AI story introduction: Seraphia and her Celestial Dragon

This came from Playground – OpenAI API

I have been playing with different AIs, Chatbots and AI image creation bots. Here is the prompt given this bot. 

“Tell a story about an autistic girl named Seraphia and a celestial rainbow-colored small dragon named Starfire, a tale of courage, determination, and the power of friendship, where a young girl with autism and her celestial dragon companion, overcomes the prejudices and misconceptions of others, to prove that true strength comes from within, a reminder that we should not judge, or label others based on their differences, but rather embrace them as unique and special individuals, to understand that being different is not a weakness, but strength and that everyone has the potential to be a hero in their own way.”

The prompt comes from a portion a story created by ChatGPT and edited by me. This is the response of the OpenAI Playground program.

“Once upon a time, there lived an autistic girl named Seraphia and her faithful companion, a celestial rainbow-colored small dragon named Starfire. Seraphia was a brave and determined girl. She faced many challenges in life due to her autism, and often felt misunderstood by those around her. Starfire, however, remained her faithful companion, understanding her needs and standing by her side through thick and thin. One day, Seraphia was walking with Starfire when they stumbled upon a group of people who were mocking and teasing her for being different. Seraphia was about to cry when Starfire stepped in and roared fiercely, scaring the bullies away. Seraphia was amazed by Starfire’s courage and bravery. From that day onward, the two became closer and closer, and Seraphia’s confidence began to grow. She started to believe in herself and her own strength, and slowly started to overcome the prejudice and misconceptions of those around her. With Starfire’s help, Seraphia proved that true strength comes from within, and that being different is not a weakness, but a strength. She reminded everyone that we should not judge, or label others based on their differences, but rather embrace them as unique and special individuals. Through this story, Seraphia and Starfire showed us that everyone has the potential to be a hero in their own way.”
I have found that most AI content creations are fairly repetitive in most themes. I am not at all concerned that AI would replace human creativity, but instead serve as a tool to inspire human creativity.

DALL·E 2023-01-30 16.52.26 – realistic painting of a Long-blond-haired girl riding on a celestial rainbow-colored dragon

Seraphia and her Celestial Dragon AI images remaster and story prompt rewrites by Salie Davis.

In this time and place, lives a young girl given the name, Seraphia. She is different from other children. She is autistic. This often makes other people misunderstand her, but Seraphia is not alone. She has a special companion – a celestial dragon named Starfire.

Starfire is not like the dragons of legend. He is small and has shimmering scales that sparkle like rainbows in the early morning mist and like stars in the night sky. His wings are also rainbow-colored, but unlike the cold leathery wings one might imagine a dragon to have, they are soft and warm as feathery down. He often wraps them around Seraphia like a comforting blanket to warm her heart when she needs it the most.

He was sent to Seraphia by the celestial being, to be her companion and protector. No one else can see Starfire.He is a magic dragon after all. Seraphia often talks about him but pretends that he is only in her imagination.

Seraphia and Starfire spend their days exploring the countryside and playing in the fields. They are happy together, and Seraphia’s autism does not hinder her because their friendship gives her inner strength.

One day, while they were out exploring, they came across a dark and sinister forest. The trees were twisted and gnarled, and a thick mist hung over the ground. Starfire warned Seraphia that they should not enter, but she was curious and would not be deterred.

People often told Seraphia that she was not capable to do things because she was autistic. Even the elders and wise men of the community assumed she was just a helpless child, who could never be anything more than what they imagined her to be. Seraphia knew differently. She was determined to prove everyone wrong.

As they ventured deeper into the forest, they came across a terrible creature – a giant, fire-breathing dragon. The dragon was fierce and terrifying, and Seraphia and Starfire realized that they were no match against his terrible rages!

Seraphia was very frightened. She took a deep breath, but instead of running away, she stopped and quietly observed the dragon. She didn’t try to speak to the dragon. She didn’t try to stop the dragon as he thrashed about, she just quietly sat on a rock and waited for him to calm down.

She understood, because of her friendship with Starfire, that dragons were not necessarily mean just because they were dragons. She also understood that being different often made people afraid of you, even when there was really nothing to be afraid of. She understood how it felt to be judged wrongly and could understand why the dragon was so upset.

She understood this, because people treated the fact that she was autistic as if it was a bad thing. People assumed being autistic made her weak and incapable, but she knew differently!

Her parents couldn’t help but realize she was different from the moment she was born. They saw her difference as being special. They didn’t always understand her, and it wasn’t until many years later that they finally discovered why she was so special.

Her name was Seraphia! Her parents gave her that name because they knew she would be great, that she would fly high! Others only saw her as a disability, but her parents saw her inner magic! Seraphia knew what it was like to be misunderstood, just because of assumptions based on ignorance, even still she chose kindness and love in the face of ignorance. She was determined not to make the same mistake as all the other people had made with her, with this dragon.

Seraphia convinced Starfire, with his celestial powers, to communicate with the dragon. Dragon-speak is a very delicate process. It took a while, but Seraphia was patient and waited. Seraphia and Starfire learned that the dragon was not truly evil but had been cursed by a wicked sorcerer. The sorcerer had taken the dragon away from his home and left him in the dark cold cave all alone. He was very sad and lonely, but no one would be his friend. No one was kind to him because he was a very large scary looking dragon. He also breathed fire and people assumed that he did so because he was evil. For him fire-breathing was just something dragons do, but the people didn’t understand and so they were afraid and ran away. Those that did not run away were cruel and made fun of him, even throwing rocks at him as he tried to sleep in his cave! This made him very angry and distrustful of people.

In reality, he too was a celestial dragon and belonged high in the sky above the judgmental eyes of ignorance. Unfortunately, his wing was injured, and he could not fly. With Starfire’s help, Seraphia was able to break the curse and free the dragon from its torment. All it really took was kind words and patience, you see, unbeknownst to the dragon, his wing had healed a long time ago, but the cruel words the dragon heard daily from the judgmental people had convinced him that he would never be able to fly or return to his home in the sky, so he had never tried.

In gratitude, the dragon bestowed upon Seraphia a magical ring. With the ring on her finger, Seraphia and Starfire journeyed home, their hearts filled with hope and wonder. From that day forward, Seraphia though different, knew she was a brave and kind-hearted hero, even if others could not see it. Starfire, her celestial dragon, remained her constant companion but she no longer needed his protection.

Together, Seraphia and Starfire will live many more adventures, and their stories will be told throughout the land for generations to come. Seraphia’s story will be a tale of courage, determination, and the power of friendship, where a young girl with autism and her celestial dragon companion, overcomes the prejudices and misconceptions of others, to prove that true strength comes from within. It will be a reminder that we should not judge, or label others based on their differences, but rather embrace them as unique and special individuals. As Seraphia’s legend spreads, more and more people will come to understand that being different is not a weakness, but a strength and that everyone has the potential to be a hero in their own way.

Many individuals on the autism spectrum and their families believe that autism is not a disability, but rather a different way of thinking and perceiving the world. They may view autism as a unique set of strengths and abilities, rather than solely focusing on the challenges it may present. This perspective is often referred to as the neurodiversity paradigm. It emphasizes the idea that neurological differences such as autism should be accepted and respected, just like cultural and linguistic diversity.

The neurodiversity movement is about accepting and valuing people with autism for who they are and recognizing that the qualities associated with autism can be valuable contributions to society. This includes an inclination toward attention to detail, an aptitude for pattern recognition, and a heightened ability to focus on a task for extended periods of time. It’s important to note that autism is a spectrum disorder and the level of support needed varies from person to person. Some may need more support than others, but the goal is for all individuals to be accepted and included in their communities, with the accommodations they need to thrive.

Seraphia’s AI Art and Short Story

Art by Midjourney Bot on Discord

Creative Prompts by Salie Davis
Story written by https://chat.openai.com

“Tell me a story about a girl with Autism named Seraphia who pretended she was a rainbow dragon.”

Once upon a time, in a land far, far away, there was a young girl named Seraphia. Seraphia was different from other children. She had autism and often struggled to connect with others and understand the world around her. But Seraphia had a secret, she pretended to be a rainbow dragon.

In her mind, Seraphia was a powerful and majestic creature who could fly through the skies, breathe fire, and change colors to match her moods. When she was feeling happy, she would be a bright and vibrant rainbow, but when she was feeling sad, she would turn a dull grey.

One day, Seraphia was walking through the forest when she came across a group of children who were playing. They saw Seraphia and immediately started to make fun of her because of her autism. Seraphia was hurt and ran away, deep into the forest, where she found a cave to hide in.

As she sat in the cave, Seraphia closed her eyes and imagined herself as a rainbow dragon. Suddenly, she felt a strange sensation, and when she opened her eyes, she saw that she had transformed into a real rainbow dragon.

Excited and amazed, Seraphia flew out of the cave and soared through the sky. The children who had made fun of her were in awe and apologized for their behavior. Seraphia forgave them, and they became friends.

From then on, Seraphia would often fly around the forest, spreading joy and wonder wherever she went. She learned that even though she was different, she had something special to offer the world. And in her heart, Seraphia knew that she would always be a rainbow dragon, a creature of beauty and strength.

The end.

Here is a second Prompt:

Tell me a story in the style of J.R. Tolkien About an autistic girl named Seraphia and her celestial dragon

Once upon a time, in a far-off land, there was a young girl named Seraphia. She was different from the other children in her village, for she had a condition called autism. This made her withdrawn and often misunderstood by those around her. But Seraphia was not alone, for she had a special companion – a celestial dragon named Starfire.

Starfire was not like the dragons of legend. He was small, no larger than a cat, and had shimmering scales that sparkled like stars in the night sky. He had been sent to Seraphia by the celestial beings, to be her companion and protector.

Seraphia and Starfire spent their days exploring the countryside and playing in the fields. They were happy together, and Seraphia’s autism did not seem to be a hindrance to their friendship.

One day, while they were out exploring, they came across a dark and sinister forest. The trees were twisted and gnarled, and a thick mist hung over the ground. Starfire warned Seraphia that they should not enter, but she was curious and would not be deterred.

As they ventured deeper into the forest, they came across a terrible creature – a giant, fire-breathing dragon. The dragon was fierce and terrifying, and Seraphia and Starfire were no match for its might. But Starfire, with his celestial powers, was able to communicate with the dragon and learned that it was not truly evil, but had been cursed by a wicked sorcerer.

With Starfire’s help, Seraphia was able to break the curse and free the dragon from its torment. In gratitude, the dragon bestowed upon Seraphia a magical ring that would protect her from harm and give her the power to speak with animals.

With the ring on her finger, Seraphia and Starfire journeyed home, their hearts filled with hope and wonder. From that day forward, Seraphia was no longer seen as different, but as a brave and kind-hearted hero. And Starfire, her celestial dragon, was her constant companion and protector.

Together, Seraphia and Starfire lived many more adventures, and their story was told throughout the land for generations to come.

After I edited and reposted the story to the Chat AI:

Seraphia’s story will be a tale of courage, determination and the power of friendship, where a young girl with autism and her celestial dragon companion, overcame the prejudices and misconceptions of others, to prove that true strength comes from within. It will be a reminder that we should not judge or label others based on their differences, but rather embrace them as unique and special individuals. And as Seraphia’s legend spreads, more and more people will come to understand that being different is not a weakness, but a strength, and that everyone has the potential to be a hero in their own way.

I then responded.:

Many autistic people believe that autism is not a disability.

And this was the AI’s response.

Yes, many individuals on the autism spectrum and their families believe that autism is not a disability, but rather a different way of thinking and perceiving the world. They may view autism as a unique set of strengths and abilities, rather than solely focusing on the challenges it may present. This perspective is often referred to as the neurodiversity paradigm. It emphasizes the idea that neurological differences such as autism should be accepted and respected, just like cultural and linguistic diversity.

The neurodiversity movement is about accepting and valuing people with autism for who they are, and recognizing that the qualities associated with autism can be valuable contributions to society. This includes an inclination towards attention to detail, an aptitude for pattern recognition, and a heightened ability to focus on a task for extended periods of time.

It’s important to note that autism is a spectrum disorder and the level of support needed varies from person to person. Some may need more support than others, but the goal is for all individuals to be accepted and included in their communities, with the accommodations they need to thrive.

What can you use virtual worlds, the metaverse, and the multiverse for?

I recently gave a presentation for corporate trainers on the benefits of virtual worlds, the multiverse, and the metaverse. It was a long session but here is the clip of my 30 minutes. https://lnkd.in/ghJDrEzx

Social skills coaching example, understanding body language.

Social skills coaching example, understanding body language.

Chatbot and AI database examples for social skills and conversation.

Quiz examples with question and answer scripts.

Training room examples for basic in world skills, how to move, communicate use camera controls, etc.

Gamification example with points and rewards using a nutrition theme.

Medical scene example for role-playing and simulations.

Classroom set-up examples with audio, video, and interactive text presentations as well as working classroom computers for browsing the web.

Laboratory scene showing many free open-source resources available. (most scenes include all open-source and free materials.

Navigation examples with teleports and signage.

Resources for people new to the virtual world.

Eileen O’Connor is a college professor at SUNY Empire State College in science and technology teacher education, focusing on emerging technologies including virtual worlds & web tools for learning. She began as a chemist, moved to IBM in the 1980s, then went into education in science and technology.

Picture of youtube videos by Eileen O’Connor

https://www.youtube.com/channel/UCABDz8mCBgnRQwzvKTcA3TA

Picture of Slideshares by Eileen O’Connor

https://www.slideshare.net/eoconnor/presentations

Salie Davis works as a recruiter for a global company preparing remote workers for a successful career. She has a Master’s degree in learning in emerging technologies focused on the benefits of virtual worlds for immersive training with a graduate certificate in teaching in emerging technologies. Her work experience includes twenty years working with home school organizations, and private schools, and presenting at global conferences for adult learners and professionals.

Picture of youtube videos for Saliecmt

https://www.youtube.com/user/saliecmt/videos

Picture of multiversemasters.blogspot.com

http://multiversemasters.blogspot.com/

picture of MultiverseMasters WordPress

https://multiversemasters.wordpress.com/category/resources/

Picture of Wopoli.com

https://wopoli.com/category/emerging-technologies/

Creation of a picture book lesson plan with; PDF format, power point, spreadsheet, and word document resources, as well as three video resources.

The above video gives an overview for teachers and parents

This is the story book read by the author for younger children

This is just the pages to be paused and read individually

Gods little story book about art creation teachers edition in PowerPoint 

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

final project creation picture book lesson plan word document Salie Davis

You may adapt the document for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

gods little story book about art creation student edition in PDF

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation student edition in PowerPoint

You may adapt the PowerPoint for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Gods little story book about art creation teachers edition in PDFfinal-project-creation-picture-book-lesson-plan-salie-davis

You may adapt the PDF for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

grading sheet for the picture book in spreadsheet format

You may adapt the grading sheet for your own use but may not distribute any adapted information without written  consent from the author and you must give proper credit to the author

Literacy Guide

INTRODUCTION TO LITERACY:

Transliteracy overcomes the debate around traditional literacy versus digital literacy to include all communication types. “Several competing concepts of literacy have emerged including digital literacy, media literacy, visual literacy, and information technology fluency, but there is a need for a comprehensive framework based on essential information proficiencies and knowledge. New media literacy and transliteracy have also responded to the rapid and ongoing changes in technology. As part of a metaliteracy reframing, we argue that producing and sharing information are critical activities in participatory Web 2.0 environments” ( Mackey and Jacobson, P. 1) Whether you use the terms transliteracy, information literacy, media literacy, digital literacy, or metaliteracy; the terminology seems burgeoning but the concepts are the same. We need to be a literate society in whatever communication device we are using.  One thing that has changed in our culture is that in education it is no long “answer the question” it is now “question the answer”!  The challenge exists now for educators on what forms of literacy to focus on in order for students to know how to use the tools in order to aquire the knowledge they need for any specified subject. Literacy is not about just reading and writing anymore. Listed below are important literacies for middle school students.

TRADITIONAL LITERACY:

Traditional Literacy is reading and writing.  By middle school this is a case by case issue, however reading and writing in the digital age is less centered on paper bound books or pencil/pen and paper.

INFORMATION LITERACY:

Typing and Text Creation

Being able to type proficiently on a keyboard is essential. Even keyboards however are becoming outdated. Students should also be aware of touch screens, and know how to access various digital menus in order to navigate different forms of text production in the digital age. Document creation in various formats and with various programs will be needed. Examples of this are the difference between using notes programs and document programs regarding formatting options. The basics of formatting and saving a document are sufficient at this level.

Visual and Audial Creation

Being able to create presentations using audio and visual applications are important. This may be as simple as using a devices microphone to create an audio file, slide presentation programs or webcams for videos.

Tool Literacy

One example of tools is the calculator. Calculators come in many forms in our digital culture and are more often found on computer screens, tablet screens and phones. Unless students are in an educational or business setting hand held devices dedicated solely to calculations are not used.  A basic understanding of spreadsheet operations, gathering and measuring data, graphs, charts, and formulas for creating graphing visuals is also important. Beyond just saving information in files on a computer, students must be able to know how to capture information that is not downloadable. An example of this is a snipping tool, or screen capture video program. Because tools are always changing I won’t try to create an all-inclusive list here.

Accessing Digital Data

Effective search methods on digital devices will need to be taught. This not only includes how to access text online or on devices, or web pages, but also visual and audio access. Students need to know how to access, podcasts, informational videos, and how to navigate them on various devices.

Navigation

Knowing how to access and navigate EBooks, educational websites, online libraries and databases will be important for students when reading and researching text in the digital age. Adaptions for audio presentation, enlarging text on the screen and other accessibility options is also beneficial to address.

Evaluating digital data

Evaluation of websites and digital information is crucial for students to determine the difference between factual information, scientific theory, opinion, propaganda, and falsehood.

Citing Sources and understanding copyright

Knowing where to find citation information and accepted forms for citation is helpful for students in the evaluation of material, and presentation of research. Understanding copyrights and creative commons is beneficial well collecting, presenting and sharing digital data.

Collaboration

Collaboration tools like online documents, chat boards, video or telephonic conferencing, mind maps and other cooperative tools can be introduced with the benefits of education and future work or interest collaboration as examples.

Safety Online

Being able to identify and protect one’s self against phishing activities, bulling, and information theft and privacy issues online is essential.

Netiquette

Online communication rules and cultural norms for politeness and appropriate behavior should be taught and enforced.

Culture: Media Convergence and Networked Participation

Culture: Media Convergence and Networked Participation

Salie Davis

I have a particular interest in open source and creative commons licensing. The book, Culture: Media Convergence and Networked Participation talks about the term “Publics” as being a shared culture. This culture operates outside of economics. The current capitalistic culture, once based on rewards and economic gain through contribution and hard work, has disintegrated from a three class step society, two a two class have and have nots of varying degrees.  With the increased technology making participation more accessible, the lower classes struggle against economic barriers by attempting to educate and assist the common culture through these technologies.  “Publics can be reactors, (re)makers and (re)distributors, engaging in shared culture and knowledge through discourse and social exchange as well as through acts of media reception” (Varnelis, 2012, Pg. 3) This works in today’s culture due to the ability to pool from a larger geography of participants.

With technology advancement, much like the evolution of the printing press and eventual media industry, Governments and top level economic status, work to create structural barriers to limit the commons exchange of thoughts and ideas in order to maintain control over the populations. One example of this is the limit on cross border internet communications. This is not only through country barriers but even region barriers within countries. For example the United States has the New England region and the South Eastern, etc.  This means when shopping online the individual is limited to options by region which essentially limits the individuals’ choices.

According to the text however, “Yochai Benkler sees these decentralized networks of communication and exchange as major catalysts of the shift to a networked information economy that is displacing the industrial information economy” (Varnelis, 2012, Pg. 8) This proposal suggests that nonmarket devices will increase through the advancement of media convergence and networked participation. Michael Bauwens also theorizes that human network- based organization may result in individuals “…engaged in the production of common resources, without recourse to monetary compensation as key motivating factor, and not organized according to hierarchical methods of command and control” (Varnelis, 2012, Pg. 8). This is explained as the networked information economy of which the costs for producing creative applications can be shared over the public space between like-minded participants who can forgo the price system in order to creatively combine their interests to create projects. This results in “…nonmarket sector of information, knowledge, and cultural production…” (Varnelis, 2012, Pg. 8).

This book does well to incorporate several different possible theories of future change based on the increase of networked participation such as the theories of Bauwens who describes this network as a person to person (P2P) interaction increasing significant social, economic and political exchanges between individuals that would not normally take place. In the same text it is also pointed out that human nature seeks like minds, therefor there is a debate that exists as to whether this P2P interaction truly initiates change or whether it just reinforces currently held beliefs through the increased access to assemble with like minds.

Varnelis keeps the discussion well rounded through the analysis of several different opinions such as Garret Hardin’s “The Tragedy of the Commons,” that considers the norm of the public realm to be individualistic and self-serving, therefor the commons is an unrealistic ideal that cannot come to full fruition or the opinions of Jane Jacobs who states her theories that the public sphere is only minimally social in nature. (Varnelis, 2012, Pg. 45). The conclusion that I am able to most relate to is … ” persistent predictions of imminent doom for established content industries, together with fears of corporate litigation and monopolistic forces squelching the emerging common culture, indicate that the future of public culture is still very much up for grabs” (Varnelis, 2012, Pg. 49). Therefore, the uncertainty and various possible future outcomes that exist as institutional and professional authorities are challenged by networked participation in the social, cultural and political realms. One example of this is the fact that P2P and creative commons sharing “…is new legislation by existing media conglomerates aiming to extend the scope of their copyright and prevent the creation of derivative work” (Varnelis, 2012, Pg. 158). It seems only through active participation can we take an active role in determining the final outcome.

References
Varnelis, K. (2012). Networked Publics. Cambridge, US: The MIT Press. Retrieved from http://www.ebrary.com.library.esc.edu

Educating Youth Via Video

At the Empire State College All College Conference I was fortunate to take the seminar, “Getting to Project Completion”. I was inspired by these concepts and how they aligned with my educational goals to teach project based or goal orientated learning. For adults the concepts and steps that must be learned can be more easily processed when presented via text or lecture than if presented in the same means to a young child.

I also took the Myers Briggs Type Indicator (MBTI) test in preparation for the seminar “Understanding your personality and how to work with others” Personality types is beneficial to understand when trying to reach a specific learner. Extroversion, introversion, sensing, intuition, thinking, feeling, judging, or perception concerning learning styles can easily be misinterpreted or seen as one being less desirable than the other. In the seminar we were inspired to see the knowledge of personality, or in this application, learning styles, as a tool in development and improvement.

I can imagine my daughter attending the seminar, distracted and unimpressed. Even with encouragement she would not have been able to absorb or retain the information presented. For young children this concept is much more complex and they do not have the prior learning or experience to help reinforce their understanding of these concepts. Finding visual ways to assist in elementary learning has been a studied and proven technique that improves the success rate in the retention of the knowledge presented. Finding ways to connect this knowledge to a child’s experiences and reinforce the learning through repetition to establish long term memory and retention of learning.

Understanding how short term memory evolves into long term memory is beneficial in designing repeated concepts that reinforce effective learning. To transition a new concept into learning the learning module can attach the new knowledge to what is already known creating associations. Through the process of repeat associations and stimulus through sensory registers long term memory is accessed and expanded on

In designing learning modules for youth, in addition to declarative knowledge, which can be accomplished through basic patterns and concepts such as math, procedural knowledge will help the student learn how to apply knowledge to specific tasks. Creating a teaching module that focuses on how to create a goal, for example and how to achieve that goal is project based learning.

Visual learning is considered the most effective means of learning and creating video presentations helps connect the visual with the verbal sensory inputs. Studies have been done with elementary level learners and can be used to help even young learners self-regulate. The video can go through several basic examples using everyday activities as the goal example.  The example video, rather than simply creating a lecture video is a proven successful tool in fostering an open learning environment. Incorporating incentives was also seen as a productive means to reinforce open education.

The learning module can be most effective when it takes the new concepts and connects them to concepts already learned. Creating a goal for a project involves many steps; thinking about why the project is important, helping the learner consider why they should care about the project, what steps are needed to complete the project, and what the project will accomplish.

For younger students to get them used to the new cognitive process of the steps needed for project planning and completion we can engage sensory registers and reinforce the new concept. This new concept begins as a short term memory item. By connecting the abstract concepts of setting a goal to concrete examples we connect the new concept to long term memory associations.

 

 

 

 

 

 

References

Fößl, T. t., Ebner, M. m., Schön, S. s., & Holzinger, A. a. (2016). A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners. Journal Of Educational Technology & Society, 19(1), 321-336.

ÖZDEMIR, M. m., & YILDIZ, A. a. (2015). THE EFFECT OF EDUCATIONAL VIDEOS PRESENTED IN TWO DIFFERENT CONTENT STREAM ON MOTIVATION AND ACHIEVEMENT OF STUDENTS WITH VISUAL LEARNING STYLES. (English). Journal Of Theory & Practice In Education (JTPE), 11(1), 104-124.

Sultana, N., Kubra, B., & Khan, U. A. (2015). EFFECT OF VISUAL STYLE-BASED INSTRUCTION ON LEARNERS’ ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL. Gomal University Journal Of Research, 31(2), 146-155.