TY - GEN
T1 - Enhancing instruction by assessing meaning formation and constructive knowledge
T2 - 2018 International Conference on Education Technology Management, ICETM 2018
AU - Gonzalez, Claudia Jaquelina
AU - Lopez, Ernesto Octavio
AU - Hedlefs, Maria Isolde
PY - 2018/12/19
Y1 - 2018/12/19
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85062769683&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85062769683&partnerID=8YFLogxK
U2 - 10.1145/3300942.3300947
DO - 10.1145/3300942.3300947
M3 - Conference contribution
AN - SCOPUS:85062769683
SN - 9781450366304
T3 - ACM International Conference Proceeding Series
SP - 33
EP - 37
BT - Proceedings of ICETM 2018 - 2018 International Conference on Education Technology Management
PB - Association for Computing Machinery (ACM)
Y2 - 19 December 2018 through 21 December 2018
ER -