My Publications

 

This page contains the fruits of the effort made to move a little brick out of people's way to allow them to see the world a little more clearly.

I can't stop working, or learning, because seeing a new piece of knowledge gives a person a thrill that is unparalleled in the world.

If you meet me, you will probably hear things like the "Directionality of Thought", well, results from a dream I had long ago that showed me how the signals flow in the human brain, and how that maps onto knowledge. I can't explain it or prove it yet.

Now, I've spent a few years, and advanced a bit, in understanding, in seeing the links, and although I sometimes feel that I'm mad with the love of science, it does seem to be materializing. Someday, many will speak of the "directionality of thought"; either they'd say someone crazy spent her life trying to convince people of it, or they'd say it's a marvelous theory. It doesn't even matter if they mention my name. This is the journey I chose for my life, and to that journey I dedicate my life.

My work branches into two main parts; cognitive logic/reasoning and education. cognitive logic is the study of human reasoning, and by consequence students implement it in learning so that results in misconceptions in education. The second branch is the implementation that I chose for all my work. Whether through the use of simple instructions in a classroom or the use of an NN or the use of an adaptable educational system, what is learned from the first branch is implemented to increase the efficiency of learning.

Consequently, my work has a very fixed direction. In fact, it was always towards this direction, because my peers during my study period do recall the words "Directionality of Thought".

 

Books and Edited Books:

Alkhalifa, E. M. (Ed.). (2006). Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation & Transfer, Hershey:Idea Group Publishing. Go to book's site

Alkhalifa, E. M. (2004), Using Novel Semantic and Informational Manipulations of Rules to Extend an Interpretive Approach to Conditional Reasoning, Unpublished doctoral dissertation, University of Edinburgh, Scotland. (abstract full text in pdf)

Journal papers and Book Chapters:

Alkhalifa, E. M. (In Press), Multimedia Evaluations Based On Cognitive Science Findings, Encyclopedia of Information Science and Technology, 2nd Edition, Idea Group Inc.

Alkhalifa, E. M. (2006), A Learner's Cognitive Levels of Thought, International Journal of Instructional Technology and Distance Learning, Duquesne University, Pittsburgh, PA, April 2006.

Alkhalifa, E. M. (2006), Cognitive Informed Systems; Justifications and Foundations in E. M. Alkhalifa (Ed.) Cognitively Informed Systems: Utilizing Practical Approahces to Enrich Information Presentation & Transfer, Idea Group Inc.

Alkhalifa, E. M. (2005), Cognitively Informed Multimedia Interface Design,The Encyclopedia of Human Computer Interaction, Idea Group Inc. (preprint version)

Alkhalifa, E. M. (2005), Open Student Models: Mirror Modeler, The Encyclopedia of Distance Learning, Teaching, Technologies, and Applications, Idea Group Inc. (preprint version)

Alkhalifa, E. M. (2005), Effects of the Cognitive Level of Thought on Learning Complex Material, Educational Technology & Society, IFETS, IEEE, vo., 8(2), pp. 40-53. (for a copy follow this link, then search for my name)

Alkhalifa, E. M. (2005), Multimedia Evaluations Based on Cognitive Science Findings, Encyclopedia of Information Science and Technology, Vol. I-III, Idea Group Inc., vol. 4, pp. 2058-2062. (preprint version)

Alkhalifa, E. M. & Al Balooshi, F.(2003), A 3-Dimensional Framework for Evaluating Multimedia Educational Software, Virtual Education: Cases in Learning & Teaching Technologies, Fawzi Al Balooshi (Ed), Idea Group Publishing. (preprint version)

Al Balooshi, F. & Alkhalifa, E. M. (2002), Multi-Modality as a Cognitive Tool, Special Issues: Innovations in Learning Technology, T. Okamoto & R. Hartley (Eds), Journal of International Forum of Educational Technology and Society, IEEE, v. 5(4), pp.49-55 (pdf version)

Alkhalifa, E. M. & Pain, H. (2000), Learning at the Mental Gym: How to Get Mentally Fit for the task you have at hand, Special Issue on Intelligent Systems/Tools in Training and Lifelong Learning, Journal of Interactive Learning Research AACE, v. 11, no.3/4.

Conference papers:

Alkhalifa, E. M.(In Press), Effects of Learner misconceptions on learning, CELDA Cognition and Exploratory Learning in Digital Age, IADIS, Barcelona, Spain.

Alkhalifa, E. M.(2005), Investigating the Interaction between Learner Cognitive Styles and Two Multi-Media Teaching Styles, IEEE International Conference on Advanced Learning Technologies, ICALT 2005, to appear, Madison, USA. (preprint version)

Alkhalifa, E. M. (2004), Gender Differences in Learning Through Online Collaboration in a Reserved Society, Proceedings of the 2004 Information Resources Management Association International Conference, IRMA 2004, New Orleans, Louisiana, to appear. (preprint version)

Alkhalifa, E. M. (2004), The effects of live Problem Solving in an Internet Based Mathematics Tutorial System, Proceedings of the 2004 Information Resources Management Association International Conference, IRMA 2004, New Orleans, Louisiana, to appear. (preprint version)

Alkhalifa, E. M. (2003), Towards a Model for the Selection Task : A Tensor Based Architecture,10th International Conference on Neural Information Processing, ICONIP'03, to appear, Istanbul,Turkey. ( preprint version)

Alkhalifa, E. M. (2002), The “Meaning” of Structure in Digits, 9th International Conference on Neural Information Processing, ICONIP'02, Singapore. (pdf version)

Alkhalifa, E. M. (2002), A Tensor-Competition Based Architecture: To Capture the Infleunce of Word Sense, 9th International Conference on Neural Information Processing, ICONIP'02, Singapore. (pdf version)

Ahmed, J. & Alkhalifa, E. M. (2002), Efficient Single Layer Handwritten Digit Recognition Through An Optimizing Algorithm, 9th International Conference on Neural Information Processing, ICONIP'02, Singapore. (preprint version)

Alkhalifa, E. M. & AlDallal, L. (2002), Mirror Modeler: A Web Based Interactive Mathematics Modeling System, International Conference on Computers in Education, ICCE 2002.NZ, to appear, Auckland, New Zealand. (preprint version)

Alkhalifa, E. M. (2002), The Effects of Meaning in a White/Black Setting on Reasoning, The 6th Australasian Cognitive Science Society, OzCogSci '02,Fremantle, Western Australia. (pdf version)

Al Dallal, L. & Alkhalifa, E. M. (2002), Web Based Interactive Mathematics Modeling System, The 6th Australasian Cognitive Science Society, OzCogSci '02, Fremantle, Western Australia. (pdf version)

AlBalooshi, F. & Alkhalifa, E. M. (2002), Evaluating Multi-Media Educational Software: The DAST Experience, Proceedings of the 2002 Information Resources Management Association International Conference, IRMA 2002, Seattle, Washington. (preprint version)

Alkhalifa, E. M. & AlBalooshi(2002), A Web Based Model of an Adaptable Multi-Media Intelligent Tutoring System Proceedings of the 2002 Information Resources Management Association International Conference, IRMA 2002, Seattle, Washington. (preprint version)

Alkhalifa, E. M.(2001), Directional Thought Effect in the Selection task, Proceedings of the Third International Conference on Cognitive Science, ICCS 2001, pp. 171-176, Beijing, China. (preprint version)

Alkhalifa, E. M.(2001), Egoistic Reasoning 'In Time' in the Selection Task, Proceedings of the Third International Conference on Cognitive Science, ICCS 2001, pp. 109-113, Beijing, China. (preprint version)

Alkhalifa, E. M.(2001), Why Re-Invent the wheel? Insights from Cognitive Research on Continued Education in Logic, Millennium Dawn in Training and Continued Education,MDTCE-2001, v.1, pp. 139-146, Manama, Bahrain. (pdf version)

Al Balooshi, F. & Alkhalifa, E. M.(2001), Multi-Modality as a Cognitive Tool: Towards a Multi-Modal ITS, IEEE International Conference on Advanced Learning Technologies, ICALT 2001, pp. 231-234, Madison, USA. (preprint version)

I would like to thank you for visiting this page and expressing your interest in this work.