Downloads & Free Reading Options - Results

Research that has been conducted relating to the use of graphics and how various design variables interact with graphics in influencing the process of learning within individuals is explored. Research directions and approaches that may provide enhanced guidelines for integrating graphics into future interactive learning environments are described. The substantial research to date has provided a foundation for further research to guide the design of interactive learning environments. Six recommendations are made to guide such research: (1) a variety of paradigms should be explored, including positivist, interpretivist, qualitative, critical theory, and postmodernist; (2) research should be grounded in broad and comprehensive theory; (3) study subjects should be involved in learning that is meaningful for them; (4) research should use commercially viable products; (5) field-based research is preferable; and (6) research protocols used by software usability testing laboratories may provide guidance. Questions should focus on how learners process graphics. (Contains 62 references.) (SLD)

Research that has been conducted relating to the use of graphics and how various design variables interact with graphics in influencing the process of learning within individuals is explored. Research directions and approaches that may provide enhanced guidelines for integrating graphics into future interactive learning environments are described. The substantial research to date has provided a foundation for further research to guide the design of interactive learning environments. Six recommendations are made to guide such research: (1) a variety of paradigms should be explored, including positivist, interpretivist, qualitative, critical theory, and postmodernist; (2) research should be grounded in broad and comprehensive theory; (3) study subjects should be involved in learning that is meaningful for them; (4) research should use commercially viable products; (5) field-based research is preferable; and (6) research protocols used by software usability testing laboratories may provide guidance. Questions should focus on how learners process graphics. (Contains 62 references.) (SLD)

Using PLATO, a computer-assisted instruction system, a test was conducted to see if students respond most favorably to an instructional package that included no graphic display, still graphic display, or animated graphic display. Forty-five students at the Naval Training Center, San Diego, were the subjects. With the learning of the sine-ratio concept as the instructional objective, three different instructional packages were written, employed, and posttested. Scores showed that including graphic displays does not improve conceptual comprehension. (EMH)

A study was conducted to determine how verbal instruction could be supplemented by visuals, and in particular, how to take pedagogical advantage of the excellent capabilities of the PLATO 4 computer-based instructional system. Literature research disclosed little previous information of value on the subject. Three versions of a lesson on the sine-ratio concept were prepared, one with verbal text supplemented with animated graphics, one supplemented with still graphics, and one without graphics (text only). Forty-five students from the Basic Electrivity/Electronics School at the Naval Training Center (NTC), San Diego, were randomly assigned to the three versions. A comparison of the pretest and posttest mean scores for each group revealed learning took place in each group, and a questionnaire administered after the posttest revealed that the students gave positive ratings to the instructional materials and presentations. The groups did not differ in time required for training. On the posttest, the animated graphics group had the highest mean performance, but none of the differences between groups were significant. It was concluded that these results are consistent with previous findings suggesting that graphics are more useful for teaching concepts involving time and motion than for concepts involving space, and more useful for tasks involving stimulus identification than for tasks involving terminology or comprehension.

This study explores the instructional impact of using computer multimedia to integrate metaphorical verbal information into graphical representations of biotechnology concepts. The combination of text and graphics into a single metaphor makes concepts dual-coded, and therefore more comprehensible and memorable for the student. Visual stimuli help the learner establish semantic connections between the abstract and the concrete, and it is hoped that metaphoric stimuli can facilitate analogical links between the unfamiliar and the familiar. In this study, six versions of instructional materials were developed: non-graphics without metaphors (control group), static graphics without metaphors, animated graphics without metaphors, non-graphics with metaphors, static graphics with metaphors, and animated graphics with metaphors. Participating college students (n=120) were randomly assigned into the six groups and studied the materials independently. A criterion-referenced test was used to assess students' learning performance, while the Instructional Material Motivation Survey (IMMS) was used to gather attitudinal responses. Interviews and observations yielded information about how students employed graphics and metaphors for mental elaboration. Quantitative results suggested that animated graphics plus metaphorical treatment enhanced motivation the most, although metaphorical treatment seemed to be received positively regardless of what accompanied it. Furthermore, the results of the interviews and observations shed light on, among other things, how students process and interpret graphical displays and how the pace of animated presentations influences learning. As a sample of the metaphorical technique, an appendix offers a series of sequential drawings and accompanying verbal information that depict strands of genetic materials as "screwed zippers." (Contains 36 references. (BEW)

https://3dgv.github.io/ 3DGV is a virtual seminar series on Geometry Processing and 3D Computer Vision. Seminars take place every Wednesday, cycling through three different time zones (Europe, America, and Asia).

This paper reviews the literature pertinent to learning with graphics. The dual coding theory provides explanation about how graphics are stored and precessed in semantic memory. The level of processing theory suggests how graphics can be employed in learning to encourage deeper processing. In addition to dual coding theory and level of processing theory, the area of motivation and attention is also reviewed to show how graphics and emotion are related and how graphics should be designed to communicate desired intent. It is noted that appropriate design decisions about the use of graphics are often based on knowledge from cognitive science and that current research in graphics design related to this topic is inadequate. The area of cognitive science is incorporated into instructional technology so that the effectiveness of graphics in assisting can be optimized. (Contains 48 references.) (Author/MES)

This manual describes how the Uniondale, New York, school district uses a technological system, the Graphics Expression System (GES), to produce dramatic reading improvement on the part of elementary school underachievers. It shows how GES, based upon the assumption that all youngsters want to communicate, employs a television mini-studio and an eight step process to motivate students to develop reading and other communication skills. It reviews the fundamental activities necessary for the implementation of GES, beginning with investigations by administrators and teachers, followed by faculty and parent meetings, contracting for hardware, identification of criteria, selection of participants, inservice staff training, and program scheduling. Classroom procedures such as logistics and orientation are covered and information is given on the process whereby students: 1) pick a topic; 2) research it; 3) prepare graphics; 4) write a script; 5) practice reading it; 6) tape a run-through; 7) evaluate the topic; and 8) record a final tape. (PB)

This manual describes how the Uniondale, New York, school district uses a technological system, the Graphics Expression System (GES), to produce dramatic reading improvement on the part of elementary school underachievers. It shows how GES, based upon the assumption that all youngsters want to communicate, employs a television mini-studio and an eight step process to motivate students to develop reading and other communication skills. It reviews the fundamental activities necessary for the implementation of GES, beginning with investigations by administrators and teachers, followed by faculty and parent meetings, contracting for hardware, identification of criteria, selection of participants, inservice staff training, and program scheduling. Classroom procedures such as logistics and orientation are covered and information is given on the process whereby students: 1) pick a topic; 2) research it; 3) prepare graphics; 4) write a script; 5) practice reading it; 6) tape a run-through; 7) evaluate the topic; and 8) record a final tape. (PB)

"The expedition of Messrs. Lewis and Clarke, for exploring the river Missouri, and the best communication from that to the Pacific Ocean, has had all the success which could be expected. They have traced the Missouri nearly to its source; descended the Columbia to the Pacific Ocean, ascertained with accuracy the Geography, of that interesting communication across the continent; learned the character of the country, its commerce and inhabitants; and it is but justice to say that Messrs. Lewis and Clarke, and their brave companions, have, by this arduous service, deserved well of their country." This volume is the 1840 edition with woodcut images and an Indian vocabulary. They may be viewed by clicking on the text URL. (Summary in quotes by President Thomas Jefferson)

In addition to being amusing, recipes written in a poetic form were easy to remember and used as learning tools for the young housekeeper. Many of the poems in this 1912 publication were originally published in Woman's Home Companion, Good Housekeeping Magazine, the Housewife, Table Talk, and the Boston Cooking School Magazine. [Summary by Betsie Bush]

The author explores the effects of condensation and evaporation as they relate to the success of a beehive. The results of various experiments and the author's thoughts are given. (Summary by SoMDbeekeeper)

4Sun and Saddle Leather

By Charles Badger Clark

Cowboy Poetry began as a 19th Century Performance Art staged around a crackling campfire, referencing tall tales and personal stories, lost girlfriends, and love of the vast unboundaried West. It was best accompanied by a hot tin cup of boiled coffee, dunked biscuits, and beef jerky. The rhymed couplets were easy to remember, and once the day's drive was done, everybody had a few hours to listen to friends and wonder at the stars. Badger Clark gave voice and record to this unique American folk art, and built on it to express his own creative genius. He was declared the first Poet Laureate of South Dakota, or as he liked to say, “Poet Lariat.” Summary by Ed Humpal

<b>"Samuel Langhorne Clemens", "Mark Twain At Home", "Youth of Mark Twain" & "Mark Twain Gossip"</b><br><br> Published in the June 16, 1888 edition of "Literature - An Illustrated Weekly Magazine" (Vol. 1, No. 17) these four, early magazine articles about Mark Twain fill in and analyze areas of Twain's persona for the first time. "Mark Twain At Home" was originally published in the London, England "World". ( John Greenman)

Pascal is of the small number of those [men] in whom the man infinitely transcends his actions. The writings of Pascal are the finest that France possesses; yet they contain nothing of equal value with the Life of Pascal written by his sister in a few pages. It is of such writings and of such a life that we have to speak in this volume; and it is of unspeakable advantage to the student that he should possess a source of information respecting the early days of Pascal of such unquestionable authority. Nearly all that we know of Pascal is derived from this Life and from his own writings, and especially from the Provincial Letters and the Thoughts. These works have been commented upon, controverted, and defended; and there is little to be said on either side which has not been said already. In the present volume Pascal chiefly speaks for himself, and the comments upon his statements are generally brief. - Summary by Adapted from Preface