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1
Madsen, Adrian M. "Studies of visual attention in physics problem solving." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15429.
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Doctor of Philosophy<br>Department of Physics<br>N. Sanjay Rebello<br>The work described here represents an effort to understand and influence visual attention while solving physics problems containing a diagram. Our visual system is guided by two types of processes -- top-down and bottom-up. The top-down processes are internal and determined by ones prior knowledge and goals. The bottom-up processes are external and determined by features of the visual stimuli such as color, and luminance contrast. When solving physics problems both top-down and bottom-up processes are active, but to varying degrees. The existence of two types of processes opens several interesting questions for physics education. For example, how do bottom-up processes influence problem solvers in physics? Can we leverage these processes to draw attention to relevant diagram areas and improve problem-solving? In this dissertation we discuss three studies that investigate these open questions and rely on eye movements as a primary data source. We assume that eye movements reflect a person’s moment-to-moment cognitive processes, providing a window into one’s thinking. In our first study, we compared the way correct and incorrect solvers viewed relevant and novice-like elements in a physics problem diagram. We found correct solvers spent more time attending to relevant areas while incorrect solvers spent more time looking at novice-like areas. In our second study, we overlaid these problems with dynamic visual cues to help students’ redirect their attention. We found that in some cases these visual cues improved problem-solving performance and influenced visual attention. To determine more precisely how the perceptual salience of diagram elements influenced solvers’ attention, we conducted a third study where we manipulated the perceptual salience of the diagram elements via changes in luminance contrast. These changes did not influence participants’ answers or visual attention. Instead, similar to our first study, the time spent looking in various areas of the diagram was related to the correctness of an answer. These results suggest that top-down processes dominate while solving physics problems. In sum, the study of visual attention and visual cueing in particular shows that attention is an important component of physics problem-solving and can potentially be leveraged to improve student performance.
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Rogers, Erika. "Visual interaction : a link between perception and problem-solving." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/9117.
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Azevedo, Roger. "Expert problem solving in mammogram interpretation, a visual cognitive task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/NQ44353.pdf.
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Rouinfar, Amy. "Influence of visual cueing and outcome feedback on physics problem solving and visual attention." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18725.
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Doctor of Philosophy<br>Department of Physics<br>N. Sanjay Rebello<br>Research has demonstrated that attentional cues overlaid on diagrams and animations can help students attend to the relevant areas and facilitate problem solving. In this study we investigate the influence of visual cues and outcome feedback on students’ problem solving, performance, reasoning, and visual attention as they solve conceptual physics problems containing a diagram. The participants (N=90) were enrolled in an algebra-based physics course and were individually interviewed. During each interview students solved four problem sets while their eye movements were recorded. The problem diagrams contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Each problem set contained an initial problem, six isomorphic training problems, and a transfer problem. Those in the cued condition saw visual cues overlaid on the training problems. Those in the feedback conditions were told if their responses (answer and explanation) were correct or incorrect. Students’ verbal responses were used to determine their accuracy. The study produced two major findings. First, short duration visual cues coupled with correctness feedback can improve problem solving performance on a variety of insight physics problems, including transfer problems not sharing the surface features of the training problems, but instead sharing the underlying solution path. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers’ attention necessarily embodying the solution to the problem. Instead, the cueing effects were caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, these short duration visual cues when administered repeatedly over multiple training problems resulted in participants becoming more efficient at extracting the relevant information on the transfer problem, showing that such cues can improve the automaticity with which solvers extract relevant information from a problem. Both of these results converge on the conclusion that lower-order visual processes driven by attentional cues can influence higher-order cognitive processes associated with problem solving.
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Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.
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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.
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Tweedie, Lisa Anne. "Exploiting interactivity in graphical problem-solving : from visual cues to insight." Thesis, Imperial College London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264203.
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Davies, Jim. "Constructive Adaptive Visual Analogy." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4775.
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Visual knowledge appears to be an important part of problem
solving, but the role of visual knowledge in analogical problem
solving is still somewhat mysterious.
In this work I present the Constructive Adaptive
Visual Analogy theory, which claims that visual knowledge is helpful
for solving problems analogically
and suggests a mechanism for how it might be accomplished.
Through evaluations using an implemented computer program, cognitive
models of some of the visual aspects of experimental participants, and
a psychological experiment, I support four claims:
First, visual knowledge alone is sufficient for transfer of some
problem solving procedures.
Second, visual knowledge facilitates
transfer even when non-visual knowledge might be available.
Third, the
successful transfer of strongly-ordered procedures in which new
objects are created requires the reasoner to generate intermediate
knowledge states and mappings between the intermediate knowledge
states of the source and target analogs.
And finally, that visual knowledge
alone is insufficient for evaluation of the results of transfer.
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Wu, Xian. "Influence of multimedia hints on conceptual physics problem solving and visual attention." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32890.
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Doctor of Philosophy<br>Department of Physics<br>Brett D. DePaola<br>Nobel S. Rebello<br>Previous research has showed that visual cues can improve learners' problem solving performance on conceptual physics tasks. In this study we investigated the influence of multimedia hints that included visual, textual, and audio modalities, and all possible combinations thereof, on students' problem solving performance and visual attention. The participants (N = 162) were recruited from conceptual physics classes for this study. Each of them participated in an individual interview, which contained four task sets. Each set contained one initial task, six training tasks, one near transfer task and one far transfer task. We used a 2 (visual hint/no visual hint) x 2 (text hint/no text hint) x 2 (audio hint/no audio hint) between participant quasi-experimental design. Participants were randomly assigned into one of the eight conditions and were provided hints for training tasks, corresponding to the assigned condition. Our results showed that problem solving performance on the training tasks was affected by hint modality. Unlike what was predicted by Mayer's modality principle, we found evidence of a reverse modality effect, in which text hints helped participants solve the physics tasks better than audio hints. Then we studied students’ visual attention as they solved these physics tasks. We found the participants preferentially attended to visual hints over text hints when they were presented simultaneously. This effect was unaffected by the inclusion of audio hints. Text hints also imposed less cognitive load than audio hints, as measured by fixation durations. And presenting visual hints caused more cognitive load while fixating expert-like interest areas than during the time intervals before and after hints. A theoretical model is proposed to explain both problem solving performance and visual attention. According to the model, because visual hints integrated the functions of selection, organization, and integration, this caused a relatively heavy cognitive load yet improved problem solving performance. Furthermore, text hints were a better resource for complex linguistic information than transient audio hints. We also discuss limitations of the current study, which may have led to results contrary to Mayer's modality principle in some respects, but consistent with it in others.
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Banerjee, Bonny. "Spatial problem solving for diagrammatic reasoning." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1194455860.
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Webb, Julie Marie. "Dialogue During Team Problem Solving Using Visual Representation Boundary Objects: A Case Study." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3648.
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Organizations benefit from the knowledge held by individual members as well as knowledge that is shared among those members. In order for knowledge to co-develop between members, and to spread, organizations must provide opportunities for members to collaborate. Organizational teams sometimes require assistance with interpersonal communication, establishing consensus, and sharing knowledge when collaborating. Group facilitators can offer guidance and intervene when teams need support. In addition, teams can find support through the use of visual representation boundary objects (VRBOs) to build trust, improve communication, increase cooperation, and share ideas. This study explores how knowledge is shared between team members and uncovers the importance of social interaction during the co-development of shared knowledge. The role that group facilitators play in team collaboration is highlighted. The results of the study indicate that a positive relationship exists between the use of a VRBO and the development of shared knowledge amongst a team. Patterns emerged from the findings that reveal a structure to the team’s collective meaning making that constitutes an underlying theory of action. The author examines the benefits of using VRBOs for teams and organizations including improved collaboration and communication.
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Webb, Julie M. "Dialogue During Team Problem Solving Using Visual Representation Boundary Objects: A Case Study." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3707.
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Organizations benefit from the knowledge held by individual members as well as knowledge that is shared among those members. In order for knowledge to co-develop between members, and to spread, organizations must provide opportunities for members to collaborate. Organizational teams sometimes require assistance with interpersonal communication, establishing consensus, and sharing knowledge when collaborating. Group facilitators can offer guidance and intervene when teams need support. In addition, teams can find support through the use of visual representation boundary objects (VRBOs) to build trust, improve communication, increase cooperation, and share ideas. This study explores how knowledge is shared between team members and uncovers the importance of social interaction during the co-development of shared knowledge. The role that group facilitators play in team collaboration is highlighted. The results of the study indicate that a positive relationship exists between the use of a VRBO and the development of shared knowledge amongst a team. Patterns emerged from the findings that reveal a structure to the team’s collective meaning making that constitutes an underlying theory of action. The author examines the benefits of using VRBOs for teams and organizations including improved collaboration and communication.
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Ucci, Allison. "American Sign Language : an influence on graphic design problem-solving /." Online version of thesis, 2008. http://hdl.handle.net/1850/6274.
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Weliweriya, Liyanage Nandana. "Effect of visual cues and outcome feedback on physics problem solving in an online system." Kansas State University, 2015. http://hdl.handle.net/2097/20389.
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Master of Science<br>Physics<br>Nobel S. Rebello<br>With the progressive development of the educational technology, online learning systems are becoming a prominent feature in education today. We conducted a study to explore the effects of visual cues and outcome feedback on learning experience of students in an online environment. Our study was a follow up study to a previous research, which demonstrated the effectiveness of visual cues and feedback to improve physics problem solving. The participants (N=164) were enrolled in an algebra-based introductory level physics course at a U.S. Midwestern University. Participants completed a sequence of conceptual physics problems in an online environment. The study used a between subjects 2×2 quasi experimental design. Two groups of participants received visual cues and two did not receive cues. Two of the groups of participants received outcome feedback and two did not receive feedback. The effect of visual cues, feedback and their combination on the correctness of students’ responses to the online questions was analyzed. Implications of the study for online learning systems are discussed.
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Wojnowski, Christine. "Reasoning with visual knowledge in an object recognition system /." Online version of thesis, 1990. http://hdl.handle.net/1850/10596.
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Hsu, Carolyn P. "Interactions between physical and virtual space : the influence of game environments on graphic design problem solving /." Online version of thesis, 2007. http://hdl.handle.net/1850/4843.
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Palmeira, Cátia Aparecida. "Educação matemática e a inclusão de alunos com deficiência visual." Universidade Federal do Espírito Santo, 2012. http://repositorio.ufes.br/handle/10/6044.
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Previous issue date: 2012-11-27<br>This master work with focus in mathematics education is linked with the Graduate Education Program at Center of Education at Federal University of Espírito Santo. Our study took place in 2011 in a state public school from the city of Vitoria, ES. Our research of qualitative nature investigates the possibilities of mathematics learning in a regular 3rd year secondary class having also students with visual deficiency. We have tried to answer the question: What possibilities of mathematics learning do happen in a 3rd year class of secondary school that has 4 students with visual deficiency when it incorporates a practice of solving and posing problems and incentives interaction among students? We have used Vygotsky/ s ideas to analyze interactions in the learning process. The perspectives from Polya, Santos and Santos-Wagner have guided us to interpret students/ mathematics learning in tasks of problem solving and problem posing. We have developed mathematics activities from equations from 1st and 2nd grade, linear systems, trigonometry and probabilities based on the questions proposed by Pitombeira (2008). We have collected data through questionnaires, mathematics tasks and workshops. In the analysis from these students/ tasks we have found evidences of changes in their studies habits outside school. We have noticed the development of student autonomy by searching new mathematics learning and strategies to solve and pose problems. We have also identified major interaction between teacher/students and among students with visual deficiency and the others. Our work has showed that it is possible to include all the youth students of secondary school in the process of mathematics learning. We do hope that this work offers inspiration to other teachers to develop pedagogical practices that try to assure participation and learning of all students in their classes. We also dream that teachers will be inspired by this research to consider peculiarities, particularities and skills of all the involved in the process of mathematics teaching and learning<br>Trabalho de mestrado, com foco em educação matemática, vincula-se ao Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal do Espírito Santo. Nosso estudo ocorreu em 2011, em uma escola estadual do município de Vitória, ES. Nossa pesquisa de cunho qualitativo investiga as possibilidades de aprendizagens em matemática, em uma turma de 3º ano de ensino médio regular que também tem alunos com deficiência visual. Procuramos responder à pergunta: Que possibilidades de aprendizagem matemática ocorrem em uma turma de 3º ano de ensino médio, com quatro alunos com deficiência visual quando se incorpora uma prática de resolução e elaboração de problemas e incentiva-se interação entre os alunos? Nós usamos ideias de Vygotsky para analisar interações no processo de aprendizagem. As perspectivas de Polya, Santos e Santos-Wagner nos orientaram para interpretarmos a aprendizagem matemática dos alunos em situações de resolução e formulação de problemas. Desenvolvemos atividades matemáticas de equações do 1º e 2º graus, sistemas lineares, trigonometria e probabilidade, a partir de questões de Pitombeira (2008). Coletamos dados por meio de questionários, tarefas matemáticas e oficinas. Na análise dessas tarefas dos estudantes, encontramos indícios de mudanças nos hábitos de estudos deles fora da escola. Percebemos o desenvolvimento de autonomia estudantil ao buscarem novas aprendizagens matemáticas e estratégias para resolver e elaborar problemas. Identificamos maior interação entre professora/aluno e entre os alunos com deficiência visual com os demais. Nosso trabalho mostrou que é possível incluir todos os jovens estudantes de ensino médio no processo de aprendizagem matemática. Esperamos que este trabalho inspire outros professores em desenvolver práticas pedagógicas que procurem garantir participação e aprendizagem de todos os alunos de suas turmas. Sonhamos também que professores sejam inspirados por esta pesquisa a considerar peculiaridades, particularidades e habilidades de todos os envolvidos no processo de ensino e aprendizagem matemática
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Rahim, Medhat H., Radcliffe Siddo, and Moushira Issa. "Tangram-base Problem Solving in Radical Constructivist Paradigm: High School Student-Teachers Conjectures." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83015.
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Kunda, Maithilee. "Visual problem solving in autism, psychometrics, and AI: the case of the Raven's Progressive Matrices intelligence test." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47639.
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Much of cognitive science research and almost all of AI research into problem solving has focused on the use of verbal or propositional representations. However, there is significant evidence that humans solve problems using different representational modalities, including visual or iconic ones. In this dissertation, I investigate visual problem solving from the perspectives of autism, psychometrics, and AI.
Studies of individuals on the autism spectrum show that they often use atypical patterns of cognition, and anecdotal reports have frequently mentioned a tendency to "think visually." I examined one precise characterization of visual thinking in terms of iconic representations. I then conducted a comprehensive review of data on several cognitive tasks from the autism literature and found numerous instances indicating that some individuals with autism may have a disposition towards visual thinking.
One task, the Raven's Progressive Matrices test, is of particular interest to the field of psychometrics, as it represents one of the single best measures of general intelligence that has yet been developed. Typically developing individuals are thought to solve the Raven's test using largely verbal strategies, especially on the more difficult subsets of test problems. In line with this view, computational models of information processing on the Raven's test have focused exclusively on propositional representations. However, behavioral and fMRI studies of individuals with autism suggest that these individuals may use instead a predominantly visual strategy across most or all test problems.
To examine visual problem solving on the Raven's test, I first constructed a computational model, called the Affine and Set Transformation Induction (ASTI) model, which uses a combination of affine transformations and set operations to solve Raven's problems using purely pixel-based representations of problem inputs, without any propositional encoding. I then performed four analyses using this model.
First, I tested the model against three versions of the Raven's test, to determine the sufficiency of visual representations for solving this type of problem. The ASTI model successfully solves 50 of the 60 problems on the Standard Progressive Matrices (SPM) test, comparable in performance to the best computational models that use propositional representations. Second, I evaluated model robustness in the face of changes to the representation of pixels and visual similarity. I found that varying these low-level representational commitments causes only small changes in overall performance. Third, I performed successive ablations of the model to create a new classification of problem types, based on which transformations are necessary and sufficient for finding the correct answer. Fourth, I examined if patterns of errors made on the SPM can provide a window into whether a visual or verbal strategy is being used. While many of the observed error patterns were predicted by considering aspects of the model and of human behavior, I found that overall error patterns do not seem to provide a clear indicator of strategy type.
The main contributions of this dissertation include: (1) a rigorous definition and examination of a disposition towards visual thinking in autism; (2) a sufficiency proof, through the construction of a novel computational model, that visual representations can successfully solve many Raven's problems; (3) a new, data-based classification of problem types on the SPM; (4) a new classification of conceptual error types on the SPM; and (5) a methodology for analyzing, and an analysis of, error patterns made by humans and computational models on the SPM. More broadly, this dissertation contributes significantly to our understanding of visual problem solving.
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Stewart, Robyn, and n/a. "The effect of three-dimensional art works made by adults on children's construction of three-dimensional form." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061109.090237.
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Many studies of children's learning in Art education have focused
on the young child working in two-dimensional processes. This
study examined ways in which emerging-adolescents worked three dimensionally
with clay. The purpose of the study was to discover
whether the introduction of adult models of three-dimensional form
would affect the way the child perceived and constructed threedimensional
form. These models were presented as perceptual
frames of reference related to the problem confronting the child.
The development of perceptual differentiation skills and perceptual,
manipulative and conceptual modes of learning underpin this
investigation.
Four intact classrooms of 12 year olds were studied and the
results were examined by a panel of judges. A rating scale
devised by the author was applied to each model. The scale was
designed to measure five aspects of three-dimensional form.
Results indicated that three-dimensional art works made by adults
do affect aspects of the way children approach visual problem solving. Implications for the use of such frames of reference in
the art classroom and indications of associated motivational and
attitudinal changes are presented in the study.
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Byron, Maria Kimlan. "Confronting the verbal/visual issue : the mathematical problem solving processes of a small group of female junior secondary students /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818465.
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Lawanto, Kevin N. "Exploring Trends in Middle School Students' Computational Thinking in the Online Scratch Community: a Pilot Study." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5072.
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Teaching computational thinking has been a focus of recent efforts to broaden the reach of computer science (CS) education for today’s students who live and work in a world that is heavily influenced by computing principles. Computational thinking (CT) essentially means thinking like a computer scientist by using principles and concepts learned in CS as part of our daily lives. Not only is CT essential for the development of computer applications, but it can also be used to support problem solving across all disciplines. Computational thinking involves solving problems by drawing from skills fundamental to CS such as decomposition, pattern recognition, abstraction, and algorithm design.
The present study examined how Dr. Scratch, a CT assessment tool, functions as an assessment for computational thinking. This study compared strengths and weaknesses of the CT skills of 360 seventh- and eighth-grade students who were engaged in a Scratch programming environment through the use of Dr. Scratch. The data were collected from a publicly available dataset available on the Scratch website. The Mann-Whitney U analysis revealed that there were specific similarities and differences between the seventh- and eighth-grade CT skills. The findings also highlight affordances and constraints of Dr. Scratch as a CT tool and address the challenges of analyzing Scratch projects from young Scratch learners. Recommendations are offered to researchers and educators about how they might use Scratch data to help improve students’ CT skills.
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Agra, Elise Stacey Garasi. "A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20438.
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Doctor of Philosophy<br>Physics<br>Nobel S. Rebello<br>This dissertation investigates the effects of visual cueing and outcome feedback on students' performance, confidence, and visual attention as they solve conceptual physics problems that contain diagrams.
The research investigation had two parts. In the first part of the study, participants solved four sets of conceptual physics problems that contain diagrams; each set contained an initial problem, four isomorphic training problems, a near transfer problem (with a slightly different surface feature as the training problems), and a far transfer problem (with considerably different surface feature as the training problems). Participants in the cued conditions saw visual cues overlaid on the training problem diagrams, while those in the feedback conditions were told if their responses were correct or incorrect. In the second part of the study, the same students solved the near and far transfer problems from the first study two weeks later.
We found that the combination of visual cueing and outcome feedback improved performance on the near transfer and delayed near transfer problems compared to the initial problem, with no significant difference between them. Thus, the combination of visual cueing and outcome feedback can promote immediate learning and retention.
For students who demonstrated immediate learning and retention on the near and far transfer problems, visual cues improved the automaticity of extracting relevant information from the transfer and delayed transfer problem diagrams, while outcome feedback helped automatize the extraction of problem-relevant information on the delayed far transfer problem diagram only. We also showed that students' reported confidence in solving a problem is positively related to their correctness on the problem, and their visual attention to the relevant information on the problem diagram.
The most interesting thing was how changes in confidence occurred due to outcome feedback, which were also related to changes in accuracy and visual attention. The changes in confidence included both reductions in confidence and increases in confidence due to feedback when the student was wrong (first) and right (later). This seems to have led to learning (change in accuracy), and also changes in attentional allocation (more attention to the thematically relevant area).
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Peng, Chih-Hung. "Essays on visual representation technology and decision making in teams." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/49018.
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Information technology has played several important roles in group decision making, such as communication support and decision support. Little is known about how information technology can be used to persuade members of a group to reach a consensus. In this dissertation, I aim to address the issues that are related to the role of visual representation technology (VRT) for persuasion in a forecasting context. VRTs are not traditional graphical representation technologies. VRTs can select, transform, and present data in a rich visual format that facilitates exploration, comprehension, and sense-making. The first study investigates conditions under which teams are likely to increase the use of VRTs and how the use of VRTs affects teams' consensus development and decision performance. The second study evaluates the effects of influence types and information technology on a choice shift. A choice shift is the tendency of group members to shift their initial positions to a more extreme direction following discussion. A choice shift is also called group polarization. To complement my first two studies, I conduct a laboratory experiment in my third study. I explore the effect of VRTs and team composition on a choice shift in group confidence.
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Smirnov, Eugeny, Sergei Burukhin, and Irina Smirnova. "Visual Modeling of Integrated Constructs in Mathematics As the Base of Future Teacher Creativity." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80943.
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Visual modeling concept of integrated constructs (essence) of mathematical objects in teacher training of humanistic area is presented as technology of education in problem solving. The main goal of innovative approach is student’s activity in mathematics on generating of concrete essence manifestations on concepts, methods, theorems, algorithms, procedures and so on. Such student’s activity should be:
· Success in an area of actual interests and person’s experience and reached by perception;
· Have high level of variability in visual modeling;
· Success in domain of reflection process stimulation.
Similar creative behavior of persons is typical for actors, dancing, and figure skating and so on.
Now we show that such technology will be fruitful for teacher training in mathematics for humanistic specialties.
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Coskun, Sirin. "A multiple case study investigating the effects of technology on students' visual and nonvisual thinking preferences comparing paper-pencil and dynamic software based strategies of algebra word problems." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4874.
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In this multiple-case study, I developed cases describing three students' (Mary, Ryan and David) solution methods for algebra word problems and investigated the effect of technology on their solution methods by making inferences about their preferences for visual or nonvisual solutions. Furthermore, I examined the students' solution methods when presented with virtual physical representations of the situations described in the problems and attempted to explain the effect of those representations on students' thinking preferences. In this study, the use of technology referred to the use of the dynamic software program Geogebra. Suwarsono's (1982) Mathematical Processing Instrument (MPI) was administered to determine their preferences for visual and nonvisual thinking. During the interviews, students were presented with paper-and-pencil-based tasks (PBTs), Geogebra-based tasks (GBTs) and Geogebra-based tasks with virtual physical representations (GBT-VPRs). Each category included 10 algebra word problems, with similar problems across categories. (i.e., PBT 9, GBT 9 and GBT-VPR 9 were similar). By investigating students' methods of solution and their use of representations in solving those tasks, I compared and contrasted their preferences for visual and nonvisual methods when solving problems with and without technology. The comparison between their solutions of PBTs and GBTs revealed how dynamic software influenced their method of solution. Regardless of students' preferences for visual and nonvisual solutions, with the use of dynamic software students employed more visual methods when presented with GBTs. When visual methods were as accessible and easy to use as nonvisual methods, students preferred to use them, thus demonstrating that they possessed a more complete knowledge of problem-solving with dynamic software than their work on the PBTs.; Nowadays, we can construct virtual physical representations of the problems in technology environments that will help students explore the relationships and look for patterns that can be used to solve the problem. Unlike GBTs, GBT-VPRs did not influence students' preferences for visual or nonvisual methods. Students continued to rely on methods that they preferred since their preferences for visual or nonvisual solutions regarding GBT-PRs were similar to their solution preferences for the problems on MPI that was administered to them to determine their preferences for visual or nonvisual methods. Mary, whose MPI score suggested that she preferred to solve mathematics problems using nonvisual methods, solved GBT-VPRs with nonvisual methods. Ryan, whose MPI score suggested that he preferred to solve mathematics problems using visual methods, solved GBT-VPRs with visual methods. David, whose MPI score suggested that he preferred to solve mathematics problems using both visual and nonvisual methods, solved GBT-VPRs with both visual and nonvisual methods.<br>ID: 030422900; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 293-303).<br>Ph.D.<br>Doctorate<br>Education
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Fiaux, Patrick O. "Solving Intelligence Analysis Problems using Biclusters." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/31293.
Full textAbstract:
Analysts must filter through an ever-growing amount of data to obtain information relevant to their investigations. Looking at every piece of information individually is in many cases not feasible; there is hence a growing need for new filtering tools and techniques to improve the analyst process with large datasets. We present MineVis â an analytics system that integrates biclustering algorithms and visual analytics tools in one seamless environment. The combination of biclusters and visual data glyphs in a visual analytics spatial environment enables a novel type of filtering. This design allows for rapid exploration and navigation across connected documents. Through a user study we conclude that our system has the potential to help analysts filter data by allowing them to i) form hypotheses before reading documents and subsequently ii) validating them by reading a reduced and focused set of documents.<br>Master of Science
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Reyes-Santander, Pamela, David Aceituno, and Pablo Cáceres. "Mathematical Thinking Styles of Students with Academic Talent." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123827.
Full textAbstract:
This study explores the predominant mathematical thinking style that students with academic talent used in solving mathematical problems. Thinking styles are preferences by subjects in the way of expressing mathematical skills against a task, in this case, visual, formal and integrated. We assessed 99 students from an academic support talent program, in a retrospective ex post facto study with only one group. We administered the questionnaire mathematical thinking styles of Borromeo-Ferri and determined that these students exhibited mostly an integrated style of thinking, which involves the use of symbols and verbal representations with visual expressions in solving mathematical exercises. They also show a strong orientation to address the problems of combined mode, which involves considering them as a whole at a time.<br>El presente estudio establece el estilo de pensamiento matemático predominante que utilizan los estudiantes con talento académico en la resolución de problemas matemáticos. Los estilos de pensamiento son preferencias por parte de los sujetos en la forma de expresar las habilidades frente a una tarea matemática, en este caso, visual, formal e integrado. En el marco de un estudio ex post facto retrospectivo de grupo único, se evaluó a un total de 99 estudiantes pertenecientes a un programa académico de apoyo al talento con el cuestionario Estilos de Pensamiento Matemático de Borromeo-Ferri. Los resultados indican que los estudiantes declararon orientarse hacia el estilo de pensamiento integrado, que supone el uso de simbología y representaciones verbales junto con expresiones visuales en la resolución de los ejercicios matemáticos, así como una significativa orientación a abordar los problemas de modo combinado, que supone considerar los problemas como un todo.<br>La présente étude établit le style de pensée mathématique prédominant utilisé par les étudiants ayant un talent académique dans la résolution de problèmes mathématiques. Les styles de pensée sont des préférences de la part des sujets sous la forme d’exprimer les capacités face à une tâche mathématique, dans ce cas, visuelle, formelle et intégrée. Dans une étude rétrospective sur un seul groupe ex post facto, un total de 99 étudiants appartenant à un programme de soutien aux talents universitaires ont été évalués, à qui le questionnaire Styles de Pensée mathématique de Borromeo-Ferri a été appliqué et déterminé que ce type de sujets déclare principalement un style de pensée intégré, ce qui implique l’utilisation de la symbologie et des représentations verbales ainsi que des expressions visuelles dans la résolution des exercices mathématiques. En outre, ils montrent une forte orientation pour aborder les problèmes de manière combinée, ce qui implique de les considérer dans leur ensemble dans le même temps.<br>Este estudo estabelece o estilo predominante do pensamento matemático usado por os alunos com talento acadêmico na resolução de problemas matemáticos. Os estilos de pensamento são as preferências dos indivíduos sobre a forma para expressar as capacidades em uma tarefa matemática, neste caso, visual, formal e integrada. Como parte de um estudo ex post facto retrospectivo de grupo único, foram avaliados um total de 99 estudantes de um programa de talento acadêmico. Foram aplicados nos alunos o questionário “Estilos de Pensamento Matemático de Borromeo-Ferri” e determinou-se que a maioria dos participantes declararam um estilo de pensamento integrado, que envolve o uso de símbolos e representações verbais com resolução de expressões visuais de exercícios matemáticos. Eles mostram também uma forte orientação para resolver os problemas de modo combinado, o qual envolve a considerá-los como um todo de uma vez.
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Johnson, Jennifer E. "Investigating visual attention while solving college algebra problems." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19704.
Full textAbstract:
Master of Science<br>Mathematics<br>Andrew G. Bennett<br>This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problems, we used eye-tracking to observe the visual attention difference between correct and incorrect solvers of college algebra problems. More specifically, we consider students’ visual attention when presented tabular representations of linear functions. We found that in several of the problems analyzed, those who answered the problem correctly spend more time looking at relevant table values of the problem while those who answered the problem incorrectly spend more time looking at irrelevant table labels x, y, y = f(x) of the problem in comparison to the correct solvers. More significantly, we found a noteworthy group of students, who did not move beyond table labels, using these labels solely to solve the problem. Future analyses need to be done to expand on the differences between eye patterns rather than just focusing on dwell time in the relevant and irrelevant areas of a table.
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Middleton, Howard Eric, and n/a. "The Role of Visual Mental Imagery in Solving Complex Problems in Design." Griffith University. School of Education, 1998. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050919.170056.
Full textAbstract:
The problem addressed in this thesis is the nature of design expertise and the role of visual mental imagery in design. The problem is addressed firstly, by examining the nature of problems, including design problems. It is argued that design problems are complex and ill-defined and can be distinguished from non-design problems. Secondly, design expertise is examined. It was found that design experts have a large store of design knowledge in a form that is readily accessible, and engage in extensive problem-finding prior to generating design solutions. Thirdly, the role of visual mental images as a component of design problem-solving and design expertise is examined. It is argued that visual mental images are important features of both design expertise and the transition from novice to expert. A number of case studies are designed and conducted. The findings of these studies are interpreted as supporting the theoretical ideas developed in the thesis. The introduction of design-based technology programs into Australian high schools has created the need for teachers to be able to assist students to generate creative solutions to design problems. Currently, technology teachers are experiencing difficulty in helping students to generate creative solutions to design problems. Hence a better understanding of design process may help to shape teaching and learning in design-based subjects. Furthermore, many complex everyday problems share similar properties with design problems. The research may therefore contribute to the understanding of the way people solve problems that have some characteristics in common with design problems. It is argued in this thesis that existing theories and models explaining the nature of problems and of the processes of solving problems are adequate in explaining many categories of problems and problem-solving but are inadequate in explaining the process of solving design problems. A new model of a problem space is proposed and justified. It is argued that design problems occur within a problem space that consists of a problem zone, a search and construction space and a satisficing zone. To establish, theoretically, the role of visual mental imagery in designing, two bodies of cognitive research literature are employed. Firstly, research into the utility of sketches in problem-solving are examined. This research indicates that external images assist problem-solving. Secondly, research into the relationship between perception and imagery is examined. This research suggests that visual mental images are functionally equivalent to perceived images. Thirdly, by combining the findings on sketches in problem-solving with the findings on imagery and perception, it is then possible to argue that visual mental images can assist problem-solving, and may play an important role in the resolution of complex design problems. The cognitive theory explaining the role of visual mental imagery in problem-solving in design is used to develop predictions for testing in two practical studies. Designers use visual imagery to represent and transform complex design problems within the problem space, and visual images are theorised as capable of providing more efficient representations for solving design problems than other forms of representation such as propositions. In the two studies undertaken in this thesis, a case study methodology was employed. The findings of the two studies support the arguments developed in this thesis that expert designers are able to form more complete and more detailed images of design problems and solutions than novices. Expert designers have a large store of previous solutions that can be retrieved from long-term memory as visual mental images. Expert designers are able to recognise when their existing solutions can be used, how they might be modified for use, and where something new is required. The study examined designing in terms of the deployment of procedures and the relationship among these procedures, and with images usage. It was found that designers traverse the design problem space using generative and exploratory procedures and that these procedures are facilitated by and facilitate, the production of visual mental images. The study provides a model of a problem space that can be used to explain the process of solving complex ill-defined problems, the cognitive processing involved in creative thinking and the role of mental imagery in an information processing theory of problem-solving. Conceptualising the problem space as containing a problem zone, search and construction space and satisficing zone makes it possible to apply the concept of a problem space to problems that do not contain well specified problem and goal states and with a limited number of operators. Integrating imagery theories with information processing theories provides an account of the process of solving complex design problems and the generation of novel solutions.
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Nkambule, Mbongiseni Emmanuel Nathi. "Visual assessment as a research tool for solving spatial problems in Khutsong Section informal settlement." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/56096.
Full textAbstract:
In South Africa there are many informal settlements experiencing
worsening socio-economic living conditions, along
with associated environmental and urban open space degradation.
These socio-spatial problems have increasingly attracted
attention and responses from the South African government
and researchers. Urban designers and architects as
design professionals can make use of their visual-spatial skills
to play a leading role towards developing sustainable and
enabling urban open spaces in informal settlements. This
study employed visual assessment as a tool for urban designers
and architects to address socio-spatial problems in informal
settlements. A visual research methodology was explored,
using Khutsong Section informal settlement as a vehicle so
as to formulate a generalised approach to the upgrading of
informal settlements. The study area, Khutsong Section, is
located in Ivory Park township within the City of Johannesburg.
The visual-spatial design process gained from the context
of the study, visual analysis and interpretation of precedents
as well as the analysis and understanding of the study
area. The context-informed and -driven urban open space
design process resulted in an integrative and consolidated
spatial solution for Khutsong Section. The understanding obtained
of specific socio-economic activities imbedded in prevailing
spatial elements and features in informal settlements
has a broader applicability in the urban design and architecture
professions. Therefore, the application of the visual research
method in this study contributes towards positioning
urban designers and architects to be visionaries and pioneers
in the sustainable upgrading of informal settlements.<br>Thesis (PhD)--University of Pretoria, 2015.<br>tm2016<br>Architecture<br>PhD<br>Unrestricted
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Oliveira, Eduardo Chagas de. "Uma proposta de metamodelo de visualização da informação, baseada em Treemaps." Universidade Federal de Uberlândia, 2015. https://repositorio.ufu.br/handle/123456789/14595.
Full textAbstract:
Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>The interpretation and understanding of large quantities of data is a challenge for current information visualization methods. The visualization of information is important as it makes the appropriate acquisition of the information through the visualization possible. The choice of the most appropriate information visualization method before commencing with the resolution of a given visual problem is primordial to obtaining an efficient solution. This article has as its objective to describe an information visualization classification approach based on Treemap, which is able to identify the best information visualization model for a given problem. The implementation of the model involves choosing components and also the architecture that stands its necessary functions effectively. This is understood through the construction of an adequate information visualization meta-model. Firstly, the actual state of the visualization field is described, and then the rules and criteria used in our research are shown, with the aim of presenting a meta-model proposal based on treemap visualization methods. Besides this, the author present a case study with the information contained in the periodic table visualization meta-model along with an analysis of the information search time complexity in each of the two meta-models. Finally, an evaluation of the results is presented through the experiments conducted with users and a comparative analysis of the methods based on Treemap and the Periodic Table.<br>Interpretar e entender uma grande quantidade de dados é um desafio dos modelos de Visualização de Informação. A Visualização da Informação é importante para possibilitar uma apropriada obtenção da informação através da visualização. A escolha do modelo de visualização de informação mais apropriado antes de iniciar a resolução de um determinado problema visual é primordial para obtenção de uma solução eficaz. A implementação do modelo envolve escolher também componentes e a arquitetura que suporte as suas funcionalidades necessárias, de maneira eficaz. Esta dissertação descreve uma abordagem de classificação das visualizações da informação baseado em treemap, capaz de buscar e identificar o melhor modelo de visualização da informação para um determinado problema. Isso compreende na criação de um metamodelo de Visualização da Informação adequado. Primeiramente, o atual estado do campo de visualização foi descrito e então, são mostradas as regras e critérios utilizados na pesquisa dessa dissertação, a fim de apresentar uma proposta de metamodelo baseado em treemap para modelos de visualização. Além disso, é apresentado um estudo de caso com as informações contidas no metamodelo de visualização da tabela periódica e a análise da complexidade de tempo da busca da informação em cada um dos dois metamodelos. Finalmente, uma avaliação dos resultados é apresentada, através de experimentos com usuários e análise comparativa entre os modelos baseados em treemap e na tabela periódica.<br>Mestre em Ciências
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Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
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Eriksson, Kristina. "Elever i särskilda utbildningsbehov och problemlösning. : En studie av elevers upplevelse och deltagande vid problemlösning i grupp." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58218.
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Denna studie undersöker hur elever i Särskilda Utbildningsbehov i Matematik (SUM) upplever problemlösning i grupp i matematik samt hur de agerar i praktiken vid sådana tillfällen. Med fördjupad kunskap kring ämnet är ambitionen att på ett gynnsamt sätt organisera den specialpedagogiska undervisningen så att SUM-elever blir delaktiga vid problemlösningssituationer i den ordinarie undervisningen. Studien har en kvalitativ ansats där observationer och intervjuer med tre SUM-elever från år 3 har genomförts. Till grund för analysen har studiens teoretiska begrepp kommunikation och delaktighet funnits. Resultatet visar att eleverna upplever att de är delaktiga i gruppen och att de alla på något sätt är aktiva i arbetet med uppgiften. Ett inkluderande förhållningssätt visade sig spela roll för hur eleverna valde att delta och kommunicera i respektive grupper. Vid observationerna blev det synligt att inkludering ur ett didaktiskt perspektiv är viktigt för att få eleverna att känna att de klarar av uppgiften samt att de kan bidra med något i gruppen. Dock blir det tydligt i vissa fall att det i kommunikationen eleverna emellan används tillvägagångssätt som är inövade utan förståelse vilket leder till att de inte har någon kontroll över arbetet att lösa uppgiften. Några elever framför samtidigt i intervjuerna hur deras låga tilltro till sin egna matematiska förmåga kring att lösa problem gör att de hellre arbetar i grupp.<br>This study examines students in Special needs Education in Mathematics (SEM) experience of problem solving in groups in mathematics. The studie also investigates how the students act in practice in problem solving situations. The overall aim of the study is to reach in-depth knowledge about the subject which would be a good help in organizing the special education work with SEM-pupils and problem solving in a successful way. The study has a qualitative approach, where observations and interviews with three SEM pupils from lower primary school (grade 3) in Sweden has formed the empirical material in the study. The theoretical concepts communication and participation are the foundation of analysis. The result show that an inclusive approach seems to be important in how the pupils chose to communicate and participate, meaning that the students in SEM are in mixed ability groups when working with problem solving. The pupils experienced that they participated in the groups and all of them were at some degree active in the problem solving task and they expressed that they liked problem solving. The didactic perspective is very important to make pupils feel that they are up to the task and that they can contribute to the group. However, it`s clear in some of the cases that problem solving is practiced with strategies but without understanding. Some of the pupils talks about their bad confidence in their mathematical ability and therefore they prefer working with problem solving in groups.
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Arsalidou, Marie. "Neural processes of visual problem solving and complexity /." 2003. http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99273.
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Thesis (M.A.)--York University, 2003.<br>Typescript. Includes bibliographical references (leaves 62-71). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99273
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Hansen, Sarah. "Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations." Thesis, 2014. https://doi.org/10.7916/D83B5X9H.
Full textAbstract:
Visual problem solving with multiple representations is a critical component of chemistry learning and communication. Understanding how students comprehend and utilize visual representations is key to improving chemistry education, and a multimodal approach to understanding how students tackle visual stoichiometry problems offers insight into misconceptions and difficulties that they face. A mixed methods approach was used, employing multimodal data (eye-tracking, drawings, oral responses, and visual problem solving scores) to study participant interaction with representations and develop a framework for understanding college general chemistry students' metavisualization skills. Student performance during a PhET interactive simulation chemistry game was investigated using eye-tracking and qualitative analyses of a talk aloud protocol to isolate key mental blocks contributing to the participants' misconceptions. Cluster analysis and principal component analysis of gaze patterns revealed that participants follow coherent patterns when solving visual problems with multiple representations with respect to the equation, submicroscopic representations, and numbers provided in the question. Participants were divided into high and low score groups based on quantitative analysis of responses to key questions associated with the conservation of mass in stoichiometric analysis and the groups were further investigated using the of multimodal responses from individuals within each group. Eye-tracking and cluster analysis were found to be valuable tools for framing how students solve chemistry problems with multiple representations.
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Huang, Pei-yu, and 黃培育. "The study of sixth grade students to use visual representation of problem solving strategies." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06794187800854608166.
Full textAbstract:
碩士<br>雲林科技大學<br>資訊管理系碩士班<br>99<br>The purpose of this study was to investigate the sixth graders’ use of visual representation strategy to solve the problem of volume measurement,further understand the students’ visual representation image,wrong situation,and characteristics of problem-solving when they solved problems,in order to find the possible relation between the use of visual representation strategies and the performance of problem-solving. The participant of this study were 33 sixth-grade students in Yunlin Country. A qualitative research method was adopted analyze data of problem-solving and interview. The findings were as follows：
First,when solving problem of volume measurment,most sixth graders use visual strategies to help problem-solving. Also,the use of visual representation strategy or not was subject to the students’habits. Second,the representation of problem-solving developed differently details as the students solved the problems. Some students could develop the subtle of visual represention while some students constructed rough of cylinder.
Visual represention strategy could contribute to performance but not to the success of problem-solving. The students who used Visual represention strategy often made mistakes in solving problems due to their misunderstanding the meaning of problems and misconception of volumes. Great difference was found in the students’ characteristics of problem-solving after analyzing their various performances of problem-solving.
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Yin, Shu-ling, and 尹淑玲. "The Effectiveness of Visual Prompts on Everyday Problem Solving for Elementary School Children with Low Functioning Autism." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/72481688453122554639.
Full textAbstract:
碩士<br>國立臺南大學<br>特殊教育學系碩士班<br>99<br>This study targeted on elementary school children with low functioning Autism and explored the effectiveness of visual prompts on their everyday problem solving. Three children with autism from Tainan City were involved and a multiple probe across subjects design of the single subject reasearch was adopted. The research process included four phases, namely, baseline, intervention, maintenance, and 2-month-after-follow-up. The independent variable was providing visual prompts; the dependent variable was the change occurred in the children’s performance of everyday problem solving in terms of four indicators--awareness, aggressiveness, appropriateness, and completeness. Target activities included getting an object located high and opening a bag of cracker; generalization activities included getting a ball on the top of the cabinet and opening a bag of toy. Data were collected mainly by video taping and further analyzed with visual analysis. At the end of the study, three caregivers of the three children were interviewed for the social validity of the study.
This study showed positive results for the children with low functioning autism on their performance of everyday problem solving; this study had a fair social validity as well. Main findings from this study were listed as follows:
1. Visual prompts effectively improved the performance of the awareness, the appropriateness, and the completeness of the everyday problem solving for the elementary school children with low functioning autism. As to the aggressiveness, although positive changes were shown, the support data were not sufficient for claiming significant effects.
2. The above positive results of the visual prompts on the awareness, the appropriateness, and the completeness of the everyday problem solving were maintained instantly, and 2 months later as well. As to the aggressiveness, the support data were not sufficient for claiming significant effects.
3. The positive results of the visual prompts on the awareness, the appropriateness, and the completeness of the everyday problem solving were generalized. As to the aggressiveness, although positive changes were shown, the support data were not sufficient for claiming significant effects.
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Merickel, Mark L. "A study of the relationship between perceived realism and the ability of children to create, manipulate and utilize mental images in solving problems /." 1991. http://hdl.handle.net/1957/11884.
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Merickel, Mark. "A study of the relationship between perceived realism and the ability of children to create, manipulate and utilize mental images in solving problems /." 1991. http://hdl.handle.net/1957/11884.
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(8809922), Shuang Wei. "Using Visualization to Understand the Problem-Solving Processes of Elementary Students in a Computer-Assisted Math Learning Program." Thesis, 2020.
Find full textAbstract:
<p>CAL (Computer
Assisted Learning) programs are widespread today in schools and families due
to the effectiveness of CAL programs in improving students’ learning and task
performance. The flourishing of CAL programs in education has brought large
amounts of students’ learning data including log data, performance data, mouse
movement data, eye movement data, video data, etc. These data can present
students’ learning or problem-solving processes and reflect underlying
cognitive processes. These data are valuable resources for educators to
comprehend students’ learning and difficulties. However, few data analysis
methods can analyze and present CAL data for educators quickly and clearly.
Traditional video analysis methods can be time-consuming. Current visualization
analysis methods are limited to simple charts or visualizations of a single
data type. In this dissertation, I propose a visual learning analytic approach
to analyze and present students' problem-solving data from CAL programs. More
specifically, a visualization system was developed to present students’
problem-solving data, including eye movement, mouse movement, and performance
data, to help educational researchers understand student problem-solving
processes and identify students’ problem-solving strategies and difficulties.
An evaluation experiment was conducted to compare the visualization system with
traditional video analysis methods. Seven educational researchers were
recruited to diagnose students’ problem-solving patterns, strategies, and
difficulties using either the visualization system or video. The diagnosis task
loads and evaluators’ diagnosis processes were measured and the evaluators were
interviewed. The results showed that analyzing student problem-solving tasks
using the proposed visualization method was significantly quicker than using
the video method. In addition, diagnosis using the visualization system can
achieve results at least as reliable as the video analysis method. Evaluators’
preferences between the two methods are summarized and illustrated in the
dissertation. Finally, the implications of the visual analytic approach in
education and data visualization areas are discussed. </p>
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Budram, Rajesh. "The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7." Thesis, 2009. http://hdl.handle.net/10413/3615.
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In this study I examine the effects of visualization in the teaching of problem solving in
grades 6 and 7 in a school south of Durban in KwaZulu Natal. One of the goals of
mathematics instruction according to the Department of Education is to prepare learners
to become proficient in solving problems (DoE, 2003). Whilst many studies have been
conducted in the field of problem solving, using visualization as a strategy to solve
problems has been a neglected area in mathematics teaching in some schools.
A literature survey shows that the link between solving problems and visualization
strategies is making finding solutions easier for learners. The literature suggests that
visualization assists learners to develop their problem solving skills as it allows them an
opportunity to show their interpretation of the problem and the understanding of
mathematical concepts. Through the use of problem centred mathematics, problem
centred learning, growth of mathematical understanding and realistic mathematics
education, learners see the connection and employ appropriate strategies to solve
problems.
This study examines the strategies employed by educators in the teaching and learning of
problem solving and the strategies used by learners when solving problems. Data was
collected from educators using a questionnaire, observation of grade 6 and 7 learners in
the classroom and semi structured interviews. The conclusions from the data analysis
have shown that problem solving is been neglected and that visualization does assist
learners in solving problems.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.
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Dwarika, Jeraline. "The use of ALICE, a visual environment for teaching and learning object-oriented programming." Diss., 2014. http://hdl.handle.net/10500/13369.
Full textAbstract:
University students learning object-oriented programming (OOP) encounter many complexities. This study undertook empirical research aimed at analysing learners’ interactions with the Alice visual programming environment, which seeks to engage and motivate learners to grasp concepts of OOP, whilst creating animated movies and video games.
A mixed-methods approach was employed, using questionnaire surveys and interviews to investigate learners’ experiences with Alice and their understanding of OOP. Findings indicated that learners lacked problem-solving abilities; were unable to grasp programming concepts on an abstract level and spent insufficient time practicing programming exercises. Alice proved to be an effective tool in helping to address these challenges and in improving learners’ grasp of OOP. Learners found Alice to have good usability.
Furthermore, test and exam results revealed a statistically significant difference between performances of learners who had been taught Alice in comparison to similar learners who were not exposed to the Alice intervention.<br>Computing<br>Information Systems<br>M. Sc. (Information systems)
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Macke, Jaroslav. "Metody strojového učení pro řešení geometrických konstrukčních úloh z obrázků." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-438052.
Full textAbstract:
Geometric constructions using ruler and compass are being solved for thousands of years. Humans are capable of solving these problems without explicit knowledge of the analytical models of geometric primitives present in the scene. On the other hand, most methods for solving these problems on a computer require an analytical model. In this thesis, we introduce a method for solving geometrical constructions with access only to the image of the given geometric construction. The method utilizes Mask R-CNN, a convolutional neural network for detection and segmentation of objects in images and videos. Outputs of the Mask R-CNN are masks and bounding boxes with class labels of detected objects in the input image. In this work, we employ and adapt the Mask R- CNN architecture to solve geometric construction problems from image input. We create a process for computing geometric construction steps from masks obtained from Mask R- CNN and describe how to train the Mask R-CNN model to solve geometric construction problems. However, solving geometric problems this way is challenging, as we have to deal with object detection and construction ambiguity. There is possibly an infinite number of ways to solve a geometric construction problem. Furthermore, the method should be able to solve problems not seen during the...
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Lo, Hui-Hsin, and 羅彗心. "The Effect of Visual Representations Strategy and Self-monitoring Strategy on Solving Addition-Subtraction Word Problems for Students with Mild Intellectual Disabilities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/86858051439738824765.
Full textAbstract:
碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>102<br>The purpose of this study was to explore the effects of visual representations strategy and self-monitoring strategy on solving addition-subtraction for elementary students with mild intellectual disabilities.The study used single-subject experimental design with the multiple probe design across subjects was used as the main research method; and two elementary students with mild intellectual disabilities were selected to participate in the study.Explore the addition-subtraction word problems in the effect of the immediate assessment and maintenance phase assessment.In the study, through visual analysis, observation, questionnaire to collect information.
The results indicate as below：
1.In the intervention phase, visual representations strategy and self-monitoring strategy instruction could enhance the significantly immediate effect in the scores of students’ assessments.
2.In the maintenance phase, visual representations strategy and self-monitoring strategy instruction would be beneficial to maintain the scores of students’ assessments after the intervention phase.
3.The visual representations strategy and self-monitoring strategy teaching can assist the students with mild intellectual disabilities in comprehending word problems, equating accurately,
inspection answers, and thus reducing errors in the problem-solving process.
Based on these results, the mathematics teaching and future research for students with intellectual disabilities to make a few suggestions.
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Quan-Baffour, Kofi Poku. "The introduction of audio cassettes in an integrated study package in solving the problems of adult distance education students in Lesotho." Diss., 1995. http://hdl.handle.net/10500/15839.
Full textAbstract:
This research project reports on an empirical study on the suitability and feasibility of audio
cassette lectures in solving the study problems of adult distance education students.
Having reviewed relevant literature on the subject the researcher collected data through:
(a) Empirical investigation by contituting a two-group (experimental/control) design.
(b) Questionnaires to find out opinions of students on audio cassettes.
The study reveals that there is a significnt difference between the academic achievement
of students who study via audio cassette lectures in addition to textbooks and face-to-face
lectures and those who study through textbooks and face-to-face lectures only. The study
therefore validates audio cassette lectures in an integrated study package.
Other outcomes of the study are:
(a) Suggestions to l.E.M.S. authorities to introduce audio cassette lectures on l.E.M.S.
part-time courses.
(b) Suggestions to course organisers at 1.E.M.S. to liaise with distance education
institutions to adopt their instructional strategies.<br>Teacher Education<br>M. Ed. (Didactics)
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Τριανταφύλλου, Χρυσαυγή. "Τα μαθηματικά στο χώρο εργασίας και η σύνδεσή τους με την τυπική εκπαίδευση". Thesis, 2010. http://nemertes.lis.upatras.gr/jspui/handle/10889/3490.
Full textAbstract:
Η παρούσα διδακτορική διατριβή επικεντρώνεται σε δύο ερευνητικά προβλήματα που αποτελούν τα αντικείμενα δύο ερευνητικών φάσεων. Στην Α΄ ερευνητική φάση, διάρκειας ενός έτους, ασχολείται με τη διερεύνηση μαθηματικών πρακτικών σε τρεις ομάδες τεχνικών του Οργανισμού Τηλεπικοινωνιών Ελλάδας αναζητώντας παράλληλα την ύπαρξη αμετάβλητων στοιχείων της μαθηματικής επιστήμης τα οποία διαπερνούν την ακαδημαϊκή και την παρούσα εργασιακή κοινότητα. Στη Β΄ ερευνητική φάση, διάρκειας οκτώ μηνών, εξετάζει κάτω και υπό ποιες προϋποθέσεις πέντε σπουδαστές ενός Τεχνολογικού Εκπαιδευτικού Ιδρύματος που πραγματοποιούν την πρακτική τους άσκηση στον ίδιο Οργανισμό είναι σε θέση να αναγνωρίσουν τα αμετάβλητα αυτά στοιχεία.
Στην Α΄ ερευνητική φάση η Θεωρία Δραστηριότητας των Vygotsky, Leont’ ev και των συνεχιστών του έργου τους, Engeström & Cole, αποτελεί τη θεωρητική βάση της εργασίας. Τα ερευνητικά δεδομένα προκύπτουν από εθνογραφικής φύσης παρατηρήσεις αλλά και συζητήσεις με τους συμμετέχοντες. Η μαθηματική δραστηριότητα που αναγνωρίσαμε στο χώρο εργασίας ήταν πολύπλοκη και πλούσια αλλά πλήρως ενταγμένη στο πλαίσιο αναφοράς της. Ειδικότερα, αναγνωρίσαμε και ταξινομήσαμε τα μαθηματικά εργαλεία τα οποία διαμεσολαβούσαν στις κεντρικές καθημερινές εργασιακές δραστηριότητες των τεχνικών και αναδείξαμε τους τρόπους με τους οποίους αυτά εμπλέκονταν με τα τεχνικής φύσης εργαλεία τους. Ταυτόχρονα αναγνωρίσαμε αμετάβλητα μαθηματικά στοιχεία στις μαθηματικές έννοιες, στο τρόπο κατανόησής τους από τους τεχνικούς και σε μαθηματικές διαδικασίες που οι ίδιοι χρησιμοποιούσαν για την επίτευξη των εργασιακών τους στόχων.
Στην Β΄ ερευνητική φάση τα ερευνητικά δεδομένα προέρχονται από διερευνητικής και παρεμβατικής φύσης συνεντεύξεις με τους σπουδαστές και εθνογραφικές παρατηρήσεις. Μέσα από τις διερευνητικής φύσης συνεντεύξεις καταγράψαμε τις στάσεις των σπουδαστών ως μέλη της σπουδαστικής και της συγκεκριμένης εργασιακής κοινότητας και αναζητήσαμε μαθηματικές πρακτικές που ανέπτυξαν ως μαθητευόμενοι στην παρούσα εργασιακή τους κοινότητα. Οι μαθηματικές πρακτικές που ανέπτυξαν οι σπουδαστές, έστω και ασυνείδητα, είχαν άμεση εξάρτηση από τα εργαλεία και τους εργασιακούς στόχους της κάθε κοινότητας και αφορούσαν την ικανότητα οπτικοποίησης και την ανάγνωση και ερμηνεία σύνθετων οπτικών αναπαραστάσεων. Τέλος, μέσα από μια σειρά παρεμβατικής φύσης συνεντεύξεων αναλύσαμε με εργαλεία σημειωτικής τη δραστηριότητα που ανέπτυξαν οι ίδιοι σπουδαστές στην προσπάθεια ερμηνείας αυθεντικών αναπαραστάσεων με σκοπό τη σύνδεση κοινών μαθηματικών εννοιών που συναντώνται στην ακαδημαϊκή και στην παρούσα εργασιακή κοινότητα. Οι έννοιες αυτές αφορούσαν το θεσιακό σύστημα αρίθμησης και τη συναρτησιακή σχέση αντίστασης, μήκους, διαμέτρου χάλκινων καλωδίων. Καταλήγουμε, καταγράφοντας τα χαρακτηριστικά που προάγουν και αναστέλλουν, τη μεταφορά της γνώσης στο νέο κοινωνικό-πολιτισμικό πλαίσιο.
Στο τέλος της διατριβής καταγράφονται και αναλύονται οι εκπαιδευτικές προεκτάσεις της έρευνας.<br>This dissertation thesis focuses on two different research problems carried out in two research phases. In the first research phase, lasting one year, it focuses on the exploration –identification of mathematical practices of three different groups of technicians of the Greek Telecommunication Organization. In parallel, it investigates the existence of invaried mathematical elements that are crossing the academic and the current workplace community. In the second research face, lasting eight months, it investigates how and whether five students of a Technological Educational Institute who were doing their practicum in this setting could recognize these invariant mathematical elements.
In the first research phase, the theoretical framework is guided by Vygotsky and Leont’ev work on Activity theory and their followers, Engeström & Cole. Our data are coming from ethnographic observations and discussions with the participants. The mathematical activity we identified was complex and rich but completely contextual. Especially, we recognized and categorized the mediated mathematical tools in technicians’ central workplace activities and we were showing off how these are interrelated with their physical mediated tools. At the same time we recognized invariant mathematical elements in the category of mathematical concepts, the meanings the technicians attributed to these concepts and in the category of mathematical processes they were using in order to achieve their workplace goals.
In the second research phase, our data are coming from eexploratory and intervention interviews with the students and ethnographic observations. In the exploratory interviews we recorded their experiences and their attitudes as members of the academic and the workplace community and we identified mathematical practices they developed as apprentice members of this community. Τhe main mathematical practices the students developed, mainly unconsciously, were attached to the tools and the goals of the workplace community and referring to visualization and reading and interpreting complex visual representations. Finally, through the intervention interviews, we analyzed with the help of semiotic tools the activity the same students developed in order to interpret mathematical objects that are common to the academic and workplace community. The mathematical objects were referring to the place value concept and the functional relation between the resistance, the length and the diameter of the copper wires. In the conclusion, we recorded the characteristics that support and block students’ transfer of knowledge in their new socio-cultural context.
In the end of the thesis we discuss and analyze the educational implications of our findings.