How to study a matrix

Jairam, Dharmananda; Kiewra, Kenneth A.; Kauffman, Douglas F.; Zhao, Ruomeng

doi:10.1016/j.cedpsych.2011.10.003

Cited by 12 publications

(4 citation statements)

References 30 publications

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“…Given the focus on multimedia learning, a discussion of research on the effects of signaling or cueing in learning materials that are solely text-based and do not include explanatory pictures, such as expository text (e.g., Loman & Mayer, 1983;, 1996Lorch, Lorch, & Klusewitz, 1995;Mayer, Dyck, & Cook, 1984;Sung & Mayer, 2012), lectures (e.g., Scerbo, Warm, Dember, & Grasha, 1992;Titsworth & Kiewra, 2004), matrices (e.g., Jairam, Kiewra, Kauffman, & Zhao, 2012), or Web menus (e.g., Rouet, Ros, Goumi, Macedo-Rouet, & Dinet, 2011), or learning materials that are solely picture-based and do not include explanatory text, such as animations (e.g., Amadieu, Mariné, & Laimay, 2011;Boucheix & Lowe, 2010;Boucheix, Lowe, Putri, & Groff, 2013;de Koning, Tabbers, Rikers, & Paas, 2007, 2010aFischer & Schwan, 2010;Lowe & Boucheix, 2011) or graphs (e.g., Mautone & Mayer, 2007;Shah, Mayer, & Hegarty, 1999), fall outside the scope of this chapter. Moreover, this chapter does not focus on social cues, such as gaze direction or gestures that may be provided by instructors or animated pedagogical agents in video/animated lessons, as these are reviewed in Chapters 23 and 38.…”

Section: What Do We Know About the Signaling Principle In Multimedia ...mentioning

confidence: 99%

The Signaling (or Cueing) Principle in Multimedia Learning

Gog

2014

The Cambridge Handbook of Multimedia Learning

159

112

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Section: What Do We Know About the Signaling Principle In Multimedia ...mentioning

confidence: 99%

The Signaling (or Cueing) Principle in Multimedia Learning

Gog

2014

The Cambridge Handbook of Multimedia Learning

159

112

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“…Some GOs are more computationally efficiently than others. For example, studies have shown that matrices are superior to outlines (Kauffman & Kiewra, 2010;Kiewra et al, 1988;Kiewra et al, 1992;Robinson & Schraw, 1994), some matrices are superior to other matrices (Jairam et al, 2011), and thathierarchies are superior to outlines (Robinson &Kiewra, 1995). Two of the most widely known and investigated graphic organizers are concept map and matrix.…”

Section: Figure 2 Planets Matrixmentioning

confidence: 99%

“…A matrix is a two-dimensional cross-classification table or chart (Jairamet et al, 2011). Its column and row structure make it especially applicable for comparing information both within and across rows (Jairam et al, 2011;Kiewra, 2012). A matrix, like that in Figure 2, contains three parts: topics on top (e.g., Mercury), categories down the left side (e.g., miles from the sun), and details within the matrix cells at the intersection of topics and categories (e.g., 36 million).…”

Section: Matrixmentioning

confidence: 99%

Concept Map versus Matrix Note Taking: Achievement, Attitude, and Note-Taking Effects

Lu¹,

Kiewra²,

Zhang³

2020

IJHSS

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College students were trained in how to record concept map notes, matrix notes, or conventional (control group) notes. Students then read a brief text using their respective note-taking method in preparation for fact, relationship, and concept test items that were administered immediately or following a review period. It was predicted that matrix note takers would achieve most, because matrix notes are more computationally efficient than map notes. Although matrix notes did not prove superior to map notes in terms of achievement, results suggested several problems with map note taking. First, conventional note takers achieved more on relationship items than map note takers, but not matrix note takers. Second, map note takers had more incomplete notes and lower quality notes than matrix note takers. Last, concept map note takers rated their notes lower in effectiveness, ease of construction, enjoyability, and likelihood of future use compared to matrix note takers.

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“…‫تقد‬ ‫التي‬ ‫األنماط‬ ‫كاحدى‬ ‫والتعلم‬ ‫المشكالت‬ ‫عرض‬ ‫في‬ ‫المصفوفات‬ ‫استخدمت‬ ‫وقد‬ ‫استر‬ ‫مها‬ ‫اتيجية‬ ‫العاملة‬ ‫األمثلة‬ Worked example ‫للدراسات‬ ‫ا‬ ً ‫وفق‬ ‫وذلك‬ ، (Hancock-Niemic et al , 2016;Atkinson et al, 1999;Atkinson, Merrill-Lusk, and Bietzel, 2007;Jairam et al, 2012; (Lee et al, 2014).. ‫أو‬ ‫المنافسة‬ (Hartness, 2004;Long, 2007…”

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تصمیم استراتیجیة لتکامل أنماط عرض المشکلات البرمجیة ببیئة للتعلم المدمج لتنمیة کفایات برمجة اللغات الحدیثة لدى طالبات تکنولوجیا التعلیم

فهمي¹,

الجزار²,

صابر³

2020

مجلة البحث العلمى فى التربیة

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This research aims at designing a new strategy to integrate Programming Problems' Presentation Patterns to develop students' competencies of Modern Programming Languges (C++) in a Blended learning environment. The suggested strategy integrates three presentations patterns of the programming problem: Puzzle pattern, Matrix pattern, and Completion pattern. Authors used the descriptive analytical research method. The literature and related educational technology research have been reviewed and analyzed to formulate the theoretical forundations of the suggested strategy for intended C++ competencies. In light of theese theoretical foundations, Authors developed the initial prototype of the suggested strategy, which was consisted of five stages: preparation and orientation stage (F2F), concept and programming rules presentation and formation stage (F2F), practicing concept formation and programming rules through puzzles pattern stage (eLearning), practicing programming problems formation and structure correction through matrix pattern stage (eLearning), and finally evaluation stage through completion pattern (eLearning). This initial prototype was reviewed and refereed by (9) participant referees from the faculty of Instructional Technology specialization. Suggested modifications were carried out on the initial prototype, which led to the final form of the strategy for integrating patterns of presentation of programming for developing programming competencies, which consists of (5) stages and (47) procedural steps. Then, the refereeing data was analyzed and presented. Research results showed an average agreement (95%) between referees on the overall new strategy. Moreover, the final form of the developed strategy, its implementation plan, figures, references, recommendations, and suggestions of future research are also included in the report.

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How to study a matrix

Cited by 12 publications

References 30 publications

The Signaling (or Cueing) Principle in Multimedia Learning

The Signaling (or Cueing) Principle in Multimedia Learning

Concept Map versus Matrix Note Taking: Achievement, Attitude, and Note-Taking Effects

تصمیم استراتیجیة لتکامل أنماط عرض المشکلات البرمجیة ببیئة للتعلم المدمج لتنمیة کفایات برمجة اللغات الحدیثة لدى طالبات تکنولوجیا التعلیم

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