Education Commons^™

Cognitive Reappraisal: The Bridge Between Cognitive Load And Emotion, Rebecca Brockbank, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed and adaptive strategies are proposed as being of particular relevance to broadening the theoretical and practical impacts of CLT. Central to the argument of this review is the use of cognitive reappraisal as a potential mitigator of cognitive load. Cognitive reappraisal involves reframing or reassessing understandings or beliefs that underlie an emotional response, which may mitigate cognitive …

Accuracy And Effectiveness Of An Orchestration Tool On Instructors' Interventions And Groups' Collaboration, Luettamae Lawrence, Emma Mercier, Taylor Tucker Parks, Nigel Bosch, Luc Paquette

Instructional Technology and Learning Sciences Faculty Publications

This paper presents the development of a novel orchestration tool that predicts collaborative problem-solving (CPS) behaviors of undergraduate engineering groups and investigates the use of that tool by instructors. We explore the impact of receiving real-time, machine-learning, model-based prompts on 1) instructors' orchestration strategies, which are strategies instructors use to manage and facilitate collaborative activities, and 2) groups' participation, including how groups are engaged in CPS activities. The orchestration tool is a dashboard that notifies instructors of–and advises them on–monitoring and intervening with groups who may need collaborative support and guidance. We describe the accuracy of the models in predicting …

Computational Models As Tools For Supporting Responsive Teaching, Hillary Swanson, Luettamae Lawrence, Jared Arnell, Bonni Jones, Bruce Sherin, Uri Wilensky

Instructional Technology and Learning Sciences Faculty Publications

It is widely agreed that science instruction should help students build new knowledge on the foundation of their prior knowledge. Responsive teaching refers to a family of teaching strategies that pursue and build on student ideas. We introduce a particular approach to responsive teaching and examine how it can be supported by the use of computational models. We analyze an 8^th grade science teacher's facilitation of a class discussion near the end of a lesson on sound. We present a moment-by-moment characterization of her responsive teaching moves, highlighting the ways she used a computational model to help students articulate …

Incorporating Design Based Implementation Research With A Randomized Controlled Trial To Develop And Evaluate The Efficacy Of Playful Rational Number Learning, Kreshnik N. Begolli, Vanessa N. Bermudez, Luettamae Lawrence, Lourdes M. Acevedo-Farag, Sabrina V. Valdez, Evelyn Santana, Daniela Alvarez-Vargas, June Ahn, Drew Bailey, Katherine Rhodes, Lindsey E. Richland, Andres S. Bustamante

Instructional Technology and Learning Sciences Faculty Publications

We combine design-based implementation research with a pre-registered RCT to address a long-standing challenge in psychological science: How to use psychological principles to address real-world problems while designing and implementing interventions in the field. We posit this as a design methodology for optimizing the translation between psychological science and real-world applications. We tested the efficacy of an extensively co-designed version of a game-based rational number intervention, Fraction Ball, versus "business-as-usual" math instruction and physical education in a sample of 4th/5th grade Latine students (N=360). Insights from nine co-design sessions with 20 teachers informed revisions and additions to a …

Theory-Based Science Communication At Comic Cons, Lisa Lundgren, Emily Slater, Man Zhang, Kadie Kunz, Gabriel-Philip Santos

Instructional Technology and Learning Sciences Faculty Publications

The majority of research concerning science communication happens in spaces where people already have a vested interest in or knowledge of science, such as museums and science cafes. Thus, there is a gap in understanding what theory-based science communication looks like in non-science-centered spaces. This qualitative research study, which featured cosplaying science communicators at comic conventions, offers insights into what science communication practices occur within everyday spaces. We conducted observations of and semi-structured interviews with 15 cosplaying scientists, examining how they utilized effective framing and narrative structuring when communicating science at comic cons in cosplay. Across 700 coded utterances, cosplaying …

Who Gets To Decolonize: A Reflection On The Importance Of Positionality In The Decolonization Of Digital Learning Spaces And Learning Design, Rebecca Y. Bayeck, Tutaleni Iita Asino

Instructional Technology and Learning Sciences Faculty Publications

Decolonization as a term and concept gained prominence in the 20th century as new nations emerged from the cessation of the global colonial project which primarily saw European countries occupying different parts of the world. In modern times, interests in decolonization have taken different forms, particularly in learning design and digital learning spaces. In the digital space, researchers mainly suggest introducing indigenous perspectives and cultural lenses in the design of digital learning environments and the design of emerging technologies that embed indigenous perspectives (Nede, 2023). This reflexive essay discusses the importance of positionality in digital learning spaces and learning/instructional design. …

Understanding Non-Designers' Practices And Processes In A Human-Centered Design Course, Luettamae Lawrence, Saadeddine Shehab, Mike Tissenbaum

Instructional Technology and Learning Sciences Faculty Publications

Human-centered design (HCD) has been identified in the literature as a useful problem-solving approach for learners. However, learning and applying HCD poses several challenges for students who are unfamiliar with this form of learning. In this paper, we analyse how a novice design team worked on a HCD class project to examine how non-designers learn about and integrate HCD practices into their project. We introduce the HCD taxonomy to define the processes and practices that students engage in. The team’s design work is triangulated across multiple data sources and revealed three challenges for engaging non-designers in HCD: 1) the need …

Efficacy Of Patient Education And Duloxetine, Alone And In Combination, For Patients With Multisystem Functional Somatic Disorder: Study Protocol For The Edulox Trial, Cecilia Pihl Jespersen, Heidi Frølund Pedersen, Maria Kleinstäuber, Per Fink, Kaare Bro Wellnitz, Eva Ørnbøl, Andreas Schröder, Johanne Liv Agger, Lene Vase, Nanna Brix Finnerup, Lise Kirstine Gormsen

Psychology Faculty Publications

Background

Multisystem functional somatic disorder is characterized by specific patterns of persistent physical symptoms with a complex biopsychosocial etiology. The disorder can lead to disability and personal suffering. Current treatment options require specialized settings, therefore patients often wait a long time to receive specific treatment.

Patient education is considered important in most treatment programs, but has only been investigated sparsely as a stand-alone treatment. Pharmacological treatment is limited to tricyclic antidepressants in low doses with not antidepressant properties. Duloxetine has been found effective in single organ functional disorders. As a treatment for multisystem functional somatic disorder, duloxetine could reduce symptoms …

An Exploratory Examination Of Delay Discounting In Women And Girls Diagnosed With An Eating Disorder, Marissa L. Donahue, Mariah E. Willis-Moore, Julie M. Petersen, Amy L. Odum, Michael E. Levin, Josephine N. Hannah, Tera Lensegrav-Benson, Benita Quakenbush, Michael Twohig

Psychology Faculty Publications

Those with eating disorders (ED) characterized by purging behaviors tend to show more impulsivity than those diagnosed with restrictive eating, who tend to show more compulsivity. Impulsive choice (i.e., a type of impulsivity) is a common factor among eating disorders that is less understood. Delay discounting is a measure of choice impulsivity, examining the decrease in value of delayed outcomes. In this exploratory study, we examined associations between eating disorder type, age and delay discounting among patients at a residential ED treatment center (N = 178). Our findings showed that those diagnosed with bulimia nervosa had higher delay discounting (i.e., …