Undergraduate Honors Theses. Paper 19. Classroom Design on Learning and Affective Reactions 1 Effects of Classroom Design and Atmosphere towards Affective Reactions and Memory of Content
Bibliographic record
Abstract
The purpose of the present study was to investigate how a classroom’s design can alter an individual’s memory of content and affective reactions towards the experience. 123 University of Western Ontario Undergraduate students who were part of a first year psychology participation pool listened to a video lecture on schizophrenia and then completed two paper and pencil questionnaires. The first was a multiple-choice assessment of participant memory for lecture material, and the second was a Likert scale on the perceived learning experience. The atmosphere of the classroom as well as the design of the desk arrangements was changed for different conditions as to determine which aspects of the classrooms design had a significant influence on recall for material and perceived learning experience. Previous studies have found that the environment in which learning takes place can have a great effect on student performance as well as on their affective reactions to the experience, teacher, material presented,
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.
How this classification was reachedexpand
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".