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Thèses sur le sujet « Computer assisted cognitive remediation »

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Publié le 4 juin 2021

Mis à jour le 1 février 2022

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1

MacLeod, Joanne Louise. « Computer-assisted cognitive remediation in patients with schizophrenia : effects on symptoms, cognition and psychosocial functioning ». Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7996.

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Background: Cognitive remediation is a behavioural intervention that aims to improve cognitive functioning with the goal of durability and generalisation. Although evidence suggests that computer-assisted cognitive remediation (CACR) improves cognitive functioning in individuals with schizophrenia, it remains unclear whether these effects generalise and lead to improvements in clinical symptoms and psychosocial functioning. The current study aimed to investigate the effects of CACR on clinical symptoms, cognitive functioning and psychosocial functioning in individuals with schizophrenia or schizoaffective disorder. Method: A systematic review was performed using the quality assessment criteria defined by Scottish Intercollegiate Guidelines Network (SIGN 50) to investigate the effects of CACR on clinical symptoms in individuals with a diagnosis of schizophrenia or schizoaffective disorder. Additionally, a within subjects repeated measures design was used to investigate the effects of CACR on cognitive functioning, functional capacity and everyday social functioning. Results: There was some evidence to suggest that CACR improves clinical symptoms, but the majority of studies reviewed did not report a significant effect, and a number of methodological weaknesses were identified in the literature. Results of the experimental study revealed improvements in speed of processing, reasoning and problem solving and the overall composite score for cognition, but these improvements could not be attributed solely to the CACR intervention. No improvements in functional capacity or everyday social functioning were observed. Conclusions: Further, more rigorous research is required to develop a clearer understanding of the effects of CACR on clinical symptoms. The results of the experimental study support previous literature which has identified that a pure CACR intervention does not improve psychosocial functioning. The results are discussed in relation to the relevant literature.

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Khalil, M. S. « Computer-assisted cognitive remediation with learning disabled children : an evaluation using cognitive-neuropsychological model ». Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334458.

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Gallagher, Martin. « Implementing computer assisted cognitive remediation in a high secure forensic psychiatric setting ». Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/14237.

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Introduction This thesis has two aims. The first was to systematically review the literature on the effect of computer assisted cognitive remediation (CACR) for schizophrenia on psychosocial functioning, with a focus on methodological quality and efficacy. The second aim was to evaluate the implementation of CACR in a high secure forensic setting. Method Database searches and hand searches returned 16 randomised controlled trials of CACR that included a functional outcome measure. These were reviewed against predefined quality criteria and effect sizes were calculated. In addition, an uncontrolled pre-post test design was used to evaluate the implementation of CACR in a high secure forensic hospital. Attrition rates, predictors of attrition, and participant feedback were evaluated, along with symptom and functional outcomes. Results The systematic review found a range of methodological limitations. Studies that did not share these limitations did not provide evidence that CACR improves psychosocial functioning. However, CACR may be effective in improving functional outcomes when delivered alongside interventions targeting functional skills. The experimental study found a high attrition rate; poor adherence to the treatment protocol; no clinical, risk or demographic factors to distinguish treatment completers from those dropping out during treatment; and few improvements to performance on treatment activities or functional outcome measures. Conclusion The systematic review indicates that more methodologically rigorous research is required. Future studies with a general psychiatric population should examine the effect of CACR delivered in conjunction with interventions that aim to develop functional skills. Motivational deficits may have undermined the outcomes of the experimental study and it will be important to ensure the delivery of CACR in forensic psychiatric settings is designed to incorporate strategies for enhancing motivation. In addition, using CACR to target functional outcomes may be inappropriate within a high secure forensic setting. The role of CACR as in managing risk and enhancing the outcomes of other interventions should be explored.

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Ward, Robert David. « Natural language, computer-assisted learning and language-impaired children ». Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327817.

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Patel, Avani Rajnikant. « Cognitive Rehab Solutions : A computer-assisted cognitive training program ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2321.

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The purpose of this project is to offer a functionally comprehensive application, Cognitive Rehab Solutions (CRS), that is designed for neuropsychologists to deliver restorative cognitive training in areas of attention and memory of persons with brain impairment.

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Mellinger, Christopher Davey. « Computer-Assisted Translation : An Empirical Investigation of Cognitive Effort ». Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398088162.

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Huxford, Dane E. « The relative efficacy of computer assisted instruction ». Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=881.

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Elgie, Brian James. « Computer-based remediation in Cape Senior Certificate standard grade mathematics ». Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003339.

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This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.

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Rocci, Randy L. « A cognitive and pedagogical evaluation framework for computer-based training ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FRocci.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Thomas Housel, Tony Ciavarelli, Steven Pilnick. Includes bibliographical references (p. 123-126). Also available online.

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Mok, Fung-lan Connie, et 莫鳳蘭. « Using computer assisted concept mapping tool as cognitive tool in visual art learning ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27722430.

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Yang, Wan Chi (Ada Yang). « The enlightened Chinese characters : a cognitive approach of computer assisted Chinese character learning ». Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2428.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006.
With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...

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Walton, Donna L. « The impact of computer assisted instruction on sensory cognitive factors in literacy learning ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.

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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.

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Burkes, Kate M. Erland Allen Jeff M. « Applying cognitive load theory to the design of online learning ». [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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Fournier, Helene. « Design and planning in the development of computer-based instruction ». Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26266.

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This study has taken a problem solving approach in identifying the cognitive processes involved in designing computer-based instruction. The problem space essentially contains considerations of instructional goals and constraints, technological resources, and theoretical considerations. The problem space was augmented by an analysis of the strategic processes relevant in instructional design, in particular planning, and by an analysis of one specific technological resource, HyperCard. Concurrent think-aloud verbal protocols and computer operations protocols (video recordings of the users' interactions with the computer) were gathered from three university students enrolled in an educational technology course on developing courseware. Subjects were using HyperCard to develop instructional environments for individual course projects. The transcribed protocols were analyzed using a coding scheme based on the instructional-design problem space and planning model. Two types of analyses are reported: proportions of segments concerning different types of design and planning operations and descriptive representations of overall protocol goal structures and plans. (Abstract shortened by UMI.)

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Halabi, Abdel K. « Applying cognitive load theory concepts to the design and evaluation of CBL materials and feedback in teaching introductory accounting ». Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/9653.

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Waknine, Jessica. « A Case Study of Student Cognitive Responses to Learning with Computer-Assisted Modular Curriculum ». Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/43864.

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Little is known about how students learn when using computer-assisted modular curriculum, if such curriculum truly promotes self-regulated learning, or if the cognitive principles of teaching and learning are integrated throughout the design of the modules. The purpose of this study was to investigate the phenomenon of student cognitive responses to learning with computer-assisted modular curriculum, based on the Phases and Subprocesses of Self-Regulation. This triangulation mixed methods case study connected qualitative and quantitative data derived from curriculum content analysis, student course evaluations, participant observations, and interviews. Thirty-six middle school students enrolled in an agricultural education course designed with computer-assisted modules served as the case study group. Data were transcribed, coded, and analyzed, leading to the emergence of six common themes. Overall, the design and content of the computer-assisted modules lack integral principles of teaching and learning. Participants prefer a mix of traditional and computer-assisted instruction because of the variety of instruction, opportunities for social learning, and the hands-on activities. When integrated properly, computer-assisted modules do not inhibit interactions among the teacher and the students. The activities associated with the modules do not encourage self-regulatory processes. However, self-regulation is innate and students engage in self-regulation at different levels during the learning experience. Despite intrinsic interest or value for a particular topic, participants felt it was always important to pay attention in school. Thus, when learning with computer-assisted modules, students engage in social learning with their peers and desire hands-on learning experiences, with or without the modules.
Master of Science in Life Sciences

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Seebo, Elane K. (Elane Kelly). « Comparative Effectiveness of Paired Versus Individual Learning of Cognitive Skills Using Computer-Based Instruction ». Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278213/.

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This study examined the comparative effectiveness of learning of cognitive skills when instruction is presented through computer-based instruction using student-to-computer ratios of one-to-one and two-to-one. Effectiveness was gauged through scores on posttests administered subsequent to completion of each of nine computer-based lessons and on a single composite test score.

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Weller, Herman G. « Microcomputer-based diagnosis and remediation of simple Aristotelian alternative conceptions of force and motion ». Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135706/.

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Katz, Heather Alicia. « The relationship between learners' goal orientation and their cognitive tool use and achievement in an interactive hypermedia environment ». Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3033584.

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McKay, Elspeth, et elspeth@rmit edu au. « Instructional strategies integrating cognitive style construct : A meta-knowledge processing model ». Deakin University. School of Computing and Mathematics, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061011.122556.

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The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers. Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction. Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner) An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations. The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes. The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance. This research design provides a three-level discovery process to articulate: 1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies 2) acquisition of knowledge using measurable instructional outcome and learner characteristics 3) knowledge of the innate environmental factors which influence the instructional outcomes This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science. Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991). Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition. Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups. By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999). While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome. My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning. In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.

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Shai, Yee-man. « Effects of computer presentation formats on learning among elderly and younger adults the role of cognitive abilities / ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35804440.

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Schneider, Judith K. (Judith Kahan). « A Study of the Relationship of Selected Variables to Reading Achievement in a Computer-Assisted Instructional Setting ». Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331987/.

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The focus of this study was to determine the unique contribution of I.Q., gender, instructional organization, time on the computer, classroom instructional time, ethnicity and total instructional time to the predictability of achievement gain in a computer-assisted instructional setting in reading. The sample consisted of 2,000 students in grades three and five from a large suburban school district in the Dallas - Fort Worth area. The students were given the Iowa Test of Basic Skills to determine reading achievement gains and the Cognitive Abilities Test to determine I.Q. levels. The study was conducted over a five month period during the 1984 - 1985 school year. Using multiple regression, the data were analyzed.

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Arnott, Linda. « The cognitive and social influences of computer technology on profoundly deaf young children ». Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1851.

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A thesis presented in fulfilment of the requirements for the degree of MASTER OF EDUCATION 2004
This dissertation is located in the field of early childhood development. It is situated in the context of education for learners with special educational needs (ELSEN). The specific context was Deaf children who learn through the medium of South African Sign Language . The study is an investigation into the cognitive and social "value-addedness" of computer technology on profoundly deaf young learners. A Vygotskian theoretical framework was used to explore the efficacy of the computer as a tool for learning in the profoundly Deaf. Social and collaborative learning with peers was investigated. A case study was conducted with a cohort of seven profoundly Deaf Grade R learners (aged 516 years) at a special needs school in the Western Cape. The research methodology was an empirical investigation within a qualitative research paradigm, using observation and interviews. The report provides a descriptive account that makes use of illustrative vignettes. The study concludes that the computer influences social development within the cohort. The computer was also able to scaffold children's understanding of mathematical tasks and thereby provide a cognitive influence on learning.

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Burkes, Kate M. Erland. « Applying Cognitive Load Theory to the Design of Online Learning ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.

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Holmes, Glen A. « Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills : fire-safety training ». Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37750.

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Fifty-six fourth-grade children served as participants in this study. Three training procedures (behavioral, animated-graphics, and still-graphics) were assessed for relative effectiveness in the acquisition of fire emergency skills and attainment of knowledge, Each of the training groups was compared to a no-treatment control group. Performance on dependent measures was assessed prior to and immediately following training. Hypotheses predicted that the behavioral and animated graphics conditions would produce the greatest level of skill and knowledge acquisition. Results demonstrated a significantly higher level of fire emergency skill acquisition and knowledge attainment for both the behavioral and animated graphics groups relative to the still graphics and no-training groups. The value of using animated versus static images in computerized instruction for fire-safety skills training was demonstrated.
Ed. D.

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Zaldivar, Marc Robert. « Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction ». Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.
Ph. D.

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Scielzo, Sandro. « MULTIMEDIA COMPUTER-BASED TRAINING AND LEARNING : THE ROLE OF REFERENTIAL CONNECTIONS IN SUPPORTING COGNITIVE LEARNING OUTCOMES ». Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002224.

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Pate, Shari Ann. « Web tools : An aid for cognitive learning ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.

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The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.

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Pirilä, Kaarina. « Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter ? / ». Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.

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Delialioglu, Omer. « Effectiveness Of Hybrid Instruction On Certain Cognitive And Affective Learning Outcomes In A Computer Networks Course ». Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605239/index.pdf.

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This study examined the effectiveness of a hybrid instruction in terms of students&rsquo
achievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students&rsquo
perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid course. In this study quantitative and qualitative research methodologies were used in conjunction. Experimental study was carried out to understand if there is a significant difference between the hybrid course and the traditional course in terms of students&rsquo
achievement, retention, satisfaction, and attitude. Qualitative analysis was done to understand students&rsquo
perceptions about the effective dimensions of interactive learning. The subjects of this study were 50 students in a &ldquo
Computer Networks and Communication&rdquo
course, offered by the Computer Education and Instructional Technologies Department of METU. The control and experimental groups consisted of 24 and 26 students respectively. The students in the experimental group were interviewed one on one at the end of the treatment. The quantitative findings of the study indicated no significant difference between the hybrid course and the traditional course in terms of students&rsquo
achievement, retention, satisfaction, and attitude. The qualitative findings of this study showed that the amount of information supplied in the course web-site, need for metacognitive support, authentic learning activities and collaboration, type and source of motivation, individualized learning and access to internet played important roles in students&rsquo
learning in the hybrid course.

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Bednall, Timothy Colin Psychology Faculty of Science UNSW. « Effects of self-regulatory aids on autonomous study ». Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.

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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

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Ng, Lee-Luan. « The influence of cognitive styles on the interaction with a language instruction CD-ROM a case study of Malaysian ESL learners / ». Online version, 2005. http://bibpurl.oclc.org/web/30836.

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Jones, Mark R. E. « An investigation into the feasibility and usability design issues of computer assisted cognitive behavioural therapy to reduce pain and distress in school age children undergoing venepuncture procedures ». Thesis, De Montfort University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435230.

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IRISH, CHERYL L. « THE EFFECTS OF PEG- AND KEYWORD MNEMONICS AND COMPUTER-ASSISTED INSTRUCTION ON FLUENCY AND ACCURACY OF BASIC MULTIPLICATION FACTS IN ELEMENTARY STUDENTS WITH LEARNING AND COGNITIVE DISABILITIES ». University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997209845.

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Buckwalter, Dennis E. « A comparison of microcomputer simulations and hands-on laboratory experimentation for the remediation of alternative conceptions in field-dependent vs. field-independent high school students ». Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09042008-063631/.

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Razzaq, Leena M. « Tutorial dialog in an equation solving intelligent tutoring system ». Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0107104-155853.

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Thesis (M.S.)--Worcester Polytechnic Institute.
Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).

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Ng, Lee-Luan, et n/a. « The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners ». University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.

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Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective. Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation. The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.

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Hunnicutt, Robert Lane. « The Relationship of the Learning Styles of High School Teachers and Computer Use in the Classroom ». Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5580/.

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This study sought to determine if the dominant learning styles of high school teachers is related to the amount of time computers are used in the classroom by students. It also examined the types of software used by those teachers, and their levels of technology adoption. Subjects (N=177) were from high schools in a large urban school district. Instrumentation included the Gregorc Style Delineator, a modified version of the Snapshot Survey and the Stages of Adoption of Technology. An ANOVA showed no statistical significance between teachers with different dominant learning styles in the numbers of minutes per week that computers were utilized in their classrooms with students. A chi square test showed no statistical significance in the types of software used in the classrooms of teachers with different dominant learning styles. A chi square test showed no statistical significance in the Stages of Technology Adoption of teachers with different dominant learning styles.

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Owaied, H. H. « A computer assisted learning system for reliability engineering : A PROLOG-oriented model devised for the acquisition of domain specific knowledge using a subset of English language dialogue and cognitive psychology principles ». Thesis, University of Bradford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381436.

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Thompson, Lisa Anne. « Bloom's taxonomy goes high tech : A software review ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3017.

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The paper is a review and evaluation of software used for the purpose of its correlation to content standards, ease of classroom use, ability to keep the student on task, and student appeal. This project was to create a software review based on instructional standards and the principles of Bloom's taxonomy, which is a classification of levels of thinking.

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Towne, Michael Richard. « Developing extended communities of practice to support implementation of Inspiration® in elementary classrooms ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2637.

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This project examined the need for continuing education for teachers, particularly in the area of technology integration. It includes an exploration of the interdependence of technology and pedagogy. It developed an on-line extended community of practice to support professional educators attempting to implement Inspiration®, a commercial software application. The project presents a research-based justification for employing cognitive mapping strategies in a wide variety of pedagogical contexts, provides a dynamic list of examples demonstrating concrete applications which are connected to content and technology standards, and examines current design features for websites.

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Carolus, Adam. « The influence of animation on physical science learning in a grade 10 rural classroom ». Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09112009-170835.

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陳藝康. « 多媒體教學情景對學生認知負荷量、學習表現影響之研究 ». Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178747.

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McFeely, David. « Learning Style and Preferred Mode of Delivery of Adult Learners in Web-Based, Classroom, and Blended Training ». Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3177/.

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The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participants were also administered two surveys. The first survey collected demographic information and asked which method that they expected they would prefer. The second survey was administered after the course and asked them to rank their preferences for delivery method. It was hypothesized that learning style would be significantly associated with preference for delivery method. The data was analyzed using descriptive statistics and a chi-square test of independence for the variables learning style and preferred mode of delivery. Although the chi-square test of independence did not produce statistical significance, some interesting trends were identified in the data. Specifically, a majority of the participants preferred a blended approach to training delivery (a combination of self-paced web-based training and classroom group exercises). No Divergers preferred classroom training and no Accommodators preferred web-based training. Additionally, a logistic regression analysis indicated that Assimilators were six times more likely than Divergers to prefer a blended approach to training (p=.10). Further studies should utilize other learning style theories, explore different types of learning outcomes and delivery methods, and include a larger sample from different organizations. Training needs assessments should include learning style inventories as part of the audience analysis prior to training development.

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褚懿琳. « 電腦輔助教學中以教師為中心與以學生為中心兩種教學方法下學生學習態度與動機對學習結果和認知負荷影響之研究 ». Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178475.

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De, Villiers Mary Ruth. « The dynamics of theory and practice in instructional systems design ». Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.

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Palies, Odile. « Méta-connaissances pour la modélisation de l'élève : contribution au diagnostic cognitif par système expert ». Paris 6, 1988. http://www.theses.fr/1988PA066461.

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Presentation d'electre, un modele de l'eleve de sectoriel intelligent realise par systeme expert. Elle comprend deux parties: la description du modele de l'eleve et la presentation d'un expert qui traite les meta-connaissances

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Macchion, Jean-Pierre. « Modelisation objets pour un simulateur de comportements : application a un enseignement assiste par ordinateur ». Toulouse 3, 1986. http://www.theses.fr/1986TOU30142.

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Le domaine d'etude porte sur "le carnet de prescriptions a la securite" a edf, qui definit tous les principes de base pour de "bons" comportements d'agents sur des reseaux electriques. Dans la premiere partie de l'expose sont exprimes les liens entre pedagogie par objectifs et enseignement assiste par ordinateur, les principes d'utilisation d'une taxonomie (bloom), les avantages et les limites des langages auteurs. La deuxieme partie est consacree a l'etao au travers de modeles caracteristiques (en particulier americains). La troisieme partie presente les outils d'intelligence artificielle pour modeliser un systeme cognitif, systemes experts essentiels (snark), langages orientes objets (smalltalk). Elle s'appesantit sur le langage objets kool, utilise dans les realisations, en particulier sur son moteur d'inferences reflexes. La quatrieme partie presente le simulateur de comportements, objet de la recherche

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Tiberghien, Thibaut. « Strategies for context reasoning in assistive livings for the elderly ». Phd thesis, Institut National des Télécommunications, 2013. http://tel.archives-ouvertes.fr/tel-01048698.

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Leveraging our experience with the traditional approach to ambient assisted living (AAL) which relies on a large spread of heterogeneous technologies in deployments, this thesis studies the possibility of a more "stripped down" and complementary approach, where only a reduced hardware subset is deployed, probing a transfer of complexity towards the software side, and enhancing the large scale deployability of the solution. Focused on the reasoning aspects in AAL systems, this work has allowed the finding of a suitable semantic inference engine for the peculiar use in these systems, responding to a need in this scientific community. Considering the coarse granularity of situational data available, dedicated rule-sets with adapted inference strategies are proposed, implemented, and validated using this engine. A novel semantic reasoning mechanism is proposed based on a cognitively inspired reasoning architecture. Finally, the whole reasoning system is integrated in a fully featured context-aware service framework, powering its context awareness by performing live event processing through complex ontological manipulation. the overall system is validated through in-situ deployments in a nursing home as well as private homes over a few months period, which itself is noticeable in a mainly laboratory-bound research domain

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Perroco, Tíbor Rilho. « Avaliação de alterações volumétricas, metabólicas e atividades funcionais na Doença de Alzheimer, no comprometimento cognitivo leve e no envelhecimento normal ». Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-27022014-150727/.

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O presente estudo consistiu-se na avaliação clínica e aplicação de testes cognitivos, além da realização de ressonância magnética (RM), de 3 tesla, do cérebro, processada com a técnica de \"Voxel-based Morphometry\" (VBM) e \"Skull Strip\", e 18F-FDG PET -CT processado com \"Statistical Parametric Mapping\" (SPM8) e correção de volume parcial (PVELab), em idosos sem déficits cognitivos (CDR=0), com comprometimento cognitivo leve amnéstico (CCL) (CDR=0,5) e com Doença de Alzheimer leve (DA leve)(CDR de 0,5 a 1). Os objetivos foram comparar os padrões de neuroimagem estrutural e metabólica entre os grupos, assim como correlacionar alterações estruturais volumétricas da RM e alterações metabólicas cerebrais do PET-CT, a um teste funcional, o \"Informant Questionnaire on Cognitive Decline in the Elderly\" (IQCODE), nessa mesma amostra. Cada um dos grupo 3 grupos, pareados por idade, contém 30 indivíduos, totalizando amostra de 90. Os resultados dos exames de Neuroimagens, divididos por comparações entre os grupos, e corrigidos pela escolaridade, foram considerados significativos todos os achados nos quais a significância corrigida for <= 0,05 (p-FWEcorr <= 0,05). No CCL x DA foi observado hipometabolismo Giro do Cíngulo à Direita. No grupo DA x CCL foram observados hipometabolismos no Giro do Cíngulo à Esquerda, no Precuneus Esquerdo, Precuneus Direito e na parte inferior do Lobo Parietal Esquerdo. Na DA x Controle, utilizando-se pesquisa de área a priori e filtros gaussiano de 8mm e 4mm, foi observada redução estatisticamente significante quanto ao volume de substância cinzenta na Amígdala Esquerda e na Amígdala Direita. No PET - CT, da DA, em relação ao grupo controle foram observadas áreas de hipometabolismos no Giro do Cíngulo à Esquerda, no Precuneus Direito e no Giro Temporal Medial Direito. Na correlação direta do IQCODE, na comparação DA x Controle, no PET - CT evidenciou-se hipometabolismo no Giro Fusiforme Direito. Em conclusão, os resultados das comparações entre os grupos foram semelhantes ao encontrado na literatura para fases iniciais (leves) da patologia e mostraram, ainda, uma tendência a um \"continuum\" do controle até a DA. Por outro lado à correlação do IQCODE no DA x Controle carece de comprovação por outros trabalhos e com outros constructos estatísticos
This study consisted in the clinical evaluation and application of cognitive tests, in addition to magnetic resonance imaging (MRI) of 3 Tesla, of brain, processed with the technique of \"Voxel-based Morphometry\" (VBM) and \"Skull Strip\", and 18F-FDG PET-CT processed by \"Statistical Parametric Mapping\" (SPM8) and partial volume correction (PVELab) in subjects without cognitive impairment (CDR = 0), with amnestic mild cognitive impairment (MCI)(CDR = 0.5) and with mild Alzheimer \'s disease (AD mild)(CDRs of 0.5 to 1). The objectives were to compare the patterns of structural and metabolic neuroimaging between groups, as well as correlate MRI\'s volumetric structural changes and PET-CT\'s metabolic brain with a functional test, the \"Informant Questionnaire on Cognitive Decline in the Elderly\" (IQCODE) in this same sample. Each one of three groups, matched by age, contains 30 subjects, totaling 90. The test results of neuroimaging, divided by comparisons between groups, and corrected by education, were considered significant the findings that corrected significance is <= 0.05 (p-FWEcorr <= 0.05). In CCL x DA was observed hypometabolism right cingulate gyrus. In DA x CCL hypometabolism were observed in the left cingulate gyrus, the left precuneus, right precuneus and left inferior parietal lobe. In DA x Control, using the \"a priori\" research area and gaussian filters 8mm and 4mm was observed statistically significant reduction on the volume of gray matter in the left and right amygdala. In PET - CT of DA relative to control group were observed areas of hypometabolisms in left cingulate, right precuneus and in the right medial temporal gyrus. In direct correlation of the IQCODE, compared DA x Control on PET - CT revealed a hypometabolism in the right fusiform gyrus. In conclusion, the results of the comparisons between groups were similar to those found in the literature for early (mild) pathology and showed a \"continuum\" of control to the DA. On the other hand the correlation of the IQCODE in DA x Control lacks confirmation by other studies and other statistical constructs

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