The present article describes the cognitive and emotional aspects of human thigmotaxis (a wall-following spatial strategy) during exploration of virtual and physical spaces. The authors assessed 106 ...participants with spatial and nonspatial performance-based learning-memory tasks and with fear and anxiety questionnaires. The results demonstrate that thigmotaxis plays a distinct role at different phases of spatial learning. The 1st phase shows a positive correlation between thigmotaxis and general phobic avoidance, whereas there is no association between thigmotaxis and general phobic avoidance during later phases of learning. Furthermore, participants who underperformed in working memory tests and in a spatial construction task exhibited greater thigmotaxis and a higher potential for fear response. Findings are interpreted in the framework of interactions among emotion-, action-, and knowledge-controlled spatial learning theories.
Full text
Available for:
CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
The present study characterized frequent motion patterns (search strategies) that occurred during spatial navigation in a virtual maze. The research focused on identifying and characterizing some ...search strategies, the temporal progression of strategy-use, and their role in spatial performance. Participants were 112 undergraduate students (42 males and 70 females). We identified three search strategies that predicted spatial performance.
Enfilading refers to an approach-withdrawal pattern of active exploration near a target location.
Thigmotaxis refers to a search strategy that involves continuous contact with the circular wall of the maze.
Visual scan involves active visual exploration while the subject remains in a fixed spatial location and turns round. In addition to identifying these motion patterns, some significant points of the spatial learning process were also detailed where strategies appeared to shift systematically. The applied search strategies in these transitional points have determined overall spatial performance.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Our study describes the conceptualization, development, and validation of a reliable scale to measure the Consumers' Preferences for Ethical Entertainment Consumption (CPEEC) in the context of OTT ...platforms. Past literature has addressed Ethical Consumption in various contexts that hold significant importance among consumers. However, there is limited literature on the Ethical Consumption in the domain of OTT entertainment, which is a new and burgeoning field of literature. Conceptualizing and developing a measurement scale for CPEEC will help measure the ethicality of entertainment like films, web shows and reality shows. The CPEEC scale is developed and validated by performing 33 in-depth interviews, focus group discussions with 20 participants, and three online surveys with 707 respondents. Our findings highlight that the CPEEC construct is a formative second-order construct that consists of three first-order dimensions. Entertainment executives can use the CPEEC scale to strategize their existing and new content catalogs according to consumer values and beliefs.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note‐taking utilise different cognitive processes and strategies. This experimental study ...examined ways to enhance cognitive performance via different note‐taking techniques. By comparing performances of traditional, linear style note‐taking with alternative non‐linear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty‐six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note‐taking group were compared with another group by using a commercially available non‐linear note‐taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non‐linear note‐takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note‐taking techniques. It identifies the cognitive mechanisms behind effective note‐taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management.
Full text
Available for:
BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
• We implemented mobile math learning games in underserved communities in India. • We examine various patterns of mobile learning behaviors among underserved children. • Socioeconomic strata ...significantly influence technology adoption and learning pace. • Gender and group formation also affect children's ability to learn with technology.
This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6–14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPUK
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed ...method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socioeconomic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher's perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.
Full text
Available for:
BFBNIB, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ, ZRSKP
Full text
Available for:
NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
10.
Collective intelligence ratio Kim, Paul; Lee, Donghwan; Lee, Youngjo ...
Team performance management,
01/2011, Volume:
17, Issue:
1/2
Journal Article
Peer reviewed
Open access
Purpose - With a team interaction analysis model, the authors sought to identify a varying range of individual and collective intellectual behaviors in a series of communicative intents particularly ...expressed with multimodal interaction methods. In this paper, the authors aim to present a new construct (i.e. collective intelligence ratio (CIR)) which refers to a numeric indicator representing the degree of intelligence of a team in which each team member demonstrates an individual intelligence ratio (IR) specific to a team goal. Design/methodology/approach - The authors analyzed multimodal team interaction data linked to communicative intents with a Poisson-hierarchical generalized linear model (HGLM). Findings - The study found evidence of a distinctive IR for each team member in selecting a communicative method for a certain task, ultimately leading to varying degrees of team CIR. Research limitations/implications - The authors limited the type and nature of human intelligence observed with a very short list of categories. Also, the data were evaluated by only one subject matter expert, leading to reliability issues. Therefore, generalization should be limited to situations in which teams, with pre-specified team goals and tasks, are collaborating in multimodal interaction environments. Practical implications - This study presents potential ways to directly or indirectly optimize team performance by identifying and incorporating IRs and CIRs in team composition strategies. Originality/value - In the literature of team cognition and performance, the authors offer a new insight on team schema by suggesting a new task-expertise-person (TEP) unit integrating information on who uses what communicative methods to best tackle on what cognitive task (i.e. optimum cognition with least cognitive burden). Individual and collective intelligence ratios should be considered as new extensions to conventional transactive memory systems in multimodal team interaction scenarios.
PDF