that different types of resumes also the new, more information-rich ones are no valid tools to infer candidates' personality from. New types of resume formats (video resumes) emerge and become increasingly popular.Whether recruiters accurately infer personality from resumes is under-researched.Personality judgments should be more accurate when applicants use a video resume.Results show that richer resume formats do not lead to more accurate judgments.Resumes (incl. video resumes) are no valid tools to infer applicants' personality.

The present study examined two common mechanisms that are used to explain why reading on an electronic screen versus paper result in different reading outcomes: The Cognitive Map Mechanism and the Medium Materiality Mechanism. A laboratory experiment (N=45), was conducted using a three-group comparison design (paper book vs. digital equivalent vs. digital disrupted view). Our hypotheses that were based on the cognitive map mechanism were largely supported. On the other hand, our hypotheses following the medium materiality mechanism were not sufficiently evidenced. Specifically, our results showed that the paper book was similar to its digital equivalent, and both were better than the digital disrupted view in terms of reading comprehension, feelings of fatigue, and psychological immersion. The findings implied that it is not the materiality of the presentation medium that influences reading outcomes, rather it is the extent to which the text presentation facilitates, or impedes, the reader's ability to construct a cognitive map that influences the reading process. Implications for future research and practice are discussed. We tested the difference between reading on an electronic screen versus paper.Our findings supported the cognitive map mechanism.Our findings failed to show evidence for the medium materiality mechanism.Readers' ability to construct a cognitive map of text affected reading outcomes.

Research is lacking on the equivalence of paper-and-pencil and computer-administered surveys in older adult samples. In addition, few comparability studies have used best practices for examining equivalence. The current study investigated quantitative (means), qualitative (internal consistency and intercorrelations), and auxiliary (missing items, completion time, and comfort) equivalence for completing self-report surveys in paper-and-pencil or computerized conditions in an older adult sample. One hundred and eight older adults ages 60 and over were randomly assigned to a paper-and-pencil or computer condition and completed questionnaires assessing personality, social desirability, and computer self-efficacy. Results generally showed qualitative equivalence, with some notable differences for quantitative and auxiliary equivalence. The authors examined paper-and-pencil and computer data collection in older adults.The authors investigated the equivalence of these methods for self-report surveys.The authors tested for quantitative, qualitative, and auxiliary equivalence.As expected, results supported qualitative equivalence.As expected, results were mixed for quantitative and auxiliary equivalence.

We compare and contrast the use of paper, ARS, and CBT in the RAP of TBL.ARS and CBT use is feasible and efficient but with some technical constraints.The majority of students preferred ARS over paper and CBT.CBT is probably the optimal choice to foster cooperative learning.Technology should be used in parallel to educational theories that support learning. This qualitative study aimed at comparing and contrasting the feasibility, efficiency, and students' attitudes toward the use of paper, automated response system (ARS) and computer based testing (CBT) in the readiness assurance process (RAP) of team based learning (TBL). It also aimed at assessing whether the use of technology enhances cooperative learning when compared to paper. The first module of the clinical pharmacology course was conducted in the traditional way using paper. In the second and third modules, the paper-based TBL RAP component was replaced by ARS and CBT respectively. Forty-five third year medical students attended each of the three sessions. Both ARS and CBT based RAP were feasible and efficient, though with some technical constraints. The class during ARS was very interactive, but the test features had some disadvantages. The main problem with CBT was the suboptimal physical set up. When asked to rank their preferences for each method, most students (73%) ranked ARS as first, while paper and CBT almost equally ranked 2. Each method is characterized by peculiar strengths and weaknesses. Technology should be used in parallel to educational theories that support learning.

The NEO-FFI and ARHQ in Icelandic were tested for measurement equivalence between paper and web modes.A randomized crossover design was applied to control for confounding by selection.Psychometric properties were equivalent for both measures in the respective modes.Response style bias may incur mode effects not detected by traditional psychometric methods.Both NEO-FFI and ARHQ in Icelandic can be administered in paper and web mode. Mixed-mode questionnaires are increasingly used in research. Psychological measures, developed for paper-and-pencil (paper) administration require measurement equivalence testing when administered in an alternative mode. Here, Icelandic translations of the NEO-FFI personality measure and Adult Reading History Questionnaire (ARHQ) were tested for equivalence of measurement and data quality between paper and web mode. Perceived sensitivity of data and preference for survey mode were also assessed. One hundred adults were recruited to answer both modes in a randomized, crossover design. Eighty-eight participants completed both administrations with an average of 63.8days (SD=2.2) between them. Within-subjects comparisons of means between modes demonstrated measurement equivalence for both measures. However, differing invalidity coefficients by mode observed by multi-trait multi method (MTMM) analysis suggested systematic effects not captured by traditional psychometric evaluation. Of note was a greater tendency for acquiescence responding to the NEO-FFI observed in web mode. Neither personality traits nor ARHQ reading difficulty scores were associated with preference for survey mode. However, 36% of participants who considered their personality data moderately to highly sensitive scored higher in neuroticism and lower in agreeableness compared to those rating their personality data of low sensitivity.While the Icelandic NEO-FFI and ARHQ have demonstrated measurement equivalence in paper and web mode, mode equivalence of psychometric measures may require ongoing evaluation as perceptions of web privacy continue to evolve.