The intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today’s dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control participants did significantly better on exams when material was captioned compared to when it was not. They also tended to outperform high internal control participants on captioned material exams.

Covid-19 har påverkat samhället på flertal olika sätt. Med uppmaningar och råd om social distansering kan sådant som tidigare varit vardagliga aktiviteter bli alltmer svårt att genomföra. Denna pandemi har orsakat att många hellre utför sina träningspass hemifrån och under en sådan period kan det behövas alternativa sätt att få träningsinstruktioner på. Augmented Reality är ett sätt att förstärka användarens verklighet. Genom att nyttja kamerateknologi som reflekterar det användaren ser kompletterar systemet samtidigt den bilden, vanligtvis med 3D modeller. Denna teknik har tidigare använts inom områden som visualisering av information och instruktioner. Flertal studier som gjorts inom Augmented Reality och instruktioner har använt enheter som är mindre tillgängliga för allmänheten. Dessa enheter är exempelvis digitala glasögon eller AR headset. En mer konkret studie på mobilbaserad AR hade behövts göras inom ett område som träningsinstruktioner, vilket kräver fokus både på den mobila enheten och verkligheten på ett annat sätt än vad som hade behövt om användaren burit glasögon eller headset.  Denna studie utforskar Augmented Reality kopplat till träningsinstruktioner i en egenskapad (skapad av oss) mobilbaserad applikationsprototyp med ett fokus påinteraktiv design utifrån instruktionsstruktur och heuristiker inom användbarhet. För att utföra detta användes primärt Cognitive Load Theory som ett ramverk både för skapandet av prototypens instruktionsmaterial och i analysen samt besvarandet av forskningsfrågorna. I studien utfördes användartester på sammanlagt sju deltagare. Resultatet visade attAugmented Reality i en mobilbaserad prototyp har potential. Däremot finns det problematik som är viktigt att ha i åtanke vid design av AR, instruktionsstruktur och det grafiska gränssnittet. I allmänhet handlar dessa om markörbaserad teknik, interaktioner i koppling till fysiska handlingar och hur lätt det är att ta in instruktionerna baserat på dess struktur och prototypens gränssnitt / Covid-19 has affected society as we know it in many ways. Social distancing has been called for and this has caused daily activities that once were prominent to become harder to perform. During a period, such as this, alternative methods for training instructions would then be more searched out for. Augmented Reality is a technology which can be used to enhance the user’s world. This is accomplished by using camera technology in synchronization with other technologies to affect the camera and therefore the users view. Which for example could be via 3D models to enhance the world. This technology has been used in other studies with the focus of instructional material and physical training. However, these studies have often used such equipment that is not commonly available, and more concrete research about the use of a mobile based Augmented Reality application with the purpose of visualizing training instructions would be needed. As the interaction with a mobile unit varies a lot in contrast to that with a headset or glasses. This study investigates Augmented Reality in connection to training instructions by using a mobile based prototype with focus on how to design based on instructional structure and usability heuristics. The study has primarily used cognitive load theory as a framework for the prototypes instructional design but also in the analysis and the methods used to answer the research questions. The study conducted user tests with seven participants in total. The result showed that Augmented Reality in a mobile based prototype has potential. However, there are problems that you must think about when designing for AR, instructional structure and the graphical interface. In general, it is about marker based Augmented Reality, interactions with the graphical interface while doing physical actions and the ease of understanding instructions based on structure and graphical user interface.

Jag har i denna studie haft som syfte att undersöka hur förmågan att skriva för hand ser ut för elever i mellanstadieålder i en svensk grundskola. Mitt syfte har också varit att undersöka om det finns ett samband mellan förmågan att skriva för hand och förmågan att skriva med textkvalitet. För att nå svar på mina frågeställningar genomförde jag en undersökning där 25 elever deltog. Undersökningen innehöll fyra testdelar som vardera var designade för att mäta olika delar i förmågan att skriva för hand och även ämnade att synliggöra förmågan att skriva med textkvalitet. Den forskning som ligger till grund för den här studien visar att det finns ett samband mellan en automatiserad förmåga att skriva för hand, förmåga att skriva med textkvalitet och skolframgång. Orsaken till detta samband förklaras av forskningen i hur olika minnesstrukturer kan användas och avlastas vid automatiserade förmågor jämfört med icke automatiserade förmågor. Resultatet av studien visar att det finns en stor variation i den undersökta elevgruppens förmåga att skriva för hand. Tydliga tendenser pekar även på att det finns ett samband mellan en automatiserad förmåga att skriva för hand och en förmåga att skriva med textkvalitet.

Described in this thesis is research that examined the influence of courtroom symbolism on jurors' ability to focus on the evidence presented in a criminal trial. This research is unique as participants were 'real' jurors who had, at the time of participation in the research, recently completed deliberations on a District Court trial. To date no other research has explored the interaction between symbolism in the courtroom and the juror experience. The broad research question examined in this research was: Do symbolic elements in the courtroom environment draw juror attention away from the evidence being presented?. Three theories drawn from environmental psychology were utilised in this research (i.e., environmental uncertainty theory, environmental arousal theory and environmental load theory). Additionally, Rapoport's (1983, 1990) theory, which was drawn from the architectural field of knowledge, was utilised. Rapoport's theory facilitated the measurement of symbolism in the form of environmental cues found in the courtroom. To address the broad research question, eight subordinate research questions were formulated those being: (1) Do trait anxiety and court related factors influence the amount of attention jurors pay to the elements of the courtroom environment?, (2) Do trait anxiety and court related factors influence the effect on jurors of the attention they paid to the elements of the courtroom environment?, (3) Do trait anxiety and court related factors influence the sense of stress or arousal in jurors?, (4) Is there an association between attention paid by jurors to the environmental cues found in the courtroom, their ability to perform their role as a juror and their sense of appreciation for the function of the law?, (5) Is there an association between attention paid by jurors to the environmental cues in the courtroom and a state of elevated stress?, (6) Does the amount of attention paid by jurors to environmental cues found in the courtroom diminish over time?, (7) Does the effect on jurors of the attention they paid to the environmental cues in the courtroom diminish over time? and, (8) Does the amount of stress jurors experience diminish over time?. The eight research questions were addressed in two studies. The first involved a survey of jurors who had completed deliberations in District Court trials in Brisbane and Cairns during the period 19th July, 2001 and 18th July, 2002 (N=192). This study examined the amount of attention jurors paid to four elements of the courtroom environment (i.e., the courtroom design, the appearance and behaviour of court officials, the appearance and behaviour of those associated with the offence and the task of being a juror). Also examined in this study was the influence on jurors of the attention they paid to the elements of the courtroom environment. Juror experience of state anxiety as measured by the State Trait Anxiety Inventory [STAI] (Spielberger, 1983) was also examined. Additionally, the influence of trait anxiety as measured by the STAI (Spielberger, 1983) and court related factors (i.e., location of trial, prior jury experience, nature of the offence and length of trial) on the juror experience was examined. Two time frames were examined (i.e., initial contact with the courtroom and midpoint of juror experience) which allowed the examination of the influence of time on the juror experience. Interviews with jurors who had completed the survey (N=19) comprised the second study. This study allowed jurors to describe their experience on a jury from a more personal perspective. The elements of the juror experience that distracted and reinforced their ability to focus on the evidence and facilitated a sense of appreciation for the function of the law were discussed. Also discussed were the elements of the juror experience that caused jurors to experience anxiety. Overall, the findings of this research indicated that although symbolism in the courtroom was linked to juror anxiety, this was positive and facilitated juror attention to the evidence and a sense of respect for the criminal justice system. That anxiety experienced by jurors facilitated their focus on the evidence is consistent with environmental arousal theory in that for optimum performance one must experience a certain level of arousal. Also confirmed by the findings of this research is environmental load theory, an element of which predicts that jurors will be task driven when experiencing environmental load. That these two theories are linked by an underlying construct is evidenced by the findings of this research. These findings open up possibilities for future theoretical research using environmental arousal theory and environmental load theory. The findings of this research also suggest that jurors found the symbolism in the courtroom environment distracting and that some elements of the juror experience were onerous and stressful. However, previous experience in the courtroom and lower trait anxiety moderated these factors. Consequently, consistent with the results of this research courts might benefit from implementing an orientation program for prospective jurors such that they are familiarised with the courtroom environment. Such a program would moderate any distress experienced by jurors. In the context of such adjustments by the courts, the influence of symbolism in the courtroom are considered beneficial to the juror experience and there is no need for the courts to alter the courtroom setting or robing practices of lawyers.

Knowledge-based assets play a very important role in the Information Age. How to organize existing knowledge and present to the user properly are important research issue for decision support. Previous literature has indicated that multiple documents can be organized in different ways and different modes of knowledge presentation may result in different learning effects. Typical presentation modes include textual summarization and graphical presentation. The purpose of this thesis is to evaluate whether textual and graphical presentations of a news event may result in different effects for the user. In particular, this study is focused on comparing the textual summary and ontology-base graphical presentation and use the Bloom Theory of Educational Objectives to measure the learning effect of the user An experiment was conducted to assess the knowledge and cognitive process dimension in the Bloom¡¦s theory. We also measured the learning time, system quality, content quality, and overall satisfaction. The result shows that the textual system performed better in learning factual knowledge, and the ontology-base system performed better in learning conceptual and procedural knowledge.

By the catholicity of Internet and the advances of information technology, more and more people use the e-Learning to do the teaching and learning activities. However, whether using the abundant multimedia learning content can really achieve better learning performance? This study tries to use the information processing theory to discuss the impact of fitness bwteeen learner¡¦s different information processing abilities and content¡¦s medium types on cognitive load and learning performance. That is if learner¡¦s information processing abilities can fit with content medium types would result better learning performance. We found that firstly, the diversity of learners¡¦ individual information processing abilities has no impact to the cognitive load. Secondly, the different content medium types with the same quantity of media content also have no impact to the cognitive load. Lastly, the wordy ability learners with wordy content medium type or the phonic ability learners with audio content medium type can lower learner¡¦s cognitive load. It is suggested that educators can apply the results for the adaptive learning. By using information processing ability analysis system to classify learners into wordy ability and phonic ability learners and then give them adaptive content materials according to their own information processing abilities.

ABSTRACT THE EFFECTS OF COGNITIVE LOAD IN LEARNING FROM GOAL BASED SCENARIO DESIGNED MULTIMEDIA LEARNING ENVIRONMENT FOR LEARNERS HAVING DIFFERENT WORKING MEMORY CAPACITIES Kili&ccedil / , Eylem Ph.D., Department of Computer Education and Instructional Technology Supervisor: Assoc. Prof. Dr. Zahide Yildirim December 2009, 201 pages The purpose of this study is to investigate the effects of principles aiming to reduce extraneous cognitive load in learning from goal based scenario designed multimedia learning environment for learners having different working memory capacities. In addition, the effects of goal based scenario and the principles of cognitive load theory on students&rsquo / perception, motivation and satisfaction has been explored. Two versions of the multimedia were developed for this study. In the first version (+CLT), the principles such as split attention, multimedia, modality, redundancy, coherence and signaling was applied. In the second version (-CLT), these principles were violated. Mixed method was used and two studies were conducted for this study. The first study was conducted with 82 ninth grade students from one of the Anatolian High School in Ankara. However, the participants&rsquo / working memory capacities were found very close to each other. Therefore, the second study was conducted with 54 11th grade students having different working memory capacity from the same school. The result of the first study showed that the cognitive load principles aim at reducing extraneous cognitive load increased learning gains, decreased invested mental effort and affected students&rsquo / motivation and satisfaction in positive ways. On the other hand, when cognitive load principles were not considered, this decreased learning gains, increased invested mental effort and affected students&rsquo / motivation and satisfaction in negative ways. The result of the second study showed that the only difference between high and low WMC students found on the number of errors made in sequencing meiosis sub phases in favor of the first version (+CLT). This might be explained by the task characteristics in that the difference between high and low WMC individuals can be observed when task demanded attention. It can be concluded that students benefited from the cognitive load principles reducing extraneous cognitive based on the findings of both studies.

In this thesis, the focus is on the development of scheduling algorithms for Sim-PETEK which is a framework for parallel and distributed execution of simulations. Since it is especially designed for running parameter sweep applications in a heterogeneous distributed computational environment, multi-round and adaptive scheduling approaches are followed. Five different scheduling algorithms are designed and evaluated for scheduling purposes of Sim-PETEK. Development of these algorithms are arranged in a way that a newly developed algorithm provides extensions over the previously developed and evaluated ones. Evaluation of the scheduling algorithms is handled by running a Wireless Sensor Network (WSN) simulation over Sim-PETEK in a heterogeneous distributed computational system formed in TUBITAK UEKAE ILTAREN. This evaluation not only makes comparisons among the scheduling algorithms but it also and rates them in terms of the optimality principle of divisible load theory which mentions that in order to obtain optimal processing time all the processors used in the computation must stop at the same time. Furthermore, this study adapts a scheduling approach, which uses statistical calibration, from literature to Sim-PETEK and makes an assessment between this approach and the most optimal scheduling approach among the five algorithms that have been previously evaluated. The approach which is found to be the most efficient is utilized as the Sim-PETEK scheduler.

Cette thèse se situe dans le domaine de l’Instructional Design, un champ de recherche anglo-saxon qui génère des connaissances pour améliorer la conception des environnements destinés aux apprentissages directs et explicites. Les recherches actuelles montrent que les apprentissages à partir d’environnements complexes permettent de confronter les apprenants à des situations authentiques des réalités de la vie et montrent des performances intéressantes, notamment dans les situations de transfert. Les environnements complexes sont caractérisés par la présence de nombreux éléments et de nombreuses interactions qui peuvent être difficilement traités par la mémoire de travail et dégrader fortement les performances d’apprentissage. Dans ce cas, la théorie de la charge cognitive préconise une approche en deux étapes en présentant en premier les éléments extraits du tout puis le tout. A partir d’une contribution empirique fondée sur quatre expérimentations où sont manipulés le niveau de complexité du matériel d’apprentissage, le degré d’isolement des éléments et le séquencement de la présentation, nous montrons que pour du matériel très complexe, les meilleures performances d’apprentissage sont obtenues en présentant de la complexité dans la première étape. Pour expliquer ces résultats, nous nous appuyons sur la théorie des desirable difficulties et sur les théories de l’engagement. / This thesis is in the field of Instructional Design, an Anglo-Saxon field of research that generates knowledge to improve the design of environments for direct and explicit learning. Current research shows that learning from complex environments allow learners to confront authentic situations from the realities of life and show interesting performance, especially in transfer situations. Complex environments are characterized by the presence of many elements and many interactions that can’t be easily dealt with by the working memory and greatly degrade the learning performance. In this case, the cognitive load theory recommends a two-step approach by presenting first extracts elements of the whole and the whole. From an empirical contribution based on four experiments which handled the complexity of the learning material, the degree of isolation and sequencing of the presentation, we show that for highly complex environments, the best learning performance are obtained by introducing the complexity in the first step. To explain these results, we rely on the desirable difficulties theory and theories of engagement.

Digitala läroböcker har ökat i skolorna efter Skolverkets nya riktlinjer 2018 om att skolorna skulle förstärka digitaliseringen. Läroboksförlagen erbjuder därför både traditionella analoga böcker, online- samt digitala böcker. I det här examensarbetet har jag studerat den digitala versionens potentiella påverkan på den kognitiva belastningen vid inlärning jämfört med den traditionella analoga boken. Studien har utförts enligt Swellers kognitiva belastningsteori (cognitive load theory) för att utvärdera hur den kognitiva belastningen påverkas utifrån några valda faktorer som enligt teorin belastar minnet och därmed inlärningen. Resultaten visar att det finns skillnader i den kognitiva belastningen mellan den analoga boken, boken online och den digitala boken enligt de variabler som studerades. Den analoga boken ger med stor sannolikhet den minsta kognitiva belastningen och därmed bättre inlärning för eleverna. Den digitala versionen ger i sin nuvarande form en ökad kognitiv belastning främst genom splittrat fokus.