Abstract
Students who failed a course on computer usability were Required to take a post season corrective course. They provided conceptual definitions to relevant course schemata concepts before and after the learning period that allowed to draw semantic nets by using a natural semantic network technique. In turn, connexionist computer simulated schemata behavior based on these semantic nets allowed to implement semantic priming studies to compare schemata word recognition latencies against other semantic related word pairs. Results showed that by considering meaning formation reports through mental representation analysis a teacher can successfully lead to improve students learning outcomes not only because students pass a course, but assuring long term retention of schemata (schemata priming). Implications to teaching by using this cognitive constructive-chronometric assessment of learning are introduced.
| Original language | English |
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| Title of host publication | Proceedings of ICETM 2018 - 2018 International Conference on Education Technology Management |
| Publisher | Association for Computing Machinery (ACM) |
| Pages | 33-37 |
| Number of pages | 5 |
| ISBN (Electronic) | 9781450366304 |
| ISBN (Print) | 9781450366304 |
| DOIs | |
| Publication status | Published - 19 Dec 2018 |
| Event | 2018 International Conference on Education Technology Management, ICETM 2018 - Barcelona, Spain Duration: 19 Dec 2018 → 21 Dec 2018 |
Publication series
| Name | ACM International Conference Proceeding Series |
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Conference
| Conference | 2018 International Conference on Education Technology Management, ICETM 2018 |
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| Country/Territory | Spain |
| City | Barcelona |
| Period | 19/12/18 → 21/12/18 |
Bibliographical note
Publisher Copyright:© 2018 Association for Computing Machinery.
All Science Journal Classification (ASJC) codes
- Human-Computer Interaction
- Computer Networks and Communications
- Computer Vision and Pattern Recognition
- Software