Computer simulations can be a great support in education, especially in learning contexts deemed too complex such as AI. In this work we examined how a web-based simulation implementing Support Vector Machines (an AI classification algorithm) can affect perceived learning and cognitive load in a group of psychology students. Results of this preliminary work suggest that the specific implemented simulation did not affect perceived learning but may have differently affected cognitive load in students with different educational backgrounds (scientific vs humanistic). Differences related to the high-school educational background are discussed and future perspectives are drawn.
Computer simulations for teaching an AI algorithm: The case of psychology students struggling with Support Vector Machines / Somma, F.; Gigliotta, O.. - 2730:(2020). (Intervento presentato al convegno 2nd Symposium of Psychology-Based Technologies, PSYCHOBIT 2020 tenutosi a ita nel 2020).
Computer simulations for teaching an AI algorithm: The case of psychology students struggling with Support Vector Machines
Somma F.;Gigliotta O.
2020
Abstract
Computer simulations can be a great support in education, especially in learning contexts deemed too complex such as AI. In this work we examined how a web-based simulation implementing Support Vector Machines (an AI classification algorithm) can affect perceived learning and cognitive load in a group of psychology students. Results of this preliminary work suggest that the specific implemented simulation did not affect perceived learning but may have differently affected cognitive load in students with different educational backgrounds (scientific vs humanistic). Differences related to the high-school educational background are discussed and future perspectives are drawn.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
