Electronic experiments pdf

Of the twenty-six, thirteen were female and fourteen male. Ages 2. All had a similar level of background knowledge of the topic Experiment 2 aimed to investigate the effects presented in the electronic text. The map shows one possible conceptual structure of the text, The same text content was used as in where as the A-Z shows an alphabetical experiment 1.

Again the materials were structure. Finally, the following condition was also added as comparison condition in both parts A and B, 2. The use of this data as a The independent variable was the type of comparison condition is valid since the navigation aid. For part A the experimental procedures and measures used in experiment conditions were: 2 are the same as experiment 1. Six participants took part in conditions 2 and 3, and seven participants took part in conditions 1 2.

When the participants visited a 3. Results page, the page title and the visited link were represented as a graphical trace in a left hand 3. The page titles were interactive and confirmatory factor analysis could be used to access pages in the electronic texts. The participants were asked to In order to assess the quality of our ownership arrange the map according to their own questionnaire, we performed an analysis of its preferences by re-arranging the shape of the internal reliability.

This process led to the map, adding new links and deleting links. The final interactive alphabetical index of page titles in a questionnaire, used in the following analyses left-hand frame. When the participants visited internal reliability. In addition we performed a confirmatory factor These titles were interactive and could be used analysis to identify factors in the final to access pages in the electronic text. Three factors were revealed Participants were asked to arrange page titles relating to: control over use of the electronic into alphabetical order by clicking and dragging texts; responsibility for learning with the them into position.

See box 1 for the questions As with experiment 1, the creating and using that fell under each factor, and the questions A-Z and map conditions were both included in that were removed.

I felt I was free to choose the way I progressed through the electronic text materials. I felt I had control over the use of the electronic text. I think I had control over my progression through the electronic text materials.

I felt responsible for the exploration of the materials on usability evaluation. Factor 2 — Responsibility I felt responsible for my final choice of evaluation techniques s. I felt ownership for my final choice of usability evaluation technique s. I do not feel a personal responsibility for the decisions I made when using the electronic tests to choose a usability evaluation technique.

I feel responsible for the usability evaluation decisions I made when using the electronic text. I had a sense of ownership for my use of the electronic text materials to choose a usability evaluation technique s. Factor 3 — Value I found no personal value in the information in the electronic texts.

I found personal value in the use of the electronic texts. Removed Items I felt that my progression through the electronic text materials was guided. I think that the skills that I have learned when using these materials will help me to succeed in the future. I think freedom to decide the way you use electronic text materials is very important to learning with these materials. Box 1: Questions that fell under each factor and removed questions.

The This section reports on results from same method was used to obtain average participants in the paging buttons, hypertext, ratings for the responsibility and value factors. A-Z and map conditions in experiment 1. Due to the non-parametric nature of the data, Total ownership scores were calculated by Kruskal-Wallis one-way analyses of variance reversing the ratings for negatively worded ANOVA by ranks were employed to assess questions and adding together ratings for all differences between conditions, and where questions on the questionnaire.

All thirteen appropriate non-parametric tests for post-hoc questions were weighted equally so the total pair-wise comparisons according to the Siegal ownership scores were rated out of The and Castellan method were also used questionnaire responses were then examined see table 1.

Note that graphs are only given in terms of average ratings for each factor. Firstly we present the results of the analysis of The questionnaire responses were also data collected from the using map and creating examined in terms of ratings for each factor, map conditions in part A of experiment 2, and averages were again calculated in the compared with data from the hypertext same was as in experiment 1.

Kruskal-Wallis condition in experiment 1. We then present the ANOVAs were then employed to assess the results of analyses conducted on the data from effects of the different navigation aids, and the using A-Z and creating A-Z conditions in where appropriate non-parametric tests for part B of experiment 2, again as compared post-hoc pair-wise comparisons according to with the data from the hypertext condition in the Siegal and Castellan method were experiment 1.

As discussed earlier the also used. The results for parts A and B of comparisons with the hypertext condition are experiment 2 are presented in tables 2 and 3 valid since the procedures and measures of respectively.

Graphs are only shown for experiments 1 and 2 are the same. Table 2: Results of analyses performed on questionnaire ratings for the using map and creating map conditions in part A of experiment 2, including comparisons against the hypertext condition from experiment 1. Control factor using A-Z — 3. Responsibility factor using A-Z — 4. Value factor using A-Z — 4. Discussion results of these experiments indicate that navigation aids influence ownership for The two experiments presented here aimed to learning.

It responsibility and value, than using maps. In particular A-Zs and maps led the act of creating a navigation aid that to significantly higher feelings of control than negatively leads to lower feelings of paging buttons and hypertext.

This suggests ownership. The effect is specific to differences that the higher level of navigational freedom between the using and creating map offered by the A-Z and map encourages higher conditions in our experiment.

The learner activity of creating a map, in itself, requires control offered through higher navigational certain skills that the user may not have unless freedom has a positive influence on feelings of they have used mind mapping software control, but findings indicate that it does not previously. In this experiment, although the affect high feelings of responsibility or value in participants were given functional training in learning with electronic texts.

This was intentionally left open in this experiment so that Experiment 2 investigated the effects of participants could make their own decisions creating navigation aids on ownership for about creating the map.

For part A, analyses showed that there were significant differences for overall feelings of ownership 4. It was found that participants scope of our findings. The electronic texts who used maps reported significantly higher used in these experiments were on the subject feelings of ownership than those that created of usability evaluation, a topic that is central to their own maps. Furthermore, participants who HCI education, and has little pre-defined used maps also reported significantly higher structure.

As such, the findings presented here feelings of ownership on the questionnaire are of particular relevance to the use of than participants that used hypertext. However, findings on ownership by participants in the using A-Z, creating A-Z may differ for educational electronic texts with and hypertext conditions. The analyses of part A revealed used in a single tutorial session.

However, that participants who used maps reported findings on ownership may differ in long-term significantly higher feelings of control, educational tasks or projects. This may be responsibility and value for their learning than particularly relevant to the creation of participants who created their own maps.

In navigation aids. Navigation aids that are addition, the participants who used maps also created and refined over time may have reported significantly higher feelings of control different effects on ownership to the findings and responsibility than participants who used reported here.

We have not text content as well as how efficient they are to addressed other aspects of the learning use. Secondly, since it was thought that process such as knowledge development. Firstly, navigation aids affect feelings specific training in the use of creating-map of ownership for learning with electronic texts. This indicates that designers of these texts Finally, this research should be extended by should consider the employment of navigation looking at the effects of navigation aids on aids carefully if they want to promote feelings ownership for learning in the context of of ownership.

Secondly, higher navigational freedom leads to higher feelings of control, but not higher overall ownership or the component feelings of References responsibility and value. Consequently, we Biggs, J. We can speculate that aspects A.

McNight, A. Richardson Eds , Ellis Horwood, involvement in decision making about the task. Dillon, A. As such, if they want Educational Research, Vol. Jonassen Ed , Macmillan Library 4. Eveland, W. Results presented here Facilitating Learner Ownership and indicate that the effects of these types of Active Participation in Secondary navigation aids are not clear-cut in terms of Classrooms, Lawrence Erlbaum ownership, and further investigation is needed.

Associates, NJ. Honebein, P. Wilson navigation aids in terms of feelings of Ed , Educational Technology ownership for learning. Lab manual a troubleshooting approach to Lab manual a troubleshooting approach to accompany Digital systems, principles and applications, seventh edition, [by] Ronald J. Tocci, Neal S. Experiments manual to accompany digital Experiments Manual to accompany Digital Electronics: Principles and Applications, 8th edition - Kindle edition by Roger Tokheim.

Mcgraw-hill: experiments manual to accompany Great deals and more! Sign up for special offers, exclusive discounts, and new product announcements from McGraw-Hill Professional. Erickson No.