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Purpose This paper aims to examine the impact of using digitized objects for inquiry with middle-school classrooms. Research analyzed critical thinking processes and student engagement during collaborative investigations with 3D models of authentic objects. Design/methodology/approach Digitized objects were 3D scans of fossils from the paleontology collection at the Natural History Museum of Utah implemented as 3D prints and 3D virtual models. Verbal protocol analysis examined critical thinking processes during collaborative student learning. Engagement was assessed via student feedback and a classroom observation protocol. Findings The findings demonstrated that digitized objects facilitated key critical thinking processes, particularly observation, problem finding, elaboration and evaluation. Student feedback was very positive and focused on strong interest in 3D technologies and the ability to engage in authentic exploration. Observations showed very high levels of on-task engagement. Research limitations/implications Additional research is necessary to determine if findings generalize across varied learner populations, including broader age ranges and socioeconomic samples, to activities implemented as fully online experiences and to digitized objects from varied domains. Originality/value Findings demonstrate digitized objects are effective methods to engage students in critical thinking and to promote engagement with authentic objects during classroom learning. Results demonstrate strong potential of new technologies to leverage the educational impact of digitized objects from local collections, setting the stage for expanded educational outreach by museums and libraries.

Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a “2$\, \times \,$3” experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near- and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations.

Is the format of semantic representation for idiomatic expressions different from that for words or literal phrases? Do the semantic characteristics of idiomatic expressions influence their processing? This study examined the influence of the composi-tionality dimension on the processing of idiomatic expressions. It was hypothesized that decomposable and nondecomposable idiomatic expressions are represented differently in memory and that this difference affects the processing time of idiomatic expressions. In 2 experiments, participants read sentences containing decomposable idioms, nondecomposable idioms, or control expressions and performed a lexical decision task on figurative targets presented 0 msec, 350 msec, or 500 msec after reading. Results demonstrated a clear effect of compositionality on the activation of figurative meaning: decomposable idiomatic expressions were processed sooner than nondecomposable idiomatic ones. These results are discussed in the framework of the hybrid model (Titone & Co...

This article explores the use of a multimedia search interface for digital libraries based on strand maps developed by the American Association for the Advancement of Science. As semantic-spatial displays, strand maps provide a visual organization of relevant conceptual information that may promote the use of science content during digital library use. A study was conducted to compare users' cognitive processes during information seeking tasks when using a multimedia strand maps interface, versus the textual search interface currently implemented in the Digital Library for Earth System Education. Quantitative and qualitative data from think-aloud protocols revealed that students were more likely to engage with science content (e.g., analyzing the relevance of science concepts with regard to task needs) during search when using the strand maps interface compared to those using textual searching. In contrast, students using a textual search interface engaged more frequently with surface-level information (e.g., the type of a resource regardless of its science content) during search and retrieval. As a multimedia search interface for digital libraries, strand maps appear to be promising tools to promote conceptual discovery and learning through content-based processes that promote learner engagement with relevant science knowledge.

Multimedia messages should be designed to facilitate multimedia learning processes. This chapter first explores three assumptions underlying a cognitive theory of multimedia learning: dual-channel assumption, limited-capacity assumption and active processing assumption. Three memory stores in the cognitive theory of multimedia learning are: sensory memory, working memory, long-term memory. For meaningful learning to occur in a multimedia environment, the learner must engage in five cognitive processes: selecting relevant words for processing in verbal working memory, selecting relevant images for processing in visual working memory, organizing selected words into a verbal model, organizing selected images into a pictorial model, and integrating the verbal and pictorial representations with each other and with relevant prior knowledge activated from long-term memory. The chapter also explores three demands on cognitive capacity during multimedia learning: extraneous processing, essential processing and generative processing.

The effects of content and rhetorical prompts on writing process activities and the quality of written products were examined. We also examined the usefulness of latent semantic analysis (LSA; Landauer & Dumais, 1997)-a computational technique for representing the content of documents-as a tool for assessing texts. Participants used varied combinations of prompts designed to support content and rhetorical processes. In Experiment 1, content and rhetorical processes were supported only during composition. In Experiment 2, content and rhetorical processes were supported during domain learning and writing. Time spent in 3 writing activities (planning, drafting, revising) was measured, and professional writing instructors and LSA assessed text quality. Content prompts extended time spent writing and were related to improved text quality; rhetorical prompts demonstrated some influence on planning and global text quality only when presented during domain learning. In both experiments, LSA generated consistent j...

A rubric for representing the educational content of digital resources was developed and tested in an experiment with preservice teachers. The ADMIRE (Analyzing Digital Materials In Resources for Education) rubric codes 11 types of digital content organized into five major categories; codes and categories are drawn from learning science and instructional research. The ADMIRE rubric was used to analyze the types of content present in digital resources that preservice teachers accepted or rejected for classroom use during instructional planning. Results show that the ADMIRE rubric provides a useful method to understand teachers' success in online search and the types of educational content that they value during instructional planning.

This paper presents an empirical learning study using a prototype system designed to provide fully automatic, domain-independent conceptual personalization algorithms The prototype system, the Customized Learning Service for Concept Knowledge (CLICK), was implemented as an adaptive essay writing environment in a scientific domain Results demonstrate that conceptual personalization promotes deep metacognitive strategies during online learning, and these strategies correlate with deep domain understanding.

The goal of this research was to explore the impact of diagram interaction on students' cognitive processes during learning. Using a thinkaloud protocol, students' processes were studied as they practiced problem solving with an intelligent tutoring system containing diagrams that were either static or interactive. Diagram interaction resulted in better transfer performance, prompted deeper cognitive processing, and reduced students' reliance on shallow problem-solving processes.

We report on the current research activities and results obtained through the Concept Learning service for Concept Knowledge (CLICK) and present a demonstration of the system. This poster session will focus on a demonstration of the CLICK system and the results of the learning study

This chapter discusses an emerging theme in supporting effective multimedia learning: developing scalable, cognitively-grounded tools that customize learning interactions for individual students. We discuss the theoretical foundation for expected benefits of customization and current approaches in educational technology that leverage a learner’s prior knowledge. We then describe the development of a customized tool for science learning, called CliCk, that uses automatic techniques to create knowledge models that can be fed into cognitively-informed pedagogical tools. CliCk leverages existing multimedia resources in educational digital libraries for two purposes: (a) to generate rich representations of domain content relevant for learner modeling that are easily scaled to new domains and disciplines, and (b) to serve as a repository of instructional resources that support customized pedagogical interactions. The potential of the CliCk system is discussed, along with initial comparisons of knowledge models created by CliCk and human experts. Finally, the chapter discusses the remaining challenges and relevant future extensions for effective customization tools in educational technology.

Students studied materials about the human heart and circulatory system using either (a) text only, (b) text with simple diagrams, or (c) text with detailed diagrams. During learning, students self-explained [1] the materials. Explanations were transcribed, separated into propositions, and analyzed according to the type of learning process they represented. Results demonstrated that diagrams promoted inference generation but did not affect other learning processes (such as elaboration or comprehension monitoring). However, only simple diagrams promoted generation of inferences that integrated domain information. Results indicate that diagrams may be useful because they guide the learner to engage in the cognitive processes required for deep understanding.