Bibliothek

@article{Huynh2017,

title = {An Analysis of Winning Streak's Effects in Language Course of "Duolingo"},

author = {Duy Huynh and Hiroyuki Iida},

url = {http://ejournals.ukm.my/apjitm/article/view/18800/7040},

issn = {2289-2192},

year  = {2017},

date = {2017-12-01},

urldate = {2018-04-22},

journal = {Asia-Pacific Journal of Information Technology and Multimedia},

volume = {6},

number = {2},

pages = {23--29},

abstract = {This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone.},

keywords = {A, Duolingo, game theory, gamification, language learning},

pubstate = {published},

tppubtype = {article}

}

@article{McGrath2017,

title = {Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners},

author = {Jillian L. McGrath and Jeffrey M. Taekman and Parvati Dev and Douglas R. Danforth and Deepika Mohan and Nicholas Kman and Amanda Crichlow and William F. Bond and Rosemarie Fernandez and Shiela Riker and A. J. Lemheney and Thomas B. Talbot and Douglas Franzen and C. Eric McCoy and Anne Chipman and Kendra Parekh and Linda Papa and Phillip Harter and Jennifer Frey and Sara Hock and Kathleen Kerrigan and Kesh Kesawadan and Timothy Koboldt and Miriam Kulkornia and Prashant Mahajan and Martin Pusic and Dan Robinson and David Ruby and Naveen Kumar and Sankaran Jeffrey Siegelman and Ernest Wang and Kimberly Won},

url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/acem.13308},

doi = {doi.org/10.1111/acem.13308 },

issn = {1553-2712},

year  = {2017},

date = {2017-09-09},

journal = {Academic Emergency Medicine},

volume = {25},

number = {2},

pages = {186--195},

abstract = {Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.},

keywords = {Medizin, O, Simulation, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Zollo2017,

title = {Debunking in a world of tribes},

author = {Fabiana Zollo and Alessandro Bessi and Michela Del Vicario and Antonio Scala and Guido Caldarelli and Louis Shekhtman and Shlomo Havlin and Walter Quattrociocchi},

url = {https://doi.org/10.1371/journal.pone.0181821},

doi = {10.1371/journal.pone.0181821},

year  = {2017},

date = {2017-07-24},

journal = {PLOS ONE},

volume = {12},

number = {7},

abstract = {Social media aggregate people around common interests eliciting collective framing of narratives and worldviews. However, in such a disintermediated environment misinformation is pervasive and attempts to debunk are often undertaken to contrast this trend. In this work, we examine the effectiveness of debunking on Facebook through a quantitative analysis of 54 million users over a time span of five years (Jan 2010, Dec 2014). In particular, we compare how users usually consuming proven (scientific) and unsubstantiated (conspiracy-like) information on Facebook US interact with specific debunking posts. Our findings confirm the existence of echo chambers where users interact primarily with either conspiracy-like or scientific pages. However, both groups interact similarly with the information within their echo chamber. Then, we measure how users from both echo chambers interacted with 50,220 debunking posts accounting for both users consumption patterns and the sentiment expressed in their comments. Sentiment analysis reveals a dominant negativity in the comments to debunking posts. Furthermore, such posts remain mainly confined to the scientific echo chamber. Only few conspiracy users engage with corrections and their liking and commenting rates on conspiracy posts increases after the interaction.},

keywords = {A, echo chamber, filter bubble},

pubstate = {published},

tppubtype = {article}

}

@article{Yuerekli17,

title = {Pedagogy in HE: does it matter?},

author = {Aynur Yürekli Kaynardağ},

url = {https://doi.org/10.1080/03075079.2017.1340444},

doi = {10.1080/03075079.2017.1340444},

issn = {1470-174X},

year  = {2017},

date = {2017-06-19},

urldate = {2019-02-16},

journal = {Studies in Higher Education},

volume = {44},

number = {1},

pages = {111–119},

publisher = {Routledge},

abstract = {Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.},

keywords = {competence, higher education, O, pedagogy, quality, training},

pubstate = {published},

tppubtype = {article}

}

@article{Finardi2016,

title = {Mobile Assisted Language Learning: Affordances and Limitations of Duolingo},

author = {Kyria Rebeca Finardi and Roberta Gomes Leao and Gabriel Brito Amorim},

url = {https://doi.org/10.5296/elr.v2i2.9842},

doi = {10.5296/elr.v2i2.9842},

issn = {2377-1356},

year  = {2016},

date = {2016-09-11},

urldate = {2018-04-22},

journal = {Education and Linguistics Research},

volume = {2},

number = {2},

abstract = {This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.},

keywords = {A, Duolingo, evaluation, language learning, mobile learning},

pubstate = {published},

tppubtype = {article}

}

@article{Blackler2016,

title = {Life Is Too Short to RTFM: How Users Relate to Documentation and Excess Features in Consumer Products},

author = {Alethea L. Blackler and Rafael Gomez and Vesna Popovic and Helen M. Thompson},

url = {http://dx.doi.org/10.1093/iwc/iwu023},

doi = {10.1093/iwc/iwu023},

issn = {0953-5438},

year  = {2016},

date = {2016-01-01},

urldate = {2018-10-20},

journal = {Interacting with Computers},

volume = {28},

number = {1},

pages = {27–46},

abstract = {This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to ‘RTFM’ (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.},

keywords = {A, evaluation, features, Ig-Nobel-Preis, manuals, RTFM, Usability, user guides},

pubstate = {published},

tppubtype = {article}

}

@article{Nuhfer2016,

title = {Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency},

author = {Edward Nuhfer and Christopher Cogan and Steven Fleisher and Eric C. Gaze and Karl Wirth},

url = {http://dx.doi.org/10.5038/1936-4660.9.1.4},

doi = {10.5038/1936-4660.9.1.4},

year  = {2016},

date = {2016-01-01},

urldate = {2016-01-01},

journal = {Numeracy},

volume = {9},

number = {4},

issue = {1},

abstract = {Self-assessment measures of competency are blends of an authentic self-assessment signal that researchers seek to measure and random disorder or "noise" that accompanies that signal. In this study, we use random number simulations to explore how random noise affects critical aspects of self-assessment investigations: reliability, correlation, critical sample size, and the graphical representations of self-assessment data. We show that graphical conventions common in the self-assessment literature introduce artifacts that invite misinterpretation. Troublesome conventions include: (y minus x) vs. (x) scatterplots; (y minus x) vs. (x) column graphs aggregated as quantiles; line charts that display data aggregated as quantiles; and some histograms. Graphical conventions that generate minimal artifacts include scatterplots with a best-fit line that depict (y) vs. (x) measures (self-assessed competence vs. measured competence) plotted by individual participant scores, and (y) vs. (x) scatterplots of collective average measures of all participants plotted item-by-item. This last graphic convention attenuates noise and improves the definition of the signal. To provide relevant comparisons across varied graphical conventions, we use a single dataset derived from paired measures of 1154 participants' self-assessed competence and demonstrated competence in science literacy. Our results show that different numerical approaches employed in investigating and describing self-assessment accuracy are not equally valid. By modeling this dataset with random numbers, we show how recognizing the varied expressions of randomness in self-assessment data can improve the validity of numeracy-based descriptions of self-assessment.},

keywords = {A, Dunning-Kruger effect, graphs, knowledge surveys, noise, numeracy, random number simulation, reliability, self-assessment, signal},

pubstate = {published},

tppubtype = {article}

}

@article{Wu2015,

title = {Climate change games as tools for education and engagement},

author = {Jason S. Wu and Joey J. Lee},

url = {https://dx.doi.org/10.1038/nclimate2566 },

doi = {10.1038/nclimate2566},

issn = {1758-6798},

year  = {2015},

date = {2015-04-23},

journal = {Nature Climate Change},

volume = {5},

pages = {413–418},

abstract = {Scientists, educators and policymakers continue to face challenges when it comes to finding effective strategies to engage the public on climate change. We argue that games on the subject of climate change are well-suited to address these challenges because they can serve as effective tools for education and engagement. Recently, there has been a dramatic increase in the development of such games, many featuring innovative designs that blur traditional boundaries (for example, those that involve social media, alternative reality games, or those that involve direct action upon the real world). Here, we present an overview of the types of climate change game currently available, the benefits and trade-offs of their use, and reasons why they hold such promise for education and engagement regarding climate change.},

keywords = {A, board games, Climate change education, climate literacy, games, serious games},

pubstate = {published},

tppubtype = {article}

}

@article{Mueller2014,

title = {The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking},

author = {Pam A. Mueller and Daniel M. Oppenheimer},

url = {https://doi.org/10.1177/0956797614524581},

doi = {10.1177/0956797614524581},

year  = {2014},

date = {2014-04-23},

journal = {Psychological Science},

volume = {25},

number = {6},

abstract = {Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.},

keywords = {academic achievement, cognitive processes, educational psychology, memory, open data, open materials},

pubstate = {published},

tppubtype = {article}

}

@article{Yue2013,

title = {When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory},

author = {Carole L Yue and Alan D Castel and Robert A Bjork},

url = {https://doi.org/10.3758/s13421-012-0255-8},

doi = {10.3758/s13421-012-0255-8},

issn = {1532-5946},

year  = {2013},

date = {2013-02-01},

urldate = {2018-12-21},

journal = {Memory & Cognition},

volume = {41},

number = {2},

pages = {229–241},

abstract = {There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a ``desirable difficulty'' (Bjork, 1994) and when it is not, and the degree to which people's judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect.},

keywords = {Desirable difficulties, Fluency, Judgments of learning, Metamemory; Memory, O},

pubstate = {published},

tppubtype = {article}

}

@article{Garcia2013,

title = {Learning a Language for Free While Translating the Web. Does Duolingo Work?},

author = {Ignacio Garcia},

url = {http://dx.doi.org/10.5539/ijel.v3n1p19},

doi = {10.5539/ijel.v3n1p19},

issn = {1923-8703},

year  = {2013},

date = {2013-01-25},

urldate = {2018-04-22},

journal = {International Journal of English Linguistics},

volume = {3},

number = {1},

publisher = {Canadian Center of Science and Education},

abstract = {Duolingo, a free online language learning site, has as its mission to help users to learn a language while simultaneously using their learning exercises to translate the web. Language is learned through translation with, according to developers, Duolingo being as effective as any of the leading language learning software. For translating the web, machine translation is not good enough and relying only on professional translators, far too expensive. Duolingo, we are told, offers a third way, with translation as a by-product of its language learning. Translation which will be, if as promised, almost as cheap as if done by machines and almost as good as if by professionals. Launched in June 2012, Duolingo boasts already at the time of writing 300,000 active language learners ready for the task. This article independently assesses the extent to which Duolingo, at its current stage of development, meets those expectations.},

keywords = {A, Duolingo, language learning},

pubstate = {published},

tppubtype = {article}

}

@article{Döring2013,

title = {Zur Operationalisierung von Geschlecht im Fragebogen: Probleme und Lösungsansätze aus Sicht von Mess-, Umfrage-, Gender- und Queer-Theorie},

author = {Nicola Döring},

url = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-396603},

issn = {2196-4467},

year  = {2013},

date = {2013-01-01},

journal = {GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft},

volume = {5},

number = {2},

pages = {94–113},

abstract = {Es existiert kaum ein Forschungsfragebogen in den Sozialwissenschaften, in dem nicht routinemäßig auch das Geschlecht abgefragt wird. Die entsprechende Frage samt Antwortalternativen scheint aus Sicht der Umfragepraxis simpel: Man lässt die Befragten einfach 'männlich' oder 'weiblich' ankreuzen. Der vorliegende Beitrag problematisiert diese Erfassung von Geschlecht in Forschungsfragebögen. Es werden unterschiedliche Operationalisierungsformen (Einzel-Items und psychometrische Skalen) vorgestellt und aus Sicht der Gender- und Queer-Theorie, aber auch der Mess- und Umfragetheorie sowie der Forschungsethik kritisch hinsichtlich ihrer Vor- und Nachteile diskutiert. Der Beitrag will dazu anregen, a) Geschlecht reflektierter zu operationalisieren, b) verschiedene Operationalisierungsformen in zukünftigen Methodenstudien zu prüfen und c) die Operationalisierungsprobleme beim Konstrukt "Geschlecht" im Rahmen der Methodenlehre ausdrücklich zu behandeln.},

keywords = {A, Fragebogen, Gender-Theorie, Geschlecht, Messtheorie, Operationalisierung, Queer-Theorie},

pubstate = {published},

tppubtype = {article}

}

@article{Maillot2012,

title = {Effects of interactive physical-activity video-game training on physical and cognitive function in older adults},

author = {Pauline Maillot and Alexandra Perrot and Alan Hartley},

url = {https://psycnet.apa.org/doiLanding?doi=10.1037{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}2Fa0026268

https://dx.doi.org/10.1037/a0026268},

doi = {10.1037/a0026268},

issn = {0882-7974},

year  = {2012},

date = {2012-09-01},

urldate = {2019-05-25},

journal = {Psychology and Aging},

volume = {27},

number = {3},

pages = {589–600},

abstract = {The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999).},

keywords = {Mythen},

pubstate = {published},

tppubtype = {article}

}

@article{Thomas2012,

title = {The Effects of Aerobic Activity on Brain Structure},

author = {Adam Thomas and Andrea Dennis and Peter Bandettini and Heidi Johansen-Berg},

url = {https://www.frontiersin.org/article/10.3389/fpsyg.2012.00086

https://doi.org/10.3389/fpsyg.2012.00086},

doi = {10.3389/fpsyg.2012.00086},

issn = {1664-1078},

year  = {2012},

date = {2012-03-23},

urldate = {2019-05-25},

journal = {Frontiers in Psychology},

volume = {3},

pages = {86},

abstract = {Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components.  Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest.  We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.},

keywords = {aging, angiogenesis, environmental enrichment, exercise, hippocampus, Learning, Mythen, neurogenesis, plasticity},

pubstate = {published},

tppubtype = {article}

}

@article{Frieze2012,

title = {Diversity or Difference? New Research Supports the Case for a Cultural Perspective on Women in Computing},

author = {Carol FriezeEmail and Jeria L. Quesenberry and Elizabeth Kemp and Anthony Velázquez},

url = {https://doi.org/10.1007/s10956-011-9335-y

https://twitter.com/lauralindal/status/1098942462012338177 },

doi = {10.1007/s10956-011-9335-y},

issn = {1573-1839},

year  = {2011},

date = {2011-09-08},

urldate = {2019-03-20},

journal = {Journal of Science Education and Technology},

volume = {21},

number = {4},

pages = {423–439},

publisher = {SpringerLink},

abstract = {Gender difference approaches to the participation of women in computing have not provided adequate explanations for women’s declining interest in computer science (CS) and related technical fields. Indeed, the search for gender differences can work against diversity which we define as a cross-gender spectrum of characteristics, interests, abilities, experiences, beliefs and identities. Our ongoing case studies at Carnegie Mellon University (CMU) provide evidence to show that a focus on culture offers the most insightful and effective approach for investigating women’s participation in CS. In this paper, we illustrate this approach and show the significance of cultural factors by describing a new case study which examines the attitudes of CS majors at CMU. Our analysis found that most men and women felt comfortable in the school, believed they could be successful in the CS environment at CMU, and thought they fit in socially and academically. In brief, we did not see any evidence of a strong gender divide in student attitudes towards fitting in or feeling like they could be successful; indeed we found that the Women-CS fit remained strong from prior years. Hence, our research demonstrates that women, alongside their male peers, can fit successfully into a CS environment and help shape that environment and computing culture, for the benefit of everyone, without accommodating presumed gender differences or any compromises to academic integrity.},

keywords = {A, Computer science education, Culture, Diversity, Environment, Gender, Recruitment, Retention, Women, Women-CS fit},

pubstate = {published},

tppubtype = {article}

}

@article{Fedewa2011,

title = {The Effects of Physical Activity and Physical Fitness on Children's Achievement and Cognitive Outcomes},

author = {Alicia L. Fedewa and Soyeon Ahn},

url = {https://doi.org/10.1080/02701367.2011.10599785},

doi = {10.1080/02701367.2011.10599785},

year  = {2011},

date = {2011-01-23},

urldate = {2019-05-25},

journal = {Research Quarterly for Exercise and Sport},

volume = {82},

number = {3},

pages = {521–535},

publisher = {Routledge},

abstract = {Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.},

keywords = {activity, Learning, Mythen, overweight, school health},

pubstate = {published},

tppubtype = {article}

}

@article{Oppenheimer,

title = {Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes},

author = {Daniel M. Oppenheimer and Connor Diemand Yauman and Erikka B. Vaughan},

doi = {10.1016/j.cognition.2010.09.012},

issn = {0010-0277},

year  = {2010},

date = {2010-01-01},

journal = {Cognition},

volume = {32},

pages = {2739–2742},

abstract = {Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.},

keywords = {Desirable difficulties, Education, Fluency, O},

pubstate = {published},

tppubtype = {article}

}

@article{Foster2009,

title = {A new format for multiple-choice testing: Discrete-Option Multiple-Choice. Results from early studies},

author = {David Foster and Harold L. Miller},

url = {https://doaj.org/article/9851131c12144827a1369f195773d083},

issn = {1866-6140},

year  = {2009},

date = {2009-04-01},

urldate = {2018-06-13},

journal = {Psychology Science Quarterly},

volume = {51},

number = {4},

pages = {355–369},

abstract = {The standard multiple-choice format has remained relatively unchanged for nearly 100 years, even over the past 25 years as multiple-choice tests have been computerized. We introduce a unique version of the multiple-choice format that has the potential to improve a test’s measurement and security properties, along with other advantages. We summarize our research with college students on course-level exams to demonstrate these benefits and to establish the Discrete-Option Multiple-Choice (DOMC) format as not only a viable way to measure skills and content knowledge, but an essential one.},

keywords = {computerized testing, Discrete-Option Multiple-Choice, fairness, multiple choice, self-assessment, test security},

pubstate = {published},

tppubtype = {article}

}

@article{Haidinger2008,

title = {Lernstrategien oder strategisches Lernen? Gender-abhängige Erfolgsstrategien im Medizinstudium an der Medizinischen Universität Wien},

author = {Gerald Haidinger and Lukas Mitterauer and Evelyne Rimroth and Oskar Frischenschlager},

url = {https://doi.org/10.1007/S00508-007-0923-Z

https://www.academia.edu/16252631/Lernstrategien_oder_strategisches_Lernen_Gender-abh{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}C3{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}A4ngige_Erfolgsstrategien_im_Medizinstudium_an_der_Medizinischen_Universit{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}C3{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}A4t_Wien?auto=download},

doi = {10.1007/s00508-007-0923-z},

issn = {1613-7671},

year  = {2007},

date = {2007-12-11},

journal = {Wiener klinische Wochenschrift},

volume = {120},

number = {1-2},

pages = {37–45},

abstract = {Ziel der Studie: Wir untersuchen die höheren Bestehensraten männlicher Studierender bei der summativ-integrativen Prüfung (SIP-1) am Ende des ersten Studienjahres des Medizinstudiums an der Medizinischen Universität Wien. Obwohl Schulleistungen (Mathematik, Chemie, Physik, Englisch) in allen unseren Untersuchungen als Erfolgsprädiktor bestätigt wurden und obwohl weibliche Studierende in diesen Fächern signifikant bessere Schulleistungen aufweisen, weisen weibliche Studierende geringere Erfolgsraten auf. Als Erklärung dafür nehmen wir geschlechtsspezifisch unterschiedliches und erfolgsrelevantes „strategisches Lernen“ an.



Methode: In einer prospektiven Studie an 726 Studierenden der Medizinischen Universität Wien wurde „strategisches Lernverhalten“ mit einem Fragebogen (45 Items) erhoben. Eine Faktorenanalyse ergibt 11 Faktoren, welche mit den Prüfungsergebnissen (bestanden/nicht bestanden) und dem Geschlecht in Beziehung gesetzt werden.



Ergebnisse: Acht der 11 Faktoren erwiesen sich als geschlechtsabhängig oder mit dem Prüfungserfolg verbunden, vier von diesen als sowohl geschlechtsabhängig als auch erfolgsrelevant („Erfolgssicherheit“, „laufend und viel mitlernen“, „hohe Lernkapazität“, „ängstlich/fleißig/strategielos“). Männliche Studierende zeigen eine deutlich strategischere Ausrichtung ihres Lernverhaltens. Interessant erscheint darüber hinaus, dass ein auf Verstehen ausgerichtetes Lernen für den Prüfungserfolg nicht relevant ist.



Schlussfolgerungen: Das Lernverhalten von Mädchen, das grosso modo in der Schule zu besseren Leistungen führt, erweist sich in der Situation der SIP-1 als nicht zielführend. Es wird zu überlegen sein, inwieweit auf Gender-bezogene Differenzen in der Planung von Curriculum und Prüfungswesen Bedacht genommen werden kann.},

keywords = {A, Gender, Geschlecht, learning strategies, Lernstrategien, medicine, Medizin, sex, strategic learning, strategisches Lernen, Studienerfolg, study success},

pubstate = {published},

tppubtype = {article}

}

@article{Lalley2019,

title = {The Learning Pyramid: Does it point teachers in the right direction?},

author = {James P. Lalley and Robert H. Miller},

url = {http://www.impudent.org.uk/wordpress/wp-content/uploads/2015/03/Lalley-Miller-TheLearningPyramid-Education-200709-.pdf},

issn = {0013-1172},

year  = {2007},

date = {2007-09-01},

journal = {Education},

volume = {128},

number = {1},

pages = {64–79},

abstract = {This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.)},

keywords = {learning pyramide, Mythen, O},

pubstate = {published},

tppubtype = {article}

}

@article{Nemeth2004,

title = {The liberating role of conflict in group creativity: A study in two countries},

author = {Charlan J. Nemeth and Bernard Personnaz and Marie Personnaz and Jack A. Goncalo},

url = {https://doi.org/10.1002/ejsp.210

https://www.researchgate.net/publication/252896556_The_liberating_role_of_conflict_in_group_creativity_A_study_in_two_countries},

doi = {10.1002/ejsp.210},

year  = {2004},

date = {2004-07-02},

journal = {European Journal of Social Psychology},

volume = {34},

number = {4},

pages = {365–374},

abstract = {Researchers of group creativity have noted problems such as social loafing, production blocking, and especially, evaluation apprehension. Thus, brainstorming techniques have specifically admonished people ‘not to criticize’ their own and others' ideas, a tenet that has gone unexamined. In contrast, there is research showing that dissent, debate and competing views have positive value, stimulating divergent and creative thought. Perhaps more importantly, we suggest that the permission to criticize and debate may encourage an atmosphere conducive to idea generation. In this experimental study, traditional brainstorming instructions, including the advice of not criticizing, were compared with instructions encouraging people to debate—even criticize. A third condition served as a control. This study was conducted both in the United States and in France. Results show the value of both types of instruction, but, in general, debate instructions were superior to traditional brainstorming instructions. Further, these findings hold across both cultures. Results are discussed in terms of the potential positive value of encouraging debate and controversy for idea generation.},

keywords = {Brainstorming, Mythen, O},

pubstate = {published},

tppubtype = {article}

}

@article{Ivanov2003,

title = {The Mozart effect and primary school children},

author = {Vesna K. Ivanov and John G. Geake},

url = {https://doi.org/10.1177/03057356030314005},

doi = {10.1177/03057356030314005},

issn = {1741-3087},

year  = {2003},

date = {2003-10-01},

journal = {Psychology of music},

volume = {31},

number = {4},

pages = {405–413},

abstract = {This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.},

keywords = {mozart effect, music, music listening, Mythen, O, spacial performance},

pubstate = {published},

tppubtype = {article}

}

@article{Kruger1999,

title = {Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments},

author = {Justin Kruger and David Dunning},

url = {https://doi.org/10.1037/0022-3514.77.6.1121},

doi = {10.1037/0022-3514.77.6.1121},

year  = {1999},

date = {1999-01-01},

urldate = {1999-01-01},

journal = {Journal of Personality and Social Psychology},

volume = {77},

issue = {6},

pages = {1121–1134},

abstract = {People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)},

keywords = {A, Dunning-Kruger effect},

pubstate = {published},

tppubtype = {article}

}

@article{Rauscher1993,

title = {Music and spatial task performance},

author = {Frances H. Rauscher and Gordon L. Shaw and Catherine N. Ky },

url = {https://doi.org/10.1038/365611a0},

doi = {10.1038/365611a0},

issn = {1476-4687},

year  = {1993},

date = {1993-10-14},

journal = {Nature},

volume = {365},

number = {611},

keywords = {music, Mythen, O, task performance},

pubstate = {published},

tppubtype = {article}

}

@article{Rolland1987,

title = {Chronic Illness and the Life Cycle: A Conceptual Framework},

author = {John S. Rolland},

url = {https://doi.org/10.1111/j.1545-5300.1987.00203.x},

doi = {10.1111/j.1545-5300.1987.00203.x},

year  = {1986},

date = {1986-12-30},

journal = {Family Process},

volume = {26},

pages = {203–221},

abstract = {This article provides a conceptual framework for thinking about the system created at the interface of chronic illness with the family life cycle. First, a psychosocial typology and time phases of illness schema is described as a necessary, preliminary step to create a common language that bridges the worlds of illness, individual, and family development. This schema organizes similarities and differences between diseases in a manner useful to psychosocial-developmental rather than biomedical inquiry. Then, drawing on several major life-cycle theories in the literature, key concepts (periods of transition, life-structure building and maintaining, centripetality, and centrifugality) are used in a complementary fashion to link these three lines of development. Equipped with these psychosocial languages, consideration is given to transgenerational aspects of illness, loss, and crisis, and the interwoven threads of illness, family, and individual development. Clinical vignettes are provided to highlight this conceptual framework.},

keywords = {Chronic Illness, Cronicity Framework, O},

pubstate = {published},

tppubtype = {article}

}

@article{Strecker2019,

title = {Nutzung der Schattenbibliothek Sci-Hub in Deutschland},

author = {Dorothea Strecker},

url = {https://libreas.eu/ausgabe36/strecker/},

issn = {1860-7950},

journal = {LIBREAS. Library Ideas},

volume = {36},

keywords = {A, closed access, Germany, logfile analysis, publishers, Schattenbibliothek, Sci-Hub},

pubstate = {published},

tppubtype = {article}

}