An Investigation of the Longitudinal Effects of Network Latency on Pedagogic Efficacy: A Comparison of Disciplines| Chapter 6 | Research Developments in Arts and Social Studies Vol. 7

 Engineering simulations are one example of the interactive web-based learning resources that are growing more and more popular. Both students and universities find them handy and cost-effective. Professors believe that web-based simulations are an efficient way to clearly communicate the intricate cause-and-effect connections that are essential to engineering education. To demonstrate how altering the value of a resistor affects current flow through a current divider, move a slider, for instance. There are several research examining the efficacy of interactive web-based learning resources, but there has been no systematic analysis of the pedagogical effects of network delay. Therefore, the purpose of this paper is to measure the impact that network latency, or delay, has on student interest and comprehension. When a pupil moves one of the interactive controls, a hidden delay occurs before the screen refreshes. The interactive software application was created to teach Fourier Analysis topics. With the exception of the delay, various versions of the programme were created. Application versions were distributed to students at random to ensure double-blind testing circumstances. Students utilised the app as they worked through a brief guided lecture that taught Fourier Analysis naturally using the Socratic Method. Students self-rated their understanding and enjoyment after finishing the instructional questions, which serve as an objective evaluation of their understanding, and they also logged the programme version number that encoded the delay. After fitting the data using least-squares methods to a variety of functions with various degrees of freedom, residuals were calculated. Data from 281 students at eight equally spaced delays ranging from 0 to 420 ms and attending four institutions and one high school were examined. Following a learning experience with one of these Fourier Analysis tools, students' objective comprehension as determined by an objective exam was compared to their self-reported estimates of their knowledge and satisfaction. Students with technical majors and those majoring in the arts and social sciences were compared to one another. According to the study, the development of experience and major selection are crucial elements in reducing the negative effects of network delay on learning.

Author(s) Details:

H. Francis Bush,
Lynchburg University, USA.

Vonda K. Walsh,
The Virginia Military Institute, USA.

Jay Sullivan,
The Virginia Military Institute, USA.

James Squire,
The Virginia Military Institute, USA.

Please see the link here: https://stm.bookpi.org/RDASS-V7/article/view/8085

A Comparison between Differences in the Effects of Longitudinal Effects of Network Latency on STEM and non-STEM Students | Chapter 11 | Current Strategies in Economics and Management Vol. 7

 The gaps in learning styles and academic disciplines need to be identified as enrollment in online courses grows faster than the total enrollment in higher education. In addition, in the past decade, the emphasis on the market for students who pursue degrees in science, technology , engineering and mathematics (STEM) has gained prominence. An experiment was performed to research the relationship of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment with students identified as STEM majors or non-STEM majors (humanities and social sciences) on the longitudinal effects of network latency. The results show that by the time students advanced to their senior year in terms of their learning styles and sensitivity to network delays, students from various majors reacted differently than they did when they were freshmen. The study indicates that the accumulation of experience and the selection of major factors are essential factors in mitigating the impact on learning of network delays. Although the "Network latency problem" was actively involved, and the students were given the opportunity to contemplate their actions and make an intellectual decision, they were not given the chance to articulate these actions in their own words. And although simulations were taken into account by this experimental leaning model, it does not extend to all various learning forms, such as memorization. And this may have a significant influence on the outcomes of STEM versus non-STEM majors. In order to enhance decisions about its implementation and its growth, the use of online education must be properly understood.

Author(s) Details


H. Francis Bush
School of Business and Economics, Lynchburg College, Lynchburg, VA 24501-3113, USA.

Dr. Jay Sullivan
Department of Mechanical Engineering, The Virginia Military Institute, Lexington, VA 24450-0304, USA.

James Squire
Department of Electrical Engineering, The Virginia Military Institute, Lexington, VA 24450-0304, USA.

Vonda Walsh

Department of Applied Mathematics, The Virginia Military Institute, Lexington, VA 24450-0304, USA.


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