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e-Learning in Context : The Role of Semantics, Metaphors, and Culture in Computer-Aided Instruction(Session 2: E-learning Interface for Multicultural Co-existence,E-learning beyond Cultural and Linguistic Barriers : Co-existence and Collaboration(NIME 2002 INTERNATIONAL SYMPOSIUM))
https://ouj.repo.nii.ac.jp/records/3130
https://ouj.repo.nii.ac.jp/records/3130ba0707ae-f1c7-4dc1-9b62-150a0a29fb09
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00005199110.pdf (1.1 MB)
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| Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2003-01-01 | |||||
| タイトル | ||||||
| タイトル | e-Learning in Context : The Role of Semantics, Metaphors, and Culture in Computer-Aided Instruction(Session 2: E-learning Interface for Multicultural Co-existence,E-learning beyond Cultural and Linguistic Barriers : Co-existence and Collaboration(NIME 2002 INTERNATIONAL SYMPOSIUM)) | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 論文名よみ | ||||||
| その他のタイトル | e-Learning in Context : The Role of Semantics, Metaphors, and Culture in Computer-Aided Instruction(Session 2: E-learning Interface for Multicultural Co-existence,E-learning beyond Cultural and Linguistic Barriers : Co-existence and Collaboration(NIME 2002 INTERNATIONAL SYMPOSIUM)) | |||||
| 著者名(英) |
Day, Donald L.
× Day, Donald L. |
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| 著者所属(英) | ||||||
| 言語 | en | |||||
| 値 | Product & Systems Internationalisation, Inc. | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Learning involves the creation of semantic associations, plus the application of behavioral metaphors. The efficacy of associations and metaphors depends heavily upon the context within which learning is attempted. Context enhances meaning by allowing the association of known information to that which is newly introduced. In the process, the meaning of both old and new knowledge is transformed. Users of computer-aided instruction (CAI) software experience increased cognitive loads if the stimuli they receive from their systems are not suitable to the context in which they use their systems. Increased cognitive loads lead to inefficiencies in learning and user frustration. Therefore, a close match between the context of use and the context anticipated by CAI software is important to learning success and user satisfaction. Following a description of long-term memory encoding and its relationship to context, this paper discusses five dimensions of culture that impact the effectiveness of multimedia CAI systems. The case is made that creators of such systems must accommodate cultural differences between educational software designers and the intended users of CAI (their customers), if effective learning and recall are to be achieved. Finally, examples of the implications for practice are provided. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11183327 | |||||
| 書誌情報 |
研究報告 巻 37, p. 81-94, 発行日 2003-01 |
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Cite as
Day, Donald L., 2003, e-Learning in Context : The Role of Semantics, Metaphors, and Culture in Computer-Aided Instruction(Session 2: E-learning Interface for Multicultural Co-existence,E-learning beyond Cultural and Linguistic Barriers : Co-existence and Collaboration(NIME 2002 INTERNATIONAL SYMPOSIUM)): 81–94 p.
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