Matching Items (4)
Filtering by
- All Subjects: Computer-assisted instruction
- All Subjects: Visual perception
- Creators: Duran, Nicholas
Description
Current research has identified a specific type of visual experience that leads to faster cortical processing. Specifically, performance on perceptual learning of a directional-motion leads to faster cortical processing. This is important on two levels; first, cortical processing is positively correlated with cognitive functions and inversely related to age, frontal lobe lesions, and some cognitive disorders. Second, temporal processing has been shown to be relatively stable over time. In order to expand on this line of research, we examined the effects of a different, but relevant visual experience (i.e., implied motion) on cortical processing. Previous fMRI studies have indicated that static images that imply motion activate area V5 or middle temporal/medial superior temporal complex (MT/MST+) of the visual cortex, the same brain region that is activated in response to real motion. Therefore, we hypothesized that visual experience of implied motion may parallel the positive relationship between real directional-motion and cortical processing. Seven subjects participated in a visual task of implied motion for 4 days, and a pre- and post-test of cortical processing. The results indicated that performance on implied motion is systematically different from performance on a dot motion task. Despite individual differences in performance, overall cortical processing increased from day 1 to day 4.
ContributorsVasefi, Aresh (Author) / Nanez, Jose (Thesis advisor) / Duran, Nicholas (Committee member) / Keil, Thomas J. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Students' ability to regulate and control their behaviors during learning has been shown to be a critical skill for academic success. However, researchers often struggle with ways to capture the nuances of this ability, often solely relying on self-report measures. This thesis proposal employs a novel approach to investigating variations in students' ability to self-regulate by using process data from the game-based Intelligent Tutoring System (ITS) iSTART-ME. This approach affords a nuanced examination of how students' regulate their interactions with game-based features at both a coarse-grained and fine-grain levels and the ultimate impact that those behaviors have on in-system performance and learning outcomes (i.e., self-explanation quality). This thesis is comprised of two submitted manuscripts that examined how a group of 40 high school students chose to engage with game-based features and how those interactions influenced their target skill performance. Findings suggest that in-system log data has the potential to provide stealth assessments of students' self-regulation while learning.
ContributorsSnow, Erica L (Author) / McNamara, Danielle S. (Thesis advisor) / Glenburg, Arthur M (Committee member) / Duran, Nicholas (Committee member) / Arizona State University (Publisher)
Created2014
Description
Computer-based environments provide a window into the complex and multifaceted learning process. These systems often collect a vast amount of information concerning how users choose to engage and behave within the interface (i.e., click streams, language input, and choices). Researchers have begun to use this information to gain a deeper understanding of users’ cognition, attitudes, and abilities. This dissertation is comprised of two published articles that describe how post-hoc and real-time analyses of trace data provides fine-grained details about how users regulate, process, and approach various learning tasks within computer-based environments. This work aims to go beyond simply understanding users’ skills and abilities, and instead focuses on understanding how users approach various tasks and subsequently using this information in real-time to enhance and personalize the user’s learning experience.
ContributorsSnow, Erica L (Author) / McNamara, Danielle S. (Thesis advisor) / Connor, Carol (Committee member) / Winne, Phillip (Committee member) / Duran, Nicholas (Committee member) / Arizona State University (Publisher)
Created2015
Description
Magnocellular-Dorsal pathway’s function had been related to reading ability, and visual perceptual learning can effectively increase the function of this neural pathway. Previous researches training people with a traditional dot motion paradigm and an integrated visual perceptual training “video game” called Ultimeyes pro, all showed improvement with regard to people’s reading performance. This research used 2 paradigms in 2 groups in order to compare the 2 paradigms’ effect on improving people’s reading ability. We also measured participants’ critical flicker fusion threshold (CFFT), which is related to word decoding ability. The result did not show significant improvement of reading performance in each group, but overall the reading speed improved significantly. The result for CFFT in each group only showed significant improvement among people who trained with Ultimeyes pro. This result supports that the beneficial effect of visual perceptual learning training on people’s reading ability, and it suggests that Ultimeyes pro is more efficient than the traditional dot motion paradigm, and might have more application value.
ContributorsZhou, Tianyou (Author) / Nanez, Jose E (Thesis advisor) / Robles-Sotelo, Elias (Committee member) / Duran, Nicholas (Committee member) / Arizona State University (Publisher)
Created2015