Experimental Research and the Internet
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Throughout the 1950s and 1960s experimental research played a major role in audio-visual research and development (Reiser, 1987, 2002). Experiments were published on the effects of slide-tape presentations, educational television, programmed learning, teaching machines, and audio-tutorial instruction. During the 1970s and 1980s, the experimental focus shifted from audio-visual research to instructional technology research on whole programs, such as PLATO, CAL, microworlds and Internet Hunts. It seems that today we have returned to the experimental investigations of audio-visual communication. Over the years, experimental evidence of audio-visual communication has become the basis of current models and theories, including: Baddaley’s (1992) model of working memory, Paivio’s (1986) dual coding theory, Penney’s (1989)separate streams hypothesis, Chandler and Sweller’s (1991) split-attention theory, Mayer and Moreno’s (1998) dual processing theory of working memory, Mayer’s (1997) theory of multimedia learning, and Mann’s Structured Sound Function (SSF) Model (Mann, 1992, 1995a, 1997a), and others. This chapter will discuss these models as a platform for conducting experimental research of online teaching and learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it