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A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximize learning. This study uses two well-documented tools for learning from text-advance organizers and higher order questions--adapted for use with podcasts. Student evaluations of their experience of being primed for lectures with podcasts are described. The findings show that audio advance organizers and questions experienced by students have a positive influence on learning, because they help students bridge the conceptual distance between new and prior knowledge, better understand the topics in the lectures and stimulate thinking more deeply about the lecture's content and the possible applications of the subject of the lecture.

The aim of this paper was to explore whether there is a gender difference in the beneficial effects of Racing Academy, which is a video game used to support undergraduate students learning of Mechanical Engineering. One hundred and thirty-eight undergraduate students (15 females and 123 males) participated in the study. The students completed a pre-test a week before they started using Racing Academy. The pre-test consisted of a test of students' knowledge of engineering, and a measure of students' motivation towards studying engineering. A week after using Racing Academy the students completed a post-test which was identical to the pre-test, except it also included a measure of how frequently they used Racing Academy and how motivating the students found playing Racing Academy. We found that after playing Racing Academy the students learnt more about engineering and there was no gender difference in the beneficial effect of Racing Academy, however there is some evidence that, female students found Racing Academy more motivating than male students. The implications for the use and design of video games for supporting learning for both males and females are discussed.

This paper concerns the use of Information and Communications Technology (ICT) in music classrooms, with the focus on the secondary school music curriculum in the United Kingdom. In particular, it reports on a study of learners in a UK school using software designed to support practical music skills. The paper begins by briefly raising and summarising some key issues for the use of ICT in the UK music curriculum arising from current research and practice in music education. In this context the study is described, which was carried out in a British secondary school with 36 pupils in year 8 (aged approximately 13). This study investigated whether a commercial CD-ROM entitled "Teach Me Piano Deluxe," which was designed to teach music practical skills was able to support pupils' acquisition of music keyboard skills. The results showed that there was a significant improvement in reading music (staff) notation and rhythm skills. The study suggests that this is one of the ways in which ICT may be useful for learning practical music skills in the music classrooms. Such potential improvement in practical skills may, in turn, enable pupils to approach music-based activities such as: composing, performing or listening in the classrooms, with greater confidence, a deeper level of understanding, and appreciation.

Simulations on computers can allow many experiments to be conducted quickly to help students develop an understanding of statistical topics. We used a simulation of a challenging problem in statistics as the focus of an exploration of situations where members of a problem-solving group are physically separated then reconnected via combinations of computer and communications technology to work collaboratively on the simulation. The particular focus in this work was on trying to understand how students could use a system which allowed them to conduct variable based practical experiments in order to help them develop their knowledge and understanding of a statistics topic. We wished to develop an understanding of the virtual space created by shared simulations and video communication tools for supporting collaborative work between people at a distance. The paper reports on an experiment involving 48 subjects using this virtual space to establish the impact on their statistics understanding and to map their use of this distributed environment for learning. It establishes that the virtual space is effective for learning, and that the video conferencing condition which allows for eye contact between the pairs has some advantages for successful problem-solving with the simulation. In addition the experimental setting provided some opportunities for exploring subjects' understanding of statistical and experimental concepts.

This study presents a pilot investigation using primer podcasts in a full-cycle epistemic activity, to prepare students for lectures in developmental psychology and support them make the most out of them. Since it is the first time podcasts are used in the course, students' appreciation of the podcasts and evaluation of their effectiveness on learning, are researched. The results show that such podcasts are experienced as motivational and beneficial for better understanding of the learning material, and that they stimulate students to engage in reflective activities. The study also demonstrates that students appreciate podcasts as part of a full-cycle epistemic activity which makes them reflect more deeply on the topics they study. [ABSTRACT FROM AUTHOR]

A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximise learning. This study uses two well-documented tools for learning from text-advance organisers and higher order questions-adapted for use with podcasts. Student evaluations of their experience of being primed for lectures with podcasts are described. The findings show that audio advance organisers and questions experienced by students have a positive influence on learning, because they help students bridge the conceptual distance between new and prior knowledge, better understand the topics in the lectures and stimulate thinking more deeply about the lecture's content and the possible applications of the subject of the lecture. [ABSTRACT FROM AUTHOR]

Simulations on computers can allow many experiments to be conducted quickly to help students develop an understanding of statistical topics. We used a simulation of a challenging problem in statistics as the focus of an exploration of situations where members of a problem-solving group are physically separated then reconnected via combinations of computer and communications technology to work collaboratively on the simulation. The particular focus in this work was on trying to understand how students could use a system which allowed them to conduct variable based practical experiments in order to help them develop their knowledge and understanding of a statistics topic. We wished to develop an understanding of the virtual space created by shared simulations and video communication tools for supporting collaborative work between people at a distance. The paper reports on an experiment involving 48 subjects using this virtual space to establish the impact on their statistics understanding and to map their use of this distributed environment for learning. It establishes that the virtual space is effective for learning, and that the video conferencing condition which allows for eye contact between the pairs has some advantages for successful problem-solving with the simulation. In addition the experimental setting provided some opportunities for exploring subjects' understanding of statistical and experimental concepts. [ABSTRACT FROM AUTHOR]