An Exploration of Cognitive Model Based on Interactive Learning for Taiwan Toy-based Behavioral History

By Guanze Liao.

Published by The International Journal of Learner Diversity and Identities

Format Price
Article: Print $US10.00
Published online: October 30, 2015 $US5.00

Memory is a human feature, and is the accumulation of an individual’s sensations, feelings, and life experiences from the past; it is a factor many people commonly possess. According to Harnish (2002), memory is a kind of mind activity. Because of the memory ability, humans can connect with the external environment, objects, and events. Even though they are not physically present, the process of encoding, storage, and search can allow people to retrieve their cognitive images of the external environment and its objects. This study constructs the interactive learning environment of toy-based behavior development and analyzes behavioral features in space to create a cognitive model of users engaged in wayfinding and browsing for learning in the virtual space. Landmark knowledge, route knowledge, and survey knowledge in virtual space form the user’s source of information. Other than the spatial wayfinding model, a learning mode based on webpage browsing is also produced. Through analyzing the information sources from the learning model, it is found that they come from webpage spatial structure map knowledge, and content knowledge from the toy-based behavior development itself. Future studies should apply this cognitive model, including the spatial wayfinding model: the route structure of environmental features, spatial background and appearances, arrangement relationship between spatial structure and virtual objects, and the webpage browsing model: homepage content, unit structure perception, content structurally divided, webpage layout and features, and the connection to learning content, as well as webpage wayfinding mechanisms for empirical studies. These studies can observe the operational processes of users in two different models to analyze the cognitive model of information processing at the experiment site. The obtained cognitive model can be used to undergo differential analysis with spatial wayfinding and webpage browsing cognitive models. It is hoped that the initial results of this study can use wayfinding mechanisms formed by virtual space structure to strengthen impressions of information content in the learning process, so as to provide a reference for future designs of instructional material structure in virtual reality.

Keywords: Cognitive Model, Interactive Learning Environment, Toy-based Behavior

The International Journal of Learner Diversity and Identities, Volume 23, Issue 1, pp.1-19. Article: Print (Spiral Bound). Published online: October 30, 2015 (Article: Electronic (PDF File; 1.424MB)).

Dr. Guanze Liao

Associate Professor, Graduate Institute of Human Resource and e-Learning Technology, National Hsinchu University of Education, Hsinchu, Taiwan