How to correct misperceptions of delays: an interactive learning environment to reduce binge drinking
MetadataVis full innførsel
- Department of Geography 
Background: People misperceive accumulation processes. Take for example the case of people becoming more drunk than intended. Such misperceptions can lead to high costs that in some cases may be fatal. We ask: Could interactive learning environments (ILE) using water analogies help people understand accumulation processes. In particular can ILE's help juveniles understand the process of alcohol intoxication? Method: High school students participated in a laboratory experiment. Some of them interacted with a funnel simulator in order to learn about accumulation processes. In a two by two full factorial design where some subjects could see the level of water in the funnel (Transparent); others could not (Opaque). Some got explicit information about water analogies and others did not. Afterwards, all subjects including a group that did not interact with the funnel simulator were tested in an alcohol simulator similar to one developed by Moxnes & Jensen (2009). Thus we tested the effectiveness of using water analogies for knowledge transfer. A questionnaire complemented the experiment. Results: Subjects that did not use the funnel simulator (water analogies) produced larger overshoots in BAC than those using it (with borderline significant level for two of the treatments). The combination of transparency and information about the analogy seems to have an effect on subjects' performance. A bigger proportion of subjects that did not use the funnel simulator used strategies that did not take in account accumulation processes. Conclusion: Our ILE might improve the performance of the subjects using the BAC simulator proposed by Moxnes & Jensen. It might also improve the understanding of accumulation processes. Further studies may enhance the ILE by taking in account the U-shape phenomenon during learning processes.
UtgiverThe University of Bergen
Viser innførsler beslektet ved tittel, forfatter og emneord.
Language learning strategies and voices in time 3. In what way have language learning strategies been incorporated in voices in time 3?. And how do voices in time 3 relate to what Norwegian curriculum policies state about language learning strategies? Sagstad, Veronica (Master thesis, 2014-11-19)Learning strategies is a topic that has become more and more important in the field of education. To teach students learning strategies is viewed as a significant part of the teaching of many subjects in school. Learning ...
E-Learning. A study of students’ attitudes and learning outcome when using blended learning with integration of multimedia instructions Rosenbaum, Paul-Erik Lillholm (Doctoral thesis, 2012-09-06)The advent of new technologies has provided opportunities and challenges for education institutions to seek more effective ways of teaching and learning. Elearning is now an established phenomenon in education and institutions ...
Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework Viberg, Olga; Wasson, Barbara; Kukulska-Hulme, Agnes (Journal article; Peer reviewed, 2020)Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their ...