TY - RPRT TI - Implementation of the Virtual Computer Lab (VCL) at Wake Tech Community College AU - Behrend, T. AU - Wiebe, E.N. AU - Sharek, D. A3 - The Friday Institute DA - 2008/// PY - 2008/// M3 - Evaluation Report PB - The Friday Institute ER - TY - JOUR TI - Influences on visual attentional distribution in multimedia instruction AU - Wiebe, E. AU - Annetta, L. T2 - Journal of Educational Multimedia and Hypermedia DA - 2008/// PY - 2008/// VL - 17 IS - 2 SP - 259–277 ER - TY - JOUR TI - Visual Perception and the HSV Color System: Exploring Color in the Communications Technology Classroom AU - Jessee, E. AU - Wiebe, E. T2 - Technology Teacher DA - 2008/// PY - 2008/// VL - 68 IS - 1 SP - 7–11 ER - TY - BOOK TI - Fundamentals of Graphics Communication AU - Bertoline, G.R. AU - Wiebe, E.N. DA - 2008/// PY - 2008/// ET - 5th PB - McGraw-Hill ER - TY - BOOK TI - Technical graphics communication AU - Bertoline, G.R. AU - Wiebe, E.N. AU - Hartman, N.W. AU - Ross, W.A. DA - 2008/// PY - 2008/// ET - 4th PB - McGraw-Hill ER - TY - CHAP TI - Data Visualization and Gaming AU - Wiebe, Eric N. T2 - Serious Educational Games PY - 2008/1/1/ DO - 10.1163/9789087903817_006 OP - PB - Brill | Sense SN - 9789087903794 9789087903794 9789087903817 9789087903817 UR - http://dx.doi.org/10.1163/9789087903817_006 DB - Crossref ER - TY - JOUR TI - Middle Grade Students' Interpretations of Contour Maps AU - Carter, Glenda AU - Cook, Michelle AU - Park, John C. AU - Wiebe, Eric N. AU - Butler, Susan M. T2 - School Science and Mathematics AB - This study examined eighth graders' approach to three tasks implemented to assist students with learning to interpret contour maps. Students' approach to and interpretation of these three tasks were analyzed qualitatively. When students were rank ordered according to their scores on a standardized test of spatial ability, the Minnesota Paper Form Board Task ( Likert & Quasha, 1948 ), evidence emerged that spatial ability was related to how students interpreted the tasks. Students with the relatively lowest spatial ability scores had difficulty picking out the relevant features of the representations used for instruction and despite scaffolding attempts by peers remained unclear about their interpretation. Students with relatively higher spatial ability were able to pick out salient features of the representations used for instruction which resulted in their learning to read and interpret contour maps. DA - 2008/2// PY - 2008/2// DO - 10.1111/j.1949-8594.2008.tb17806.x VL - 108 IS - 2 SP - 71-79 LA - en OP - SN - 0036-6803 1949-8594 UR - http://dx.doi.org/10.1111/j.1949-8594.2008.tb17806.x DB - Crossref ER - TY - JOUR TI - The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations AU - Cook, Michelle AU - Wiebe, Eric N. AU - Carter, Glenda T2 - SCIENCE EDUCATION AB - Abstract Previous research has indicated that the use of multiple representations with macroscopic and molecular features can improve conceptual understanding; however, the influence of prior knowledge of the domain cannot be overlooked. Using eye‐tracking technology and sequential analysis, this study investigated how high school students ( n = 54) with different levels of prior knowledge transitioned among the macroscopic and molecular representations of the selected cell transport graphics. The results indicated that high prior knowledge students transitioned more frequently between the molecular representations, whereas low prior knowledge students transitioned more frequently between the macroscopic representations. These findings suggest that students with high prior knowledge distributed their visual attention on conceptually relevant features, whereas low prior knowledge students focused on surface features. In addition, low prior knowledge students transitioned more frequently between macroscopic and molecular representations, suggesting that these students were experiencing more difficulty as they were coordinating the representations. Because these students were using surface features to create linkages between the representations, they were unable to understand the underlying themes. More research on the differences in the distribution of visual attention among learners can provide further insight as to the difficulties low prior knowledge students face when interpreting multiple representations. © 2008 Wiley Periodicals, Inc. Sci Ed 92: 848–867, 2008 DA - 2008/9// PY - 2008/9// DO - 10.1002/sce.20262 VL - 92 IS - 5 SP - 848-867 SN - 1098-237X ER - TY - JOUR TI - The interpretation of cellular transport graphics by students with low and high prior knowledge AU - Cook, Michelle AU - Carter, Glenda AU - Wiebe, Eric N. T2 - INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AB - The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students in the USA viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n = 65); each participant had previously taken a biology course in high school. After assessing prior knowledge using the Diffusion and Osmosis Diagnostic Test, two graphical representations of cellular transport processes were selected for analysis. Three different methods of data collection—eye tracking, interviews, and questionnaires—were used to investigate differences in perceived salient features of the graphics, interpretations of the graphics, and processing difficulty experienced while attending to and interpreting the graphics. The results from the eye tracking data, interviews, and instructional representation questionnaires were triangulated and revealed differences in how high and low prior knowledge students attended to and interpreted particle differences, concentration gradient, the role of adenosine triphosphate , endocytosis and exocytosis, and text labels and captions. Without adequate domain knowledge, low prior knowledge students focused on the surface features of the graphics (ex. differences in particle colour) to build an understanding of the concepts represented. On the other hand, with more abundant and better‐organised domain knowledge, high prior knowledge students were more likely to attend to the thematically relevant content in the graphics, which enhanced their understanding. The findings of this study offer a more complete understanding of how differentially prepared learners view and interpret graphics and have the potential to inform instructional design. DA - 2008/// PY - 2008/// DO - 10.1080/09500690601187168 VL - 30 IS - 2 SP - 239-261 SN - 1464-5289 ER -