Research lectures, seminars and events
The events listed in this area are research seminars, workshops and lectures hosted by Durham University departments and research institutes. If you are not a member of the University, but wish to enquire about attending one of the events please contact the organiser or host department.
Innovative Computing Group Seminar: Application of Cognitive Theories to the Design of Advanced Technologies for Learning
Psychological theories can inform the design of technology rich learning environments (TREs) to provide better learning and training opportunities. Research shows that learners do better when interacting with material that is situated in meaningful, authentic contexts. Recently, psychologists are interested in the role that emotion plays in learning with technology. Lajoie investigates the situations under which technology works best to facilitate learning and performance by examining the relations between cognition (problem solving, decision making), metacognition (self-regulation) and affect (emotion, beliefs, attitudes, interests, etc.). Convergent methodologies will be described (i.e., physiological and behavioral indices, think aloud protocols, eye tracking, etc.) in terms of how they are used to identify how learners think and feel in the context of TREs. TREs can include simulations, intelligent tutoring systems, agent-based systems, augmented reality systems, and serious games. Examples will be presented of how TREs can determine when learners are engaged and happy as opposed to bored and angry while learning. Findings from this type of research helps identify the best way to tailor the learning experience to the cognitive and affective needs of the learner. Furthermore, social and emotional competencies of learning in teams in the context of technology rich learning environments (TREs) will be discussed as they pertain to: (a) the ability to adapt to new situations and challenges and engage in complex problem solving; (b) social skills necessary for communicating and collaborating productively and proficiently; (c) social-emotional skills and empathy necessary for tackling challenging problems and regulating emotion, and (d) ability to take initiative, set goals, and monitor self and others.
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