Background: Video conferencing technology has moved online education into a new stage of real-time video interaction. However, shortcomings such as students' lack of concentration and substantive engagement during video conferencing greatly limit the improvement of online learning effectiveness. According to social presence theory and the…

The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the…

Digital learning has become an inevitable trend with many benefits for students' learning performance and motivation. However, Virtual Reality, a pervasive mode of digital learning nowadays, has incurred ambivalence among teachers over the years due to its high cost and other technical concerns. Panoramic image VR (PIVR) is a cost-efficient…

This study investigated how learning styles (visual/verbal) and the use of Automatic Speech Recognition (ASR) software affect English as a Second Language adult learners' improvement during a 12-week course focusing on pronunciation. In the control group (n = 28), the teacher corrected and gave feedback on the adult learners' pronunciation;…

Do students have preferred learning styles and, if so, can these preferences -- in addition to other abilities and attributes -- influence their performance in post-secondary education? There is a significant body of literature, across many disciplines, endeavouring to answer this question. In this paper, we examine a variant of this question with…

This study examined the use of visual feedback (VF) by typists at various skill levels. Subjects performed typing trials under four conditions: unrestricted VF, VF for response confirmation, VF for response guidance, and restricted VF. Results suggest similar use of visual feedback by typists of different skill levels. (Author/SJL)

Provided 2- and 2.5-year-olds with partial visual information about a ball's path as it moved toward a hiding place. Found that both age groups were equally proficient at tracking the ball as it rolled behind a transparent screen with 4 opaque doors, but 2.5-year-olds were more likely to reach to the correct door when asked to find the ball.…

The analysis of previously obtained data concerning short-term visual memory and cognition by a method suggested by Tucker is proposed. Although interesting individual differences undoubtedly exist in people's ability and capacity to process short-term visual information, studies have not generally examined these differences. In fact, conventional…

Twelve learning disabled (9-12 years old) boys were identified according to special class placement, WISC-R (Wechsler Intelligence Scale for Children-Revised) and performance measures. A group demonstrating a verbal WISC-R deficit was sex- and age-matched with a normal group. Electroencephalograms (EEGs) were collected while these individuals…

The purpose of this study was to determine if five-year-old children displaying high or low ability to process visual information exhibited the same high-low ability in proficiency of motor tasks which were dependent upon visual information for successful completion. The subjects were 40 five-year-old children who were required to pass a visual…

This investigation into the effects of configural properties (properties determined by the interrelationships existing between component parts) used a selective attention task to determine whether intersection is a primary encoding feature or is constructed after slopes and heights are perceived. The method for encoding feature identification,…

Performance differences between 10 nonretarded children and 10 moderately/severely retarded adolescents on a manual control task were examined. Results suggested that the ability to discriminate internal cues is related to IQ differences. (Author)

A study investigated the interaction, play, and other behaviors of 24 preschoolers with visual impairments in the indoor play areas of two programs. Children interacted and played at lower levels than expected and their learning medium (visual or tactile) affected amount of interaction and amount and type of play. (Author/CR)

Four experiments investigated newborns' ability to discriminate, recognize, and learn visual information embedded in the schematic face-like patterns preferred at birth. Results indicated that newborns discriminated face-like stimuli relying on their internal features and recognized a perceptual invariance between face-like configurations in…

Two studies examined whether infants' category discrimination in an object-examination task was based solely on an ad hoc analysis of perceptual similarities among the experimental stimuli. Findings indicated that 10- to 11-month- olds' responses varied systematically only with the presence of a category change, but not with the degree of…