published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

Two sets of connectionist simulations of children's acquisition of distance (d), time (t), and velocity (v) concepts using a generative algorithm, cascade-correlation (Fahlman & Lebiere, 1990), are reported. Pure condition simulations represent a situation in which memory demands across the concepts are equal. The limited memory condition explores the effects of differing memory demands. / It was found that the rules that correlated most highly with network responses during training were consistent with the developmental course of children's concepts (Wilkening, 1981; 1982). Networks integrated the defining dimensions of the concepts first by identity rules (e.g., v = d), then additive rules (e.g., v = d-t), and finally multiplicative rules (e.g., v = d $ div$ t). / The results are discussed in terms of similarity to children's development, the effects of memory demands, the contribution of connectionism to cognitive development, and directions for future research. It is argued that cascade-correlation provides an explicit mechanism of developmental change--weight adjustment and hidden unit recruitment.

This study aims to explore how novices learn computer games. In order to observe the characteristics of learning a novel computer game, an eye tracking method was integrated with usability studies&amp / #8217 / methods. Data was collected from 16 undergraduate university students. Every student played the game for 10 minutes. Their eye movements were recorded with an eye tracker. Subjects&amp / #8217 / behaviors were also videotaped while playing the game. Results showed that eye tracking can be used as measure to study learning experience of games. Theoretical implications and applicability of the findings to the use of computer games for educational purposes were discussed.

This research examines the reading and information needs of undergraduate distance education students at Curtin University of Technology and the academic library's role in meeting those needs. Twelve undergraduate units offered at Curtin in second semester were selected as the prime units of this research. The research was conducted in three phases in 1996. First, the documents supplied to the distance education students were examined to determine what reading was specified and/or suggested to the students. Next, the unit co-ordinators responsible for the units were interviewed to find out what reading and information literacy expectations they held for their distance education students. Finally, the non-metropolitan area students enrolled in the units were interviewed to find out if they felt they could complete the units using only supplied readings and prescribed texts. They were also asked about obtaining resources through Curtin University Library and Information Service or other sources. Their use of telecommunications and computers was also examined.This research found there were as many models of the practice of distance education as there were units surveyed. There was a high degree of agreement between the unit co-ordinators and students on the possibility of completing their associated units using only the supplied reading plus the textbooks. The students could not complete their units using only the supplied reading but many could successfully complete units using the supplied reading and set texts.Although all students were using computers there was a significant difference in the number of students that had access to a computer linked to telecommunications and the number of students that were using this access. Only a small proportion of the students used this facility to access the Curtin Off Campus Library Services.There was a lack of knowledge by ++ / students of the services and resources that were available to them. Responses from students indicated they were not effectively informed about the services and resources available to them. This lack of knowledge of existing services pointed to a need for improved marketing of the services to this group of students. An improved level of co-operation between the library, the unit co-ordinators and the University Distance Education Service is recommended to address some of the issues raised in this research. This co-operation should include working with academic staff in unit and course design and a review of the promotion of all services to distance education students

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves [162-166]).

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (p. 106-117).

Thesis (Ph. D.)--University of California at Berkeley, 1991. / Includes bibliographical references (leaves 236-247).

Thesis (Ph. D.)--University of California at Berkeley, 1991. / Includes bibliographical references (leaves 236-247).

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed July 24, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 87-91).