Enhancing instruction by assessing meaning formation and constructive knowledge: A new education technology cognitive approach

Claudia Jaquelina Gonzalez, Ernesto Octavio Lopez, Maria Isolde Hedlefs

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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 languageEnglish
Title of host publicationProceedings of ICETM 2018 - 2018 International Conference on Education Technology Management
PublisherAssociation for Computing Machinery (ACM)
Pages33-37
Number of pages5
ISBN (Electronic)9781450366304
DOIs
Publication statusPublished - 19 Dec 2018
Event2018 International Conference on Education Technology Management, ICETM 2018 - Barcelona, Spain
Duration: 19 Dec 201821 Dec 2018

Publication series

NameACM International Conference Proceeding Series

Conference

Conference2018 International Conference on Education Technology Management, ICETM 2018
CountrySpain
CityBarcelona
Period19/12/1821/12/18

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Computer Networks and Communications
  • Computer Vision and Pattern Recognition
  • Software

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