Titlebook: Augmented Cognition. Human Cognition and Behavior; 14th International C Dylan D. Schmorrow,Cali M. Fidopiastis Conference proceedings 2020

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Jichun Tian,Zhiying DENG,Xiaoling JiangVR on learning outcomes is still unclear, with conflicting results emerging from the research. The contradictory research can be attributed to the fact that little research has systematically analyzed the effects of immersive VR on learning processes and ultimately on learning outcomes. Therefore, t

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https://doi.org/10.1007/978-94-017-7390-4s as part of an inverted classroom. In order to generate quality quizzes, students must understand the material covered in the lecture videos. The results of our study inform the design of augmented cognition applications.

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https://doi.org/10.1007/978-94-017-7447-5eep learning classifier for textual data, a recently developed PIMS graph information architecture, and a principle component analysis (PCA) reduction thereof. The system is designed to return unique and meaningful signals from incoming textual data in or near realtime. The classifier uses a recurre

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https://doi.org/10.1007/978-94-017-7447-5of Generation Z absorb knowledge and information gathered from digital media and actively share their experiences and achievements with others through social media networks. This study explores how learning systems could be designed to enhance student performance considering the characteristics of G

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https://doi.org/10.1007/978-3-662-07421-3ulation linked to heart rate through a smart watch. We focus on the rhythm control effect by vibration, confirmed by the tactile stimulation training, and propose a training method to improve the symptoms of stammering while automatically adjusting the rhythm of the utterance based on the heartbeat-