To investigate the topic of intuitive interaction using a 3D-device, a toy car was used as a controller with the Stylaero Board to complete one lap in a car racing game. 20 participants completed the task in 2 conditions, one using the 3D-device as a controller, and one using a standard computer keyboard. The interaction was evaluated using task completion time as a measure of learnability of the device, as well as through subjective reactions from users gathered from a tailored questionnaire with 7 statements rated on a Likert scale of 1-5, and 3 open-ended questions. The performance and attitude towards the 3D-device as a controller was compared to the performance and attitude towards using a standard keyboard. The mean task completion time was significantly lower when using the keyboard. A subscale of the enjoyability of using the device was compared between conditions indicating a significant difference where the 3D-device was rated higher than the keyboard. Furthermore, a significant correlation was found between attitude towards the control device and task completion time in the keyboard, while no significant correlation was found between the corresponding variables for the 3D-device. These results indicate a difference between what aspects are important to users when evaluating a new interface compared to a familiar one. The subjective reactions gathered from the open-ended questions were categorized and sorted into themes using thematic analysis to illustrate the various aspects that were highlighted by users for each interface. The problems faced by participants when using the 3D-device were observed and analyzed in relation to current theories of intuitive interaction to find the driving factors of interaction with a new device.

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some students prefer the use of mathematics in learning physics. Other studies show mathematics as a barrier in students' learning of physics. In this study the role of mathematics in students' understanding of electricity problems was examined. The study undertakes a qualitative approach, and is based on an intepretivist research paradigm. A survey administered to students was used to establish students' expectations on the use of mathematics in physics. Focus group interviews were conducted with the students to further corroborate their views on the use of mathematics in physics. Copies of students' test scripts were made for analysis on students' actual work, applying mathematics as they were solving electricity problems. Analysis of the survey and interview data showed students' views being categorised into what they think it takes to learn physics, and what they think about the use of mathematics in physics. An emergent response was that students think that, problem solving in physics means finding the right equation to use. Students indicated that they sometimes get mathematical answers whose meaning they do not understand, while others maintained that they think that mathematics and physics are inseparable. Application of a tailor-made conceptual framework (MATHRICITY) on students work as they were solving electricity problems, showed activation of all the original four mathematical resources (intuitive knowledge, reasoning primitives, symbolic forms and interpretive devices). Two new mathematical resources were identified as retrieval cues and sense of instructional correctness. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday day mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient. Students' awareness of the domains of knowledge, which was a measure of their understanding, was done through the Extended Semantic Model. Students' awareness of the four domains (concrete, model, abstract, and symbolic) was evident as they were solving the electricity questions. The symbolic domain, which indicated students' awareness of the use of symbols to represent a problem, was the most prevalent. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Child protection is one of the most demanding fields of social protection and requires comprehensive solutions which have a major impact on the lives of children and their families. It also includes the agenda of parental conflicts and related child custody proceedings. This thesis focuses on the practice of Czech social workers operating in the field of child protection at the municipal authorities with extended powers and on their approaches used to resolve parental disputes. The theoretical part is based on the conceptualization of practice from the perspective of a dynamic model of practice by Karen Healy, which builds on the interaction of several contexts, i.e. institutional contexts, formal professional base of social work, service users and their communities and framework for practice, and surveys them with regard to the agenda of parental disputes in detail. The empirical part aims to identify the variability of approaches used by Czech social workers operating in the field of child protection to resolve parental disputes. The research combines both qualitative and quantitative methodology and identifies a typology of defensive practice, reflexive practice, and intuitive practice. Individual types differ in the attitudes the child protection social workers express towards recognized...

Information security is growing in importance as the world becomes more digital, at the same time the importance of usability implementation in software development is also growing. In this study, an evaluation was done on what affects usability and how important usability is in a reporting tool handling information security risk assessment (ISRA). The research question from which the study is based on: What actions can enhance and support the information security risk assessment process in corporations? In order to investigate the research question a study was organized consisting of a survey (N=30) and a think-aloud usability test (N=7). As a part of the analysis process a usability heuristic analysis was performed. According to this study, the ISRA process is complicated and creating a well-functioning supporting tool for it is complex. In order for the tool to facilitate for the users work, usability is an important aspect and should be taken in consideration early in the development process of a tool. Based on the findings in this study actions that can contribute to enhanced usability were discussed. The recommended actions are: 1) Include all types of roles in the ISRA process to determine the purpose of the tool and what it should support. 2) Implement clear guiding information in all parts of the tool, all people involved in the ISRA process should be able to understand the tool. 3) Keep an intuitive flow throughout the tool, the user should intuitively always know what the next step is and what to expect. 4) Have a search function that supports all aspects in the tool. / Informationssäkerheten växer i betydelse i takt med att världen blir mer digital, samtidigt så ökar även betydelsen av implementering av användbarhet i mjukvaruutveckling. I denna studie gjordes en utvärdering av vad som påverkar användbarheten och hur viktigt användbarheten är i ett rapporteringsverktyg som hanterar informationssäkerhetsriskbedömning (ISRB). Den forskningsfråga som studien bygger på: Vilka åtgärder kan förbättra och stödja informationssäkerhetsriskbedömningsprocessen i företag? För att undersöka forskningsfrågan organiserades en studie bestående av en enkätundersökning (N = 30) och ett användbarhetstest med ”Think-Aloud” (N = 7). Som en del av analysprocessen utfördes en användbarhets heuristisks analys. Enligt denna studie är ISRB-processen komplicerad och att skapa ett välfungerande stödjande verktyg för att det är komplext. För att verktyget ska underlätta för användarnas arbete är användbarheten en viktig aspekt och bör tas i beaktning tidigt i utvecklingsprocessen för ett verktyg. Baserat på resultaten i dessa studie så diskuterades åtgärder som kan bidra till ökad användbarhet. De rekommenderade åtgärderna är: 1) Inkludera alla typer av roller i ISRB-processen för att bestämma syftet med verktyget och vad det ska stödja. 2) Implementera tydlig guidande information i alla delar av verktyget, alla personer som är involverade i ISRB-processen ska kunna förstå och använda verktyget. 3) Ha ett intuitivt flöde genom alla delar i verktyget, användaren bör intuitivt alltid veta vad nästa steg är och vad de kan förvänta sig. 4) Har en sökfunktion som stöder alla aspekter i verktyget

No description available.

The purpose of the study was to examine if intuitive thinking, analytical thinking, critical thinking, pseudoscientific beliefs, rejection of science regarding climate, rejection of science regarding vaccines and education correlates with belief in conspiracy theories. The data was collected through a non-randomized convenience and volunteer sampling by a questionnaire that was answered by the participants and measured all variables. The study used a quantitative cross-sectional design with 125 participants, of whom 48 were men, 75 women and 2 other/wish not to say, aged 18–82 (M=46.28, SD=13.48). The result showed that the model was significant and that people with a more negative attitude towards vaccines, a higher degree of belief in pseudoscience and higher preference for and trust in intuitive thinking showed a higher belief in conspiracy theories; other variables were not significantly related to belief in conspiracy theories. The result can be used as a basis for future research on belief in conspiracy theories and its relationship to other factors than in current study. / Syftet med studien var att undersöka ifall intuitivt tänkande, analytiskt tänkande, kritiskttänkande, tro på pseudovetenskap, inställning till klimatforskning, inställning tillvaccinforskning samt utbildningsnivå, korrelerar med tro på konspirationsteorier. Insamlingen av data skedde genom ett icke slumpmässigt tillgänglighetsurval samt frivillighetsurval via ett frågeformulär som mätte samtliga variabler och besvarades av deltagarna. Studien var av kvantitativ tvärsnittsdesign med 125 deltagare, varav 48 män, 75 kvinnor samt 2 annan/vill ej uppge, i åldrarna 18–82 år (M=46.28, SD=13.48). Resultatet visade att modellen var signifikant och indikerar att personer med en mer negativ inställning till vaccin, högre grad av tro på pseudovetenskap, samt högre preferens för och tilltro till intuitivt tänkande uppvisar en högre tro på konspirationsteorier. Övriga variabler var inte signifikant relaterade till tro på konspirationsteorier. Resultatet kan användas som underlag för framtida forskning om tro på konspirationsteoriers och dess samband med andra variabler än de i aktuella studien.

The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners. A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning. Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information. Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing. Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children. Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities. The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)

The aim of the workshop is to present and discuss several ideas which relate to technology as well as to creative teaching. Educational experience, common sense and educational research have all proven how important for comprehensive understanding different cognitive representations are. We will present and discuss several elementary mathematical ideas of which mechanical realisations mean ingenius technological inventions (for example: ‘car differential’ and ‘digital sound technology’). Technological insights can provide deep intuitive understanding of otherwise abstract mathematical concepts and therefore yield also better comprehension of mathematics. Besides that we will use and present the technology in the form of dynamic geometry programs to show, provoke and motivate rethinking and deeper understanding of several elementary mathematical concepts.