We review over 10 years of research at Elsevier and various Dutch academic institutions on establishing a new format for the scientific research article. Our work rests on two main theoretical principles: the concept of modular documents, consisting of content elements that can exist and be published independently and are linked by meaningful relations, and the use of semantic data standards allowing access to heterogeneous data. We discuss the application of these concepts in five different projects: a modular format for physics articles, an XML encyclopedia in pharmacology, a semantic data integration project, a modular format for computer science proceedings papers, and our current work on research articles in cell biology.
This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
This paper explores the application of Self-Concepts, a Semantic-Differential Scale-based methodology, to evaluate a Serious Game designed for cognitive impairment assessment using the MoCA test and augmented reality (AR) for mobility analysis. A case study involved seven elderly participants. Despite some challenges in navigating the AR environment and cognitive tests, self-concept evaluations consistently demonstrated high user expectations and positive experiences with the digital artifact. This study validates the process and highlights the potential of Self-Concepts in assessing product acceptance within user groups.
MULTIFILE
