Days: Monday, July 11th Tuesday, July 12th Wednesday, July 13th
View this program: with abstractssession overviewtalk overview
Registration
Paper session A
| 09:30 | Compositional design of animation improves comprehension of complex dynamics ( abstract ) |
| 09:50 | Does Drawing Support Monitoring and Control Processes During Learning from Text? ( abstract ) |
| 10:10 | Dynamic spatial abilities and learning from animations ( abstract ) |
Paper session B
| 11:00 | Getting the message across: The learning benefit of enthusiasm in online lectures ( abstract ) |
| 11:20 | The Role of Cultural Background in the Personalization Principle: Experiments with Czech Learners ( abstract ) |
| 11:40 | Investigating Verbal Redundancy in Learning from an Instructional Animation ( abstract ) |
| 12:00 | Expanding the Definition of the Expertise Reversal Effect: Task Features and Content Features Also Interact with Learner Knowledge ( abstract ) |
Roundtable : Demonstrating dynamics to support learning from complex animations
| 13:30 | Demonstrating dynamics to support learning from complex ( abstract ) |
| 14:00 | Demonstration as an aid to learning from visuospatially and spatiotemporally complex animations? ( abstract ) |
| 14:30 | ‘Acting-out’ dynamics: Can physical manipulation foster building of mental models from animation? ( abstract ) |
| 15:00 | Demonstrating rather than drawing? Supporting learning from complex animation ( abstract ) |
Workshop given by Daniel K. Schneider, TECFA, Faculty of Psychology and Educational Sciences, University of Geneva
Physical visualizations (or physicalizations) can promote cognition through a variety of mechanisms, notably easier perception, hands-on manipulation and enhanced interaction with other participants. We can distinguish several types of physical visualizations, according to three dimensions: active/passive, kit/whole, digitally enhanced/non digital. In this workshop we will focus on two kinds of visualizations, non-digital construction kits and whole visualizations.
(1) Construction kits allow creating and manipulating visualizations from building blocks. In education, construction kits, also known as expressive media or manipulatives, allow interactive exploration of designs, concepts and roles. Physical visualizations can for example represent tabular quantitative data or more qualitative data like the state of a project or a system. Construction kits to create such visualization include a set of tokens that can be assembled into something with a new functionality (i.e. visualizations in our case) according to predefined rules. (2) Whole visualizations are created digitally and then rendered entirely by a 3D printer or other fabrication device. Typically, these 3D visualizations are represent quantitative data, e.g. comparative time series, maps or functions with 3 variables.
In this workshop we first will present the concepts of physical visualization and construction kit and discuss a few examples that are either teacher or learner-centric. Then we will introduce some technical principles of digital design and fabrication, before discussing the practical requirements for teachers and/or students to learn and use digital design and fabrication technology. Finally, we will engage participants in some prototyping activity.
Workshop given by Sandra Berney, TECFA, Faculty of Psychology and Educational Sciences, University of Geneva
Everything you ever wanted to know about meta-analyses. Well, almost …!
With the expanding volume of literature, meta-analysis, a form of systematic review, has become indispensable in research. It is a set of statistical methods that combines and contrasts results obtained from independent studies, with the goal of identifying patterns or trends among study results, to address large-scale and complex scientific issues. Meta-analysis synthesizes the results of previous studies to produce more powerful conclusions.
This workshop provides an introduction to meta-analysis : basic information – not too much statistical details – on how to read and interpret meta-analyses :
- what is meta-analysis
- how to conduct a meta-analysis
- searching for relevant research article
- data coding and extraction
In a relationship "understanding " is better than "pretty " and you can see it in the eyes! Using eye-movement registration for analyzing reasoning processes.
| 15:00 | In a relationship "understanding " is better than "pretty " and you can see it in the eyes! Using eye-movement registration for analyzing reasoning processes. ( abstract ) |
Paper session C
| 16:30 | The effect of attention cueing in molecular animation to communicate random motion ( abstract ) |
| 16:50 | Reading graphs. The role of length and area in comparing quantities ( abstract ) |
| 17:10 | Heart Rate Reactivity and Text Comprehension as a function of Reading Goals ( abstract ) |
| 17:30 | Generating Titles to Decorated Graphs ( abstract ) |
"Welcome drink" reception
View this program: with abstractssession overviewtalk overview
Paper session D
| 09:00 | Reading attitudes and text comprehension of Finnish and Spanish pupils: a comparative study ( abstract ) |
| 09:20 | Resolving Expert Disagreement ( abstract ) |
| 09:40 | Visualizations of cultural symbols and values in a reward allocation task ( abstract ) |
| 10:00 | Learning with Multiple Representations in Ray Optics: A Contribution to Understanding Basic Concepts ( abstract ) |
Paper session E
| 11:00 | Mental Comparisons of Magnitudes: Numerical vs. Graphical Format ( abstract ) |
| 11:20 | Influence of Appearance-based Trait Inferences of Candidate Facial Morphology on Comprehension of Conflicting Text Content ( abstract ) |
| 11:40 | Learning on Multi-Touch Devices: Don’t Cover Texts and Touch Pictures Long Enough! ( abstract ) |
| 12:00 | Signaling Text-Picture Relations in Multimedia Learning: The Influence of Prior Knowledge ( abstract ) |
Poster session
| 13:30 | Drawing the body: Medical students developing understanding of the heart ( abstract ) |
| 13:30 | Comprehension of Infographics ( abstract ) |
| 13:30 | Measuring Quality and Use of Reading Strategies: Development and Validation of Four Instruments ( abstract ) |
| 13:30 | Learning from interactive visualizations in a multiple-representational algebra simulation game ( abstract ) |
| 13:30 | Truth is in the Eye of the Beholder: Investigating truthiness as a function of source trustworthiness and semantically related photographs ( abstract ) |
| 13:30 | Revealing Visual Perception Processes and Representational Competence with Phylogenetic Trees as Models of and for Evolution ( abstract ) |
| 13:30 | Studying the Relationship between Reading Motivation, Reading Comprehension and Student Characteristics in Secondary Education: a Secondary Analysis of Flemish PISA 2009 Data ( abstract ) |
| 13:30 | Impact of emotional prosody and individual interest in learning from instructional animation ( abstract ) |
| 13:30 | The role of comprehension ability in multimedia learning ( abstract ) |
| 13:30 | Tactile Pictures in the Tangible Illustrated Books for Blind People: A Brief Review of Cognitive Studies ( abstract ) |
| 13:30 | Instructional uses of hypervideos in Vocational Education ( abstract ) |
| 13:30 | Critical thinking profiles and comprehension of multiple texts: a think-aloud study ( abstract ) |
| 13:30 | Text and graphs in competence assessment: What are the implications of multimedia research for competence assessment? ( abstract ) |
| 13:30 | Emergent writing number in the Italian preschool children ( abstract ) |
| 13:30 | Dynamic vs. Static Visualizations for Learning Procedural and Declarative Information ( abstract ) |
| 13:30 | Improving Learning with Texts by Learner-generated Drawing: Effects of Text Cohesion and Prior Knowledge ( abstract ) |
| 13:30 | To read or not to read: children's comprehension of their own written texts ( abstract ) |
| 13:30 | Hearing the Melody means playing the Lyrics in your Head ( abstract ) |
| 13:30 | Who and What to Trust When Selecting Between Different Sources of Information? A qualitative study of upper-secondary school students’ justifications for multiple documents selections ( abstract ) |
| 13:30 | Negative Effects of Irrelevant Information on Learning Disappear Because People Learn to Ignore the Content, Not Just the Location ( abstract ) |
| 13:30 | Doubling down on refutations: The combined effect of refutation texts and graphics ( abstract ) |
| 13:30 | What are the effects of the introduction of a teacher’s video in multimedia lessons? An eye-tracking study ( abstract ) |
| 13:30 | Intercultural approaches in the teacher training: a global question. ( abstract ) |
| 13:30 | Effects of Text Structure and Different Media Forms on Attitude Change and Comprehension of a Social Issue: Structural Inequality in the Global Economy ( abstract ) |
| 13:30 | Interpreting Data Graphics: Visual Clutter and Comprehension of Climate Change ( abstract ) |
| 13:30 | Real-Time Emotional Awareness in Computer-Supported Collaborative Learning: Implementing Different Graphical Representations of Self-Reported Emotions ( abstract ) |
| 13:30 | Reading Strategies: a Comparison between Concept Mapping and Self-Questioning ( abstract ) |
| 13:30 | Eye Movement Modeling Examples as an Instructional Tool: The Influence of Model and Learner Characteristics ( abstract ) |
| 13:30 | The Influence of Colored Graphics on Decision-Making ( abstract ) |
| 13:30 | Drawing to learn: Is it essential to self-construct? ( abstract ) |
| 13:30 | Title Concreteness and Text Comprehension: A Cross-Cultural Investigation ( abstract ) |
| 13:30 | Self-Critique of Invented Representations of Human Movement ( abstract ) |
| 13:30 | Investigating Text-Picture-Integration during Multimedia Learning ( abstract ) |
Get the picture? On the role of illustrations in the solution of mathematical word problems
| 15:00 | Get the picture? On the role of illustrations in the solution of mathematical word problems ( abstract ) |
Paper session F
| 16:30 | The impact of the position of the picture on strategies of consultation of learning document ( abstract ) |
| 16:50 | How to improve learners’ emotional experiences in multimedia learning environments: Effects of emotional design and induced achievement goals ( abstract ) |
| 17:10 | Implementation Intentions to Process Pictures Early Foster Comprehension – For Those Who Follow Them ( abstract ) |
| 17:30 | Reading Argumentative Texts: Comprehension and Evaluation Goals and Outcomes ( abstract ) |
Conference dinner
View this program: with abstractssession overviewtalk overview
Paper session G
| 09:00 | Context effects in multimedia learning ( abstract ) |
| 09:20 | How much help do you need? Investigating the role of support for learner-generated drawing ( abstract ) |
| 09:40 | Enhancing Learning with Text and Diagram by Combining Prompting with Practice Testing ( abstract ) |
Paper session H
| 10:30 | Does animation enhance learning? A meta-analysis. ( abstract ) |
| 10:50 | Does Congruency of Text and Pictures Affect Memory for Verbal Information in Video Clips? ( abstract ) |
| 11:10 | Instructing learning strategies to support learning with static and dynamic visualizations ( abstract ) |
Integrating information from multiple representations: From basic research to designing digital textbooks
| 11:30 | Integrating information from multiple representations: From basic research to designing digital textbooks ( abstract ) |
Junior Researcher Awards & Closing
Guided tour (city center) - to be confirmed