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首页> 外文期刊>International journal of human-computer studies >Beyond being there? Evaluating augmented digital records
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Beyond being there? Evaluating augmented digital records

机译：除了在那里？评估扩充的数字记录

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Technological advances have made possible a new generation of digital prosthetic memory devices (or memory aids). Yet we currently know little about when, how and why these devices might be useful. We evaluated two novel prosthetic memory devices in naturalistic and controlled learning settings. Both devices provide controlled access to annotated digital records of lectures, potentially freeing students from taking detailed notes, allowing them to re-access lecture recordings whenever they choose. Digital records had benefits over traditional learning aids (e.g. handouts/personal notes): Students were more accurate in answering class quizzes using digital records, and spontaneous digital records usage outside lectures showed strategic access during important aspects of the course. Native speakers who used digital records performed better on coursework, and non-native language speakers used digital records extensively. Despite being a verbatim record, digital records did not substitute for attendance: students who had attended lectures performed better on quizzes and final coursework and few students listened to lectures from beginning to end. Digital records are thus a highly promising teaching tool, but prosthetic memory devices are best understood as working in synergy with current tools to aid human memory, rather than replacing it. We conclude by discussing potential theory and design implications.
机译：技术的进步使新一代数字假体存储设备（或存储辅助设备）成为可能。但是，我们目前对这些设备何时，如何以及为什么有用可能一无所知。我们在自然和受控的学习环境中评估了两种新型的假体存储设备。两种设备都可以控制对带注释的演讲数字记录的访问，有可能使学生免于记下详细的笔记，从而使他们可以随时选择重新访问演讲记录。数字记录比传统的学习辅助工具（例如讲义/个人笔记）更具优势：学生在使用数字记录回答课堂测验时更加准确，并且在课外自发使用数字记录显示了在课程重要阶段的战略访问。使用数字记录的母语使用者在课程学习中表现更好，而使用非数字语言的母语人士则广泛使用数字记录。尽管是逐字记录，但数字记录并不能代替出勤：参加讲座的学生在测验和最终课程作业中表现更好，很少有学生从头到尾听课。因此，数字记录是一种非常有前途的教学工具，但是最好将假肢存储设备理解为与现有工具协同工作，以帮助人类记忆而不是替代人类记忆。最后，我们讨论了潜在的理论和设计含义。

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