Evaluating a computer-based simulation program to support wireless network fundamentals

Formal learning on networking basics can reduce motivation and expectations for students who aim to become future professionals on wireless networks. To address this shortcoming, this paper presents an educational methodology to enhance learning by conducting cases studies on Wi-Fi network design. The proposed methodology is supported by a new educational simulation tool, namely WiFiSim, aimed at the generic study of IEEE 802.11-based WLANs in a disciplined way. The interest of this tool, which has been developed by the authors, lies in its ability to simulate realistic and customizable WLAN environments, high interactivity and user-friendly interface, and intuitive and easy-to-interpret 3D graphic results. These help students in wireless network modeling and deployment with improved reach and realism. In order to validate this basis, we tested WiFiSim under different simulation conditions. As a result, the teaching experience has demonstrated the effectiveness of the followed methodology and significantly reduced the gap between theory and practice.     

Psychophysiological evaluation of simulator sickness evoked by a graphic simulator

The present study investigated the effects of simulator sickness, as an important bias factor on evaluation of emotional changes under the controlled condition of driving a car for 60 min at a constant speed (60 km/h) in a graphic simulator. Simulator sickness was measured and analyzed every 5 min using both subjective evaluation and physiological signals. Results of the subjective evaluation showed there was a significant difference between the rest and the driving conditions 10 min after the main experiment started and that the level of difference increased linearly with time. Analysis of the central and the autonomic nervous systems showed the significant differences in delta, theta, alpha and beta bands of an electroencephalogram (EEG), skin temperature, and the R-R interval between the rest and the driving conditions after about 5 min from the start of driving. In particular, there was the highest correlation between parameter of theta and subjective evaluation, and thus theta was considered an effective physiological parameter for numerically evaluating simulator sickness. The results indicate that physiological changes due to simulator sickness can be a bias factor in evaluation of human sensibility.     

Evaluating the use of problem-based video podcasts to teach mathematics in higher education

Problem-based video podcasts provide short, web-based, audio-visual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas (operations with functions, solving equations, linear functions, exponential and logarithmic functions, and trigonometric functions) were created as self-study tools and used by 288 higher education students to acquire pre-calculus skills over a three week period. The results indicated that a majority of students used the video podcasts frequently, rated them as useful or very useful, viewed them as easy to use, effective learning tools, and reported significant knowledge gains in pre-calculus concepts.     

Towards identifying the roll motion parameters of a motorcycle simulator

This study aimed at identifying the roll motion parameters of a motorcycle simulator prototype. Experienced motorcyclists tuned the angular physical movement of the mock-up and that of the visual scene to achieve an optimal riding experience during curves. The participants exceeded the rolling angles that would be required in real-world riding, while avoiding leaning the mock-up beyond 10°. In addition, they were more influenced by the speed of the virtual motorcycle than by road curvature, especially in a wide field of view. Heterogeneity was found in the roll applied to the visual scene. The overall patterns suggest that at least when washout is not applied to remove the side forces that in real-world riding are compensated by a centrifugal force, greater roll of the visual at the expense of the mock-up is mandatory to avoid performance biases that might be enhanced due to fear of falling off the simulator. Future roll motion models must take into consideration factors such as riding postures, which might not only influence the forces operating on the rider-motorcycle system, but also how motorcyclists perceive the visual world.     

Investigation of driving performance, vection, postural sway, and simulator sickness in a fixed-based driving simulator

This paper reports the results of a pilot study conducted to determine whether there is a relationship between simulator sickness and measures of driver inputs, vection, and postural sway, in a fixed base driving simulator. Seven males and four females performed a series of alternating left and right turns (20 each), with straigth-aways inbetween. The task was designed to promote experiences of circular and linear vection, and associated sway. It was hypothesized that greater driver inputs (i.e., steering wheel and braking activity; deviation from the centerline) would correlate: with reports of vection and measures of postural sway. Ten of the eleven subjects reported moderate sickness, which precluded any statistical comparisons between “sick” and “not sick” however, there was a significant tendency for persons who reported vection to also report sickness. There were no gender differences in reported incidence of vection or sickness, however, males tended to exhibit greater lateral velocity. The next phase of investigation will necessitate reducing the strength of the stimulus (i.e., require less turns) to increase variability of sickness scores amongst subjects and permit comparisons between “sick” and “not sick.” Measurement considerations include increasing the sensitivity of vection ratings, and examination of the timecourse for the development of postural sway.     

The effects of simulated fog and motion on simulator sickness in a driving simulator and the duration of after-effects

In the study, we checked: 1) how the simulator test conditions affect the severity of simulator sickness symptoms; 2) how the severity of simulator sickness symptoms changes over time; and 3) whether the conditions of the simulator test affect the severity of these symptoms in different ways, depending on the time that has elapsed since the performance of the task in the simulator.     

Learning to teach with worked-out examples: a computer-based learning environment for teachers

Abstract   Learning from worked-out examples has been shown to be very effective in initial cognitive skill acquisition. In order to fully exploit the potential of example-based learning, teachers should, however, know how to effectively employ such examples in classroom instruction. Therefore, we have designed a computer-based learning environment in which mathematics and science teachers learn how to effectively employ worked-out examples. The learning environment was developed according to approved design criteria. The topics that are addressed in the learning environment were chosen in response to the results of a needs assessment that analysed schoolbooks and classroom videos, and took interviews with teachers into account. In experiments as well as in several teacher trainings on example-based learning, the computer-based learning environment was evaluated and improved accordingly. On a more general level, our research and development project showed that a computer-based learning programme could be a sensible tool that supports follow-up work in teacher training contexts.     

A simulator for MIMD performance prediction: application to the S-1 MkIIa multiprocessor

We describe a MIMD multiprocessor simulator and application of that simulator to a multiprocessor of current interest, the S-1 MkIIa. The simulator runs on the CRAY-1 and is designed so that computational physics benchmarks are actually run and produce results. Simulator output from this run is fed into a second level (hardware) simulator which calculates the behavior of the multiprocessor. The simulator can simulate multiprocessors whose basic architecture is that of a few, large processors with or without data caches, sharing global memory through an interconnection switch. The simulator is applied to the investigation of the behavior of four problems on the S-1: The benchmark physics code SIMPLE, a conjugate gradient linear algebra problem, a simple Monte-Carlo problem, and a new method for neutron transport calculations.     

Patterns of macroeconomic indicators preceding the unemployment rise in Western Europe and the USA

This study concerns the fields of economics, labor relations, and the dynamics of complex systems. We consider a specific phenomenon in the dynamics of unemployment—episodes of a sharp increase in the unemployment rate, called here “fast acceleration of unemployment' (FAU). Our study is a “technical' analysis that is a heuristic search of phenomena preceding FAUs. We use the methodology of pattern recognition of infrequent events developed by the artificial intelligence school of Gelfand for a study of rare phenomena of highly complex origin, that, by their nature, limit the possibilities of using classical statistical or econometric methods. Our goal is to identify by an analysis of macroeconomic indicators a robust and rigidly defined prediction algorithm of the “yes or no' variety indicating at any time moment, whether a FAU should be expected or not within the subsequent months. Considering unemployment in France between 1962 and 1997, we have found a specific “premonitory' pattern of three macroeconomic indicators that may be used for algorithmic prediction of FAUs. Among seven FAUs identified within these years six are preceded within 12 months by this pattern that appears at no other time. The application of this algorithm to Germany, Italy and the USA yields similar results. Such predictability reflects the fact that the economy, like other complex systems, exhibits regular collective behavior patterns. The final test, as in any prediction research, should be advance prediction. The first such prediction, for the USA for early 2000, has been correct.     

On the utility of pictorial feedback in computer-based learning environments

Extensive research has added to what is known about the nature of feedback and how to best incorporate it into instruction. Yet, many questions related to learner feedback remain unanswered. One problem of practical importance is the utility of incorporating semantically related pictures into the feedback. Decades of research on feedback have largely focused on the use of verbal feedback in written instruction. This research included two experiments. The first experiment (n = 63) addressed the incorporation of pictorial feedback into instruction; the second experiment (n = 69) extended this study through the use of a more ecologically valid intervention. Results suggest that the use of pictures in feedback did not influence learning any more than text-only treatments. A discussion and recommendations for future research are provided.     

An investigation of the potential for a computer-based tutorial program covering the cardiovascular system to replace traditional lectures

Although the availability of computer-based learning materials in the biomedical sciences is increasing there are relatively few studies which compare the effectiveness of this mode of teaching with traditional methods. Here we present the results of a comparative study to evaluate the effectiveness of two interactive CBL programs, covering the cardiovascular system (one covering the heart, one the circulatory system), as an alternative to lectures for first year undergraduate students at a UK university. The study demonstrated: (a) that the CBL program was as effective as lectures in disseminating factual information (knowledge gain from pre- and post-tests were equivalent for both topics (P=0.28; heart topic; P=0.03; circulation topic); (b) that students generally preferred lectures to using CBL as a mode of study (attitude scales constructed from a pre- and post-test questionnaire demonstrated a slightly more positive attitude on Delivery; Knowledge; and Time and Place for lectures) and (c) that they recognised both the advantages and disadvantages of CBL as a mode of teaching. The results are discussed in relation to the design of evaluative studies and the future use of CBL programs of this type in undergraduate teaching.     

MINMELT: A Q-basic program for the numerical simulation of low-P high-T melt-mineral equilibria in alkalic and tholeiitic basic magmas

A Q-basic program (MINMELT) for the simulation of the equilibrium state of multicomponent basic magmatic systems has been developed for personal computers. For given values of bulk composition, temperature, and oxygen fugacity, the program performs equilibrium crystallization calculations at low pressures and computes the compositions of coexisting melt and mineral phases and their amounts. Calculated results, obtained from Na- and K-rich alkali lava bulk compositions are in agreement with the experimental values.     

Ways of learning in a computer-based environment: some findings of the LOGO Maths Project

Abstract  This paper is derived from the LOGO Maths Project's investigation of the potential of LOGO in the secondary school mathematics classroom (1983–1986). The main focus of the work has been to discover whether and under what conditions the computer language LOGO can be used as an aid to pupils' learning and thinking in mathematics. Longitudinal case studies were undertaken for four pairs of pupils throughout the three years of the project. In addition the research was extended for two years into another eight schools. This paper presents the findings concerned with peer collaboration and the role of the teacher in the LOGO environment. It describes how LOGO work can be used to gain insights into pupils' conceptions of mathematical ideas. It also makes reference to gender issues in the wider context of computer use in the United Kingdom.     

Evaluating the impact of the simulation environment on experimentation results

Simulation has become the tool of choice for advanced computer architecture research. Simulation model abstraction as well as compiler specifics can have significant impact on the observed performance trends and may lead to incorrect conclusions. This study presents a methodology that compares the predicted performance impact of several architectural techniques measured on a variety of simulator and compiler configurations. A significant difference in speedup between experiments indicates that a technique is sensitive to this particular variation. The results demonstrate a strong but non-uniform relationship between modeling abstraction and measurement error, as well as a significant sensitivity to the compiler.     

An application of adaptive games-based learning based on learning style to teach SQL

The fact that each student has a different way of learning and processing information has long been recognised by educationalists. In the classroom, the benefits derived from delivering learning content in ways that match the student's learning style have also been identified. As new modes of delivery of learning content such as computer-assisted learning systems (e.g. eLearning) have become increasingly popular, research into these has also identified the benefits of tailoring learning content to learning styles. However, in games-based learning (GBL), the adaptation based on learning style to enhance the educational experience has not been well researched. For the purpose of this research, a game with three game modes has been developed: 1) non-adaptivity mode; 2) a mode that customises the game according to the student's learning style identified by using a learning style questionnaire; and 3) a mode that has an in-game adaptive system that dynamically and continuously adapts its content according to the student's interactions in the game.This paper discusses the term adaptivity in a GBL context and presents the results of an experimental study investigating the differences in learning effectiveness of the different game modes compared to a paper-based learning. The study was performed with 120 Higher Education students learning the database language SQL (Structured Query Language). The results show that the game developed, regardless of mode, produced better learning outcomes than those who learned from a textbook while adaptive GBL was better in terms of allowing learners to complete the tasks faster than the other two game versions.     

The effect of competences on learning results an educational experience with a business simulator

Business games constitute a relevant e-learning method in management training. Their use and application has grown progressively, especially in business schools, universities and professional associations all over the world. The main reason for their popularity is that business games are seen as learning tools that allow students to acquire certain skills and competences above and beyond the skills fostered by other online or face-to-face methodologies. This study aims to analyse the relationship between generic competences and the learning results perceived by students in a business game. Analysis of the skills acquired using business simulators provides a wide field for potential future experimentation. The design of education plans is based entirely on the developing these skills. This study helps identify and assess which competencies are most linked to achieving the best learning outcomes, based on the value that students place on them, their satisfaction with them and their expectations of them. Only 16 of the 23 generic skills have a significant impact on achieving any of the objectives of the study variables.     

Examining the designs of computer-based assessment and its impact on student engagement,satisfaction, and pass rates

Many researchers who study the impact of computer-based assessment (CBA) focus on the affordances or complexities of CBA approaches in comparison to traditional assessment methods. This study examines how CBA approaches were configured within and between modules, and the impact of assessment design on students' engagement, satisfaction, and pass rates. The analysis was conducted using a combination of longitudinal visualisations, correlational analysis, and fixed-effect models on 74 undergraduate modules and their 72,377 students. Our findings indicate that educators designed very different assessment strategies, which significantly influenced student engagement as measured by time spent in the virtual learning environment (VLE). Weekly analyses indicated that assessment activities were balanced with other learning activities, which suggests that educators tended to aim for a consistent workload when designing assessment strategies. Since most of the assessments were computer-based, students spent more time on the VLE during assessment weeks. By controlling for heterogeneity within and between modules, learning design could explain up to 69% of the variability in students' time spent on the VLE. Furthermore, assessment activities were significantly related to pass rates, but no clear relation with satisfaction was found. Our findings highlight the importance of CBA and learning design to how students learn online.     

Evaluating the use of learning objects in Australian and New Zealand schools

The Le@rning Federation, an agency funded by Australian and New Zealand governments, initiated a Field Review project as the start of a long-term research study to evaluate the impact, application and effectiveness of the online digital content developed according to the learning object model. In terms of content, the pilot Field Review found that many learning objects provided stimulating and diverse learning experiences for students. It is one of the potential strengths of learning objects that they are able to provide new geographical experiences and simulate dangerous or expensive learning activities at low relative cost.     

The effects of 0.2 Hz varying latency with 20–100 ms varying amplitude on simulator sickness in a helmet mounted display

The relationship between the occurrence of simulator sickness (SS) and varying latency in a helmet-mounted display (HMD) was explored in this study. Previous work has always considered latency to be a constant. The aim of this research was to determine if a latency that varied over time would impact the experience of SS for HMD users. An object location task was used while viewing real, live video scenes via HMD. A planned comparisons approach was utilized with four experimental conditions, 2 of them having constant latency (0 ms added to system baseline, 200 ms added to system baseline) and 2 of them having sinusoidally varying latency (100 ms amplitude at 0.2 Hz frequency, and 20–100 ms varying amplitude at 0.2 Hz frequency). These conditions allowed for the assessment of the effects of constant latency vs. varying latency on the experience of SS. The results indicated that a varying latency is associated with greater experience of SS among HMD users than constant latency. Results also indicated, as has other recent research, that added constant latency on its own does not appear to be associated with the experience of higher levels of SS in an HMD.     

Evaluating the learning process of mechanical CAD students

There is little theoretical or experimental research on how beginner-level trainees learn CAD skills in formal training sessions. This work presents findings on how trainees develop their skills in utilizing a solid mechanical CAD tool (Pro/Engineer version 2000i² and later version Wildfire). Exercises at the beginner and intermediate levels were designed so that several variations of a solid object are built by non-experienced trainees as they accumulate training time. In this case, trainees are fourth year mechanical engineering seniors and as such, they were of a similar technical and gender make-up. This assessment was conducted over the duration of training (16-week long semester). The test exercises were used to assess the trainees’ speed and proficiency in the use of CAD by (1) measuring their performance time and (2) feature count (number of features-of-size used to build the test parts). Using performance time data, empirical learning curves are generated. Breaking these curves into declarative and procedural components provides insight into how fast the trainees develop cognitive and motor CAD skills. In order to confirm that this methodology can be extended to other CAD platforms, a follow-up study was performed on a different set of beginner-level trainees with similar make-up while using the same beginner-level parts but with a more recent version of Pro/Engineer: Wildfire. One significant result of this study is that the procedural and declarative components of CAD learning are largely cognitive.