Science.gov

Sample records for computer based learning

  1. An Introduction to Computer-Based Learning.

    ERIC Educational Resources Information Center

    Reynolds, Angus

    1983-01-01

    Defines computer-based learning terminology. Describes six modes of computer-assisted instruction (tutorial, drill and practice, instructional game, modeling, simulation, problem solving); three modes of computer-managed instruction (testing, prescription generation, recordkeeping); and computer-supported learning resources (information storage…

  2. Computer-Based Learning in Chemistry Classes

    ERIC Educational Resources Information Center

    Pietzner, Verena

    2014-01-01

    Currently not many people would doubt that computers play an essential role in both public and private life in many countries. However, somewhat surprisingly, evidence of computer use is difficult to find in German state schools although other countries have managed to implement computer-based teaching and learning in their schools. This paper…

  3. Computer-Based Learning in Chemistry Classes

    ERIC Educational Resources Information Center

    Pietzner, Verena

    2014-01-01

    Currently not many people would doubt that computers play an essential role in both public and private life in many countries. However, somewhat surprisingly, evidence of computer use is difficult to find in German state schools although other countries have managed to implement computer-based teaching and learning in their schools. This paper…

  4. Learning with Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy

    ERIC Educational Resources Information Center

    Moos, Daniel C.; Azevedo, Roger

    2009-01-01

    Although computer-based learning environments (CBLEs) are becoming more prevalent in the classroom, empirical research has demonstrated that some students have difficulty learning with these environments. The motivation construct of computer-self efficacy plays an integral role in learning with CBLEs. This literature review synthesizes research…

  5. Adult Learning in a Computer-Based ESL Acquisition Program

    ERIC Educational Resources Information Center

    Sanchez, Karen Renee

    2013-01-01

    This study explores the self-efficacy of students learning English as a Second Language on the computer-based Rosetta Stone program. The research uses a qualitative approach to explore how a readily available computer-based learning program, Rosetta Stone, can help adult immigrant students gain some English competence and so acquire a greater…

  6. Adult Learning in a Computer-Based ESL Acquisition Program

    ERIC Educational Resources Information Center

    Sanchez, Karen Renee

    2013-01-01

    This study explores the self-efficacy of students learning English as a Second Language on the computer-based Rosetta Stone program. The research uses a qualitative approach to explore how a readily available computer-based learning program, Rosetta Stone, can help adult immigrant students gain some English competence and so acquire a greater…

  7. Computer-Based Integrated Learning Systems: Research and Theory.

    ERIC Educational Resources Information Center

    Hativa, Nira, Ed.; Becker, Henry Jay, Ed.

    1994-01-01

    The eight chapters of this theme issue discuss recent research and theory concerning computer-based integrated learning systems. Following an introduction about their theoretical background and current use in schools, the effects of using computer-based integrated learning systems in the elementary school classroom are considered. (SLD)

  8. Video-based computer-assisted learning.

    PubMed

    Hamilton, N M; Fairhurst, G; Pavett, S; Klein, S; Alexander, D; Koyabe, M; Samaraweera, N; Duguid, K; Keen, A

    2001-03-01

    As a relevant exemplar of MPEG-1 and MPEG-2 digital video use, a multimedia computer-assisted learning (CAL) application dealing with Critical Communication Issues in medicine was developed. The application allowed the student to navigate through a series of high-quality digital video and audio clips that were delivered in near real-time from an Intranet server. This paper gives a brief background to the MPEG-2 video compression system and discusses the use of digital video in a CAL environment.

  9. Entanglement-Based Machine Learning on a Quantum Computer

    NASA Astrophysics Data System (ADS)

    Cai, X.-D.; Wu, D.; Su, Z.-E.; Chen, M.-C.; Wang, X.-L.; Li, Li; Liu, N.-L.; Lu, C.-Y.; Pan, J.-W.

    2015-03-01

    Machine learning, a branch of artificial intelligence, learns from previous experience to optimize performance, which is ubiquitous in various fields such as computer sciences, financial analysis, robotics, and bioinformatics. A challenge is that machine learning with the rapidly growing "big data" could become intractable for classical computers. Recently, quantum machine learning algorithms [Lloyd, Mohseni, and Rebentrost, arXiv.1307.0411] were proposed which could offer an exponential speedup over classical algorithms. Here, we report the first experimental entanglement-based classification of two-, four-, and eight-dimensional vectors to different clusters using a small-scale photonic quantum computer, which are then used to implement supervised and unsupervised machine learning. The results demonstrate the working principle of using quantum computers to manipulate and classify high-dimensional vectors, the core mathematical routine in machine learning. The method can, in principle, be scaled to larger numbers of qubits, and may provide a new route to accelerate machine learning.

  10. Entanglement-based machine learning on a quantum computer.

    PubMed

    Cai, X-D; Wu, D; Su, Z-E; Chen, M-C; Wang, X-L; Li, Li; Liu, N-L; Lu, C-Y; Pan, J-W

    2015-03-20

    Machine learning, a branch of artificial intelligence, learns from previous experience to optimize performance, which is ubiquitous in various fields such as computer sciences, financial analysis, robotics, and bioinformatics. A challenge is that machine learning with the rapidly growing "big data" could become intractable for classical computers. Recently, quantum machine learning algorithms [Lloyd, Mohseni, and Rebentrost, arXiv.1307.0411] were proposed which could offer an exponential speedup over classical algorithms. Here, we report the first experimental entanglement-based classification of two-, four-, and eight-dimensional vectors to different clusters using a small-scale photonic quantum computer, which are then used to implement supervised and unsupervised machine learning. The results demonstrate the working principle of using quantum computers to manipulate and classify high-dimensional vectors, the core mathematical routine in machine learning. The method can, in principle, be scaled to larger numbers of qubits, and may provide a new route to accelerate machine learning.

  11. Experiential Learning through Computer-Based Simulations.

    ERIC Educational Resources Information Center

    Maynes, Bill; And Others

    1992-01-01

    Describes experiential learning instructional model and simulation for student principals. Describes interactive laser videodisc simulation. Reports preliminary findings about student principal learning from simulation. Examines learning approaches by unsuccessful and successful students and learning levels of model learners. Simulation's success…

  12. Incorporating Computer-Based Learning in a Medical School Environment.

    ERIC Educational Resources Information Center

    Evans, Leonard,; And Others

    1994-01-01

    Presents the history and background for the use of computers in medical education at the Norris Medical School at the University of Southern California. Describes the current computer facilities and how computer-based learning is incorporated into the curriculum. (PR)

  13. An E-learning System based on Affective Computing

    NASA Astrophysics Data System (ADS)

    Duo, Sun; Song, Lu Xue

    In recent years, e-learning as a learning system is very popular. But the current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. The emergence of the theory about "Affective computing" can solve this question. It can make the computer's intelligence no longer be a pure cognitive one. In this paper, we construct an emotional intelligent e-learning system based on "Affective computing". A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher's avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system.

  14. Challenges for Design of Computer-Based Learning Environments.

    ERIC Educational Resources Information Center

    Hakkinen, Paivi

    2002-01-01

    Presents a review of the basic foundations and recent challenges of the main instructional design traditions. Topics include learner characteristics; learner-controlled instruction; learning environments; the role of instructional interventions; computer-based instruction and other new technologies; and new theories of learning and design.…

  15. Computer-based Training in Medicine and Learning Theories.

    PubMed

    Haag, Martin; Bauch, Matthias; Garde, Sebastian; Heid, Jörn; Weires, Thorsten; Leven, Franz-Josef

    2005-01-01

    Computer-based training (CBT) systems can efficiently support modern teaching and learning environments. In this paper, we demonstrate on the basis of the case-based CBT system CAMPUS that current learning theories and design principles (Bloom's Taxonomy and practice fields) are (i) relevant to CBT and (ii) are feasible to implement using computer-based training and adequate learning environments. Not all design principles can be fulfilled by the system alone, the integration of the system in adequate teaching and learning environments therefore is essential. Adequately integrated, CBT programs become valuable means to build or support practice fields for learners that build domain knowledge and problem-solving skills. Learning theories and their design principles can support in designing these systems as well as in assessing their value.

  16. Learning Machine, Vietnamese Based Human-Computer Interface.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR.

    The sixth session of IT@EDU98 consisted of seven papers on the topic of the learning machine--Vietnamese based human-computer interface, and was chaired by Phan Viet Hoang (Informatics College, Singapore). "Knowledge Based Approach for English Vietnamese Machine Translation" (Hoang Kiem, Dinh Dien) presents the knowledge base approach,…

  17. Traditional classroom education versus computer-based learning: how nurses learn about pressure ulcers.

    PubMed

    Esche, Carol Ann; Warren, Joan I; Woods, Anne B; Jesada, Elizabeth C; Iliuta, Ruth

    2015-01-01

    The goal of the Nurse Professional Development specialist is to utilize the most effective educational strategies when educating staff nurses about pressure ulcer prevention. More information is needed about the effect of computer-based learning and traditional classroom learning on pressure ulcer education for the staff nurse. This study compares computer-based learning and traditional classroom learning on immediate and long-term knowledge while evaluating the impact of education on pressure ulcer risk assessment, staging, and documentation.

  18. Smart Learning Services Based on Smart Cloud Computing

    PubMed Central

    Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik

    2011-01-01

    Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user’s behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)—smart pull, smart prospect, smart content, and smart push—concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users’ needs by collecting and analyzing users’ behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users’ behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users. PMID:22164048

  19. Smart learning services based on smart cloud computing.

    PubMed

    Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik

    2011-01-01

    Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user's behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)--smart pull, smart prospect, smart content, and smart push--concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users' needs by collecting and analyzing users' behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users' behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users.

  20. Cloud Computing Based E-Learning System

    ERIC Educational Resources Information Center

    Al-Zoube, Mohammed; El-Seoud, Samir Abou; Wyne, Mudasser F.

    2010-01-01

    Cloud computing technologies although in their early stages, have managed to change the way applications are going to be developed and accessed. These technologies are aimed at running applications as services over the internet on a flexible infrastructure. Microsoft office applications, such as word processing, excel spreadsheet, access database…

  1. Cloud Computing Based E-Learning System

    ERIC Educational Resources Information Center

    Al-Zoube, Mohammed; El-Seoud, Samir Abou; Wyne, Mudasser F.

    2010-01-01

    Cloud computing technologies although in their early stages, have managed to change the way applications are going to be developed and accessed. These technologies are aimed at running applications as services over the internet on a flexible infrastructure. Microsoft office applications, such as word processing, excel spreadsheet, access database…

  2. Internet messenger based smart virtual class learning using ubiquitous computing

    NASA Astrophysics Data System (ADS)

    Umam, K.; Mardi, S. N. S.; Hariadi, M.

    2017-06-01

    Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

  3. Learning to Teach with Worked-out Examples: A Computer-Based Learning Environment for Teachers

    ERIC Educational Resources Information Center

    Hilbert, T. S.; Renkl, A.; Schworm, S.; Kessler, S.; Reiss, K.

    2008-01-01

    Learning from worked-out examples has been shown to be very effective in initial cognitive skill acquisition. In order to fully exploit the potential of example-based learning, teachers should, however, know how to effectively employ such examples in classroom instruction. Therefore, we have designed a computer-based learning environment in which…

  4. Computer-Based Training for Learning English Vowel Contrasts

    ERIC Educational Resources Information Center

    Wang, Xinchun; Munro, Murray J.

    2004-01-01

    Computer-based training can be effective in improving second language learners' perceptions and productions of segmental speech contrasts. However, because most previous studies have addressed specific theoretical problems in speech learning, an impact on pedagogy has hardly been felt. Research participants are commonly subjected to rigid research…

  5. Computer-Based Training for Learning English Vowel Contrasts

    ERIC Educational Resources Information Center

    Wang, Xinchun; Munro, Murray J.

    2004-01-01

    Computer-based training can be effective in improving second language learners' perceptions and productions of segmental speech contrasts. However, because most previous studies have addressed specific theoretical problems in speech learning, an impact on pedagogy has hardly been felt. Research participants are commonly subjected to rigid research…

  6. Students' Motivation toward Computer-Based Language Learning

    ERIC Educational Resources Information Center

    Genc, Gulten; Aydin, Selami

    2011-01-01

    The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…

  7. Measuring Self-Regulation in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Schraw, Gregory

    2010-01-01

    I provide a summary of the four invited articles in this special issue and compare and contrast different methods for measuring self-regulation in computer-based learning environments (CBLEs). I present a taxonomy that distinguishes between offline and online measures and further distinguishes subcategories within each of these categories. I…

  8. Machine learning based Intelligent cognitive network using fog computing

    NASA Astrophysics Data System (ADS)

    Lu, Jingyang; Li, Lun; Chen, Genshe; Shen, Dan; Pham, Khanh; Blasch, Erik

    2017-05-01

    In this paper, a Cognitive Radio Network (CRN) based on artificial intelligence is proposed to distribute the limited radio spectrum resources more efficiently. The CRN framework can analyze the time-sensitive signal data close to the signal source using fog computing with different types of machine learning techniques. Depending on the computational capabilities of the fog nodes, different features and machine learning techniques are chosen to optimize spectrum allocation. Also, the computing nodes send the periodic signal summary which is much smaller than the original signal to the cloud so that the overall system spectrum source allocation strategies are dynamically updated. Applying fog computing, the system is more adaptive to the local environment and robust to spectrum changes. As most of the signal data is processed at the fog level, it further strengthens the system security by reducing the communication burden of the communications network.

  9. A Computer-Based System for Studies in Learning

    DTIC Science & Technology

    1974-09-01

    A D/A-000 102 A COMPUTER-BASED SYSTEM FOR STUDIES IN LEARNING Donald K. Centner, el al C a 1 i f o r n i a U n i v e nit v...DvlCUMENTATION PAGE I HEAD INSTRUCTIONS 1 1 Rf P;B’r S ^MBE R Tj GOVT ACCESSION NO 4 Ti T .. E ami f.itnlli- A Computer-Based System for...uuibisEinns D ams Th e views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily

  10. Computer-based learning in neuroanatomy: A longitudinal study of learning, transfer, and retention

    NASA Astrophysics Data System (ADS)

    Chariker, Julia H.

    A longitudinal experiment was conducted to explore computer-based learning of neuroanatomy. Using a realistic 3D graphical model of neuroanatomy, and sections derived from the model, exploratory graphical tools were integrated into interactive computer programs so as to allow adaptive exploration. 72 participants learned either sectional anatomy alone or learned whole anatomy followed by sectional anatomy. Sectional anatomy was explored either in perceptually continuous animation or discretely, as in the use of an anatomical atlas. Learning was measured longitudinally to a high performance criterion. After learning, transfer to biomedical images and long-term retention was tested. Learning whole anatomy prior to learning sectional anatomy led to a more efficient learning experience. Learners demonstrated high levels of transfer from whole anatomy to sectional anatomy and from sectional anatomy to complex biomedical images. All learning groups demonstrated high levels of retention at 2--3 weeks.

  11. Inquiry-Based Learning Case Studies for Computing and Computing Forensic Students

    ERIC Educational Resources Information Center

    Campbell, Jackie

    2012-01-01

    Purpose: The purpose of this paper is to describe and discuss the use of specifically-developed, inquiry-based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to de-bug code, analyse data issues and discover "illegal" behaviour. The applications…

  12. Inquiry-Based Learning Case Studies for Computing and Computing Forensic Students

    ERIC Educational Resources Information Center

    Campbell, Jackie

    2012-01-01

    Purpose: The purpose of this paper is to describe and discuss the use of specifically-developed, inquiry-based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to de-bug code, analyse data issues and discover "illegal" behaviour. The applications…

  13. The Effects of Computer Supported Problem Based Learning on Students' Approaches to Learning

    ERIC Educational Resources Information Center

    Ak, Serife

    2011-01-01

    The purpose of this paper is to investigate the effects of computer supported problem based learning on students' approaches to learning. The research was conducted as a pre-test and posttest one-grouped design used to achieve the objectives of the study. The experimental process of study lasted 5 weeks and was carried out on 78 university…

  14. The Effects of Computer Supported Problem Based Learning on Students' Approaches to Learning

    ERIC Educational Resources Information Center

    Ak, Serife

    2011-01-01

    The purpose of this paper is to investigate the effects of computer supported problem based learning on students' approaches to learning. The research was conducted as a pre-test and posttest one-grouped design used to achieve the objectives of the study. The experimental process of study lasted 5 weeks and was carried out on 78 university…

  15. The Effect of Computer Game-Based Learning on FL Vocabulary Transferability

    ERIC Educational Resources Information Center

    Franciosi, Stephan J.

    2017-01-01

    In theory, computer game-based learning can support several vocabulary learning affordances that have been identified in the foreign language learning research. In the observable evidence, learning with computer games has been shown to improve performance on vocabulary recall tests. However, while simple recall can be a sign of learning,…

  16. The Effect of Computer Game-Based Learning on FL Vocabulary Transferability

    ERIC Educational Resources Information Center

    Franciosi, Stephan J.

    2017-01-01

    In theory, computer game-based learning can support several vocabulary learning affordances that have been identified in the foreign language learning research. In the observable evidence, learning with computer games has been shown to improve performance on vocabulary recall tests. However, while simple recall can be a sign of learning,…

  17. Dynamic Scaffolding of Socially Regulated Learning in a Computer-Based Learning Environment

    ERIC Educational Resources Information Center

    Molenaar, Inge; Roda, Claudia; van Boxtel, Carla; Sleegers, Peter

    2012-01-01

    The aim of this study is to test the effects of dynamically scaffolding social regulation of middle school students working in a computer-based learning environment. Dyads in the scaffolding condition (N=56) are supported with computer-generated scaffolds and students in the control condition (N=54) do not receive scaffolds. The scaffolds are…

  18. Computer-Based Technology in Language Learning: Beyond the Walls of the Traditional Classroom.

    ERIC Educational Resources Information Center

    Lian, Peter-Andrew; And Others

    1987-01-01

    Considers computer-based technology as a change agent for methodological emphasis in the use of language learning applications; examines the issues of language learning methodology, the relationship of methodology and computer-based technology, and changes in institutional learning environments; and highlights some of the computer-aided language…

  19. Computer-based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention

    PubMed Central

    Chariker, Julia H.; Naaz, Farah; Pani, John R.

    2013-01-01

    A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a 3D graphical model of the human brain, and sections derived from the model, tools for exploring neuroanatomy were developed to encourage adaptive exploration. This is an instructional method which incorporates graphical exploration in the context of repeated testing and feedback. With this approach, 72 participants learned either sectional anatomy alone or whole anatomy followed by sectional anatomy. Sectional anatomy was explored either with perceptually continuous navigation through the sections or with discrete navigation (as in the use of an anatomical atlas). Learning was measured longitudinally to a high performance criterion. Subsequent tests examined transfer of learning to the interpretation of biomedical images and long-term retention. There were several clear results of this study. On initial exposure to neuroanatomy, whole anatomy was learned more efficiently than sectional anatomy. After whole anatomy was mastered, learners demonstrated high levels of transfer of learning to sectional anatomy and from sectional anatomy to the interpretation of complex biomedical images. Learning whole anatomy prior to learning sectional anatomy led to substantially fewer errors overall than learning sectional anatomy alone. Use of continuous or discrete navigation through sectional anatomy made little difference to measured outcomes. Efficient learning, good long-term retention, and successful transfer to the interpretation of biomedical images indicated that computer-based learning using adaptive exploration can be a valuable tool in instruction of neuroanatomy and similar disciplines. PMID:23349552

  20. 2.5D dictionary learning based computed tomography reconstruction

    NASA Astrophysics Data System (ADS)

    Luo, Jiajia; Eri, Haneda; Can, Ali; Ramani, Sathish; Fu, Lin; De Man, Bruno

    2016-05-01

    A computationally efficient 2.5D dictionary learning (DL) algorithm is proposed and implemented in the model- based iterative reconstruction (MBIR) framework for low-dose CT reconstruction. MBIR is based on the minimization of a cost function containing data-fitting and regularization terms to control the trade-off between data-fidelity and image noise. Due to the strong denoising performance of DL, it has previously been considered as a regularizer in MBIR, and both 2D and 3D DL implementations are possible. Compared to the 2D case, 3D DL keeps more spatial information and generates images with better quality although it requires more computation. We propose a novel 2.5D DL scheme, which leverages the computational advantage of 2D-DL, while attempting to maintain reconstruction quality similar to 3D-DL. We demonstrate the effectiveness of this new 2.5D DL scheme for MBIR in low-dose CT. By applying the 2D DL method in three different orthogonal planes and calculating the sparse coefficients accordingly, much of the 3D spatial information can be preserved without incurring the computational penalty of the 3D DL method. For performance evaluation, we use baggage phantoms with different number of projection views. In order to quantitatively compare the performance of different algorithms, we use PSNR, SSIM and region based standard deviation to measure the noise level, and use the edge response to calculate the resolution. Experimental results with full view datasets show that the different DL based algorithms have similar performance and 2.5D DL has the best resolution. Results with sparse view datasets show that 2.5D DL outperforms both 2D and 3D DL in terms of noise reduction. We also compare the computational costs, and 2.5D DL shows strong advantage over 3D DL in both full-view and sparse-view cases.

  1. The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning.

    PubMed

    Kourdioukova, Elena V; Verstraete, Koenraad L; Valcke, Martin

    2011-06-01

    The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  2. Computer-based learning: games as an instructional strategy.

    PubMed

    Blake, J; Goodman, J

    1999-01-01

    Games are a creative teaching strategy that enhances learning and problem solving. Gaming strategies are being used by the authors to make learning interesting, stimulating and fun. This article focuses on the development and implementation of computer games as an instructional strategy. Positive outcomes have resulted from the use of games in the classroom.

  3. Fifty years of computer analysis in chest imaging: rule-based, machine learning, deep learning.

    PubMed

    van Ginneken, Bram

    2017-03-01

    Half a century ago, the term "computer-aided diagnosis" (CAD) was introduced in the scientific literature. Pulmonary imaging, with chest radiography and computed tomography, has always been one of the focus areas in this field. In this study, I describe how machine learning became the dominant technology for tackling CAD in the lungs, generally producing better results than do classical rule-based approaches, and how the field is now rapidly changing: in the last few years, we have seen how even better results can be obtained with deep learning. The key differences among rule-based processing, machine learning, and deep learning are summarized and illustrated for various applications of CAD in the chest.

  4. An Infrastructure for Web-Based Computer Assisted Learning

    ERIC Educational Resources Information Center

    Joy, Mike; Muzykantskii, Boris; Rawles, Simon; Evans, Michael

    2002-01-01

    We describe an initiative under way at Warwick to provide a technical foundation for computer aided learning and computer-assisted assessment tools, which allows a rich dialogue sensitive to individual students' response patterns. The system distinguishes between dialogues for individual problems and the linking of problems. This enables a subject…

  5. Computer-Based Learning in Open and Distance Learning Institutions in Nigeria: Cautions on Use of Internet for Counseling

    ERIC Educational Resources Information Center

    Okopi, Fidel Onjefu; Odeyemi, Olajumoke Janet; Adesina, Adewale

    2015-01-01

    The study has identified the areas of strengths and weaknesses in the current use of Computer Based Learning (CBL) tools in Open and Distance Learning (ODL) institutions in Nigeria. To achieve these objectives, the following research questions were proposed: (i) What are the computer-based learning tools (soft and hard ware) that are actually in…

  6. Styles of Computer Based Learning and Training. I.E.T. Paper No. 217.

    ERIC Educational Resources Information Center

    Laurillard, D. M.

    This paper discusses the styles of computer-based learning and computer-based training in terms of their fundamental characteristics, including balance of control between program and learner, and the kinds of learning activity they induce. Learning and training are not considered to be intrinsically different in practice, and styles such as…

  7. Computer-Based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention

    ERIC Educational Resources Information Center

    Chariker, Julia H.; Naaz, Farah; Pani, John R.

    2011-01-01

    A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a three-dimensional graphical model of the human brain and sections derived from the model, tools for exploring neuroanatomy were developed to encourage "adaptive exploration". This is an…

  8. Computer-Based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention

    ERIC Educational Resources Information Center

    Chariker, Julia H.; Naaz, Farah; Pani, John R.

    2011-01-01

    A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a three-dimensional graphical model of the human brain and sections derived from the model, tools for exploring neuroanatomy were developed to encourage "adaptive exploration". This is an…

  9. A Video Monitoring Technique for Investigating Computer-Based Learning Programs.

    ERIC Educational Resources Information Center

    Bigum, C. J.; Gilding, A.

    1985-01-01

    Describes a video monitoring technique for detailed analysis of student use of computer-based learning programs which produces a synchronized record of computer output and student use; a study concerned with developing computer-based learning programs in chemistry which utilizes the technique; and advantages and disadvantages of the technique.…

  10. Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

    ERIC Educational Resources Information Center

    Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

    2016-01-01

    Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

  11. Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

    ERIC Educational Resources Information Center

    Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

    2016-01-01

    Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

  12. ComputerTown: A Do-It-Yourself Community Computer Project. [Computer Town, USA and Other Microcomputer Based Alternatives to Traditional Learning Environments].

    ERIC Educational Resources Information Center

    Zamora, Ramon M.

    Alternative learning environments offering computer-related instruction are developing around the world. Storefront learning centers, museum-based computer facilities, and special theme parks are some of the new concepts. ComputerTown, USA! is a public access computer literacy project begun in 1979 to serve both adults and children in Menlo Park…

  13. Alternative Goal Structures for Computer Game-Based Learning

    ERIC Educational Resources Information Center

    Ke, Fengfeng

    2008-01-01

    This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming,…

  14. Intel-Based Mac Computers Improve Teaching and Learning

    ERIC Educational Resources Information Center

    Technology & Learning, 2007

    2007-01-01

    Today, Mac computers offer schools an easy and powerful way to engage students in learning, foster 21st century skills and leverage existing software assets. Innovative software and hardware built into the Mac allows students to demonstrate their individual strengths--empowering them to be creators of content, rather than just consumers. Judging…

  15. Improving Transfer of Learning in a Computer Based Classroom.

    ERIC Educational Resources Information Center

    Davis, Jay Bee

    This report describes a program for improving the transfer of the learning of different techniques used in computer applications. The targeted population consisted of sophomores and juniors in a suburban high school in a middle class community. The problem was documented through teacher surveys, student surveys, anecdotal records and behavioral…

  16. Alternative Goal Structures for Computer Game-Based Learning

    ERIC Educational Resources Information Center

    Ke, Fengfeng

    2008-01-01

    This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming,…

  17. Computer Support for Learning Mathematics: A Learning Environment Based on Recreational Learning Objects

    ERIC Educational Resources Information Center

    Lopez-Morteo, Gabriel; Lopez, Gilberto

    2007-01-01

    In this paper, we introduce an electronic collaborative learning environment based on Interactive Instructors of Recreational Mathematics (IIRM), establishing an alternative approach for motivating students towards mathematics. The IIRM are educational software components, specializing in mathematical concepts, presented through recreational…

  18. A Theoretical Analysis of Social Interactions in Computer-based Learning Environments: Evidence for Reciprocal Understandings.

    ERIC Educational Resources Information Center

    Jarvela, Sanna; Bonk, Curtis Jay; Lehtinen, Erno; Lehti, Sirpa

    1999-01-01

    Presents a theoretical and empirical analysis of social interactions in computer-based learning environments. Explores technology use to support reciprocal understanding between teachers and students based on three technology-based learning environments in Finland and the United States, and discusses situated learning, cognitive apprenticeships,…

  19. Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

    ERIC Educational Resources Information Center

    Zigic, Sasha; Lemckert, Charles J.

    2007-01-01

    The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…

  20. Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

    ERIC Educational Resources Information Center

    Zigic, Sasha; Lemckert, Charles J.

    2007-01-01

    The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…

  1. Designing for Interaction: Six Steps to Designing Computer-Supported Group-Based Learning

    ERIC Educational Resources Information Center

    Strijbos, J. W.; Martens, R. L.; Jochems, W. M. G.

    2004-01-01

    At present, the design of computer-supported group-based learning (CSGBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as "cooperative learning" and "collaborative learning." Critical review reveals these concepts as insufficiently substantial to serve as a basis for CSGBL design. Furthermore,…

  2. Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Young, Lisa D.

    2003-01-01

    The design of computer-­based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-­based learning…

  3. Reconceptualizing Pedagogical Usability of and Teachers' Roles in Computer Game-Based Learning in School

    ERIC Educational Resources Information Center

    Tzuo, Pei-Wen; Ling, Jennifer Isabelle Ong Pei; Yang, Chien-Hui; Chen, Vivian Hsueh-Hua

    2012-01-01

    At present, methods for the optimal use of two approaches to computer game-based learning in school to enhance students' learning, namely, computer game play and game design, are obscure because past research has been devoted more to designing rather than evaluating the implementation of these approaches in school. In addition, most studies…

  4. Rationale, Design and Implementation of a Computer Vision-Based Interactive E-Learning System

    ERIC Educational Resources Information Center

    Xu, Richard Y. D.; Jin, Jesse S.

    2007-01-01

    This article presents a schematic application of computer vision technologies to e-learning that is synchronous, peer-to-peer-based, and supports an instructor's interaction with non-computer teaching equipments. The article first discusses the importance of these focused e-learning areas, where the properties include accurate bidirectional…

  5. Reconceptualizing Pedagogical Usability of and Teachers' Roles in Computer Game-Based Learning in School

    ERIC Educational Resources Information Center

    Tzuo, Pei-Wen; Ling, Jennifer Isabelle Ong Pei; Yang, Chien-Hui; Chen, Vivian Hsueh-Hua

    2012-01-01

    At present, methods for the optimal use of two approaches to computer game-based learning in school to enhance students' learning, namely, computer game play and game design, are obscure because past research has been devoted more to designing rather than evaluating the implementation of these approaches in school. In addition, most studies…

  6. Rationale, Design and Implementation of a Computer Vision-Based Interactive E-Learning System

    ERIC Educational Resources Information Center

    Xu, Richard Y. D.; Jin, Jesse S.

    2007-01-01

    This article presents a schematic application of computer vision technologies to e-learning that is synchronous, peer-to-peer-based, and supports an instructor's interaction with non-computer teaching equipments. The article first discusses the importance of these focused e-learning areas, where the properties include accurate bidirectional…

  7. Effects of Feedback in a Computer-Based Assessment for Learning

    ERIC Educational Resources Information Center

    van der Kleij, Fabienne M.; Eggen, Theo J. H. M.; Timmers, Caroline F.; Veldkamp, Bernard P.

    2012-01-01

    The effects of written feedback in a computer-based assessment for learning on students' learning outcomes were investigated in an experiment at a Higher Education institute in the Netherlands. Students were randomly assigned to three groups, and were subjected to an assessment for learning with different kinds of feedback. These are immediate…

  8. An Exploration of Students' Strategy Use in Inquiry-Based Computer-Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Salovaara, Hanna

    2005-01-01

    The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was…

  9. Integrating on campus problem based learning and practice based learning: issues and challenges in using computer mediated communication.

    PubMed

    Conway, J; Sharkey, R

    2002-10-01

    The Faculty of Nursing, University of Newcastle, Australia, has been keen to initiate strategies that enhance student learning and nursing practice. Two strategies are problem based learning (PBL) and clinical practice. The Faculty has maintained a comparatively high proportion of the undergraduate hours in the clinical setting in times when financial constraints suggest that simulations and on campus laboratory experiences may be less expensive.Increasingly, computer based technologies are becoming sufficiently refined to support the exploration of nursing practice in a non-traditional lecture/tutorial environment. In 1998, a group of faculty members proposed that computer mediated instruction would provide an opportunity for partnership between students, academics and clinicians that would promote more positive outcomes for all and maintain the integrity of the PBL approach. This paper discusses the similarities between problem based and practice based learning and presents the findings of an evaluative study of the implementation of a practice based learning model that uses computer mediated communication to promote integration of practice experiences with the broader goals of the undergraduate curriculum.

  10. The Effectiveness of Learning Geography Using Computer-Based Games

    ERIC Educational Resources Information Center

    Prell, Jerry; Nelson, William R.; Foshay, John

    2012-01-01

    Eighty, seventh grade students attending a suburban middle school in southern Connecticut participated in the study evaluating the effectiveness of computer based geography games on student motivation and achievement. Using Connecticut Mastery Test (CMT) Scores and baseline U.S.A scores as criteria to develop matched pairs, students were divided…

  11. Effects of people knowledge on science learning in a computer-based learning environment

    NASA Astrophysics Data System (ADS)

    Hong, Huang-Yao

    A weakness inherent in science education has been, and continues to be, its emphasis principally on the teaching of scientific knowledge, i.e. knowledge of the object (or the observed). Little attention has been directed to the teaching of people knowledge about scientists, i.e. knowledge of the subject (or the observer), who generates scientific knowledge. This study explored the possible effects of people knowledge on science learning. Participants in the study were 323 tenth graders from nine classes in a public school in Taipei, Taiwan. They were randomly assigned to three groups to self-study science in a computer-based learning environment. The control group was instructed to study various scientific laws discovered by three scientists in three science lessons. The other two groups were instructed to study the same science lessons after studying one of two kinds of people knowledge about the three scientists: achievement-oriented people knowledge (APK) and process-oriented people knowledge (PPK). APK profiles scientists' scientific achievements, and PPK describes scientists' struggles before making the scientific discoveries. The main findings were: Firstly, it was found from problem-solving tests that all three groups performed equally well in applying what they learned from the lessons to solve textbook problems. However, in applying what they learned to interpret the relationships between scientific laws, only the PPK group performed better. Secondly, regarding learning interest, among the students who showed high personal interest in science, the APK group tended to consider the lessons as less interesting than the control group. Among the students who demonstrated low personal interest in science, the PPK group tended to consider the science lessons as more interesting than the control group. Thirdly, in describing their image of the three scientists, the APK group tended to emphasize the abilities and successes of the scientists, whereas the PPK group

  12. Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning

    ERIC Educational Resources Information Center

    Efendioglu, Akin

    2015-01-01

    This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than…

  13. Web-based Learning and Computer Supported Collaborative Learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

    PubMed

    Koh, Jansen; Cheung, Jeffrey J H; Mackinnon, Kim; Brett, Clare; Kapralos, Bill; Dubrowski, Adam

    2013-01-01

    There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

  14. The Effects of Computer-Supported Inquiry-Based Learning Methods and Peer Interaction on Learning Stellar Parallax

    ERIC Educational Resources Information Center

    Ruzhitskaya, Lanika

    2011-01-01

    The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several…

  15. Dopamine selectively remediates 'model-based' reward learning: a computational approach.

    PubMed

    Sharp, Madeleine E; Foerde, Karin; Daw, Nathaniel D; Shohamy, Daphna

    2016-02-01

    Patients with loss of dopamine due to Parkinson's disease are impaired at learning from reward. However, it remains unknown precisely which aspect of learning is impaired. In particular, learning from reward, or reinforcement learning, can be driven by two distinct computational processes. One involves habitual stamping-in of stimulus-response associations, hypothesized to arise computationally from 'model-free' learning. The other, 'model-based' learning, involves learning a model of the world that is believed to support goal-directed behaviour. Much work has pointed to a role for dopamine in model-free learning. But recent work suggests model-based learning may also involve dopamine modulation, raising the possibility that model-based learning may contribute to the learning impairment in Parkinson's disease. To directly test this, we used a two-step reward-learning task which dissociates model-free versus model-based learning. We evaluated learning in patients with Parkinson's disease tested ON versus OFF their dopamine replacement medication and in healthy controls. Surprisingly, we found no effect of disease or medication on model-free learning. Instead, we found that patients tested OFF medication showed a marked impairment in model-based learning, and that this impairment was remediated by dopaminergic medication. Moreover, model-based learning was positively correlated with a separate measure of working memory performance, raising the possibility of common neural substrates. Our results suggest that some learning deficits in Parkinson's disease may be related to an inability to pursue reward based on complete representations of the environment. © The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  16. Development and validation of a computer-based learning module for wrist arthroscopy.

    PubMed

    Obdeijn, M C; Alewijnse, J V; Mathoulin, C; Liverneaux, P; Tuijthof, G J M; Schijven, M P

    2014-04-01

    The objective of this study was to develop and validate a computer-based module for wrist arthroscopy to which a group of experts could consent. The need for such a module was assessed with members of the European Wrist Arthroscopy Society (EWAS). The computer-based module was developed through several rounds of consulting experts on the content. The module's learning enhancement was tested in a randomized controlled trial with 28 medical students who were assigned to the computer-based module group or lecture group. The design process led to a useful tool, which is supported by a panel of experts. Although the computer based module did not enhance learning, the participants did find the module more pleasant to use. Developing learning tools such as this computer-based module can improve the teaching of wrist arthroscopy skills.

  17. Construction of a Digital Learning Environment Based on Cloud Computing

    ERIC Educational Resources Information Center

    Ding, Jihong; Xiong, Caiping; Liu, Huazhong

    2015-01-01

    Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

  18. Construction of a Digital Learning Environment Based on Cloud Computing

    ERIC Educational Resources Information Center

    Ding, Jihong; Xiong, Caiping; Liu, Huazhong

    2015-01-01

    Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

  19. Discovery Learning, Representation, and Explanation within a Computer-Based Simulation: Finding the Right Mix

    ERIC Educational Resources Information Center

    Rieber, Lloyd P.; Tzeng, Shyh-Chii; Tribble, Kelly

    2004-01-01

    The purpose of this research was to explore how adult users interact and learn during an interactive computer-based simulation supplemented with brief multimedia explanations of the content. A total of 52 college students interacted with a computer-based simulation of Newton's laws of motion in which they had control over the motion of a simple…

  20. Discovery Learning, Representation, and Explanation within a Computer-Based Simulation: Finding the Right Mix

    ERIC Educational Resources Information Center

    Rieber, Lloyd P.; Tzeng, Shyh-Chii; Tribble, Kelly

    2004-01-01

    The purpose of this research was to explore how adult users interact and learn during an interactive computer-based simulation supplemented with brief multimedia explanations of the content. A total of 52 college students interacted with a computer-based simulation of Newton's laws of motion in which they had control over the motion of a simple…

  1. The Effects of Analogies and Mathematics Ability on Students' Programming Learning Using Computer-Based Learning.

    ERIC Educational Resources Information Center

    Lai, Shu-Ling; Repman, Judith L.

    1996-01-01

    Purposes of this study were to determine: (1) if analogies and elaboration and placement of the analogies help novices learning a computer-programming language; (2) if students' mathematics ability influences programming learning; and (3) the interaction effects between analogy and mathematics ability. Subjects were 156 college students. Results…

  2. Computer-based teaching module design: principles derived from learning theories.

    PubMed

    Lau, K H Vincent

    2014-03-01

    The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to

  3. The Influence of Self-Regulated Learning and Prior Knowledge on Knowledge Acquisition in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Bernacki, Matthew

    2010-01-01

    This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160…

  4. Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy

    ERIC Educational Resources Information Center

    Pani, John R.; Chariker, Julia H.; Naaz, Farah

    2013-01-01

    The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously…

  5. The MORPG-Based Learning System for Multiple Courses: A Case Study on Computer Science Curriculum

    ERIC Educational Resources Information Center

    Liu, Kuo-Yu

    2015-01-01

    This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of "Introduction to Computer Science" as a study case to assess students' learning…

  6. Assessing Medical Students' Self-Regulation as Aptitude in Computer-Based Learning

    ERIC Educational Resources Information Center

    Song, Hyuksoon S.; Kalet, Adina L.; Plass, Jan L.

    2011-01-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC.…

  7. Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy

    ERIC Educational Resources Information Center

    Pani, John R.; Chariker, Julia H.; Naaz, Farah

    2013-01-01

    The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously…

  8. A Methodology for Integrating Computer-Based Learning Tools in Science Curricula

    ERIC Educational Resources Information Center

    Papadouris, Nicos; Constantinou, Constantinos P.

    2009-01-01

    This paper demonstrates a methodology for effectively integrating computer-based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means…

  9. Assessing Medical Students' Self-Regulation as Aptitude in Computer-Based Learning

    ERIC Educational Resources Information Center

    Song, Hyuksoon S.; Kalet, Adina L.; Plass, Jan L.

    2011-01-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC.…

  10. Learners' Perceptions and Illusions of Adaptivity in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Vandewaetere, Mieke; Vandercruysse, Sylke; Clarebout, Geraldine

    2012-01-01

    Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective adaptive instruction are unraveled systematically, little is known about the relative effect of learners' perceptions of adaptivity in adaptive learning environments. As previous research has demonstrated that the learners'…

  11. Learning Probabilities in Computer Engineering by Using a Competency- and Problem-Based Approach

    ERIC Educational Resources Information Center

    Khoumsi, Ahmed; Hadjou, Brahim

    2005-01-01

    Our department has redesigned its electrical and computer engineering programs by adopting a learning methodology based on competence development, problem solving, and the realization of design projects. In this article, we show how this pedagogical approach has been successfully used for learning probabilities and their application to computer…

  12. Promoting Constructive Activities that Support Vicarious Learning during Computer-Based Instruction

    ERIC Educational Resources Information Center

    Gholson, Barry; Craig, Scotty D.

    2006-01-01

    This article explores several ways computer-based instruction can be designed to support constructive activities and promote deep-level comprehension during vicarious learning. Vicarious learning, discussed in the first section, refers to knowledge acquisition under conditions in which the learner is not the addressee and does not physically…

  13. Inventing Motivates and Prepares Student Teachers for Computer-Based Learning

    ERIC Educational Resources Information Center

    Glogger-Frey, I.; Kappich, J.; Schwonke, R.; Holzäpfel, L.; Nückles, M.; Renkl, A.

    2015-01-01

    A brief, problem-oriented phase such as an inventing activity is one potential instructional method for preparing learners not only cognitively but also motivationally for learning. Student teachers often need to overcome motivational barriers in order to use computer-based learning opportunities. In a preliminary experiment, we found that student…

  14. Examining Metacognitive Processes in Exploratory Computer-Based Learning Environments Using Activity Log Analysis

    ERIC Educational Resources Information Center

    Chang, Yoo Kyung

    2010-01-01

    Metacognition is widely studied for its influence on the effectiveness of learning. With Exploratory Computer-Based Learning Environments (ECBLE), metacognition is found to be especially important because these environments require adaptive metacognitive control by the learners due to their open-ended structure that allows for multiple learning…

  15. Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research

    ERIC Educational Resources Information Center

    Noroozi, Omid; Weinberger, Armin; Biemans, Harm J. A.; Mulder, Martin; Chizari, Mohammad

    2012-01-01

    Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in…

  16. Factors Influencing Learners' Perceptions of the Quality of Computer Based Learning Materials.

    ERIC Educational Resources Information Center

    Sambrook, Sally

    2001-01-01

    Online and paper instruments were used by 159 learners to evaluate 5 computer-based learning materials requiring information technology skills. Top factors influencing perceptions of quality were as follows: user friendliness, presentation, graphics, engagement, information, knowledge, understanding, level, learning mode, and language. (SK)

  17. Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A Synthesis of 15 Years of Research

    ERIC Educational Resources Information Center

    Noroozi, Omid; Weinberger, Armin; Biemans, Harm J. A.; Mulder, Martin; Chizari, Mohammad

    2012-01-01

    Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in…

  18. The MORPG-Based Learning System for Multiple Courses: A Case Study on Computer Science Curriculum

    ERIC Educational Resources Information Center

    Liu, Kuo-Yu

    2015-01-01

    This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of "Introduction to Computer Science" as a study case to assess students' learning…

  19. A Methodology for Integrating Computer-Based Learning Tools in Science Curricula

    ERIC Educational Resources Information Center

    Papadouris, Nicos; Constantinou, Constantinos P.

    2009-01-01

    This paper demonstrates a methodology for effectively integrating computer-based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means…

  20. Enhancing Conceptual Learning Through Computer-Based Applets: The Effectiveness and Implications

    ERIC Educational Resources Information Center

    Zhou, George G.; Brouwer, Wytze; Nocente, Norma; Martin, Brian

    2005-01-01

    Several Canadian universities and colleges have been working together for years to build Web-accessible computer-based applets to help students learn physics concepts. This paper reports the findings from a study that evaluated the effectiveness of these applets in enhancing conceptual learning. We integrated quantitative and qualitative methods…

  1. Cognition, Corpora, and Computing: Triangulating Research in Usage-Based Language Learning

    ERIC Educational Resources Information Center

    Ellis, Nick C.

    2017-01-01

    Usage-based approaches explore how we learn language from our experience of language. Related research thus involves the analysis of the usage from which learners learn and of learner usage as it develops. This program involves considerable data recording, transcription, and analysis, using a variety of corpus and computational techniques, many of…

  2. Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment

    ERIC Educational Resources Information Center

    Reisslein, Jana; Atkinson, Robert K.; Reisslein, Martin

    2004-01-01

    This study investigated whether it was more beneficial to provide the learners in computer-based learning environments access to on demand (self-regulated) help after they committed an error in problem solving or for the learning environment to externally regulate the presentation of instructional help. Furthermore, two different resentational…

  3. Learning with Computer-Based Multimedia: Gender Effects on Efficiency

    ERIC Educational Resources Information Center

    Pohnl, Sabine; Bogner, Franz X.

    2012-01-01

    Up to now, only a few studies in multimedia learning have focused on gender effects. While research has mostly focused on learning success, the effect of gender on instructional efficiency (IE) has not yet been considered. Consequently, we used a quasi-experimental design to examine possible gender differences in the learning success, mental…

  4. Learning with Computer-Based Multimedia: Gender Effects on Efficiency

    ERIC Educational Resources Information Center

    Pohnl, Sabine; Bogner, Franz X.

    2012-01-01

    Up to now, only a few studies in multimedia learning have focused on gender effects. While research has mostly focused on learning success, the effect of gender on instructional efficiency (IE) has not yet been considered. Consequently, we used a quasi-experimental design to examine possible gender differences in the learning success, mental…

  5. A Study of the Efficacy of Project-Based Learning Integrated with Computer-Based Simulation--STELLA

    ERIC Educational Resources Information Center

    Eskrootchi, Rogheyeh; Oskrochi, G. Reza

    2010-01-01

    Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation. Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology. This study suggests that students learn best by actively…

  6. A Study of the Efficacy of Project-Based Learning Integrated with Computer-Based Simulation--STELLA

    ERIC Educational Resources Information Center

    Eskrootchi, Rogheyeh; Oskrochi, G. Reza

    2010-01-01

    Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation. Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology. This study suggests that students learn best by actively…

  7. Development and Assessment of a Chemistry-Based Computer Video Game as a Learning Tool

    ERIC Educational Resources Information Center

    Martinez-Hernandez, Kermin Joel

    2010-01-01

    The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning…

  8. The Effects of Visual Display on Analogies Using Computer-Based Learning.

    ERIC Educational Resources Information Center

    Lai, Shu-Ling

    1998-01-01

    Describes a study that investigated the effects of visual display within a college computer-based learning program that taught computer programming language through analogies. Three types of visual displays (text, static graphics, and animation) are compared, and assessment measures that included posttests and attitude questionnaires are…

  9. Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom

    ERIC Educational Resources Information Center

    Holbert, K. E.; Karady, G. G.

    2009-01-01

    The introduction of computer-equipped classrooms into engineering education has brought with it a host of opportunities and issues. Herein, some of the challenges and successes for creating an environment for active learning within computer-based classrooms are described. The particular teaching approach developed for undergraduate electrical…

  10. Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom

    ERIC Educational Resources Information Center

    Holbert, K. E.; Karady, G. G.

    2009-01-01

    The introduction of computer-equipped classrooms into engineering education has brought with it a host of opportunities and issues. Herein, some of the challenges and successes for creating an environment for active learning within computer-based classrooms are described. The particular teaching approach developed for undergraduate electrical…

  11. Development and Assessment of a Chemistry-Based Computer Video Game as a Learning Tool

    ERIC Educational Resources Information Center

    Martinez-Hernandez, Kermin Joel

    2010-01-01

    The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning…

  12. The Effects of Visual Display on Analogies Using Computer-Based Learning.

    ERIC Educational Resources Information Center

    Lai, Shu-Ling

    1998-01-01

    Describes a study that investigated the effects of visual display within a college computer-based learning program that taught computer programming language through analogies. Three types of visual displays (text, static graphics, and animation) are compared, and assessment measures that included posttests and attitude questionnaires are…

  13. Optimizing Computer-Based Developmental Math Learning at an Arabic Women's University

    ERIC Educational Resources Information Center

    Havill, Dale; Hashim, Wafa Bani; Alalawi, Shaikha

    2004-01-01

    "Developmental" math courses give university students a chance to reestablish basic skills and knowledge needed in college algebra courses. Computer assisted learning can be an integral part of these developmental math courses. Colleges and universities implement computer-based courses in various ways (e.g., self-paced or supervised…

  14. Web-Based Learning in the Computer-Aided Design Curriculum.

    ERIC Educational Resources Information Center

    Sung, Wen-Tsai; Ou, S. C.

    2002-01-01

    Applies principles of constructivism and virtual reality (VR) to computer-aided design (CAD) curriculum, particularly engineering, by integrating network, VR and CAD technologies into a Web-based learning environment that expands traditional two-dimensional computer graphics into a three-dimensional real-time simulation that enhances user…

  15. Web-Based Learning in the Computer-Aided Design Curriculum.

    ERIC Educational Resources Information Center

    Sung, Wen-Tsai; Ou, S. C.

    2002-01-01

    Applies principles of constructivism and virtual reality (VR) to computer-aided design (CAD) curriculum, particularly engineering, by integrating network, VR and CAD technologies into a Web-based learning environment that expands traditional two-dimensional computer graphics into a three-dimensional real-time simulation that enhances user…

  16. Learning about Computer-Based Education in Adult Basic Education.

    ERIC Educational Resources Information Center

    Fahy, Patrick J.

    In 1979 the adult basic education department at the Alberta Vocational Centre (AVC), Edmonton, began to use the Control Data PLATO system. Results of the first PLATO project showed students using PLATO learned at least as much as students in regular classes. Students learned faster and reported great satisfaction with PLATO experiences. Staff and…

  17. Computer game-based and traditional learning method: a comparison regarding students' knowledge retention.

    PubMed

    Rondon, Silmara; Sassi, Fernanda Chiarion; Furquim de Andrade, Claudia Regina

    2013-02-25

    Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students' prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students' performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students' short and long-term knowledge retention.

  18. Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

    PubMed Central

    2013-01-01

    Background Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Methods Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students’ prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students’ performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Results Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. Conclusions The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students’ short and long-term knowledge retention. PMID:23442203

  19. Brain computer interface learning for systems based on electrocorticography and intracortical microelectrode arrays

    PubMed Central

    Hiremath, Shivayogi V.; Chen, Weidong; Wang, Wei; Foldes, Stephen; Yang, Ying; Tyler-Kabara, Elizabeth C.; Collinger, Jennifer L.; Boninger, Michael L.

    2015-01-01

    A brain-computer interface (BCI) system transforms neural activity into control signals for external devices in real time. A BCI user needs to learn to generate specific cortical activity patterns to control external devices effectively. We call this process BCI learning, and it often requires significant effort and time. Therefore, it is important to study this process and develop novel and efficient approaches to accelerate BCI learning. This article reviews major approaches that have been used for BCI learning, including computer-assisted learning, co-adaptive learning, operant conditioning, and sensory feedback. We focus on BCIs based on electrocorticography and intracortical microelectrode arrays for restoring motor function. This article also explores the possibility of brain modulation techniques in promoting BCI learning, such as electrical cortical stimulation, transcranial magnetic stimulation, and optogenetics. Furthermore, as proposed by recent BCI studies, we suggest that BCI learning is in many ways analogous to motor and cognitive skill learning, and therefore skill learning should be a useful metaphor to model BCI learning. PMID:26113812

  20. Brain computer interface learning for systems based on electrocorticography and intracortical microelectrode arrays.

    PubMed

    Hiremath, Shivayogi V; Chen, Weidong; Wang, Wei; Foldes, Stephen; Yang, Ying; Tyler-Kabara, Elizabeth C; Collinger, Jennifer L; Boninger, Michael L

    2015-01-01

    A brain-computer interface (BCI) system transforms neural activity into control signals for external devices in real time. A BCI user needs to learn to generate specific cortical activity patterns to control external devices effectively. We call this process BCI learning, and it often requires significant effort and time. Therefore, it is important to study this process and develop novel and efficient approaches to accelerate BCI learning. This article reviews major approaches that have been used for BCI learning, including computer-assisted learning, co-adaptive learning, operant conditioning, and sensory feedback. We focus on BCIs based on electrocorticography and intracortical microelectrode arrays for restoring motor function. This article also explores the possibility of brain modulation techniques in promoting BCI learning, such as electrical cortical stimulation, transcranial magnetic stimulation, and optogenetics. Furthermore, as proposed by recent BCI studies, we suggest that BCI learning is in many ways analogous to motor and cognitive skill learning, and therefore skill learning should be a useful metaphor to model BCI learning.

  1. Causal Learning with Local Computations

    ERIC Educational Resources Information Center

    Fernbach, Philip M.; Sloman, Steven A.

    2009-01-01

    The authors proposed and tested a psychological theory of causal structure learning based on local computations. Local computations simplify complex learning problems via cues available on individual trials to update a single causal structure hypothesis. Structural inferences from local computations make minimal demands on memory, require…

  2. Effects of Feedback in a Computer-Based Learning Environment on Students' Learning Outcomes: A Meta-Analysis

    ERIC Educational Resources Information Center

    Van der Kleij, Fabienne M.; Feskens, Remco C. W.; Eggen, Theo J. H. M.

    2015-01-01

    In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students' learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from -0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing…

  3. A Multiple-Sessions Interactive Computer-Based Learning Tool for Ability Cultivation in Circuit Simulation

    ERIC Educational Resources Information Center

    Xu, Q.; Lai, L. L.; Tse, N. C. F.; Ichiyanagi, K.

    2011-01-01

    An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The…

  4. A Multiple-Sessions Interactive Computer-Based Learning Tool for Ability Cultivation in Circuit Simulation

    ERIC Educational Resources Information Center

    Xu, Q.; Lai, L. L.; Tse, N. C. F.; Ichiyanagi, K.

    2011-01-01

    An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The…

  5. Computer-based learning--an aid to successful teaching of pharmacology?

    PubMed

    E Hughes, Ian

    2002-07-01

    Various types of software have been developed for use in pharmacology courses. These include: simple drill (question and answer) software; electronic books; video material; tutorial type programs; simulations; and electronic learning environments for course organisation and delivery. These different types of software can be used in different ways to achieve very different learning objectives and gains in teaching efficiency. For example, software can be used: in tutorial and small group teaching; in lectures; to better prepare students for practical work; as a replacement for practicals; to provide options within a limited course structure; to supplement lectures and enable students to work at their own pace; to provide ongoing access to self-assessment throughout a course; to aid distance learning; as remedial teaching and to extend the student learning experience in areas which are too expensive or too time consuming or for which staff expertise does not exist. Evidence indicates that it is insufficient simply to make computer based learning material available to students. Like a laboratory class, it must be fully integrated into a module if real benefits are to be obtained. Students need to be taught how to learn from computer-based learning materials and how to integrate this learning tool in their learning strategy. Teachers need to be supported not only with information about the availability of software but, equally importantly, about how it can be integrated into modules. We are all delivering teaching and facilitating learning in a changing environment and subject to a variety of increasing pressures. It may well be that computer based learning materials may help to maintain a high quality of pharmacology teaching within this changing environment but we need more pedagogical research at the discipline level to establish how this can best be done.

  6. A Practice of Mobile Learning Based on Cloud Computing

    ERIC Educational Resources Information Center

    Heng, Wu; Zhong, Dong

    2016-01-01

    Information and communication technology are well known rapid growing industry in this decade. That is nearly the same as fast as growth in costs in education. Therefore, many people have been forced to find alternative ways to meet their education needs. Innovations of distance education create a new way to provide learning content, unlimited…

  7. Animated Demonstrations for Learning Procedural Computer-Based Tasks.

    ERIC Educational Resources Information Center

    Palmiter, Susan; Elkerton, Jay

    1993-01-01

    Describes a study that compared animated demonstrations, procedural textual instructions, and demonstrations combined with spoken procedural text to assess the effectiveness of animated demonstrations for users learning HyperCard. Results of accuracy, time on task, user responses, retention, and transfer are discussed; and future research is…

  8. The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

    NASA Astrophysics Data System (ADS)

    Rothman, Alan H.

    This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

  9. Computer-based learning: interleaving whole and sectional representation of neuroanatomy.

    PubMed

    Pani, John R; Chariker, Julia H; Naaz, Farah

    2013-01-01

    The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer-based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time-limited exploration of neuroanatomy, self-timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long-term retention or generalization of knowledge to recognizing new images (Visible Human and MRI).

  10. Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy

    PubMed Central

    Pani, John R.; Chariker, Julia H.; Naaz, Farah

    2015-01-01

    The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer-based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time-limited exploration of neuroanatomy, self-timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long-term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). PMID:22761001

  11. Practical Problem-Based Learning in Computing Education

    ERIC Educational Resources Information Center

    O'Grady, Michael J.

    2012-01-01

    Computer Science (CS) is a relatively new disciple and how best to introduce it to new students remains an open question. Likewise, the identification of appropriate instructional strategies for the diverse topics that constitute the average curriculum remains open to debate. One approach considered by a number of practitioners in CS education…

  12. Curricular Improvements through Computation and Experiment Based Learning Modules

    ERIC Educational Resources Information Center

    Khan, Fazeel; Singh, Kumar

    2015-01-01

    Engineers often need to predict how a part, mechanism or machine will perform in service, and this insight is typically achieved thorough computer simulations. Therefore, instruction in the creation and application of simulation models is essential for aspiring engineers. The purpose of this project was to develop a unified approach to teaching…

  13. Evaluating interactive computer-based scenarios designed for learning medical technology.

    PubMed

    Persson, Johanna; Dalholm, Elisabeth Hornyánszky; Wallergård, Mattias; Johansson, Gerd

    2014-11-01

    The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding.

  14. The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

    NASA Astrophysics Data System (ADS)

    Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz, Sarah Jayne

    2013-12-01

    The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.

  15. Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

    ERIC Educational Resources Information Center

    Rosé, Carolyn Penstein; Ferschke, Oliver

    2016-01-01

    This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

  16. Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen

    2015-01-01

    This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

  17. Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen

    2015-01-01

    This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

  18. Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

    ERIC Educational Resources Information Center

    Rosé, Carolyn Penstein; Ferschke, Oliver

    2016-01-01

    This article offers a vision for technology supported collaborative and discussion-based learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative…

  19. Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

    ERIC Educational Resources Information Center

    Pierson, Susan Jacques

    2015-01-01

    One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…

  20. Changes in student approaches to learning with the introduction of computer-supported problem-based learning.

    PubMed

    Strømsø, Helge I; Grøttum, Per; Hofgaard Lycke, Kirsten

    2004-04-01

    To study changes in student approaches to learning following the introduction of computer-supported, problem-based learning. Medical students at the University of Oslo undertake a 12-week period of clinical placement during their 10th term. In this period they continue to undertake problem-based learning (PBL) in the form of distributed problem-based learning (DPBL) in a computer-supported learning environment. A questionnaire focusing on learning styles, PBL, and information and communication technology (ICT) was distributed before and after the DPBL period. All students in their 10th term at the University of Oslo (n = 61). The introduction of DPBL did not seem to affect the participants' use of regulating strategies or their mental models of learning. After the DPBL period, group discussion and tutor input were reported to have less influence on students' self-study, while the students perceived themselves as being less active in groups and as expecting less from tutors. There was a relationship between perceived tutor influence and students' familiarity with ICT. The DPBL period seemed to increase students' task-related web accesses and use of experts, and to decrease their task-related use of textbooks and discussions with students outside the group. Students' general approaches to learning were not affected by the introduction of DPBL. However, there was a decrease in students' expectations concerning activity in the group and the importance of the tutor. These changes were related to students' familiarity with the use of computers. Web-based resources and experts became more important resources to the students during the DPBL period.

  1. Changing how and what children learn in school with computer-based technologies.

    PubMed

    Roschelle, J M; Pea, R D; Hoadley, C M; Gordin, D N; Means, B M

    2000-01-01

    Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.

  2. Improving the learning of clinical reasoning through computer-based cognitive representation

    PubMed Central

    Wu, Bian; Wang, Minhong; Johnson, Janice M.; Grotzer, Tina A.

    2014-01-01

    Objective Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results A significant improvement was found in students’ learning products from the beginning to the end of the study, consistent with students’ report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction. PMID:25518871

  3. Improving the learning of clinical reasoning through computer-based cognitive representation.

    PubMed

    Wu, Bian; Wang, Minhong; Johnson, Janice M; Grotzer, Tina A

    2014-01-01

    Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction.

  4. Development of a Computer-Based Visualised Quantitative Learning System for Playing Violin Vibrato

    ERIC Educational Resources Information Center

    Ho, Tracy Kwei-Liang; Lin, Huann-shyang; Chen, Ching-Kong; Tsai, Jih-Long

    2015-01-01

    Traditional methods of teaching music are largely subjective, with the lack of objectivity being particularly challenging for violin students learning vibrato because of the existence of conflicting theories. By using a computer-based analysis method, this study found that maintaining temporal coincidence between the intensity peak and the target…

  5. The Use of Computer-Based Simulation to Aid Comprehension and Incidental Vocabulary Learning

    ERIC Educational Resources Information Center

    Mohsen, Mohammed Ali

    2016-01-01

    One of the main issues in language learning is to find ways to enable learners to interact with the language input in an involved task. Given that computer-based simulation allows learners to interact with visual modes, this article examines how the interaction of students with an online video simulation affects their second language video…

  6. Knowledge Cultures and the Shaping of Work-Based Learning: The Case of Computer Engineering

    ERIC Educational Resources Information Center

    Nerland, Monika

    2008-01-01

    This paper examines how the knowledge culture of computer engineering--that is, the ways in which knowledge is produced, distributed, accumulated and collectively approached within this profession--serve to construct work-based learning in specific ways. Typically, the epistemic infrastructures take the form of information structures with a global…

  7. The Effects of Integrating Computer-Based Concept Mapping for Physics Learning in Junior High School

    ERIC Educational Resources Information Center

    Chang, Cheng-Chieh; Yeh, Ting-Kuang; Shih, Chang-Ming

    2016-01-01

    It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a…

  8. A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing

    ERIC Educational Resources Information Center

    Ponce, Hector R.; Mayer, Richard E.; Lopez, Mario J.

    2013-01-01

    This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic…

  9. Factors Affecting Learning of Vector Math from Computer-Based Practice: Feedback Complexity and Prior Knowledge

    ERIC Educational Resources Information Center

    Heckler, Andrew F.; Mikula, Brendon D.

    2016-01-01

    In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we…

  10. Creating a Supportive Environment to Enhance Computer Based Learning for Underrepresented Minorities in College Algebra Classrooms

    ERIC Educational Resources Information Center

    Kendricks, Kimberly D.

    2011-01-01

    Significant research in K-12 education has shown that computer based learning in mathematics positively impacts students' attitudes toward mathematics and greatly increases academic performance. Little research has shown, however, how this success can be replicated in a postsecondary classroom for minority students. This paper is a case study that…

  11. Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

    ERIC Educational Resources Information Center

    Juarez Collazo, Norma A.; Corradi, David; Elen, Jan; Clarebout, Geraldine

    2014-01-01

    Research has documented the use of tools in computer-based learning environments as problematic, that is, learners do not use the tools and when they do, they tend to do it suboptimally. This study attempts to disentangle cause and effect of this suboptimal tool use for experienced learners. More specifically, learner variables (metacognitive and…

  12. Evaluation of Computer Based Foreign Language Learning Software by Teachers and Students

    ERIC Educational Resources Information Center

    Baz, Fatih Çagatay; Tekdal, Mehmet

    2014-01-01

    The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale…

  13. Computer-Based Learning: The Key 'Technological Multiplier' for Technology Transfer.

    ERIC Educational Resources Information Center

    Reynolds, Angus

    1982-01-01

    The use of computer-based learning (CBL) is discussed. The author examines the appropriate use of the technology; its cost; identifying the best potential applications of CBL; and the use of CBL by major airlines, oil companies, universities, manufacturers, and government. (CT)

  14. Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

    ERIC Educational Resources Information Center

    Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

    2012-01-01

    This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

  15. Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

    ERIC Educational Resources Information Center

    Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

    2012-01-01

    This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

  16. Enhancing Learning Outcomes in Computer-Based Training via Self-Generated Elaboration

    ERIC Educational Resources Information Center

    Cuevas, Haydee M.; Fiore, Stephen M.

    2014-01-01

    The present study investigated the utility of an instructional strategy known as the "query method" for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to "stop and…

  17. Computer Based Learning in FE. A Staff Development Model. A Staff Development Publication.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    This booklet describes the development and content of a model staff development pack for use in training teachers to incorporate the techniques of computer-based learning into their subject teaching. The guide consists of three parts. Part 1 outlines the aims and objectives, content, and use of the pack. Described next are seven curriculum samples…

  18. Cognitive Support for Learning Computer-Based Tasks Using Animated Demonstration

    ERIC Educational Resources Information Center

    Chen, Chun-Ying

    2016-01-01

    This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and…

  19. Development of a Computer-Based Visualised Quantitative Learning System for Playing Violin Vibrato

    ERIC Educational Resources Information Center

    Ho, Tracy Kwei-Liang; Lin, Huann-shyang; Chen, Ching-Kong; Tsai, Jih-Long

    2015-01-01

    Traditional methods of teaching music are largely subjective, with the lack of objectivity being particularly challenging for violin students learning vibrato because of the existence of conflicting theories. By using a computer-based analysis method, this study found that maintaining temporal coincidence between the intensity peak and the target…

  20. Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

    ERIC Educational Resources Information Center

    Akcay, Hüsamettin; Durmaz, Asli; Tüysüz, Cengiz; Feyzioglu, Burak

    2006-01-01

    The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…

  1. Listening Strategy Use and Influential Factors in Web-Based Computer Assisted Language Learning

    ERIC Educational Resources Information Center

    Chen, L.; Zhang, R.; Liu, C.

    2014-01-01

    This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students…

  2. Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course

    ERIC Educational Resources Information Center

    McGowan, Ian S.

    2016-01-01

    Built on Dabbagh (2005), this paper presents a four component theory-based design framework for an e-learning session in introductory computer programming. The framework, driven by a body of exemplars component, emphasizes the transformative interaction between the knowledge building community (KBC) pedagogical model, a mixed instructional…

  3. Enhancing Learning Outcomes in Computer-Based Training via Self-Generated Elaboration

    ERIC Educational Resources Information Center

    Cuevas, Haydee M.; Fiore, Stephen M.

    2014-01-01

    The present study investigated the utility of an instructional strategy known as the "query method" for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to "stop and…

  4. Factors Affecting Learning of Vector Math from Computer-Based Practice: Feedback Complexity and Prior Knowledge

    ERIC Educational Resources Information Center

    Heckler, Andrew F.; Mikula, Brendon D.

    2016-01-01

    In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we…

  5. The Learning Disabled and Computer Based Education: Program Design Strategies. CREATE Monograph Series.

    ERIC Educational Resources Information Center

    Rubin, David; And Others

    Third in a series of six monographs on the use of new technologies in the instruction of learning disabled students, the paper explores program design strategies for computer-based instructional materials. Section 1 summarizes ideas related to models of perception and cognition, theories of instruction, and key characteristics of intelligent…

  6. Formative Computer-Based Assessment in Higher Education: The Effectiveness of Feedback in Supporting Student Learning

    ERIC Educational Resources Information Center

    Miller, Tess

    2009-01-01

    A formative computer-based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen's University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self-regulated learning environment whereby feedback on the CBA was used to support rather than…

  7. sTeam--Providing Primary Media Functions for Web-Based Computer-Supported Cooperative Learning.

    ERIC Educational Resources Information Center

    Hampel, Thorsten

    The World Wide Web has developed as the de facto standard for computer based learning. However, as a server-centered approach, it confines readers and learners to passive nonsequential reading. Authoring and Web-publishing systems aim at supporting the authors' design process. Consequently, learners' activities are confined to selecting and…

  8. The Use of Computer-Based Simulation to Aid Comprehension and Incidental Vocabulary Learning

    ERIC Educational Resources Information Center

    Mohsen, Mohammed Ali

    2016-01-01

    One of the main issues in language learning is to find ways to enable learners to interact with the language input in an involved task. Given that computer-based simulation allows learners to interact with visual modes, this article examines how the interaction of students with an online video simulation affects their second language video…

  9. Attention Paid to Feedback Provided by a Computer-Based Assessment for Learning on Information Literacy

    ERIC Educational Resources Information Center

    Timmers, Caroline; Veldkamp, Bernard

    2011-01-01

    Three studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid…

  10. Attention Paid to Feedback Provided by a Computer-Based Assessment for Learning on Information Literacy

    ERIC Educational Resources Information Center

    Timmers, Caroline; Veldkamp, Bernard

    2011-01-01

    Three studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid…

  11. Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

    ERIC Educational Resources Information Center

    Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

    2017-01-01

    This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

  12. Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects

    ERIC Educational Resources Information Center

    Marshall, Neil; Buteau, Chantal

    2014-01-01

    As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…

  13. Net Gain? The Integration of Computer-Based Learning in Six NSW Government Schools, 2000.

    ERIC Educational Resources Information Center

    Hayes, Debra; Schuck, Sandy; Segal, Gilda; Dwyer, Joanne; McEwen, Celina

    This study examined the impact on learning of the integration of computer-based technology (CBT). The study focused on six New South Wales (Australia) government schools that were at different stages of development of the integration of CBT. Data were gathered through classroom observations and structured interviews with key personnel, students,…

  14. Formats and Prior Knowledge on Learning in a Computer-Based Lesson.

    ERIC Educational Resources Information Center

    ChanLin, Lih-Juan

    2001-01-01

    Investigated the effects of presentation format (animation, still graphics, text) and the students' prior knowledge on learning a computer-based physics lesson in grades eight and nine. Results of an analysis of covariance indicated that specific presentation formats are not equally effective for the different prior knowledge groups. (Author/LRW)

  15. The Effects of Integrating Computer-Based Concept Mapping for Physics Learning in Junior High School

    ERIC Educational Resources Information Center

    Chang, Cheng-Chieh; Yeh, Ting-Kuang; Shih, Chang-Ming

    2016-01-01

    It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a…

  16. Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue

    2002-01-01

    Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

  17. Development of Decision-Making Skills and Environmental Concern through Computer-Based, Scaffolded Learning Activities

    ERIC Educational Resources Information Center

    Nicolaou, Christiana Th.; Korfiatis, Konstantinos; Evagorou, Maria; Constantinou, Constantinos

    2009-01-01

    This article focuses on the development of decision-making skills and environmental concern by 11- and 12-year-old students through computer-based, scaffolded learning activities. The enacted activities provided necessary scientific information and allowed for the consideration of multiple aspects of the problem, the study of the effects of every…

  18. Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

    ERIC Educational Resources Information Center

    Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

    2017-01-01

    This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

  19. A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing

    ERIC Educational Resources Information Center

    Ponce, Hector R.; Mayer, Richard E.; Lopez, Mario J.

    2013-01-01

    This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic…

  20. Listening Strategy Use and Influential Factors in Web-Based Computer Assisted Language Learning

    ERIC Educational Resources Information Center

    Chen, L.; Zhang, R.; Liu, C.

    2014-01-01

    This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students…

  1. Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

    ERIC Educational Resources Information Center

    Akcay, Husamettin; Durmaz, Asli; Tuysuz, Cengiz; Feyzioglu, Burak

    2006-01-01

    The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…

  2. Analyses of Receptive and Productive Korean EFL Vocabulary: Computer-Based Vocabulary Learning Program

    ERIC Educational Resources Information Center

    Kim, Scott Sungki

    2013-01-01

    The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of…

  3. Analyses of Receptive and Productive Korean EFL Vocabulary: Computer-Based Vocabulary Learning Program

    ERIC Educational Resources Information Center

    Kim, Scott Sungki

    2013-01-01

    The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of…

  4. A Framework for the Contextual Analysis of Computer-Based Learning Environments. Technical Report No. 527.

    ERIC Educational Resources Information Center

    Jacobson, Michael J.; Spiro, Rand J.

    Addressing the need for a framework to distinguish the conditions under which different types of educational computing environments are productive, this paper proposes a cognitively based Contextual Analysis Framework consisting of two primary elements: (1) conceptual characteristics of the knowledge domain being learned, including the complexity…

  5. Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects

    ERIC Educational Resources Information Center

    Marshall, Neil; Buteau, Chantal

    2014-01-01

    As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…

  6. Cognitive Support for Learning Computer-Based Tasks Using Animated Demonstration

    ERIC Educational Resources Information Center

    Chen, Chun-Ying

    2016-01-01

    This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and…

  7. Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

    NASA Astrophysics Data System (ADS)

    Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

    2016-06-01

    Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning, spiral learning and peer assessment. Namely, the course is articulated during a semester through the structured (progressive and incremental) development of a sequence of four projects, whose duration, scope and difficulty of management increase as the student gains theoretical and instrumental knowledge related to planning, monitoring and controlling projects. Moreover, the proposal is complemented using peer assessment. The proposal has already been implemented and validated for the last 3 years in two different universities. In the first year, project-based learning and spiral learning methods were combined. Such a combination was also employed in the other 2 years; but additionally, students had the opportunity to assess projects developed by university partners and by students of the other university. A total of 154 students have participated in the study. We obtain a gain in the quality of the subsequently projects derived from the spiral project-based learning. Moreover, this gain is significantly bigger when peer assessment is introduced. In addition, high-performance students take advantage of peer assessment from the first moment, whereas the improvement in poor-performance students is delayed.

  8. An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science

    ERIC Educational Resources Information Center

    Merrick, K. E.

    2010-01-01

    This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course--with and without the puzzle-based learning--were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course…

  9. Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

    PubMed Central

    Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.

    2017-01-01

    Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801

  10. Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle.

    PubMed

    Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C

    2017-01-01

    Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

  11. The Implications of Cognitive Psychology for Computer-Based Learning Tools.

    ERIC Educational Resources Information Center

    Kozma, Robert B.

    1987-01-01

    Defines cognitive computer tools as software programs that use the control capabilities of computers to amplify, extend, or enhance human cognition; suggests seven ways in which computers can aid learning; and describes the "Learning Tool," a software package for the Apple Macintosh microcomputer that is designed to aid learning of…

  12. The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws

    ERIC Educational Resources Information Center

    Abdullah, Sopiah; Shariff, Adilah

    2008-01-01

    The purpose of the study was to investigate the effects of inquiry-based computer simulation with heterogeneous-ability cooperative learning (HACL) and inquiry-based computer simulation with friendship cooperative learning (FCL) on (a) scientific reasoning (SR) and (b) conceptual understanding (CU) among Form Four students in Malaysian Smart…

  13. The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws

    ERIC Educational Resources Information Center

    Abdullah, Sopiah; Shariff, Adilah

    2008-01-01

    The purpose of the study was to investigate the effects of inquiry-based computer simulation with heterogeneous-ability cooperative learning (HACL) and inquiry-based computer simulation with friendship cooperative learning (FCL) on (a) scientific reasoning (SR) and (b) conceptual understanding (CU) among Form Four students in Malaysian Smart…

  14. Evaluation of E-Rat, a Computer-based Rat Dissection in Terms of Student Learning Outcomes.

    ERIC Educational Resources Information Center

    Predavec, Martin

    2001-01-01

    Presents a study that used computer-based rat anatomy to compare student learning outcomes from computer-based instruction with a conventional dissection. Indicates that there was a significant relationship between the time spent on both classes and the marks gained. Shows that computer-based instruction can be a viable alternative to the use of…

  15. Evaluation of E-Rat, a Computer-based Rat Dissection in Terms of Student Learning Outcomes.

    ERIC Educational Resources Information Center

    Predavec, Martin

    2001-01-01

    Presents a study that used computer-based rat anatomy to compare student learning outcomes from computer-based instruction with a conventional dissection. Indicates that there was a significant relationship between the time spent on both classes and the marks gained. Shows that computer-based instruction can be a viable alternative to the use of…

  16. Learning Residential Electrical Wiring through Computer Simulation: The Impact of Computer-Based Learning Environments on Student Achievement and Cognitive Load

    ERIC Educational Resources Information Center

    Liu, Han-Chin; Su, I-Hsien

    2011-01-01

    Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether…

  17. The Facilitation of Problem-Based Learning in Medical Education Through a Computer-Mediated Tutorial Laboratory

    PubMed Central

    Myers, A.; Barrows, H.S.; Koschmann, T.D.; Feltovich, P.J.

    1990-01-01

    This paper describes the means by which a computer-supported group interaction system known as the Computer-Mediated Tutorial Laboratory (CMTL) is used to support Problem-Based Learning Tutorials. The Problem-Based Learning Tutorial process has traditionally been solely a group process, sharing both the advantages and the disadvantages of any group process. This paper discusses the nature of Problem-Based Learning, the logistics of integrating computer mediation with the tutorial process and how computer mediation can be used to facilitate the eliciting and recording of individual input while enhancing the powerful effects of the group process.

  18. A computational visual saliency model based on statistics and machine learning.

    PubMed

    Lin, Ru-Je; Lin, Wei-Song

    2014-08-01

    Identifying the type of stimuli that attracts human visual attention has been an appealing topic for scientists for many years. In particular, marking the salient regions in images is useful for both psychologists and many computer vision applications. In this paper, we propose a computational approach for producing saliency maps using statistics and machine learning methods. Based on four assumptions, three properties (Feature-Prior, Position-Prior, and Feature-Distribution) can be derived and combined by a simple intersection operation to obtain a saliency map. These properties are implemented by a similarity computation, support vector regression (SVR) technique, statistical analysis of training samples, and information theory using low-level features. This technique is able to learn the preferences of human visual behavior while simultaneously considering feature uniqueness. Experimental results show that our approach performs better in predicting human visual attention regions than 12 other models in two test databases. © 2014 ARVO.

  19. The use of group participation and an enquiry-based study guide with computer assisted learning.

    PubMed

    Botelho, M

    2001-08-01

    The aim of this investigation was to explore the use of group participation and an enquiry-based study guide to enhance the learning experience when using a computer assisted learning (CAL) program. Forty-eight students were asked to complete a CAL program on resin bonded bridges in groups of 2-4 with an enquiry-based study guide. An evaluation questionnaire of the learning experience was included with the study guide with paired positive and negative questions and open-ended questions for students to complete and return. The responses were collated and the nature of the comments qualitatively analysed. Thirty-two questionnaires were returned. There were almost three times the numbers of positive to negative responses relating to the usefulness of the enquiry based study guide, group participation and the CAL program. The majority of these positive responses related to the usefulness of the study guide and group participation in highlighting and guiding learning and creating opportunities for discussion, problem solving and peer teaching. A small number of negative responses cited the target-orientated nature of the study guide and the longer time needed for group work, due to the varying learning abilities of the participants and the need for discussion. The use of group participation and an enquiry-based study guide was reported to enhance the learning experience of CAL.

  20. Sentence-Based Attentional Mechanisms in Word Learning: Evidence from a Computational Model

    PubMed Central

    Alishahi, Afra; Fazly, Afsaneh; Koehne, Judith; Crocker, Matthew W.

    2012-01-01

    When looking for the referents of novel nouns, adults and young children are sensitive to cross-situational statistics (Yu and Smith, 2007; Smith and Yu, 2008). In addition, the linguistic context that a word appears in has been shown to act as a powerful attention mechanism for guiding sentence processing and word learning (Landau and Gleitman, 1985; Altmann and Kamide, 1999; Kako and Trueswell, 2000). Koehne and Crocker (2010, 2011) investigate the interaction between cross-situational evidence and guidance from the sentential context in an adult language learning scenario. Their studies reveal that these learning mechanisms interact in a complex manner: they can be used in a complementary way when context helps reduce referential uncertainty; they influence word learning about equally strongly when cross-situational and contextual evidence are in conflict; and contextual cues block aspects of cross-situational learning when both mechanisms are independently applicable. To address this complex pattern of findings, we present a probabilistic computational model of word learning which extends a previous cross-situational model (Fazly et al., 2010) with an attention mechanism based on sentential cues. Our model uses a framework that seamlessly combines the two sources of evidence in order to study their emerging pattern of interaction during the process of word learning. Simulations of the experiments of (Koehne and Crocker, 2010, 2011) reveal an overall pattern of results that are in line with their findings. Importantly, we demonstrate that our model does not need to explicitly assign priority to either source of evidence in order to produce these results: learning patterns emerge as a result of a probabilistic interaction between the two clue types. Moreover, using a computational model allows us to examine the developmental trajectory of the differential roles of cross-situational and sentential cues in word learning. PMID:22783211

  1. Computer-based learning module increases shared decision making in breast reconstruction.

    PubMed

    Lee, Bernard T; Chen, Chen; Yueh, Janet H; Nguyen, Minh-Doan; Lin, Samuel J; Tobias, Adam M

    2010-03-01

    Shared decision making (SDM) combines evidence-based medicine with individual patient preferences. Patients who are actively engaged in their own health care management with their physicians have been shown to experience not only increased compliance, but also higher satisfaction and better outcomes. We hypothesize that a computer-based learning module for breast reconstruction increases patient involvement in the decision-making process. Women who underwent either immediate or delayed breast reconstruction at an academic teaching hospital from 2004 to 2007 were identified. Patients meeting inclusion criteria were mailed questionnaires on demographics, informational resources, and decision-making processes. Questionnaire results were divided into 2 groups for analysis: patients who received a standard surgeon consultation and patients who were shown a computer-based decision aid in addition to the standard consultation. There were 358 women eligible for our study. A total of 255 patients (75.9%) responded to the survey; 168 patients were shown the computer-based decision aid and 87 patients were not. Patients who used the computer-based learning module reported a greater role in choosing the type of reconstruction (P < .001). Additionally, these patients reported a greater number of reconstructive options offered to them (P < .001) and were more satisfied with the amount of information provided by their reconstructive surgeon (P = .049). A computer-based learning module allows patients to assimilate information and actively participate in choosing type of breast reconstruction. Use of this educational modality represents a simple and effective way to improve the shared decision-making process.

  2. Effects of Mobile Phone-Based App Learning Compared to Computer-Based Web Learning on Nursing Students: Pilot Randomized Controlled Trial

    PubMed Central

    2015-01-01

    Objectives This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. Methods This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. Results The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. Conclusions The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer. PMID:25995965

  3. Effects of mobile phone-based app learning compared to computer-based web learning on nursing students: pilot randomized controlled trial.

    PubMed

    Lee, Myung Kyung

    2015-04-01

    This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state. This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state. The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test. The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer.

  4. GALE: a graphics assisted learning environment for computer-based interactive videodisc education.

    PubMed

    Cutts, J H; Hazelwood, S E; Mitchell, J A; Bridges, A J; Reid, J C

    1992-08-01

    GALE, a Graphics Assisted Learning Environment, is a computer-based interactive videodisc authoring tool. GALE was created as the authoring package for AI/LEARN/Rheumatology, an independent study system for teaching rheumatology to medical trainees. GALE has potential widespread application beyond rheumatology. Interactive videodisc technology is a prime feature of GALE. Other highlights are: WordPerfect macros which simplify programming, graphics-based large text characters, tracking of user responses, hypertext-like definition capabilities, color coded screens to distinguish between hypertext branches and the mainstream of the course content and ability to overlay text on the video image. GALE runs on a PC-compatible computer with selected Pioneer LaserDisc players. GALE uses WordPerfect 5.1 for text editing and has been designed for use by non-programmers.

  5. Deployment of computer-based training programs via a hospital intranet: methods used, lessons learned.

    PubMed

    Covell, Christine L; Lemay, Claude; Gaumond, Denis

    2004-01-01

    This article reviews the methods used to implement computer-based training via a hospital intranet. Extensive consultation with the members of the Nursing Staff Development Team throughout the five campuses and a close working relationship with Information Services contributed to the success of the project. This article could serve as a valuable resource for nurses who are interested in using hospital intranets for learning.

  6. Metacognitive Load--Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning

    ERIC Educational Resources Information Center

    Schwonke, Rolf

    2015-01-01

    Instructional design theories such as the "cognitive load theory" (CLT) or the "cognitive theory of multimedia learning" (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed…

  7. Metacognitive Load--Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning

    ERIC Educational Resources Information Center

    Schwonke, Rolf

    2015-01-01

    Instructional design theories such as the "cognitive load theory" (CLT) or the "cognitive theory of multimedia learning" (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed…

  8. Agile Development of Various Computational Power Adaptive Web-Based Mobile-Learning Software Using Mobile Cloud Computing

    ERIC Educational Resources Information Center

    Zadahmad, Manouchehr; Yousefzadehfard, Parisa

    2016-01-01

    Mobile Cloud Computing (MCC) aims to improve all mobile applications such as m-learning systems. This study presents an innovative method to use web technology and software engineering's best practices to provide m-learning functionalities hosted in a MCC-learning system as service. Components hosted by MCC are used to empower developers to create…

  9. Agile Development of Various Computational Power Adaptive Web-Based Mobile-Learning Software Using Mobile Cloud Computing

    ERIC Educational Resources Information Center

    Zadahmad, Manouchehr; Yousefzadehfard, Parisa

    2016-01-01

    Mobile Cloud Computing (MCC) aims to improve all mobile applications such as m-learning systems. This study presents an innovative method to use web technology and software engineering's best practices to provide m-learning functionalities hosted in a MCC-learning system as service. Components hosted by MCC are used to empower developers to create…

  10. Learning Vocabulary in a Foreign Language: A Computer Software Based Model Attempt

    ERIC Educational Resources Information Center

    Yelbay Yilmaz, Yasemin

    2015-01-01

    This study aimed at devising a vocabulary learning software that would help learners learn and retain vocabulary items effectively. Foundation linguistics and learning theories have been adapted to the foreign language vocabulary learning context using a computer software named Parole that was designed exclusively for this study. Experimental…

  11. Development and assessment of a chemistry-based computer video game as a learning tool

    NASA Astrophysics Data System (ADS)

    Martinez-Hernandez, Kermin Joel

    The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning experience through gameplay. The project consists of three areas: development, assessment, and implementation. However, the foci of this study were the development and assessment of the computer video game including possible learning outcomes and game design elements. A chemistry-based game using a mixed genre of a single player first-person game embedded with action-adventure and puzzle components was developed to determine if students' level of understanding of chemistry concepts change after gameplay intervention. Three phases have been completed to assess students' understanding of chemistry concepts prior and after gameplay intervention. Two main assessment instruments (pre/post open-ended content survey and individual semi-structured interviews) were used to assess student understanding of concepts. In addition, game design elements were evaluated for future development phases. Preliminary analyses of the interview data suggest that students were able to understand most of the chemistry challenges presented in the game and the game served as a review for previously learned concepts as well as a way to apply such previous knowledge. To guarantee a better understanding of the chemistry concepts, additions such as debriefing and feedback about the content presented in the game seem to be needed. The use of visuals in the game to represent chemical processes, game genre, and game idea appear to be the game design elements that students like the most about the current computer video game.

  12. Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

    NASA Astrophysics Data System (ADS)

    Kim, Nam Ju

    This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

  13. Assessing students' learning and decision-making skills using high performance web-based computational tools

    NASA Astrophysics Data System (ADS)

    Martin, Akilah

    Using web-based computational tool in classrooms in conjunction with advanced computing models provide the opportunity for students to learn large scale processes, such as state, regional, and global environmental issues that are difficult to incorporate into student learning exercises with present basic models. These tools aided in bridging the gap between multi-field scale models and enhanced student learning. The expectations were that students would improve their decision-making skills by solving realistic and large scale (multi-field conditions) environmental issues that were made possible through faster computation time, larger datasets, larger scale (multi-field), and predictions over longer time periods using the Century soil organic carbon model. The Century Model was linked to a web-based series of functional pages through which students could run the model through. In this project, 239 undergraduate students' learning and decision-making skills using high performance classroom computing tools were assessed. Among the many Century Model parameters, the students were able to alter four variables (climate, crop, tillage, and soil texture). Students were able to simulate several scenarios simultaneously. The results of the study revealed that pretest for the four courses combined was found significant (P < 0.05), meaning that the pretest was a major contributor to their increased posttest score. Although, the scenario scale (multi-field conditions vs. single field conditions) factor was not statistically significant, the students completing the multi-field scenario assignment scored higher on the posttest and also had a higher increase in points from pretest to posttest. Overall, these results revealed that the tool provided had a positive impact on the students' learning which was evident in their enhanced pretest to posttest score and also their perceptions from the written evaluation they provided. Most students felt that the project was a good learning

  14. Learning about Earth and Space through computer-based argumentative activities

    NASA Astrophysics Data System (ADS)

    Frede, Valerie; Frappart, Soren; Tartas, Valerie

    Learning about the Earth and Space is a difficult task that requires a change in frame of reference. We observe indeed various misconceptions about several concepts related to the Space sciences in the literature like for instance the idea that gravity can't exist out of the Earth (if somebody drops a ball on the moon, the ball floats) or that force is needed to keep an object in orbit. We are interested in looking for strategies to help learners overcome those misconceptions. We will present a tool based on argumentation and discussion with peers that seem to us relevant to favour conceptual change in science in general. We have tested this computer-based collaborative learning approach, relying on both argumentation and inquiry (here a visit of a space museum) with elementary school children (grade 5). More precisely, children were working in a collaborative way through computers using software (DIGALO) that gave them the possibility to co-construct argumentative maps. We will present the software and examples of such maps when children had to debate about seasons. We have followed both the quantitative and qualitative understanding changes of some groups of children through a pre and post-test questionnaire and the argumentative maps analyses. We observed that this computerbased collaborative way of learning helped children share their knowledge, confront their ideas, move them to justify or prove their claims and thus increase their level of understanding. We are working now on the implementation of this method for high school students for space concepts related to gravity, orbits and spacecraft where misconceptions are important. We show how we plan to implement such computer-based argumentative activities in a learning sequence in class in order to facilitate knowledge acquisition and scientific reasoning (through debates, argumentation, proof. . . ) about Earth and Space.

  15. Computers and Early Learning.

    ERIC Educational Resources Information Center

    Banet, Bernard

    1978-01-01

    This paper discusses the effect that microelectronic technology will have on elementary education in the decades ahead, and some of the uses of computers as learning aids for young children, including interactive games, tutorial systems, creative activity, and simulation. (MP)

  16. Aids to Computer-Based Multimedia Learning: A Comparison of Human Tutoring and Computer Support

    ERIC Educational Resources Information Center

    Rodicio, H. Garcia; Sanchez, E.

    2012-01-01

    Learners are usually provided with support devices because they find it difficult to learn from multimedia presentations. A key question, with no clear answer so far, is how best to present these support devices. One possibility is to insert them into the multimedia presentation (canned support), while another is to have a human agent provide them…

  17. Effect Sizes Associated with Micro-PROLOG-Based Computer-Assisted Learning.

    ERIC Educational Resources Information Center

    Fraser, Barry J.; Teh, George P. L.

    1994-01-01

    Discussion of effect sizes in computer-assisted learning research focuses on a study conducted in Singapore high school geography classes that used micro-PROLOG to determine the efficacy of computer-assisted learning. Topics include impact on achievement, student attitudes, and classroom environment. (53 references) (LRW)

  18. The right mix to support electronic medical record training: classroom computer-based training and blended learning.

    PubMed

    McCain, Christina L

    2008-01-01

    Staff development plays a crucial role in supporting clinicians to adapt to the ever changing technological advances in the healthcare setting. The quest to support staff in the implementation and ongoing optimization of an electronic medical record (EMR) led these staff development educators to computer based training and a blended learning approach building upon the traditional anchor of classroom learning and the advantages of computer-based training.

  19. Design and Development of a Sample "Computer Programming" Course Tool via Story-Based E-Learning Approach

    ERIC Educational Resources Information Center

    Kose, Utku; Koc, Durmus; Yucesoy, Suleyman Anil

    2013-01-01

    This study introduces a story-based e-learning oriented course tool that was designed and developed for using within "computer programming" courses. With this tool, students can easily adapt themselves to the subjects in the context of computer programming principles, thanks to the story-based, interactive processes. By using visually…

  20. An Awareness-Based Learning Model to Deal with Service Collaboration in Cloud Computing

    NASA Astrophysics Data System (ADS)

    Paletta, Mauricio; Herrero, Pilar

    Cloud computing addresses the use of scalable and often virtualized resources. It is based on service-level agreements that provide external users with services under request. Cloud computing is still evolving. New specific collaboration models among service providers are needed for enabling effective service collaboration, allowing the process of serving consumers to be more efficient. This paper presents AMBAR-C, an adaptation of AMBAR (Awareness-based learning Model for distriButive collAborative enviRonment) designed to allow nodes in a distributed environment to accomplish an effective collaboration among service providers in a "cloud" by means of a multi-agent architecture in which agents are aware of its surroundings throughout a parametrical and flexible use of this information. As occurs in AMBAR, AMBAR-C makes use of heuristic strategies to improve effectiveness and efficiency in collaborations of these particular environments.

  1. Paper-Based Aids for Learning with a Computer-Based Game

    ERIC Educational Resources Information Center

    Fiorella, Logan; Mayer, Richard E.

    2012-01-01

    The purpose of this study was to test the instructional value of adding paper-based metacognitive prompting features to a gamelike environment for learning about electrical circuits, called the Circuit Game. In Experiment 1, students who were prompted during Levels 1 through 9 to direct their attention to the most relevant features of the game and…

  2. Supervised learning with decision tree-based methods in computational and systems biology.

    PubMed

    Geurts, Pierre; Irrthum, Alexandre; Wehenkel, Louis

    2009-12-01

    At the intersection between artificial intelligence and statistics, supervised learning allows algorithms to automatically build predictive models from just observations of a system. During the last twenty years, supervised learning has been a tool of choice to analyze the always increasing and complexifying data generated in the context of molecular biology, with successful applications in genome annotation, function prediction, or biomarker discovery. Among supervised learning methods, decision tree-based methods stand out as non parametric methods that have the unique feature of combining interpretability, efficiency, and, when used in ensembles of trees, excellent accuracy. The goal of this paper is to provide an accessible and comprehensive introduction to this class of methods. The first part of the review is devoted to an intuitive but complete description of decision tree-based methods and a discussion of their strengths and limitations with respect to other supervised learning methods. The second part of the review provides a survey of their applications in the context of computational and systems biology.

  3. Self-Regulation of Learning with Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Greene, Jeffrey A.; Moos, Daniel C.; Azevedo, Roger

    2011-01-01

    Self-regulated learning (SRL) skills are enacted dynamically over the course of learning tasks, and the frequency and quality of their use can fluctuate dramatically. Further, students' SRL skills can vary from one academic domain to another and even from one task to another within a single domain. Thus, while SRL skills are essential for…

  4. Assessing medical students' self-regulation as aptitude in computer-based learning.

    PubMed

    Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

    2011-03-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

  5. Machine-learning-based coadaptive calibration for brain-computer interfaces.

    PubMed

    Vidaurre, Carmen; Sannelli, Claudia; Müller, Klaus-Robert; Blankertz, Benjamin

    2011-03-01

    Brain-computer interfaces (BCIs) allow users to control a computer application by brain activity as acquired (e.g., by EEG). In our classic machine learning approach to BCIs, the participants undertake a calibration measurement without feedback to acquire data to train the BCI system. After the training, the user can control a BCI and improve the operation through some type of feedback. However, not all BCI users are able to perform sufficiently well during feedback operation. In fact, a nonnegligible portion of participants (estimated 15%-30%) cannot control the system (a BCI illiteracy problem, generic to all motor-imagery-based BCIs). We hypothesize that one main difficulty for a BCI user is the transition from offline calibration to online feedback. In this work, we investigate adaptive machine learning methods to eliminate offline calibration and analyze the performance of 11 volunteers in a BCI based on the modulation of sensorimotor rhythms. We present an adaptation scheme that individually guides the user. It starts with a subject-independent classifier that evolves to a subject-optimized state-of-the-art classifier within one session while the user interacts continuously. These initial runs use supervised techniques for robust coadaptive learning of user and machine. Subsequent runs use unsupervised adaptation to track the features' drift during the session and provide an unbiased measure of BCI performance. Using this approach, without any offline calibration, six users, including one novice, obtained good performance after 3 to 6 minutes of adaptation. More important, this novel guided learning also allows participants with BCI illiteracy to gain significant control with the BCI in less than 60 minutes. In addition, one volunteer without sensorimotor idle rhythm peak at the beginning of the BCI experiment developed it during the course of the session and used voluntary modulation of its amplitude to control the feedback application.

  6. Population-based learning of load balancing policies for a distributed computer system

    NASA Technical Reports Server (NTRS)

    Mehra, Pankaj; Wah, Benjamin W.

    1993-01-01

    Effective load-balancing policies use dynamic resource information to schedule tasks in a distributed computer system. We present a novel method for automatically learning such policies. At each site in our system, we use a comparator neural network to predict the relative speedup of an incoming task using only the resource-utilization patterns obtained prior to the task's arrival. Outputs of these comparator networks are broadcast periodically over the distributed system, and the resource schedulers at each site use these values to determine the best site for executing an incoming task. The delays incurred in propagating workload information and tasks from one site to another, as well as the dynamic and unpredictable nature of workloads in multiprogrammed multiprocessors, may cause the workload pattern at the time of execution to differ from patterns prevailing at the times of load-index computation and decision making. Our load-balancing policy accommodates this uncertainty by using certain tunable parameters. We present a population-based machine-learning algorithm that adjusts these parameters in order to achieve high average speedups with respect to local execution. Our results show that our load-balancing policy, when combined with the comparator neural network for workload characterization, is effective in exploiting idle resources in a distributed computer system.

  7. Population-based learning of load balancing policies for a distributed computer system

    NASA Technical Reports Server (NTRS)

    Mehra, Pankaj; Wah, Benjamin W.

    1993-01-01

    Effective load-balancing policies use dynamic resource information to schedule tasks in a distributed computer system. We present a novel method for automatically learning such policies. At each site in our system, we use a comparator neural network to predict the relative speedup of an incoming task using only the resource-utilization patterns obtained prior to the task's arrival. Outputs of these comparator networks are broadcast periodically over the distributed system, and the resource schedulers at each site use these values to determine the best site for executing an incoming task. The delays incurred in propagating workload information and tasks from one site to another, as well as the dynamic and unpredictable nature of workloads in multiprogrammed multiprocessors, may cause the workload pattern at the time of execution to differ from patterns prevailing at the times of load-index computation and decision making. Our load-balancing policy accommodates this uncertainty by using certain tunable parameters. We present a population-based machine-learning algorithm that adjusts these parameters in order to achieve high average speedups with respect to local execution. Our results show that our load-balancing policy, when combined with the comparator neural network for workload characterization, is effective in exploiting idle resources in a distributed computer system.

  8. Integrating On Campus Problem Based Learning and Practice Based Learning: Issues and Challenges in Using Computer Mediated Communication.

    ERIC Educational Resources Information Center

    Conway, J.; Sharkey, R.

    2002-01-01

    A study involving 180 Australian nursing students and 41 clinical mentors evaluated a flexible delivery system rotating clinical practice with classroom/online courses involving problem-based learning. There was evidence of increased self-confidence, self-direction, and goal setting. Faculty, students, and mentors had concerns about assessment and…

  9. The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

    ERIC Educational Resources Information Center

    Kunsting, Josef; Wirth, Joachim; Paas, Fred

    2011-01-01

    Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

  10. MedEthEx Online: A Computer-based Learning Program in Medical Ethics and Communication Skills.

    ERIC Educational Resources Information Center

    Fleetwood, Janet; Vaught, Wayne; Feldman, Debra; Gracely, Edward; Kassutto, Zach; Novack, Dennis

    2000-01-01

    Assessed MedEthEx Online, a computer-based learning program, in improving communication skills as part of a required bioethics course for medical students. Exam scores of users were comparable with non-users, although computerized-learning students scored higher in specific exam areas, felt somewhat more clinically prepared, and rated the course…

  11. MedEthEx Online: A Computer-based Learning Program in Medical Ethics and Communication Skills.

    ERIC Educational Resources Information Center

    Fleetwood, Janet; Vaught, Wayne; Feldman, Debra; Gracely, Edward; Kassutto, Zach; Novack, Dennis

    2000-01-01

    Assessed MedEthEx Online, a computer-based learning program, in improving communication skills as part of a required bioethics course for medical students. Exam scores of users were comparable with non-users, although computerized-learning students scored higher in specific exam areas, felt somewhat more clinically prepared, and rated the course…

  12. Evaluating Students' Perceptions and Attitudes toward Computer-Mediated Project-Based Learning Environment: A Case Study

    ERIC Educational Resources Information Center

    Seet, Ling Ying Britta; Quek, Choon Lang

    2010-01-01

    This research investigated 68 secondary school students' perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments--Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based…

  13. The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

    ERIC Educational Resources Information Center

    Kunsting, Josef; Wirth, Joachim; Paas, Fred

    2011-01-01

    Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

  14. Applying Activity Theory to Computer-Supported Collaborative Learning and Work-Based Activities in Corporate Settings

    ERIC Educational Resources Information Center

    Collis, Betty; Margaryan, Anoush

    2004-01-01

    Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within workplace situations that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for…

  15. Attitude towards computer-based learning: determinants as revealed by a controlled interventional study.

    PubMed

    Hahne, Amina Katharina; Benndorf, Ralf; Frey, Peter; Herzig, Stefan

    2005-09-01

    Curriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL. Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple-choice questions (pre- and post-test). Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only 'average', which may contribute to the lower post-test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self-study towards CBL. The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum-wide implementation of CBL might be hampered by the discouragement of users.

  16. The development of an interactive game-based tool for learning surgical management algorithms via computer.

    PubMed

    Mann, Barry D; Eidelson, Benjamin M; Fukuchi, Steven G; Nissman, Steven A; Robertson, Scott; Jardines, Lori

    2002-03-01

    We have previously demonstrated the potential efficacy of a computer-assisted board game as a tool for medical education. The next logical step was to transfer the entire game on to the computer, thus increasing accessibility to students and allowing for a richer and more accurate simulation of patient scenarios. First, a general game model was developed using Microsoft Visual Basic. A breast module was then created using 3-D models, radiographs, and pathology and cytology images. The game was further improved by the addition of an animated facilitator, who directs the players via gestures and speech. Thirty-three students played the breast module in a variety of team configurations. After playing the game, the students completed surveys regarding its value as both an educational tool and as a form of entertainment. 10-question tests were also administered before and after playing the game, as a preliminary investigation into its impact on student learning. After playing the game, mean test scores increased from 6.43 (SEM +/- 0.30) to 7.14 (SEM +/- 0.30; P = 0.006). The results of the five-question survey were extremely positive. Students generally agreed that the game concept has value in increasing general knowledge regarding the subject matter of breast disease and that the idea of following simultaneously the work-up of numerous patients with similar problems is a helpful way to learn a work-up algorithm. Postgame surveys demonstrate the efficacy of our computer game model as a tool for surgical education. The game is an example of problem based learning because it provides students with an initial set of problems and requires them to collect information and reason on their own in order to solve the problems. Individual game modules can be developed to cover material from different diagnostic areas.

  17. Developing an Efficient Computational Method that Estimates the Ability of Students in a Web-Based Learning Environment

    ERIC Educational Resources Information Center

    Lee, Young-Jin

    2012-01-01

    This paper presents a computational method that can efficiently estimate the ability of students from the log files of a Web-based learning environment capturing their problem solving processes. The computational method developed in this study approximates the posterior distribution of the student's ability obtained from the conventional Bayes…

  18. Developing an Efficient Computational Method that Estimates the Ability of Students in a Web-Based Learning Environment

    ERIC Educational Resources Information Center

    Lee, Young-Jin

    2012-01-01

    This paper presents a computational method that can efficiently estimate the ability of students from the log files of a Web-based learning environment capturing their problem solving processes. The computational method developed in this study approximates the posterior distribution of the student's ability obtained from the conventional Bayes…

  19. The Structure of the Help-Seeking Process in Collaboratively Using a Computer Coach in Problem-Based Learning

    ERIC Educational Resources Information Center

    Mercier, Julien; Frederiksen, Carl

    2008-01-01

    Research on help seeking with a computer coach providing on-demand help has not produced fully adequate models of the process from a cognitive perspective. The present study postulates a model of help seeking from a cognitive perspective and tests this model in a learning situation characterized as problem-based and computer-supported. The…

  20. "Rappin' Reader" and "Say Say Oh Playmate": Using Children's Childhood Songs as Literacy Scaffolds in Computer-based Learning Environments.

    ERIC Educational Resources Information Center

    Pinkard, Nichole

    2001-01-01

    Investigates the benefits of using culturally responsive reading material and a computer-based learning environment in literacy instruction. Describes a study of low socioeconomic status first through fourth grade African American children that tested two computer programs that use prior knowledge as scaffolds for early literacy instruction.…

  1. Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities.

    PubMed

    Srivastava, Pradyumn; Gray, Shelley

    2012-10-01

    With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents with and without language-learning disabilities (LLD). Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) read literary texts in computer-based and paper-based formats and then answered reading comprehension questions. The LLD group scored significantly lower than the TLD group on the reading comprehension measure, but there were no significant between-group differences for reading or answering time. In addition, there were no significant within-group differences for the computer-based or paper-based conditions. Predictors for reading comprehension varied by group and condition. Neither group appeared to be affected by the additional cognitive load imposed by hypertext in the computer-based condition; however, the load between conditions may not have been sufficient to differentially impact reading comprehension. Based on the regression analyses, it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition.

  2. An Investigation into Students Use of a Computer-Based Social Learning Space: Lessons for Facilitating Collaborative Approaches to Learning

    ERIC Educational Resources Information Center

    Brett, Paul; Nagra, Jas

    2005-01-01

    Provision of computers in universities for self-study is taken for granted and is seen as a must have educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning.…

  3. To Compare the Effects of Computer Based Learning and the Laboratory Based Learning on Students' Achievement Regarding Electric Circuits

    ERIC Educational Resources Information Center

    Bayrak, Bekir; Kanli, Uygar; Kandil Ingeç, Sebnem

    2007-01-01

    In this study, the research problem was: "Is the computer based physics instruction as effective as laboratory intensive physics instruction with regards to academic success on electric circuits 9th grade students?" For this research of experimental quality the design of pre-test and post-test are applied with an experiment and a control…

  4. Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

    NASA Astrophysics Data System (ADS)

    Heckler, Andrew F.; Mikula, Brendon D.

    2016-06-01

    In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we studied the relative effects of "knowledge of correct response" feedback and "elaborated feedback" (i.e., a general explanation) both separately and together. A number of other factors were analyzed, including training time, physics course grade, prior knowledge of vector math, and student beliefs about both their proficiency in and the importance of vector math. We hypothesize a simple model predicting how the effectiveness of feedback depends on prior knowledge, and the results confirm this knowledge-by-treatment interaction. Most notably, elaborated feedback is the most effective feedback, especially for students with low prior knowledge and low course grade. In contrast, knowledge of correct response feedback was less effective for low-performing students, and including both kinds of feedback did not significantly improve performance compared to elaborated feedback alone. Further, while elaborated feedback resulted in higher scores, the learning rate was at best only marginally higher because the training time was slightly longer. Training time data revealed that students spent significantly more time on the elaborated feedback after answering a training question incorrectly. Finally, we found that training improved student self-reported proficiency and that belief in the importance of the learned domain improved the effectiveness of training. Overall, we found that computer based training with static question sequences and immediate elaborated feedback in the form of simple and general explanations can be an effective way to improve student performance on a physics essential skill, especially for less prepared and low

  5. The effects of computer-supported inquiry-based learning methods and peer interaction on learning stellar parallax

    NASA Astrophysics Data System (ADS)

    Ruzhitskaya, Lanika

    The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several components presented in a simple mathematical equation: d = 1/p. The simplicity of the concept allowed the researchers to explore how the learners construct their conceptual knowledge, build mathematical skills and transfer their knowledge beyond the learning settings. A computer-based tutorial Stellar Parallax Interactive Restricted and Unrestricted Tutorial (SPIRUT) was developed for this study, and was designed to aid students' knowledge construction of the concept either in a learner-controlled or a program-controlled mode. The first investigated method in the study was enhancing engagement by the means of scaffolding for inquiry, which included scripted prompts and called for students' predictions and reflections while working in the learner-controlled or the computer-controlled version of SPIRUT. A second form of enhancing engagement was through peers working cooperatively during the learning activities. The students' level of understanding of the concept was measured by (1) the number of correct answers on a conceptual test with (2) several questions that require knowledge transfer to unfamiliar situations and (3) their ability to calculate the stellar parallax and find distances to stars. The study was conducted in the University of Missouri among 199 non-science major students enrolled in an introductory astronomy course in the fall semester 2010. The participants were divided into two main groups: one was working with SPIRUT and another group was a control group and utilized a paper-based tutorial. The SPIRUT group was further divided into the learner-controlled and the program-controlled subgroups. Students

  6. Enhancing computing skills of low-achieving students via e-learning: a design experiment of Web-based, problem-based learning and self-regulated learning.

    PubMed

    Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

    2008-08-01

    A design experiment was conducted applying Web-based problem-based learning (PBL), self-regulated learning (SRL), or their combination to help low-achieving students improve their skills of deploying application software in a compulsory course at a vocational school in Taiwan. The effects were encouraging and mostly positive. However, students' inertia to change routines of learning inherited from a culture of taking standard tests found in e-learning practice is quite common. A teacher's awareness of these changes and associated resistance may increase likelihood of e-learning success for future trials. Some modifications of the design are thus suggested for the next round of the experiment.

  7. Development of a Personalized Educational Computer Game Based on Students' Learning Styles

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Huang, Iwen; Tsai, Chin-Chung

    2012-01-01

    In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students' learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning…

  8. The Reverse Modality Effect: Examining Student Learning from Interactive Computer-Based Instruction

    ERIC Educational Resources Information Center

    Inan, Fethi A.; Crooks, Steven M.; Cheon, Jongpil; Ari, Fatih; Flores, Raymond; Kurucay, Murat; Paniukov, Dmitrii

    2015-01-01

    The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between-subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer-presented diagram was developed to teach the places of…

  9. Development of a Personalized Educational Computer Game Based on Students' Learning Styles

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Huang, Iwen; Tsai, Chin-Chung

    2012-01-01

    In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students' learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning…

  10. Interactive Augmentation of Computer Generated Force Behavior Based on Cooperative and Reinforcement Learning. Phase 1.

    DTIC Science & Technology

    1995-09-01

    produced a design methodology for augmenting computer generated force behavior with the NeurRule Technology concepts of cooperative and reinforcement ... learning . The Phase I results indicate that (1) Intelligent CGFs can improve task performance through on-line learning, utilizing information from

  11. The Reverse Modality Effect: Examining Student Learning from Interactive Computer-Based Instruction

    ERIC Educational Resources Information Center

    Inan, Fethi A.; Crooks, Steven M.; Cheon, Jongpil; Ari, Fatih; Flores, Raymond; Kurucay, Murat; Paniukov, Dmitrii

    2015-01-01

    The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between-subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer-presented diagram was developed to teach the places of…

  12. The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

    ERIC Educational Resources Information Center

    Zheng, Lanqin

    2016-01-01

    This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

  13. The Effectiveness of Self-Regulated Learning Scaffolds on Academic Performance in Computer-Based Learning Environments: A Meta-Analysis

    ERIC Educational Resources Information Center

    Zheng, Lanqin

    2016-01-01

    This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2,648 students. Moderator analyses were performed using a…

  14. Prompting Self-Monitoring of Learning in Self-Paced Computer Based Training: the Effect on Self-Regulation and Learning

    ERIC Educational Resources Information Center

    Coburn, Christopher J.

    2012-01-01

    The purpose of this dissertation was to investigate the effects of prompting students to monitor their use of learning strategies and comprehension while completing self-paced, work-related training in a computer-based learning environment. Study participants included 94 enlisted military volunteers, randomly assigned to one of three groups in the…

  15. Prompting Self-Monitoring of Learning in Self-Paced Computer Based Training: the Effect on Self-Regulation and Learning

    ERIC Educational Resources Information Center

    Coburn, Christopher J.

    2012-01-01

    The purpose of this dissertation was to investigate the effects of prompting students to monitor their use of learning strategies and comprehension while completing self-paced, work-related training in a computer-based learning environment. Study participants included 94 enlisted military volunteers, randomly assigned to one of three groups in the…

  16. Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education

    ERIC Educational Resources Information Center

    Ozgen, Kemal; Bindak, Recep

    2012-01-01

    The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For…

  17. The impact of computer-based interactive instruction (CBII) in improving the teaching-learning process in introductory college physics

    NASA Astrophysics Data System (ADS)

    Jawad, Afif A.

    Institutes are incorporating computer-assisted instruction (CAI) into their classrooms in an effort to enhance learning. The implementation of computers into the classroom is parallel with education's role of keeping abreast with societal demands. The number of microcomputers in schools has increased tremendously. Computer Based Interactive Instruction (CBBI) software is available for the language arts, mathematics, science, social studies, etc. The traditional instruction, supplemented with CAI, seems to be more effective than traditional instruction alone. Although there is a large quantity of research regarding specific aspects of learning through computers, there seems to be a lack of information regarding the impact of computers upon student success. The goal of this study is to determine how much of CAI is implemented in higher education in the USA. Instructors from 38 states were surveyed to compare between the institutes that use Computer Based Interactive Instruction and the ones that do not and are still applying traditional delivery method. Based on the analysis of the data gathered during this study, it is concluded that the majority of instructors are now using computers in one form or another. This study has determined that the computer is a major component in the teaching of introductory physics, and therefore, may be a suitable substitute for the traditional delivery system. Computers as an instructional delivery system are an alternative that may result in a higher level of student learning for many higher education courses.

  18. Computer-Supported Team-Based Learning: The Impact of Motivation, Enjoyment and Team Contributions on Learning Outcomes

    ERIC Educational Resources Information Center

    Gomez, Elizabeth Avery; Wu, Dezhi; Passerini, Katia

    2010-01-01

    The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom…

  19. Computer-Supported Team-Based Learning: The Impact of Motivation, Enjoyment and Team Contributions on Learning Outcomes

    ERIC Educational Resources Information Center

    Gomez, Elizabeth Avery; Wu, Dezhi; Passerini, Katia

    2010-01-01

    The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom…

  20. Computational intelligence-based polymerase chain reaction primer selection based on a novel teaching-learning-based optimisation.

    PubMed

    Cheng, Yu-Huei

    2014-12-01

    Specific primers play an important role in polymerase chain reaction (PCR) experiments, and therefore it is essential to find specific primers of outstanding quality. Unfortunately, many PCR constraints must be simultaneously inspected which makes specific primer selection difficult and time-consuming. This paper introduces a novel computational intelligence-based method, Teaching-Learning-Based Optimisation, to select the specific and feasible primers. The specified PCR product lengths of 150-300 bp and 500-800 bp with three melting temperature formulae of Wallace's formula, Bolton and McCarthy's formula and SantaLucia's formula were performed. The authors calculate optimal frequency to estimate the quality of primer selection based on a total of 500 runs for 50 random nucleotide sequences of 'Homo species' retrieved from the National Center for Biotechnology Information. The method was then fairly compared with the genetic algorithm (GA) and memetic algorithm (MA) for primer selection in the literature. The results show that the method easily found suitable primers corresponding with the setting primer constraints and had preferable performance than the GA and the MA. Furthermore, the method was also compared with the common method Primer3 according to their method type, primers presentation, parameters setting, speed and memory usage. In conclusion, it is an interesting primer selection method and a valuable tool for automatic high-throughput analysis. In the future, the usage of the primers in the wet lab needs to be validated carefully to increase the reliability of the method.

  1. Image Segmentation Based on Learning Cellular Automata Using Soft Computing Approach

    NASA Astrophysics Data System (ADS)

    Das, Debasis; Ray, Abhishek

    2010-10-01

    Image Segmentation refers to the process of partitioning a digital image into multiple segments. The goal of segmentation is to simplify and change the representation of an image into something that is more meaningful and easier to analyze. A Cellular Automata (CA) is a computing model of complex system using simple rule. It divides the problem space into number of cells and each cell can be in one or several final states. Cells are affected by its neighbor's to the simple rule. Learning Cellular Automata (LCA) is a variant of automata that interact with random environment having as goal to improve its behavior. This paper proposes an image segmentation technique based on LCA using soft computing approach. This proposed method works in two steps, the first step is called as soft segmentation where the input image(s) is/are analyzed through LCA and the second step is called as soft computing approach where the analyzed image is segmented through fuzzy C-means algorithm.

  2. Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment.

    ERIC Educational Resources Information Center

    Arts, Jos A. R.; Gijselaers, Wim H.; Segers, Mien S. R.

    2002-01-01

    Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that…

  3. Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

    ERIC Educational Resources Information Center

    Yung, Hsin I.; Paas, Fred

    2015-01-01

    Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual…

  4. Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

    ERIC Educational Resources Information Center

    Yung, Hsin I.; Paas, Fred

    2015-01-01

    Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual…

  5. A machine-learned computational functional genomics-based approach to drug classification.

    PubMed

    Lötsch, Jörn; Ultsch, Alfred

    2016-12-01

    The public accessibility of "big data" about the molecular targets of drugs and the biological functions of genes allows novel data science-based approaches to pharmacology that link drugs directly with their effects on pathophysiologic processes. This provides a phenotypic path to drug discovery and repurposing. This paper compares the performance of a functional genomics-based criterion to the traditional drug target-based classification. Knowledge discovery in the DrugBank and Gene Ontology databases allowed the construction of a "drug target versus biological process" matrix as a combination of "drug versus genes" and "genes versus biological processes" matrices. As a canonical example, such matrices were constructed for classical analgesic drugs. These matrices were projected onto a toroid grid of 50 × 82 artificial neurons using a self-organizing map (SOM). The distance, respectively, cluster structure of the high-dimensional feature space of the matrices was visualized on top of this SOM using a U-matrix. The cluster structure emerging on the U-matrix provided a correct classification of the analgesics into two main classes of opioid and non-opioid analgesics. The classification was flawless with both the functional genomics and the traditional target-based criterion. The functional genomics approach inherently included the drugs' modulatory effects on biological processes. The main pharmacological actions known from pharmacological science were captures, e.g., actions on lipid signaling for non-opioid analgesics that comprised many NSAIDs and actions on neuronal signal transmission for opioid analgesics. Using machine-learned techniques for computational drug classification in a comparative assessment, a functional genomics-based criterion was found to be similarly suitable for drug classification as the traditional target-based criterion. This supports a utility of functional genomics-based approaches to computational system pharmacology for drug

  6. Learning-based image preprocessing for robust computer-aided detection

    NASA Astrophysics Data System (ADS)

    Raghupathi, Laks; Devarakota, Pandu R.; Wolf, Matthias

    2013-03-01

    Recent studies have shown that low dose computed tomography (LDCT) can be an effective screening tool to reduce lung cancer mortality. Computer-aided detection (CAD) would be a beneficial second reader for radiologists in such cases. Studies demonstrate that while iterative reconstructions (IR) improve LDCT diagnostic quality, it however degrades CAD performance significantly (increased false positives) when applied directly. For improving CAD performance, solutions such as retraining with newer data or applying a standard preprocessing technique may not be suffice due to high prevalence of CT scanners and non-uniform acquisition protocols. Here, we present a learning-based framework that can adaptively transform a wide variety of input data to boost an existing CAD performance. This not only enhances their robustness but also their applicability in clinical workflows. Our solution consists of applying a suitable pre-processing filter automatically on the given image based on its characteristics. This requires the preparation of ground truth (GT) of choosing an appropriate filter resulting in improved CAD performance. Accordingly, we propose an efficient consolidation process with a novel metric. Using key anatomical landmarks, we then derive consistent feature descriptors for the classification scheme that then uses a priority mechanism to automatically choose an optimal preprocessing filter. We demonstrate CAD prototype∗ performance improvement using hospital-scale datasets acquired from North America, Europe and Asia. Though we demonstrated our results for a lung nodule CAD, this scheme is straightforward to extend to other post-processing tools dedicated to other organs and modalities.

  7. Validating the ACE Model for Evaluating Student Performance Using a Teaching-Learning Process Based on Computational Modeling Systems

    ERIC Educational Resources Information Center

    Louzada, Alexandre Neves; Elia, Marcos da Fonseca; Sampaio, Fábio Ferrentini; Vidal, Andre Luiz Pestana

    2014-01-01

    The aim of this work is to adapt and test, in a Brazilian public school, the ACE model proposed by Borkulo for evaluating student performance as a teaching-learning process based on computational modeling systems. The ACE model is based on different types of reasoning involving three dimensions. In addition to adapting the model and introducing…

  8. Content and Processes in Problem-Based Learning: A Comparison of Computer-Mediated and Face-to-Face Communication

    ERIC Educational Resources Information Center

    Stromso, H. I.; Grottum, P.; Lycke, K. H.

    2007-01-01

    There has been an increasing interest in the use of computer-mediated communication (CMC) in problem-based learning. One line of research has been to introduce synchronous, or simultaneous, communication attempting to create text-based digital real-time interaction. Compared with face-to-face (F2F) communication, CMC may be a poorer medium…

  9. Successful learning of surgical liver anatomy in a computer-based teaching module.

    PubMed

    Nickel, Felix; Hendrie, Jonathan D; Bruckner, Thomas; Kowalewski, Karl F; Kenngott, Hannes G; Müller-Stich, Beat P; Fischer, Lars

    2016-12-01

    To analyze factors influencing the learning of surgical liver anatomy in a computer-based teaching module (TM). Medical students in their third to fifth year of training (N [Formula: see text] 410) participated in three randomized trials, each with a different primary hypothesis, comparing two- (2D) and three-dimensional (3D) presentation modes in a TM for surgical liver anatomy. Computed tomography images were presented according to the study and allocation group. Students had to answer eleven questions on surgical liver anatomy and four evaluative questions. Scores and time taken to answer the questions were automatically recorded. Since the three studies used the same 15 questions in the TM, a pooled analysis was performed to compare learning factors across studies. 3D groups had higher scores (7.5 ± 1.7 vs. 5.6 ± 2.0; p < 0.001) and needed less time (503.5 ± 187.4 vs. 603.1 ± 246.7 s; p < 0.001) than 2D groups. Intensive training improved scores in 2D (p < 0.001). Men gave more correct answers than women, independent of presentation mode (7.2 ± 2.0 vs. 6.5 ± 2.1; p [Formula: see text] 0.003). An overall association was found between having fun and higher scores in 11 anatomical questions (p < 0.001). In subgroup analysis, 3D groups had more fun than 2D groups (84.7 vs. 65.1 %; p < 0.001). If given the option, more students in the 2D groups (58.9 %) would have preferred a 3D presentation than students in the 3D group (35.9 %) would have preferred 2D (p  < 0.001). 3D was superior to 2D for learning of surgical liver anatomy. With training 2D showed similar results. Fun and gender were relevant factors for learning success.

  10. A Social-Constructivist Adaptation of Case-Based Reasoning: Integrating oal-Based Scenarios with Computer-Supported Collaborative Learning.

    ERIC Educational Resources Information Center

    Hung, David; Chen, Der-Thanq; Tan, Seng Chee

    2003-01-01

    Proposes a social constructivist adaptation of case-based reasoning (CBR) by incorporating computer-supported collaborative learning tools into the thinking and reasoning process. Explains goal-based scenarios (GBS) as translations of CBR into simulated learning environments and discusses the incorporation of facilitation cues and the inclusion of…

  11. Learners' Use of Communication Strategies in Text-Based and Video-Based Synchronous Computer-Mediated Communication Environments: Opportunities for Language Learning

    ERIC Educational Resources Information Center

    Hung, Yu-Wan; Higgins, Steve

    2016-01-01

    This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated…

  12. Assessing Medical Students’ Self-regulation as Aptitude in Computer-based Learning

    PubMed Central

    Song, Hyuksoon S.; Kalet, Adina L.; Plass, Jan L.

    2013-01-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman’s Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC’s reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students’ usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students’ self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy. PMID:20872071

  13. Computer-based exercises for learning to read and spell by deaf children.

    PubMed

    Reitsma, Pieter

    2009-01-01

    There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar alternatives that corresponds to a drawing or a sign (digital video). The other (meaning oriented) exercise was to select the correct sign or picture among three alternatives that corresponds to a written word. Eleven deaf Dutch children with a mean age of 7 years 10 months participated in the study. A first question was whether in single-word exercises the meaning or the spelling of a word should be emphasized. A second question was whether there was any effect of using drawings or signs to refer to the meaning of the word. The results reveal that emphasizing the word spelling is most effective for learning to read for deaf children and the findings also suggest that drawings are more efficient in the current exercises.

  14. Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

    PubMed

    Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

    2015-01-01

    Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation.

  15. Deep learning for computational chemistry.

    PubMed

    Goh, Garrett B; Hodas, Nathan O; Vishnu, Abhinav

    2017-06-15

    The rise and fall of artificial neural networks is well documented in the scientific literature of both computer science and computational chemistry. Yet almost two decades later, we are now seeing a resurgence of interest in deep learning, a machine learning algorithm based on multilayer neural networks. Within the last few years, we have seen the transformative impact of deep learning in many domains, particularly in speech recognition and computer vision, to the extent that the majority of expert practitioners in those field are now regularly eschewing prior established models in favor of deep learning models. In this review, we provide an introductory overview into the theory of deep neural networks and their unique properties that distinguish them from traditional machine learning algorithms used in cheminformatics. By providing an overview of the variety of emerging applications of deep neural networks, we highlight its ubiquity and broad applicability to a wide range of challenges in the field, including quantitative structure activity relationship, virtual screening, protein structure prediction, quantum chemistry, materials design, and property prediction. In reviewing the performance of deep neural networks, we observed a consistent outperformance against non-neural networks state-of-the-art models across disparate research topics, and deep neural network-based models often exceeded the "glass ceiling" expectations of their respective tasks. Coupled with the maturity of GPU-accelerated computing for training deep neural networks and the exponential growth of chemical data on which to train these networks on, we anticipate that deep learning algorithms will be a valuable tool for computational chemistry. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  16. A learning-based approach for automated quality assessment of computer-rendered images

    NASA Astrophysics Data System (ADS)

    Zhang, Xi; Agam, Gady

    2012-01-01

    Computer generated images are common in numerous computer graphics applications such as games, modeling, and simulation. There is normally a tradeoff between the time allocated to the generation of each image frame and and the quality of the image, where better quality images require more processing time. Specifically, in the rendering of 3D objects, the surfaces of objects may be manipulated by subdividing them into smaller triangular patches and/or smoothing them so as to produce better looking renderings. Since unnecessary subdivision results in increased rendering time and unnecessary smoothing results in reduced details, there is a need to automatically determine the amount of necessary processing for producing good quality rendered images. In this paper we propose a novel supervised learning based methodology for automatically predicting the quality of rendered images of 3D objects. To perform the prediction we train on a data set which is labeled by human observers for quality. We are then able to predict the quality of renderings (not used in the training) with an average prediction error of roughly 20%. The proposed approach is compared to known techniques and is shown to produce better results.

  17. Item Design Considerations for Computer-Based Testing of Student Learning in Chemistry

    NASA Astrophysics Data System (ADS)

    Bowen, Craig W.

    1998-09-01

    The focus of this paper is an examination of how chemistry test items may be designed for use in a computer-testing environment. It begins by examining ideas from cognitive psychology and research on problem solving in chemistry. It also consider previous ways computers have been used to measure student learning in chemistry. The paper ends by providing a framework for developing test items (and examples of items) across macroscopic, particulate, symbolic and integrated levels of chemical understanding.

  18. Computer-Based Simulation in Blended Learning Curriculum for Hazardous Waste Site Worker Health and Safety Training

    PubMed Central

    West, Cheryl; Slatin, Craig; Sanborn, Wayne; Volicer, Beverly

    2008-01-01

    Intended for the interest of individuals and organizations who provide adult/worker training and education, we present a discussion of a computer-based simulation training tool used as part of a hazardous waste site worker health and safety training curriculum. Our objective is to present the simulation’s development, implementation, and assessment for learning utility from both trainee and trainer perspectives. The simulation is blended with other curriculum components of training courses and supports small group learning. Assessment included end-of-course trainee questionnaires and trainer focus groups to addressing simulation utility as a user-oriented learning tool. A majority of trainees reported simulation trainings as useful learning tools with numerous advantages that support a participatory, blended learning curriculum, and raise awareness of potential work site risks and hazards. Trainers reported that the simulation advanced training impact. Evaluation results indicate that the simulation successfully supports small group learning activities. PMID:19430576

  19. Probabilistic reward- and punishment-based learning in opioid addiction: Experimental and computational data.

    PubMed

    Myers, Catherine E; Sheynin, Jony; Balsdon, Tarryn; Luzardo, Andre; Beck, Kevin D; Hogarth, Lee; Haber, Paul; Moustafa, Ahmed A

    2016-01-01

    Addiction is the continuation of a habit in spite of negative consequences. A vast literature gives evidence that this poor decision-making behavior in individuals addicted to drugs also generalizes to laboratory decision making tasks, suggesting that the impairment in decision-making is not limited to decisions about taking drugs. In the current experiment, opioid-addicted individuals and matched controls with no history of illicit drug use were administered a probabilistic classification task that embeds both reward-based and punishment-based learning trials, and a computational model of decision making was applied to understand the mechanisms describing individuals' performance on the task. Although behavioral results showed that opioid-addicted individuals performed as well as controls on both reward- and punishment-based learning, the modeling results suggested subtle differences in how decisions were made between the two groups. Specifically, the opioid-addicted group showed decreased tendency to repeat prior responses, meaning that they were more likely to "chase reward" when expectancies were violated, whereas controls were more likely to stick with a previously-successful response rule, despite occasional expectancy violations. This tendency to chase short-term reward, potentially at the expense of developing rules that maximize reward over the long term, may be a contributing factor to opioid addiction. Further work is indicated to better understand whether this tendency arises as a result of brain changes in the wake of continued opioid use/abuse, or might be a pre-existing factor that may contribute to risk for addiction.

  20. Probabilistic Reward- and Punishment-based Learning in Opioid Addiction: Experimental and Computational Data

    PubMed Central

    Myers, Catherine E.; Sheynin, Jony; Baldson, Tarryn; Luzardo, Andre; Beck, Kevin D.; Hogarth, Lee; Haber, Paul; Moustafa, Ahmed A.

    2016-01-01

    Addiction is the continuation of a habit in spite of negative consequences. A vast literature gives evidence that this poor decision-making behavior in individuals addicted to drugs also generalizes to laboratory decision making tasks, suggesting that the impairment in decision-making is not limited to decisions about taking drugs. In the current experiment, opioid-addicted individuals and matched controls with no history of illicit drug use were administered a probabilistic classification task that embeds both reward-based and punishment-based learning trials, and a computational model of decision making was applied to understand the mechanisms describing individuals’ performance on the task. Although behavioral results showed thatopioid-addicted individuals performed as well as controls on both reward- and punishment-based learning, the modeling results suggested subtle differences in how decisions were made between the two groups. Specifically, the opioid-addicted group showed decreased tendency to repeat prior responses, meaning that they were more likely to “chase reward” when expectancies were violated, whereas controls were more likely to stick with a previously-successful response rule, despite occasional expectancy violations. This tendency to chase short-term reward, potentially at the expense of developing rules that maximize reward over the long term, may be a contributing factor to opioid addiction. Further work is indicated to better understand whether this tendency arises as a result of brain changes in the wake of continued opioid use/abuse, or might be a pre-existing factor that may contribute to risk for addiction. PMID:26381438

  1. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    NASA Astrophysics Data System (ADS)

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-06-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these agents obey simple rules assigned or manipulated by the user (e.g., speeding up, slowing down, etc.). It is the interactions between these agents, based on the rules assigned by the user, that give rise to emergent, aggregate-level behavior (e.g., formation and movement of the traffic jam). Natural selection is such an emergent phenomenon, which has been shown to be challenging for novices (K16 students) to understand. Whereas prior research on learning evolutionary phenomena with MABMs has typically focused on high school students and beyond, we investigate how elementary students (4th graders) develop multi-level explanations of some introductory aspects of natural selection—species differentiation and population change—through scaffolded interactions with an MABM that simulates predator-prey dynamics in a simple birds-butterflies ecosystem. We conducted a semi-clinical interview based study with ten participants, in which we focused on the following: a) identifying the nature of learners' initial interpretations of salient events or elements of the represented phenomena, b) identifying the roles these interpretations play in the development of their multi-level explanations, and c) how attending to different levels of the relevant phenomena can make explicit different mechanisms to the learners. In addition, our analysis also shows that although there were differences between high- and low-performing students (in terms of being able to explain population-level behaviors) in the pre-test, these differences disappeared in the post-test.

  2. Using Computer-Based Testing as Alternative Assessment Method of Student Learning in Distance Education

    ERIC Educational Resources Information Center

    Sapriati, Amalia; Zuhairi, Aminudin

    2010-01-01

    This paper addresses the use of computer-based testing in distance education, based on the experience of Universitas Terbuka (UT), Indonesia. Computer-based testing has been developed at UT for reasons of meeting the specific needs of distance students as the following: (1) students' inability to sit for the scheduled test; (2) conflicting test…

  3. Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-Based Learning Environment

    ERIC Educational Resources Information Center

    Jackson, Karen Latrice Terrell

    2014-01-01

    Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based…

  4. "Horses for Courses": Categories of Computer-Based Learning Program and Their Uses in Pharmacology Courses.

    ERIC Educational Resources Information Center

    Hughes, Ian E.

    1998-01-01

    Describes the pharma-CAL-ogy project, funded by Teaching and Learning Technology Programme (TLTP), which has developed various types of software for use in pharmacology courses. Topics include course organization and delivery software, drill and practice software, tutorial-type programs, simulations, and the need to integrate computer-assisted…

  5. Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-Based Learning Environment

    ERIC Educational Resources Information Center

    Jackson, Karen Latrice Terrell

    2014-01-01

    Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based…

  6. Using a Dialogue System Based on Dialogue Maps for Computer Assisted Second Language Learning

    ERIC Educational Resources Information Center

    Choi, Sung-Kwon; Kwon, Oh-Woog; Kim, Young-Kil; Lee, Yunkeun

    2016-01-01

    In order to use dialogue systems for computer assisted second-language learning systems, one of the difficult issues in such systems is how to construct large-scale dialogue knowledge that matches the dialogue modelling of a dialogue system. This paper describes how we have accomplished the short-term construction of large-scale and…

  7. Optimizing Cognitive Load for Learning from Computer-Based Science Simulations

    ERIC Educational Resources Information Center

    Lee, Hyunjeong; Plass, Jan L.; Homer, Bruce D.

    2006-01-01

    How can cognitive load in visual displays of computer simulations be optimized? Middle-school chemistry students (N = 257) learned with a simulation of the ideal gas law. Visual complexity was manipulated by separating the display of the simulations in two screens (low complexity) or presenting all information on one screen (high complexity). The…

  8. Implicational Markedness and Frequency in Constraint-Based Computational Models of Phonological Learning

    ERIC Educational Resources Information Center

    Jarosz, Gaja

    2010-01-01

    This study examines the interacting roles of implicational markedness and frequency from the joint perspectives of formal linguistic theory, phonological acquisition and computational modeling. The hypothesis that child grammars are rankings of universal constraints, as in Optimality Theory (Prince & Smolensky, 1993/2004), that learning involves a…

  9. Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

    ERIC Educational Resources Information Center

    Antonis, Konstantinos; Daradoumis, Thanasis; Papadakis, Spyros; Simos, Christos

    2011-01-01

    This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a…

  10. Characteristics of Israeli School Teachers in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Magen-Nagar, Noga; Peled, Bracha

    2013-01-01

    The purpose of this research is to investigate whether there are differences in the level of computer literacy, the amount of implementation of ICT in teaching and learning-assessment processes and the attitudes of teachers from computerized schools in comparison to teachers in non-computerized schools. In addition, the research investigates the…

  11. Optimizing Cognitive Load for Learning from Computer-Based Science Simulations

    ERIC Educational Resources Information Center

    Lee, Hyunjeong; Plass, Jan L.; Homer, Bruce D.

    2006-01-01

    How can cognitive load in visual displays of computer simulations be optimized? Middle-school chemistry students (N = 257) learned with a simulation of the ideal gas law. Visual complexity was manipulated by separating the display of the simulations in two screens (low complexity) or presenting all information on one screen (high complexity). The…

  12. Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

    ERIC Educational Resources Information Center

    Antonis, Konstantinos; Daradoumis, Thanasis; Papadakis, Spyros; Simos, Christos

    2011-01-01

    This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a…

  13. Exploring the Effects of Online Team-Based Learning and Co-Regulated Learning on Students' Development of Computing Skills

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen

    2016-01-01

    As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

  14. Exploring the Effects of Online Team-Based Learning and Co-Regulated Learning on Students' Development of Computing Skills

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen

    2016-01-01

    As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

  15. The Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Argumentation Skills

    ERIC Educational Resources Information Center

    Hsu, P. -S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

    2015-01-01

    The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment…

  16. Student Conceptions about the DNA Structure within a Hierarchical Organizational Level: Improvement by Experiment- and Computer-Based Outreach Learning

    ERIC Educational Resources Information Center

    Langheinrich, Jessica; Bogner, Franz X.

    2015-01-01

    As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module.…

  17. The Effects of CBI Lesson Sequence Type and Field Dependence on Learning from Computer-Based Cooperative Instruction in Web

    ERIC Educational Resources Information Center

    Ipek, Ismail

    2010-01-01

    The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…

  18. GenieTutor: A Computer Assisted Second-Language Learning System Based on Semantic and Grammar Correctness Evaluations

    ERIC Educational Resources Information Center

    Kwon, Oh-Woog; Lee, Kiyoung; Kim, Young-Kil; Lee, Yunkeun

    2015-01-01

    This paper introduces a Dialog-Based Computer-Assisted second-Language Learning (DB-CALL) system using semantic and grammar correctness evaluations and the results of its experiment. While the system dialogues with English learners about a given topic, it automatically evaluates the grammar and content properness of their English utterances, then…

  19. Tool Use and Performance: Relationships between Tool- and Learner-Related Characteristics in a Computer-Based Learning Environment

    ERIC Educational Resources Information Center

    Juarez-Collazo, Norma A.; Elen, Jan; Clarebout, Geraldine

    2013-01-01

    It is still unclear on what and how tool and learner characteristics influence tool use and consequently performance in computer-based learning environments (CBLEs). This study examines the relationships between tool-related characteristics (tool presentation: non-/embedded tool and instructional cues: non-/explained tool functionality) and…

  20. Computer-Based Graphical Displays for Enhancing Mental Animation and Improving Reasoning in Novice Learning of Probability

    ERIC Educational Resources Information Center

    Kaplan, Danielle E.; Wu, Erin Chia-ling

    2006-01-01

    Our research suggests static and animated graphics can lead to more animated thinking and more correct problem solving in computer-based probability learning. Pilot software modules were developed for graduate online statistics courses and representation research. A study with novice graduate student statisticians compared problem solving in five…

  1. The Role of Technology and Computer-Based Instruction in a Disadvantaged Alternative School's Culture of Learning

    ERIC Educational Resources Information Center

    Watson, Sunnie Lee; Watson, William R.

    2011-01-01

    New approaches to instruction are increasingly being advocated to meet the needs of diverse learners. Educational researchers have identified the further development and application of computer-based instruction technologies for managing differentiated learning for all students as essential for shifting to a learner-centered paradigm of…

  2. The Role of Technology and Computer-Based Instruction in a Disadvantaged Alternative School's Culture of Learning

    ERIC Educational Resources Information Center

    Watson, Sunnie Lee; Watson, William R.

    2011-01-01

    New approaches to instruction are increasingly being advocated to meet the needs of diverse learners. Educational researchers have identified the further development and application of computer-based instruction technologies for managing differentiated learning for all students as essential for shifting to a learner-centered paradigm of…

  3. Effects of Computer-Based Instruction on Student Learning of Psychophysiological Detection of Deception Test Question Formulation.

    ERIC Educational Resources Information Center

    Janniro, Michael J.

    1993-01-01

    Describes a study conducted by the Department of Defense Polygraph Institute for their forensic science curriculum that investigated the effects of computer-based instruction on student learning of psychophysiological detection of deception test question formulation. Treatment of the experimental and control group is explained and posttest scores…

  4. Student Conceptions about the DNA Structure within a Hierarchical Organizational Level: Improvement by Experiment- and Computer-Based Outreach Learning

    ERIC Educational Resources Information Center

    Langheinrich, Jessica; Bogner, Franz X.

    2015-01-01

    As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module.…

  5. An Analysis of the Competencies Needed by Trainers to Use Computer-Based Technologies and Distance Learning Systems.

    ERIC Educational Resources Information Center

    Furst-Bowe, Julie A.

    1996-01-01

    Describes a study conducted to describe computer-based technologies and distance learning systems currently used in employee training and to determine which technologies will be used in future training processes. The competencies needed by trainers were also examined, including preferred sources of competency development. (15 tables) (Author/LRW)

  6. The Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Argumentation Skills

    ERIC Educational Resources Information Center

    Hsu, P. -S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

    2015-01-01

    The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment…

  7. Computer-Based Auditory Training (CBAT): Benefits for Children with Language- and Reading-Related Learning Difficulties

    ERIC Educational Resources Information Center

    Loo, Jenny Hooi Yin; Bamiou, Doris-Eva; Campbell, Nicci; Luxon, Linda M.

    2010-01-01

    This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level…

  8. The Effects of Varied Visual Organizational Strategies within Computer-Based Instruction on Factual, Conceptual and Problem Solving Learning.

    ERIC Educational Resources Information Center

    Haag, Brenda Bannan; Grabowski, Barbara L.

    The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group…

  9. Effects of Computer-Based Instruction on Student Learning of Psychophysiological Detection of Deception Test Question Formulation.

    ERIC Educational Resources Information Center

    Janniro, Michael J.

    1993-01-01

    Describes a study conducted by the Department of Defense Polygraph Institute for their forensic science curriculum that investigated the effects of computer-based instruction on student learning of psychophysiological detection of deception test question formulation. Treatment of the experimental and control group is explained and posttest scores…

  10. Computer Animation for EFL Learning Environments.

    ERIC Educational Resources Information Center

    Xiao, Xiaoquan; Jones, Marshall G.

    Computer animation can be effectively incorporated into computer based instruction programs for English as a Foreign Language (EFL) learning environments. Computer animation is defined as computer-generated animated graphics that function as visual aids to instruction. The applications of instructional graphics fall into two categories: (1)…

  11. A Comparison of Computer-Assisted Instruction and Field-Based Learning for Youth Rangeland Education

    ERIC Educational Resources Information Center

    Peterson, Jennifer; Launchbaugh, Karen; Pickering, Michael; Hollenhorst, Steven

    2006-01-01

    Field-based learning experiences are often used to increase the effectiveness of science curricula. However, time and financial limitations in public schools often hinder a teacher's ability to bring their students into the field for learning, despite increased demands to incorporate more science content into their curricula. In addition, federal…

  12. Thinking Tools in Computer-Based Assessment: Technology Enhancements in Assessments for Learning

    ERIC Educational Resources Information Center

    Rosen, Yigal

    2014-01-01

    One of the greatest concerns in schools today is how teachers can bring together assessment and learning in a way that is meaningful for students' thinking skills, while focusing on content standards. Better understanding of how different types of technology based thinking tools can be used for improving classroom teaching and learning,…

  13. The Impact of Students' Exploration Strategies on Discovery Learning Using Computer-Based Simulations

    ERIC Educational Resources Information Center

    Dalgarno, Barney; Kennedy, Gregor; Bennett, Sue

    2014-01-01

    Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that "pure" discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning…

  14. Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

    ERIC Educational Resources Information Center

    Shadiev, Rustam; Hwang, Wu-Yuin; Yeh, Shih-Ching; Yang, Stephen J. H.; Wang, Jing-Liang; Han, Lin; Hsu, Guo-Liang

    2014-01-01

    This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no…

  15. Thinking Tools in Computer-Based Assessment: Technology Enhancements in Assessments for Learning

    ERIC Educational Resources Information Center

    Rosen, Yigal

    2014-01-01

    One of the greatest concerns in schools today is how teachers can bring together assessment and learning in a way that is meaningful for students' thinking skills, while focusing on content standards. Better understanding of how different types of technology based thinking tools can be used for improving classroom teaching and learning,…

  16. The Impact of Students' Exploration Strategies on Discovery Learning Using Computer-Based Simulations

    ERIC Educational Resources Information Center

    Dalgarno, Barney; Kennedy, Gregor; Bennett, Sue

    2014-01-01

    Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that "pure" discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning…

  17. Using Problem-Based Learning to Increase Computer Self-Efficacy in Taiwanese Students

    ERIC Educational Resources Information Center

    Smith, Cary Stacy; Hung, Li-Ching

    2017-01-01

    In Taiwan, teaching focuses around lecturing, with students having little opportunity to interact with each other. Problem-based learning (PBL) is a means of instruction where students learn the subject by being active participants in the pedagogical process, with the emphasis on problem-solving. In this study, the authors investigated whether PBL…

  18. A Computer-Assisted Learning Model Based on the Digital Game Exponential Reward System

    ERIC Educational Resources Information Center

    Moon, Man-Ki; Jahng, Surng-Gahb; Kim, Tae-Yong

    2011-01-01

    The aim of this research was to construct a motivational model which would stimulate voluntary and proactive learning using digital game methods offering players more freedom and control. The theoretical framework of this research lays the foundation for a pedagogical learning model based on digital games. We analyzed the game reward system, which…

  19. Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

    ERIC Educational Resources Information Center

    Shadiev, Rustam; Hwang, Wu-Yuin; Yeh, Shih-Ching; Yang, Stephen J. H.; Wang, Jing-Liang; Han, Lin; Hsu, Guo-Liang

    2014-01-01

    This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no…

  20. Developing Simulation-Based Computer Assisted Learning to Correct Students' Statistical Misconceptions Based on Cognitive Conflict Theory, Using "Correlation" as an Example

    ERIC Educational Resources Information Center

    Liu, Tzu-Chien

    2010-01-01

    Understanding and applying statistical concepts is essential in modern life. However, common statistical misconceptions limit the ability of students to understand statistical concepts. Although simulation-based computer assisted learning (CAL) is promising for use in students learning statistics, substantial improvement is still needed. For…

  1. Developing Simulation-Based Computer Assisted Learning to Correct Students' Statistical Misconceptions Based on Cognitive Conflict Theory, Using "Correlation" as an Example

    ERIC Educational Resources Information Center

    Liu, Tzu-Chien

    2010-01-01

    Understanding and applying statistical concepts is essential in modern life. However, common statistical misconceptions limit the ability of students to understand statistical concepts. Although simulation-based computer assisted learning (CAL) is promising for use in students learning statistics, substantial improvement is still needed. For…

  2. The effects of computer-based dynamic visualization simulations on student learning in high school science

    NASA Astrophysics Data System (ADS)

    Moodley, Sadha

    The purpose of this study was to determine whether the use of dynamic computer-based visualizations of the classical model of particle behavior helps to improve student understanding, performance, and interest in science when used by teachers as visual presentations to complement their traditional methods of teaching. The software, Virtual Molecular Dynamics Laboratory (VMDL), was developed at the Center for Polymer Studies at Boston University through funding from the National Science Foundation. The design of the study included five pairs of classes in four different schools in New England from the inner city and from advantaged suburbs. The study employed a treatment-control group design for testing the impact of several VMDL simulations on student learning in several content areas from traditional chemistry and physical science courses. The study employed a mixed qualitative and quantitative design. The quantitative part involved administering the Group Assessment of Logical Thinking (GALT) as well as post-tests that were topic specific. An Analysis of Covariance (ANCOVA) was conducted on the test scores with the GALT scores serving as a covariate. Results of the ANCOVA showed that students' understanding and performance were better in classes where teachers used the computer-based dynamic visualizations to complement their traditional teaching. GALT scores were significantly different among schools but very similar within schools. They were significant in adjusting post-test scores for pre-treatment differences for only two of the schools. The treatment groups outscored the control groups in all five comparisons. The mean differences reached statistical significance at the p < .01 level in only four of the comparisons. The qualitative part of the study involved classroom observations and student interviews. Analysis of classroom observations revealed a shift in classroom dynamics to more learner-centeredness with greater engagement by students, especially in

  3. A Comparative Study of Paper-Based and Computer-Based Contextualization in Vocabulary Learning of EFL Students

    ERIC Educational Resources Information Center

    Ahmadian, Mousa; Amerian, Majid; Goodarzi, Ahmad

    2015-01-01

    Vocabulary acquisition is one of the largest and most important tasks in language classes. New technologies, such as computers, have helped a lot in this way. The importance of the issue led the researchers to do the present study which concerns the comparison of contextualized vocabulary learning on paper and through Computer Assisted Language…

  4. Generational Learning Style Preferences Based on Computer-Based Healthcare Training

    ERIC Educational Resources Information Center

    Knight, Michaelle H.

    2016-01-01

    Purpose. The purpose of this mixed-method study was to determine the degree of perceived differences for auditory, visual and kinesthetic learning styles of Traditionalist, Baby Boomers, Generation X and Millennial generational healthcare workers participating in technology-assisted healthcare training. Methodology. This mixed-method research…

  5. Generational Learning Style Preferences Based on Computer-Based Healthcare Training

    ERIC Educational Resources Information Center

    Knight, Michaelle H.

    2016-01-01

    Purpose. The purpose of this mixed-method study was to determine the degree of perceived differences for auditory, visual and kinesthetic learning styles of Traditionalist, Baby Boomers, Generation X and Millennial generational healthcare workers participating in technology-assisted healthcare training. Methodology. This mixed-method research…

  6. Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Tsai, Chia-Wen; Lee, Tsang-Hsiung; Shen, Pei-Di

    2013-01-01

    Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students' long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated…

  7. The computer-based lecture.

    PubMed

    Wofford, M M; Spickard, A W; Wofford, J L

    2001-07-01

    Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of "live" versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation.

  8. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    ERIC Educational Resources Information Center

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-01-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these…

  9. Effects of Textual and Animated Orienting Activities and Practice on Learning from Computer-Based Instruction.

    ERIC Educational Resources Information Center

    Rieber, Lloyd P.; Hannafin, Michael J.

    1988-01-01

    Describes study designed to examine the effects of textual and/or computer animated orienting strategies and practice on rule-using and problem-solving skills of elementary school students using computer-assisted instruction. Four different versions of a lesson based on Isaac Newton's Law of Motion are described, and results are analyzed. (28…

  10. Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

    ERIC Educational Resources Information Center

    Dickes, Amanda Catherine; Sengupta, Pratim

    2013-01-01

    In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator-prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term "agent" in an MABM indicates individual computational objects or actors (e.g., cars), and these…

  11. Learning with Artificial Worlds: Computer-Based Modelling in the Curriculum.

    ERIC Educational Resources Information Center

    Mellar, Harvey, Ed.; And Others

    With the advent of the British National Curriculum, computer-based modeling has become an integral part of the school curriculum. This book is about modeling in education and providing children with computer tools to create and explore representations of the world. Members of the London Mental Models Group contributed their research: (1)…

  12. Learning with Artificial Worlds: Computer-Based Modelling in the Curriculum.

    ERIC Educational Resources Information Center

    Mellar, Harvey, Ed.; And Others

    With the advent of the British National Curriculum, computer-based modeling has become an integral part of the school curriculum. This book is about modeling in education and providing children with computer tools to create and explore representations of the world. Members of the London Mental Models Group contributed their research: (1)…

  13. Effects of Textual and Animated Orienting Activities and Practice on Learning from Computer-Based Instruction.

    ERIC Educational Resources Information Center

    Rieber, Lloyd P.; Hannafin, Michael J.

    1988-01-01

    Describes study designed to examine the effects of textual and/or computer animated orienting strategies and practice on rule-using and problem-solving skills of elementary school students using computer-assisted instruction. Four different versions of a lesson based on Isaac Newton's Law of Motion are described, and results are analyzed. (28…

  14. Computer Systems for Distributed and Distance Learning.

    ERIC Educational Resources Information Center

    Anderson, M.; Jackson, David

    2000-01-01

    Discussion of network-based learning focuses on a survey of computer systems for distributed and distance learning. Both Web-based systems and non-Web-based systems are reviewed in order to highlight some of the major trends of past projects and to suggest ways in which progress may be made in the future. (Contains 92 references.) (Author/LRW)

  15. Dual-dictionary learning-based iterative image reconstruction for spectral computed tomography application

    NASA Astrophysics Data System (ADS)

    Zhao, Bo; Ding, Huanjun; Lu, Yang; Wang, Ge; Zhao, Jun; Molloi, Sabee

    2012-12-01

    In this study, we investigated the effectiveness of a novel iterative reconstruction (IR) method coupled with dual-dictionary learning (DDL) for image reconstruction in a dedicated breast computed tomography (CT) system based on a cadmium-zinc-telluride (CZT) photon-counting detector and compared it to the filtered-back-projection (FBP) method with the ultimate goal of reducing the number of projections necessary for reconstruction without sacrificing the image quality. Postmortem breast samples were scanned in a fan-beam CT system and were reconstructed from 100 to 600 projections with both IR and FBP methods. The contrast-to-noise ratio (CNR) between the glandular and adipose tissues of the postmortem breast samples was calculated to compare the quality of images reconstructed from IR and FBP. The spatial resolution of the two reconstruction techniques was evaluated using aluminum (Al) wires with diameters of 643, 813, 1020, 1290 and 1630 µm in a plastic epoxy resin phantom with a diameter of 13 cm. Both the spatial resolution and the CNR were improved with IR compared to FBP for the images reconstructed from the same number of projections. In comparison with FBP reconstruction, the CNR was improved from 3.4 to 7.5 by using the IR method with six-fold fewer projections while maintaining the same spatial resolution. The study demonstrated that the IR method coupled with DDL could significantly reduce the required number of projections for a CT reconstruction compared to the FBP method while achieving a much better CNR and maintaining the same spatial resolution. From this, the radiation dose and scanning time can potentially be reduced by a factor of approximately 6 by using this IR method for image reconstruction in a CZT-based breast CT system.

  16. Dual-Dictionary Learning-Based Iterative Image Reconstruction for Spectral Computed Tomography Application

    PubMed Central

    Zhao, Bo; Ding, Huanjun; Lu, Yang; Wang, Ge; Zhao, Jun; Molloi, Sabee

    2015-01-01

    In this study, we investigated the effectiveness of a novel Iterative Reconstruction (IR) method coupled with Dual-Dictionary Learning (DDL) for image reconstruction in a dedicated breast Computed Tomography (CT) system based on a Cadmium-Zinc-Telluride (CZT) photon-counting detector and compared it to the Filtered-Back-Projection (FBP) method with the ultimate goal of reducing the number of projections necessary for reconstruction without sacrificing image quality. Postmortem breast samples were scanned in a fan-beam CT system and were reconstructed from 100–600 projections with both IR and FBP methods. The Contrast-to-Noise Ratio (CNR) between the glandular and adipose tissues of the postmortem breast samples was calculated to compare the quality of images reconstructed from IR and FBP. The spatial resolution of the two reconstruction techniques was evaluated using Aluminum (Al) wires with diameters of 643, 813, 1020, 1290 and 1630 µm in a plastic epoxy resin phantom with diameter of 13 cm. Both the spatial resolution and the CNR were improved with IR compared to FBP for the images reconstructed from the same number of projections. In comparison with FBP reconstruction, the CNR was improved from 3.4 to 7.5 by using the IR method with 6-fold fewer projections while maintaining the same spatial resolution. The study demonstrated that the IR method coupled with DDL could significantly reduce the required number of projections for a CT reconstruction compared to FBP method while achieving a much better CNR and maintaining the same spatial resolution. From this, the radiation dose and scanning time can potentially be reduced by a factor of approximately 6 by using this IR method for image reconstruction in a CZT-based breast CT system. PMID:23192234

  17. Learning about and from others' prudence, impatience or laziness: The computational bases of attitude alignment

    PubMed Central

    Devaine, Marie

    2017-01-01

    Peoples' subjective attitude towards costs such as, e.g., risk, delay or effort are key determinants of inter-individual differences in goal-directed behaviour. Thus, the ability to learn about others' prudent, impatient or lazy attitudes is likely to be critical for social interactions. Conversely, how adaptive such attitudes are in a given environment is highly uncertain. Thus, the brain may be tuned to garner information about how such costs ought to be arbitrated. In particular, observing others' attitude may change one's uncertain belief about how to best behave in related difficult decision contexts. In turn, learning from others' attitudes is determined by one's ability to learn about others' attitudes. We first derive, from basic optimality principles, the computational properties of such a learning mechanism. In particular, we predict two apparent cognitive biases that would arise when individuals are learning about others’ attitudes: (i) people should overestimate the degree to which they resemble others (false-consensus bias), and (ii) they should align their own attitudes with others’ (social influence bias). We show how these two biases non-trivially interact with each other. We then validate these predictions experimentally by profiling people's attitudes both before and after guessing a series of cost-benefit arbitrages performed by calibrated artificial agents (which are impersonating human individuals). PMID:28358869

  18. Learning about and from others' prudence, impatience or laziness: The computational bases of attitude alignment.

    PubMed

    Devaine, Marie; Daunizeau, Jean

    2017-03-01

    Peoples' subjective attitude towards costs such as, e.g., risk, delay or effort are key determinants of inter-individual differences in goal-directed behaviour. Thus, the ability to learn about others' prudent, impatient or lazy attitudes is likely to be critical for social interactions. Conversely, how adaptive such attitudes are in a given environment is highly uncertain. Thus, the brain may be tuned to garner information about how such costs ought to be arbitrated. In particular, observing others' attitude may change one's uncertain belief about how to best behave in related difficult decision contexts. In turn, learning from others' attitudes is determined by one's ability to learn about others' attitudes. We first derive, from basic optimality principles, the computational properties of such a learning mechanism. In particular, we predict two apparent cognitive biases that would arise when individuals are learning about others' attitudes: (i) people should overestimate the degree to which they resemble others (false-consensus bias), and (ii) they should align their own attitudes with others' (social influence bias). We show how these two biases non-trivially interact with each other. We then validate these predictions experimentally by profiling people's attitudes both before and after guessing a series of cost-benefit arbitrages performed by calibrated artificial agents (which are impersonating human individuals).

  19. Traditional versus Computer-Based Dissections in Enhancing Learning in a Tertiary Setting: A Student Perspective.

    ERIC Educational Resources Information Center

    Franklin, Sue; Peat, Mary; Lewis, Alison

    2002-01-01

    Describes a study that investigates both the use and usefulness of laboratory dissections and computer-based dissections in a tertiary, first-year human biology course. Explores attitudes toward dissection. (DDR)

  20. Traditional versus Computer-Based Dissections in Enhancing Learning in a Tertiary Setting: A Student Perspective.

    ERIC Educational Resources Information Center

    Franklin, Sue; Peat, Mary; Lewis, Alison

    2002-01-01

    Describes a study that investigates both the use and usefulness of laboratory dissections and computer-based dissections in a tertiary, first-year human biology course. Explores attitudes toward dissection. (DDR)

  1. Experiences with establishing and implementing learning management system and computer-based test system in medical college.

    PubMed

    Park, Joo Hyun; Son, Ji Young; Kim, Sun

    2012-09-01

    The purpose of this study was to establish an e-learning system to support learning in medical education and identify solutions for improving the system. A learning management system (LMS) and computer-based test (CBT) system were established to support e-learning for medical students. A survey of 219 first- and second-grade medical students was administered. The questionnaire included 9 forced choice questions about the usability of system and 2 open-ended questions about necessary improvements to the system. The LMS consisted of a class management, class evaluation, and class attendance system. CBT consisted of a test management, item bank, and authoring tool system. The results of the survey showed a high level of satisfaction in all system usability items except for stability. Further, the advantages of the e-learning system were ensuring information accessibility, providing constant feedback, and designing an intuitive interface. Necessary improvements to the system were stability, user control, readability, and diverse device usage. Based on the findings, suggestions for developing an e-learning system to improve usability by medical students and support learning effectively are recommended.

  2. Computer-based learning of spelling skills in children with and without dyslexia.

    PubMed

    Kast, Monika; Baschera, Gian-Marco; Gross, Markus; Jäncke, Lutz; Meyer, Martin

    2011-12-01

    Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.

  3. A Decade of Computer Assisted Learning.

    ERIC Educational Resources Information Center

    Smith, P. R.

    The Computer Assisted Teaching Unit (CATU) was instituted at Queen Mary College in 1973 to provide aid to the Faculty of Engineering in developing and implementing computer-based learning procedures to support the undergraduate teaching program. Earlier computer programs had simulated electrical and nuclear systems to give students the opportunity…

  4. Computer Learning for Young Children.

    ERIC Educational Resources Information Center

    Choy, Anita Y.

    1995-01-01

    Computer activities that combine education and entertainment make learning easy and fun for preschoolers. Computers encourage social skills, language and literacy skills, cognitive development, problem solving, and eye-hand coordination. The paper describes one teacher's experiences setting up a computer center and using computers with…

  5. Methodology of problem-based learning engineering and technology and of its implementation with modern computer resources

    NASA Astrophysics Data System (ADS)

    Lebedev, A. A.; Ivanova, E. G.; Komleva, V. A.; Klokov, N. M.; Komlev, A. A.

    2017-01-01

    The considered method of learning the basics of microelectronic circuits and systems amplifier enables one to understand electrical processes deeper, to understand the relationship between static and dynamic characteristics and, finally, bring the learning process to the cognitive process. The scheme of problem-based learning can be represented by the following sequence of procedures: the contradiction is perceived and revealed; the cognitive motivation is provided by creating a problematic situation (the mental state of the student), moving the desire to solve the problem, to raise the question "why?", the hypothesis is made; searches for solutions are implemented; the answer is looked for. Due to the complexity of architectural schemes in the work the modern methods of computer analysis and synthesis are considered in the work. Examples of engineering by students in the framework of students' scientific and research work of analog circuits with improved performance based on standard software and software developed at the Department of Microelectronics MEPhI.

  6. Development of an experimental paradigm in which to examine human learning using two computer-based formats.

    PubMed

    Hoffman, H M; Colt, H G; Haas, A

    2001-01-01

    Computer-based self-instructional programs are frequently promoted as means to augment or replace the traditional anatomy curricula taught in medical schools. These programs may range from static slide shows to fully immersive virtual environments. However, the impact of these learning technologies on knowledge acquisition, and their comparative cost/benefit to education remain unclear. As a consequence, we are embarking on a series of experiments to compare knowledge acquisition and the meaningful use of information among students who are learning anatomy using one of two different computer-based self-instructional formats. These studies will be based on a specially developed learning module on basic lung anatomy; they will utilize a variety of assessment tools to measure factual knowledge, conceptual understanding of spatial-anatomic relationships, and the ability to apply newly acquired knowledge of anatomy to clinical problem-solving scenarios. The primary object of this paper is to describe the design and development of the underlying test module and to outline the two computer-based formats that will be evaluated. The virtual reality (VR) environment, UCSD's Anatomic VisualizeR, provides dynamic access to 3-dimensional polygonal models of the lesson content and supports student-centered exploration and learning. The multimedia environment, Microsoft PowerPoint, provides a structured presentation of the lesson content and illustrates important anatomic structures through the use of 2-dimensional images derived by screen captures of models available in the VR learning module. This paper also provides an overview of the first experiment in the series, a pilot study using first-year medical students without previous participation in a medical school anatomy curriculum. For this study, students will be prospectively randomized into two groups, each group learning the lung anatomy lesson using one of the computer-based formats described. Immediate knowledge

  7. Facilitating Place-Based Learning in Outdoor Informal Environments with Mobile Computers

    ERIC Educational Resources Information Center

    Zimmerman, Heather Toomey; Land, Susan M.

    2014-01-01

    This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust…

  8. The Role of Visualization in Learning from Computer-Based Images. Research Report

    ERIC Educational Resources Information Center

    Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

    2005-01-01

    Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and…

  9. The Role of Visualization in Learning from Computer-Based Images. Research Report

    ERIC Educational Resources Information Center

    Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

    2005-01-01

    Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and…

  10. Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility

    ERIC Educational Resources Information Center

    Erbas, Ayhan Kursat; Ince, Muge; Kaya, Sukru

    2015-01-01

    The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five…

  11. Corpora Processing and Computational Scaffolding for a Web-Based English Learning Environment: The CANDLE Project

    ERIC Educational Resources Information Center

    Liou, Hsien-Chin; Chang, Jason S; Chen, Hao-Jan; Lin, Chih-Cheng; Liaw, Meei-Ling; Gao, Zhao-Ming; Jang, Jyh-Shing Roger; Yeh, Yuli; Chuang, Thomas C.; You, Geeng-Neng

    2006-01-01

    This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus ("Sinorama") and various natural language processing (NLP) tools to construct effective English…

  12. Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility

    ERIC Educational Resources Information Center

    Erbas, Ayhan Kursat; Ince, Muge; Kaya, Sukru

    2015-01-01

    The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five…

  13. Corpora Processing and Computational Scaffolding for a Web-Based English Learning Environment: The CANDLE Project

    ERIC Educational Resources Information Center

    Liou, Hsien-Chin; Chang, Jason S; Chen, Hao-Jan; Lin, Chih-Cheng; Liaw, Meei-Ling; Gao, Zhao-Ming; Jang, Jyh-Shing Roger; Yeh, Yuli; Chuang, Thomas C.; You, Geeng-Neng

    2006-01-01

    This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus ("Sinorama") and various natural language processing (NLP) tools to construct effective English…

  14. Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

    ERIC Educational Resources Information Center

    Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

    2016-01-01

    This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

  15. Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

    ERIC Educational Resources Information Center

    Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

    2016-01-01

    This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

  16. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

    NASA Astrophysics Data System (ADS)

    Kwon, So Young

    Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

  17. Machine learning in computational docking.

    PubMed

    Khamis, Mohamed A; Gomaa, Walid; Ahmed, Walaa F

    2015-03-01

    The objective of this paper is to highlight the state-of-the-art machine learning (ML) techniques in computational docking. The use of smart computational methods in the life cycle of drug design is relatively a recent development that has gained much popularity and interest over the last few years. Central to this methodology is the notion of computational docking which is the process of predicting the best pose (orientation + conformation) of a small molecule (drug candidate) when bound to a target larger receptor molecule (protein) in order to form a stable complex molecule. In computational docking, a large number of binding poses are evaluated and ranked using a scoring function. The scoring function is a mathematical predictive model that produces a score that represents the binding free energy, and hence the stability, of the resulting complex molecule. Generally, such a function should produce a set of plausible ligands ranked according to their binding stability along with their binding poses. In more practical terms, an effective scoring function should produce promising drug candidates which can then be synthesized and physically screened using high throughput screening process. Therefore, the key to computer-aided drug design is the design of an efficient highly accurate scoring function (using ML techniques). The methods presented in this paper are specifically based on ML techniques. Despite many traditional techniques have been proposed, the performance was generally poor. Only in the last few years started the application of the ML technology in the design of scoring functions; and the results have been very promising. The ML-based techniques are based on various molecular features extracted from the abundance of protein-ligand information in the public molecular databases, e.g., protein data bank bind (PDBbind). In this paper, we present this paradigm shift elaborating on the main constituent elements of the ML approach to molecular docking along

  18. Placing Computer Learning in Context.

    ERIC Educational Resources Information Center

    Mitrani, Marco; Swan, Karen

    The context of learning with computers is different from that of more traditional educational media because the computer is a new medium whose interactivity supports dynamic, evident, and malleable representations of abstract ideas. The model proposed addresses some mediating factors of the environment in which computers are used that affect…

  19. Gifted Students' Individual Differences in Distance-Learning Computer-Based Calculus and Linear Algebra.

    ERIC Educational Resources Information Center

    Cope, Eric W.; Suppes, Patrick

    2002-01-01

    Examined student performance in distance computer-based calculus and linear algebra courses offered by Stanford University to pre-college students as part of their Education Program for Gifted youth (EPGY). Puts special emphasis on modeling student performance over time and on capturing long-term trend effects using stochastic and nonlinear…

  20. The Relationships among Measures of Intrinsic Motivation, Instructional Design, and Learning in Computer-Based Instruction.

    ERIC Educational Resources Information Center

    Rezabek, Randy

    The intent of this study was to explore the intrinsic aspects of motivation, and to see if the design of instruction could positively affect learners' levels of intrinsic motivation toward the subject matter. The following questions were addressed: (1) Will different computer-based instructional treatments which have been designed to reflect…

  1. Conducting Scientific Research on Learning and Health Behavior Change with Computer-Based Health Games

    ERIC Educational Resources Information Center

    Mayer, Richard E.; Lieberman, Debra A.

    2011-01-01

    This article is a guide for researchers interested in assessing the effectiveness of serious computer-based games (or video games, digital games, or electronic games) intended to improve health and health care. It presents a definition of health games, a rationale for their use, an overview of the current state of research, and recommendations for…

  2. A Review of Research on Intercultural Learning through Computer-Based Digital Technologies

    ERIC Educational Resources Information Center

    Çiftçi, Emrullah Yasin

    2016-01-01

    Intercultural communication is now a crucial part of our globalizing lives; however, not everyone has an opportunity to engage in an intercultural interaction with people from different cultures. Computer-based technologies are promising in creating environments for people to communicate with people from diverse cultures. This qualitative…

  3. Conducting Scientific Research on Learning and Health Behavior Change with Computer-Based Health Games

    ERIC Educational Resources Information Center

    Mayer, Richard E.; Lieberman, Debra A.

    2011-01-01

    This article is a guide for researchers interested in assessing the effectiveness of serious computer-based games (or video games, digital games, or electronic games) intended to improve health and health care. It presents a definition of health games, a rationale for their use, an overview of the current state of research, and recommendations for…

  4. A Review of Research on Intercultural Learning through Computer-Based Digital Technologies

    ERIC Educational Resources Information Center

    Çiftçi, Emrullah Yasin

    2016-01-01

    Intercultural communication is now a crucial part of our globalizing lives; however, not everyone has an opportunity to engage in an intercultural interaction with people from different cultures. Computer-based technologies are promising in creating environments for people to communicate with people from diverse cultures. This qualitative…

  5. The role of visualization in learning from computer-based images

    NASA Astrophysics Data System (ADS)

    Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

    2005-05-01

    Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

  6. Implementing cognitive learning strategies in computer-based educational technology: a proposed system.

    PubMed

    Wang, M J; Contino, P B; Ramirez, E S

    1997-01-01

    Switching the development focus of computer-based instruction from the concerns of delivery technology to the fundamentals of instructional methodology, is a notion that has received increased attention among educational theorists and instructional designers over the last several years. Building upon this precept, a proposed methodology and computer support system is presented for distilling educational objectives into concept maps using strategies derived from cognitive theory. Our system design allows for a flexible and extensible architecture in which an educator can create instructional modules that encapsulate their teaching strategies, and mimics the adaptive behavior used by experienced instructors in teaching complex educational objectives.

  7. Implementing cognitive learning strategies in computer-based educational technology: a proposed system.

    PubMed Central

    Wang, M. J.; Contino, P. B.; Ramirez, E. S.

    1997-01-01

    Switching the development focus of computer-based instruction from the concerns of delivery technology to the fundamentals of instructional methodology, is a notion that has received increased attention among educational theorists and instructional designers over the last several years. Building upon this precept, a proposed methodology and computer support system is presented for distilling educational objectives into concept maps using strategies derived from cognitive theory. Our system design allows for a flexible and extensible architecture in which an educator can create instructional modules that encapsulate their teaching strategies, and mimics the adaptive behavior used by experienced instructors in teaching complex educational objectives. PMID:9357716

  8. A wearable computing platform for developing cloud-based machine learning models for health monitoring applications.

    PubMed

    Patel, Shyamal; McGinnis, Ryan S; Silva, Ikaro; DiCristofaro, Steve; Mahadevan, Nikhil; Jortberg, Elise; Franco, Jaime; Martin, Albert; Lust, Joseph; Raj, Milan; McGrane, Bryan; DePetrillo, Paolo; Aranyosi, A J; Ceruolo, Melissa; Pindado, Jesus; Ghaffari, Roozbeh

    2016-08-01

    Wearable sensors have the potential to enable clinical-grade ambulatory health monitoring outside the clinic. Technological advances have enabled development of devices that can measure vital signs with great precision and significant progress has been made towards extracting clinically meaningful information from these devices in research studies. However, translating measurement accuracies achieved in the controlled settings such as the lab and clinic to unconstrained environments such as the home remains a challenge. In this paper, we present a novel wearable computing platform for unobtrusive collection of labeled datasets and a new paradigm for continuous development, deployment and evaluation of machine learning models to ensure robust model performance as we transition from the lab to home. Using this system, we train activity classification models across two studies and track changes in model performance as we go from constrained to unconstrained settings.

  9. Animal laboratory, interactive and computer based learning, in enhancing basic concepts in physiology: an outlook of 481 undergraduate medical students.

    PubMed

    Shore, Najla; Khawar, Shireen; Qutab, Miraa; Ayub, Muhammad

    2013-01-01

    Laboratory exercises are intended to illustrate concepts and add an active learning component to courses. Since 1980s, there has been a decline in animal laboratories in medical physiology courses. Other cost-effective non-aninmal alternatives are being sought. The present study was designed to find out the students' opinion regarding the animal versus computer lab and whether innovative teaching methodologies helped students achieve their goals. Opinions of 481 female in medical students of 2nd and 3rd year MBBS were included in the study. A questionnaire based on animal/computer based experiments and new teaching methodologies in physiology was voluntarily filled in by the students. Majority of students immensely benefited from both the animal lab and other teaching methodologies. Although computer based learning is considered effective in helping students acquire basic concepts, there is evidence that some students acquire a more thorough understanding of the material through more advanced and challenging experience of an animal laboratory. The fact that such labs as well various teaching methods offer distinct educational advantages should be taken into account when courses are designed.

  10. My Computer Is Learning.

    ERIC Educational Resources Information Center

    Good, Ron

    1986-01-01

    Describes instructional uses of computer programs found in David Heiserman's book "Projects in Machine Intelligence for Your Home Computer." The programs feature "creatures" of various colors that move around within a rectangular white border. (JN)

  11. Personal Learning through the Computer.

    ERIC Educational Resources Information Center

    Shaw, Mildred L. G.

    1979-01-01

    Discusses the role of the computer as a personal learning aid, and describes a set of programs using conversational heuristics which interacts with the cognitive modeling processes of the participant. (Author/CMV)

  12. Comparison of the traditional recall-based versus a new list-based method for computing semantic clustering on the California Verbal Learning Test: evidence from Alzheimer's disease.

    PubMed

    Delis, Dean C; Fine, Eric M; Stricker, John L; Houston, Wes S; Wetter, Spencer R; Cobell, Krystal; Jacobson, Mark W; Salmon, David P; Bondi, Mark W

    2010-01-01

    For over 50 years, cognitive psychologists and neuropsychologists have relied almost exclusively on a method for computing semantic clustering on list-learning tasks (recall-based formula) that was derived from an outdated assumption about how learning occurs. A new procedure for computing semantic clustering (list-based formula) was developed for the CVLT-II to correct the shortcomings of the traditional method. In the present study we compared the clinical utility of the traditional recall-based method versus the new list-based method using results from the original CVLT administered to 87 patients with Alzheimer's disease and 86 matched normal control participants. Logistic regression and score distribution analyses indicated that the new list-based method enhances the detection of differences in semantic-clustering ability between the groups.

  13. Individual Differences in Graduate Students' Help-Seeking Process in Using a Computer Coach in Problem-Based Learning

    ERIC Educational Resources Information Center

    Mercier, Julien; Frederiksen, C. H.

    2007-01-01

    There is a scarcity of research regarding help seeking in the context of computer learning environments providing on-demand help, a context in which help-seeking skills appear critical for learning [Aleven, V., Stahl, E., Schworm, S., Fisher, F., & Wallace, R. (2003). "Help seeking and help design in interactive learning environments." "Review of…

  14. Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

    ERIC Educational Resources Information Center

    Owhoso, Vincent; Malgwi, Charles A.; Akpomi, Margaret

    2014-01-01

    The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL])…

  15. Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

    ERIC Educational Resources Information Center

    Owhoso, Vincent; Malgwi, Charles A.; Akpomi, Margaret

    2014-01-01

    The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL])…

  16. Effectiveness of Computer-Based Chemistry Instruction in Enhancing the Learning of Content and Variable Control Under Guided versus Unguided Conditions.

    ERIC Educational Resources Information Center

    Ardac, Dilek; Sezen, Ali Hasan

    2002-01-01

    Examines the relative effectiveness of guided versus unguided computer-based instruction with regard to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The effectiveness of computer-based instruction increases when learning is supported by teacher-directed…

  17. An online and integrative computer-based approach to improve students' learning in a large introductory physics course

    NASA Astrophysics Data System (ADS)

    Cheng, Kwan; Caglar, Mehmet

    2010-10-01

    It is always a challenge to monitor, gauge and assess the students' learning activities before, during and after lecture teaching in a large (more than 150 students) introductory physics class setting. At Texas Tech, an online and integrative computer-based approach of using an interactive pre-lecture tutorial, an in-class real-time concept test assessment using a wireless student response system and a homework/tutorial system has been implemented to meet the above challenge in Fall 2010. The strategies of implementation of this integrative approach and how this approach may create synergism of lab and lecture teaching efforts will also be discussed.

  18. Computer-Based Concept Mapping.

    ERIC Educational Resources Information Center

    Fisher, K. M.; And Others

    1990-01-01

    Described is a computer-based tool, SemNet, which can be used by good and poor students to facilitate, extend, and polish their learning skills. Emphasized are skills associated with meaningful or deep-level learning. The components, use, and theoretical background of the software are discussed. (CW)

  19. Computer-Based Concept Mapping.

    ERIC Educational Resources Information Center

    Fisher, K. M.; And Others

    1990-01-01

    Described is a computer-based tool, SemNet, which can be used by good and poor students to facilitate, extend, and polish their learning skills. Emphasized are skills associated with meaningful or deep-level learning. The components, use, and theoretical background of the software are discussed. (CW)

  20. Effects of Computer-based Test Accommodations on Mathematics Performance Assessments for Secondary Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Calhoon, Mary Beth; Fuchs, Lynn S.; Hamlett, Carol L.

    2000-01-01

    Over four weeks, 81 secondary students with learning disabilities were tested on four parallel mathematics performance assessments, each under a different condition: standard administration, teacher-read, computer-read, and computer-read with video. Results indicated that providing a reader, either human or computer, increased scores on…

  1. Learning with Ubiquitous Computing

    ERIC Educational Resources Information Center

    Rosenheck, Louisa

    2008-01-01

    If ubiquitous computing becomes a reality and is widely adopted, it will inevitably have an impact on education. This article reviews the background of ubiquitous computing and current research projects done involving educational "ubicomp." Finally it explores how ubicomp may and may not change education in both formal and informal settings and…

  2. Learning with Ubiquitous Computing

    ERIC Educational Resources Information Center

    Rosenheck, Louisa

    2008-01-01

    If ubiquitous computing becomes a reality and is widely adopted, it will inevitably have an impact on education. This article reviews the background of ubiquitous computing and current research projects done involving educational "ubicomp." Finally it explores how ubicomp may and may not change education in both formal and informal settings and…

  3. A knowledge-based system with learning for computer communication network design

    NASA Technical Reports Server (NTRS)

    Pierre, Samuel; Hoang, Hai Hoc; Tropper-Hausen, Evelyne

    1990-01-01

    Computer communication network design is well-known as complex and hard. For that reason, the most effective methods used to solve it are heuristic. Weaknesses of these techniques are listed and a new approach based on artificial intelligence for solving this problem is presented. This approach is particularly recommended for large packet switched communication networks, in the sense that it permits a high degree of reliability and offers a very flexible environment dealing with many relevant design parameters such as link cost, link capacity, and message delay.

  4. Machine learning-based 3-D geometry reconstruction and modeling of aortic valve deformation using 3-D computed tomography images.

    PubMed

    Liang, Liang; Kong, Fanwei; Martin, Caitlin; Pham, Thuy; Wang, Qian; Duncan, James; Sun, Wei

    2017-05-01

    To conduct a patient-specific computational modeling of the aortic valve, 3-D aortic valve anatomic geometries of an individual patient need to be reconstructed from clinical 3-D cardiac images. Currently, most of computational studies involve manual heart valve geometry reconstruction and manual finite element (FE) model generation, which is both time-consuming and prone to human errors. A seamless computational modeling framework, which can automate this process based on machine learning algorithms, is desirable, as it can not only eliminate human errors and ensure the consistency of the modeling results but also allow fast feedback to clinicians and permits a future population-based probabilistic analysis of large patient cohorts. In this study, we developed a novel computational modeling method to automatically reconstruct the 3-D geometries of the aortic valve from computed tomographic images. The reconstructed valve geometries have built-in mesh correspondence, which bridges harmonically for the consequent FE modeling. The proposed method was evaluated by comparing the reconstructed geometries from 10 patients with those manually created by human experts, and a mean discrepancy of 0.69 mm was obtained. Based on these reconstructed geometries, FE models of valve leaflets were developed, and aortic valve closure from end systole to middiastole was simulated for 7 patients and validated by comparing the deformed geometries with those manually created by human experts, and a mean discrepancy of 1.57 mm was obtained. The proposed method offers great potential to streamline the computational modeling process and enables the development of a preoperative planning system for aortic valve disease diagnosis and treatment. Copyright © 2016 John Wiley & Sons, Ltd.

  5. A new computational account of cognitive control over reinforcement-based decision-making: Modeling of a probabilistic learning task.

    PubMed

    Zendehrouh, Sareh

    2015-11-01

    Recent work on decision-making field offers an account of dual-system theory for decision-making process. This theory holds that this process is conducted by two main controllers: a goal-directed system and a habitual system. In the reinforcement learning (RL) domain, the habitual behaviors are connected with model-free methods, in which appropriate actions are learned through trial-and-error experiences. However, goal-directed behaviors are associated with model-based methods of RL, in which actions are selected using a model of the environment. Studies on cognitive control also suggest that during processes like decision-making, some cortical and subcortical structures work in concert to monitor the consequences of decisions and to adjust control according to current task demands. Here a computational model is presented based on dual system theory and cognitive control perspective of decision-making. The proposed model is used to simulate human performance on a variant of probabilistic learning task. The basic proposal is that the brain implements a dual controller, while an accompanying monitoring system detects some kinds of conflict including a hypothetical cost-conflict one. The simulation results address existing theories about two event-related potentials, namely error related negativity (ERN) and feedback related negativity (FRN), and explore the best account of them. Based on the results, some testable predictions are also presented.

  6. Computer-Based and Paper-Based Reading Comprehension in Adolescents with Typical Language Development and Language-Learning Disabilities

    ERIC Educational Resources Information Center

    Srivastava, Pradyumn; Gray, Shelley

    2012-01-01

    Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents…

  7. Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

    ERIC Educational Resources Information Center

    Donnelly, Dermot F.; Linn, Marcia C.; Ludvigsen, Sten

    2014-01-01

    The National Science Foundation-sponsored report "Fostering Learning in the Networked World" called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs)…

  8. Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

    ERIC Educational Resources Information Center

    Donnelly, Dermot F.; Linn, Marcia C.; Ludvigsen, Sten

    2014-01-01

    The National Science Foundation-sponsored report "Fostering Learning in the Networked World" called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs)…

  9. Effectiveness of Computer-Based Educational Technology in Distance Learning: A Review of the Literature.

    ERIC Educational Resources Information Center

    Lesh, Steven G.; Rampp, Lary C.

    Learning at a distance has been on the fringe of educational acceptance since the first correspondence course was delivered through the mail system in return for academic credit. As distance learning has matured, elements of enhanced instructional design and advances in educational technology have migrated this medium of learning closer to the…

  10. Bifurcating neuron: computation and learning.

    PubMed

    Lysetskiy, Mykola; Zurada, Jacek M

    2004-03-01

    The ability of bifurcating processing units and their networks to rapidly switch between different dynamic modes has been used in recent research efforts to model new computational properties of neural systems. In this spirit, we devise a bifurcating neuron based on control of chaos collapsing to a period-3 orbit in the dynamics of a quadratic logistic map (QLM). Proposed QLM3 neuron is constructed with the third iterate of QLM and uses an external input, which governs its dynamics. The input shifts the neuron's dynamics from chaos to one of the stable fixed points. This way the inputs from certain ranges (clusters) are mapped to stable fixed points, while the rest of the inputs is mapped to chaotic or periodic output dynamics. It has been shown that QLM3 neuron is able to learn a specific mapping by adaptively adjusting its bifurcation parameter, the idea of which is based on the principles of parametric control of logistic maps [Proceedings of the International Symposium on Nonlinear Theory and its Applications (NOLTA'97), Honolulu, HI, 1997; Proceedings of SPIE, 2000]. Learning algorithm for the bifurcation parameter is proposed, which employs the error gradient descent method.

  11. The Computer-based Lecture

    PubMed Central

    Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

    2001-01-01

    Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of “live” versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation. PMID:11520384

  12. The effects of 3D interactive animated graphics on student learning and attitudes in computer-based instruction

    NASA Astrophysics Data System (ADS)

    Moon, Hye Sun

    Visuals are most extensively used as instructional tools in education to present spatially-based information. Recent computer technology allows the generation of 3D animated visuals to extend the presentation in computer-based instruction. Animated visuals in 3D representation not only possess motivational value that promotes positive attitudes toward instruction but also facilitate learning when the subject matter requires dynamic motion and 3D visual cue. In this study, three questions are explored: (1) how 3D graphics affects student learning and attitude, in comparison with 2D graphics; (2) how animated graphics affects student learning and attitude, in comparison with static graphics; and (3) whether the use of 3D graphics, when they are supported by interactive animation, is the most effective visual cues to improve learning and to develop positive attitudes. A total of 145 eighth-grade students participated in a 2 x 2 factorial design study. The subjects were randomly assigned to one of four computer-based instructions: 2D static; 2D animated; 3D static; and 3D animated. The results indicated that: (1) Students in the 3D graphic condition exhibited more positive attitudes toward instruction than those in the 2D graphic condition. No group differences were found between the posttest score of 3D graphic condition and that of 2D graphic condition. However, students in the 3D graphic condition took less time for information retrieval on posttest than those in the 2D graphic condition. (2) Students in the animated graphic condition exhibited slightly more positive attitudes toward instruction than those in the static graphic condition. No group differences were found between the posttest score of animated graphic condition and that of static graphic condition. However, students in the animated graphic condition took less time for information retrieval on posttest than those in the static graphic condition. (3) Students in the 3D animated graphic condition

  13. Designing Communication Protocols for a Computer-Mediated Laboratory for Problem-Based Learning

    PubMed Central

    Koschmann, T.D.; Feltovich, P.J.; Myers, A.; Barrows, H.S.

    1990-01-01

    This paper describes some of the design criteria for a facility to support problem-based tutorials, known as the Computer-Mediated Tutorial Laboratory (CMTL). In the CMTL, a networked workstation will be provided for the tutor and each of the students. The tutor's workstation will be connected to a projection system, permitting the entire group to view the tutor's screen. The software used in the CMTL will have three components: a Patient Simulation Stack (PSS), the group/student Tutorial Stacks (TSs) and the network communication interface. The PSS represents a clinical problem; it is designed to realistically simulate an encounter with an actual patient. The TSs serve as a personalized record of what transpired in the tutorial session. Each student will maintain a private TS and the tutor will maintain a shared TS, viewable by all members of the group. The network communication interface will permit the participants in the tutorial to direct electronic messages to each other. The communication interface has two components: the client software available on the student's and tutor's workstation and the server software. The CMTL client software consists of two applications-one for sending messages and one for viewing the stream of incoming messages. Research is planned to investigate the effects of computer-mediation on the tutorial process.

  14. The Computational Science Education Reference Desk: A tool for increasing inquiry based learning in the science classroom

    NASA Astrophysics Data System (ADS)

    Joiner, D. A.; Stevenson, D. E.; Panoff, R. M.

    2000-12-01

    The Computational Science Reference Desk is an online tool designed to provide educators in math, physics, astronomy, biology, chemistry, and engineering with information on how to use computational science to enhance inquiry based learning in the undergraduate and pre college classroom. The Reference Desk features a showcase of original content exploration activities, including lesson plans and background materials; a catalog of websites which contain models, lesson plans, software, and instructional resources; and a forum to allow educators to communicate their ideas. Many of the recent advances in astronomy rely on the use of computer simulation, and tools are being developed by CSERD to allow students to experiment with some of the models that have guided scientific discovery. One of these models allows students to study how scientists use spectral information to determine the makeup of the interstellar medium by modeling the interstellar extinction curve using spherical grains of silicate, amorphous carbon, or graphite. Students can directly compare their model to the average interstellar extinction curve, and experiment with how small changes in their model alter the shape of the interstellar extinction curve. A simpler model allows students to visualize spatial relationships between the Earth, Moon, and Sun to understand the cause of the phases of the moon. A report on the usefulness of these models in two classes, the Computational Astrophysics workshop at The Shodor Education Foundation and the Conceptual Astronomy class at the University of North Carolina at Greensboro, will be presented.

  15. A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy.

    PubMed

    Corton, Marlene M; McIntire, Don D; Wai, Clifford Y; Ling, Frank W; Wendel, George D

    2006-11-01

    This study was undertaken to assess the impact of interactive, computer-based versus conventional, paper-based format in student, resident, and fellow learning and retention of anatomy knowledge. Randomized longitudinal cohort design with scores repeated as pre-, post-, and follow-up tests. Subjects were randomly assigned to an anatomy module in computer-based (CD-ROM) format and 1 in paper-based format. A follow-up examination was administered 3 weeks after the posttest to evaluate retention of knowledge. Tests results were analyzed by using Student t tests and analysis of variance. Thirty-nine subjects completed all testing. Regardless of instructional method, pretest to posttest scores improved (P < .01), and posttest to follow-up test scores decreased among all levels of training (P < .01). Student satisfaction was highest with CD-ROM format. Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method.

  16. Researching Computer-Based Collaborative Learning in Inclusive Classrooms in Cyprus: The Role of the Computer in Pupils' Interaction

    ERIC Educational Resources Information Center

    Mavrou, Katerina; Lewis, Ann; Douglas, Graeme

    2010-01-01

    This paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio-cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non-disabled (ND) pupils…

  17. Beyond computer-based clinical reminders: improvement of the total service quality by small-group based organizational learning in primary care.

    PubMed

    Timpka, T; Marmolin, H

    1995-01-01

    In order to support continuous development of the services in a patient-centered primary care organization, a Computer-Supported Co-operative Work (CSCW) system has been developed. The system structures and supports organizational learning as a daily activity in parallel to clinical work. It is based on coordinated small-group activities in which strategic planning is integrated with monitoring and change of patient management. Implications for the future role of information systems in primary care are discussed.

  18. Project-Based Teaching-Learning Computer-Aided Engineering Tools

    ERIC Educational Resources Information Center

    Simoes, J. A.; Relvas, C.; Moreira, R.

    2004-01-01

    Computer-aided design, computer-aided manufacturing, computer-aided analysis, reverse engineering and rapid prototyping are tools that play an important key role within product design. These are areas of technical knowledge that must be part of engineering and industrial design courses' curricula. This paper describes our teaching experience of…

  19. Project-Based Teaching-Learning Computer-Aided Engineering Tools

    ERIC Educational Resources Information Center

    Simoes, J. A.; Relvas, C.; Moreira, R.

    2004-01-01

    Computer-aided design, computer-aided manufacturing, computer-aided analysis, reverse engineering and rapid prototyping are tools that play an important key role within product design. These are areas of technical knowledge that must be part of engineering and industrial design courses' curricula. This paper describes our teaching experience of…

  20. A Web-Based Computer-Aided Learning Module for an Anatomy Course Using Open Source Image Mapping Software

    ERIC Educational Resources Information Center

    Carleton, Renee E.

    2012-01-01

    Computer-aided learning (CAL) is used increasingly to teach anatomy in post-secondary programs. Studies show that augmentation of traditional cadaver dissection and model examination by CAL can be associated with positive student learning outcomes. In order to reduce costs associated with the purchase of skeletons and models and to encourage study…

  1. Recognition of Mould Colony on Unhulled Paddy Based on Computer Vision using Conventional Machine-learning and Deep Learning Techniques

    PubMed Central

    Sun, Ke; Wang, Zhengjie; Tu, Kang; Wang, Shaojin; Pan, Leiqing

    2016-01-01

    To investigate the potential of conventional and deep learning techniques to recognize the species and distribution of mould in unhulled paddy, samples were inoculated and cultivated with five species of mould, and sample images were captured. The mould recognition methods were built using support vector machine (SVM), back-propagation neural network (BPNN), convolutional neural network (CNN), and deep belief network (DBN) models. An accuracy rate of 100% was achieved by using the DBN model to identify the mould species in the sample images based on selected colour-histogram parameters, followed by the SVM and BPNN models. A pitch segmentation recognition method combined with different classification models was developed to recognize the mould colony areas in the image. The accuracy rates of the SVM and CNN models for pitch classification were approximately 90% and were higher than those of the BPNN and DBN models. The CNN and DBN models showed quicker calculation speeds for recognizing all of the pitches segmented from a single sample image. Finally, an efficient uniform CNN pitch classification model for all five types of sample images was built. This work compares multiple classification models and provides feasible recognition methods for mouldy unhulled paddy recognition. PMID:27897236

  2. Recognition of Mould Colony on Unhulled Paddy Based on Computer Vision using Conventional Machine-learning and Deep Learning Techniques.

    PubMed

    Sun, Ke; Wang, Zhengjie; Tu, Kang; Wang, Shaojin; Pan, Leiqing

    2016-11-29

    To investigate the potential of conventional and deep learning techniques to recognize the species and distribution of mould in unhulled paddy, samples were inoculated and cultivated with five species of mould, and sample images were captured. The mould recognition methods were built using support vector machine (SVM), back-propagation neural network (BPNN), convolutional neural network (CNN), and deep belief network (DBN) models. An accuracy rate of 100% was achieved by using the DBN model to identify the mould species in the sample images based on selected colour-histogram parameters, followed by the SVM and BPNN models. A pitch segmentation recognition method combined with different classification models was developed to recognize the mould colony areas in the image. The accuracy rates of the SVM and CNN models for pitch classification were approximately 90% and were higher than those of the BPNN and DBN models. The CNN and DBN models showed quicker calculation speeds for recognizing all of the pitches segmented from a single sample image. Finally, an efficient uniform CNN pitch classification model for all five types of sample images was built. This work compares multiple classification models and provides feasible recognition methods for mouldy unhulled paddy recognition.

  3. Recognition of Mould Colony on Unhulled Paddy Based on Computer Vision using Conventional Machine-learning and Deep Learning Techniques

    NASA Astrophysics Data System (ADS)

    Sun, Ke; Wang, Zhengjie; Tu, Kang; Wang, Shaojin; Pan, Leiqing

    2016-11-01

    To investigate the potential of conventional and deep learning techniques to recognize the species and distribution of mould in unhulled paddy, samples were inoculated and cultivated with five species of mould, and sample images were captured. The mould recognition methods were built using support vector machine (SVM), back-propagation neural network (BPNN), convolutional neural network (CNN), and deep belief network (DBN) models. An accuracy rate of 100% was achieved by using the DBN model to identify the mould species in the sample images based on selected colour-histogram parameters, followed by the SVM and BPNN models. A pitch segmentation recognition method combined with different classification models was developed to recognize the mould colony areas in the image. The accuracy rates of the SVM and CNN models for pitch classification were approximately 90% and were higher than those of the BPNN and DBN models. The CNN and DBN models showed quicker calculation speeds for recognizing all of the pitches segmented from a single sample image. Finally, an efficient uniform CNN pitch classification model for all five types of sample images was built. This work compares multiple classification models and provides feasible recognition methods for mouldy unhulled paddy recognition.

  4. Programmed Learning and Computer-Based Instruction, Proceedings of the Conference on Application of Digital Computers to Automated Instruction (Washington, D.C., October 10 - 12, 1961).

    ERIC Educational Resources Information Center

    Coulson, John E., Ed.

    A symposium of scientists and educators interested in coordinating the often parallel but separate research and development efforts in programed learning and digital-computer utilization met to define more exactly the potentialities of the computer as an instructional aid. Their papers form the basis of this book. The first section of the book…

  5. Computational... Physics Education: Letting physics learning drive the computational learning

    NASA Astrophysics Data System (ADS)

    Chonacky, Norman

    2011-03-01

    For several years I have been part of a team researching and rethinking why physicists are more willing to admit the value of computational modeling than to include it in what they teach. We have concluded that undergraduate faculty face characteristic barriers that discourage them from starting to integrate computation into their courses. Computational tools and resources are already developed and freely available for them to use. But there loom ill-defined ``costs'' to their course learning objectives and to them personally as instructors in undertaking this. In an attempt to understand these issues more deeply, I placed myself in the mindset of a relative novice to computational applications. My approach: focus on a physics problem first and then on the computation needed to address it. I asked: could I deepen my understanding of physics while simultaneously mastering new computational skills? My results may aid appreciation of the plight of both a novice professor contemplating the introduction of computation into a course and the students taking it. These may also provide insight into practical ways that computational physics might be integrated into an entire undergraduate curriculum. Research support from: Shodor Education Foundation; IEEE-Computer Society; and Teragrid Project. Research collaboration from Partnership for Integration of Computation into Undergraduate Physics.

  6. Student conceptions about the DNA structure within a hierarchical organizational level: Improvement by experiment- and computer-based outreach learning.

    PubMed

    Langheinrich, Jessica; Bogner, Franz X

    2015-01-01

    As non-scientific conceptions interfere with learning processes, teachers need both, to know about them and to address them in their classrooms. For our study, based on 182 eleventh graders, we analyzed the level of conceptual understanding by implementing the "draw and write" technique during a computer-supported gene technology module. To give participants the hierarchical organizational level which they have to draw, was a specific feature of our study. We introduced two objective category systems for analyzing drawings and inscriptions. Our results indicated a long- as well as a short-term increase in the level of conceptual understanding and in the number of drawn elements and their grades concerning the DNA structure. Consequently, we regard the "draw and write" technique as a tool for a teacher to get to know students' alternative conceptions. Furthermore, our study points the modification potential of hands-on and computer-supported learning modules. © 2015 The International Union of Biochemistry and Molecular Biology.

  7. Measuring Knowledge Elaboration Based on a Computer-Assisted Knowledge Map Analytical Approach to Collaborative Learning

    ERIC Educational Resources Information Center

    Zheng, Lanqin; Huang, Ronghuai; Hwang, Gwo-Jen; Yang, Kaicheng

    2015-01-01

    The purpose of this study is to quantitatively measure the level of knowledge elaboration and explore the relationships between prior knowledge of a group, group performance, and knowledge elaboration in collaborative learning. Two experiments were conducted to investigate the level of knowledge elaboration. The collaborative learning objective in…

  8. Measuring Knowledge Elaboration Based on a Computer-Assisted Knowledge Map Analytical Approach to Collaborative Learning

    ERIC Educational Resources Information Center

    Zheng, Lanqin; Huang, Ronghuai; Hwang, Gwo-Jen; Yang, Kaicheng

    2015-01-01

    The purpose of this study is to quantitatively measure the level of knowledge elaboration and explore the relationships between prior knowledge of a group, group performance, and knowledge elaboration in collaborative learning. Two experiments were conducted to investigate the level of knowledge elaboration. The collaborative learning objective in…

  9. An Evaluation of an Inquiry-Based Computer-Assisted Learning Environment.

    ERIC Educational Resources Information Center

    Maor, Dorit; Fraser, Barry

    1994-01-01

    This study focused on students' development of inquiry skills in a computerized learning environment. Seven Year-11 classes (n=120) interacted with a computerized database, "Birds of Antarctica," and curriculum materials while the teacher used an inquiry approach to learning. Students perceived their classes as more investigative and…

  10. E-Learning and Instructional Management System Based on Local Computer Networks and Internet

    ERIC Educational Resources Information Center

    Khazaal, Hasan F.; Abbas, Riyadh A.; Abdulridha, Basim M.; Karam, Marc; Aglan, Heshmat

    2014-01-01

    This article describes the educational efforts invested at Wasit University (WU), in Wasit, Iraq, in order to make WU the first university in that country to implement campus-wide e-learning, which is essential for any country aiming for progress through the essential goal of "Education For All"; e-learning being economic, far-reaching,…

  11. Supporting the Learning Process with Collaborative Concept Mapping Using Computer-based Communication Tools and Processes.

    ERIC Educational Resources Information Center

    De Simone, Christina; Schmid, Richard F.; McEwen, Laura A.

    2001-01-01

    Studied the effects of a combination of student collaboration, concept mapping, and electronic technologies with 26 students in a graduate level learning theories class. Findings suggest that concept mapping and collaborative learning techniques complement each other, and that students found the combined approach useful. (SLD)

  12. An Evaluation of an Inquiry-Based Computer-Assisted Learning Environment.

    ERIC Educational Resources Information Center

    Maor, Dorit; Fraser, Barry

    1994-01-01

    This study focused on students' development of inquiry skills in a computerized learning environment. Seven Year-11 classes (n=120) interacted with a computerized database, "Birds of Antarctica," and curriculum materials while the teacher used an inquiry approach to learning. Students perceived their classes as more investigative and…

  13. E-Learning and Instructional Management System Based on Local Computer Networks and Internet

    ERIC Educational Resources Information Center

    Khazaal, Hasan F.; Abbas, Riyadh A.; Abdulridha, Basim M.; Karam, Marc; Aglan, Heshmat

    2014-01-01

    This article describes the educational efforts invested at Wasit University (WU), in Wasit, Iraq, in order to make WU the first university in that country to implement campus-wide e-learning, which is essential for any country aiming for progress through the essential goal of "Education For All"; e-learning being economic, far-reaching,…

  14. A computational psychiatry approach identifies how alpha-2A noradrenergic agonist Guanfacine affects feature-based reinforcement learning in the macaque

    PubMed Central

    Hassani, S. A.; Oemisch, M.; Balcarras, M.; Westendorff, S.; Ardid, S.; van der Meer, M. A.; Tiesinga, P.; Womelsdorf, T.

    2017-01-01

    Noradrenaline is believed to support cognitive flexibility through the alpha 2A noradrenergic receptor (a2A-NAR) acting in prefrontal cortex. Enhanced flexibility has been inferred from improved working memory with the a2A-NA agonist Guanfacine. But it has been unclear whether Guanfacine improves specific attention and learning mechanisms beyond working memory, and whether the drug effects can be formalized computationally to allow single subject predictions. We tested and confirmed these suggestions in a case study with a healthy nonhuman primate performing a feature-based reversal learning task evaluating performance using Bayesian and Reinforcement learning models. In an initial dose-testing phase we found a Guanfacine dose that increased performance accuracy, decreased distractibility and improved learning. In a second experimental phase using only that dose we examined the faster feature-based reversal learning with Guanfacine with single-subject computational modeling. Parameter estimation suggested that improved learning is not accounted for by varying a single reinforcement learning mechanism, but by changing the set of parameter values to higher learning rates and stronger suppression of non-chosen over chosen feature information. These findings provide an important starting point for developing nonhuman primate models to discern the synaptic mechanisms of attention and learning functions within the context of a computational neuropsychiatry framework. PMID:28091572

  15. A computational psychiatry approach identifies how alpha-2A noradrenergic agonist Guanfacine affects feature-based reinforcement learning in the macaque.

    PubMed

    Hassani, S A; Oemisch, M; Balcarras, M; Westendorff, S; Ardid, S; van der Meer, M A; Tiesinga, P; Womelsdorf, T

    2017-01-16

    Noradrenaline is believed to support cognitive flexibility through the alpha 2A noradrenergic receptor (a2A-NAR) acting in prefrontal cortex. Enhanced flexibility has been inferred from improved working memory with the a2A-NA agonist Guanfacine. But it has been unclear whether Guanfacine improves specific attention and learning mechanisms beyond working memory, and whether the drug effects can be formalized computationally to allow single subject predictions. We tested and confirmed these suggestions in a case study with a healthy nonhuman primate performing a feature-based reversal learning task evaluating performance using Bayesian and Reinforcement learning models. In an initial dose-testing phase we found a Guanfacine dose that increased performance accuracy, decreased distractibility and improved learning. In a second experimental phase using only that dose we examined the faster feature-based reversal learning with Guanfacine with single-subject computational modeling. Parameter estimation suggested that improved learning is not accounted for by varying a single reinforcement learning mechanism, but by changing the set of parameter values to higher learning rates and stronger suppression of non-chosen over chosen feature information. These findings provide an important starting point for developing nonhuman primate models to discern the synaptic mechanisms of attention and learning functions within the context of a computational neuropsychiatry framework.

  16. The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists

    ERIC Educational Resources Information Center

    Lin, Li-Fen; Hsu, Ying-Shao; Yeh, Yi-Fen

    2012-01-01

    Several researchers have investigated the effects of computer simulations on students' learning. However, few have focused on how simulations with authentic contexts influences students' inquiry skills. Therefore, for the purposes of this study, we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim…

  17. The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists

    ERIC Educational Resources Information Center

    Lin, Li-Fen; Hsu, Ying-Shao; Yeh, Yi-Fen

    2012-01-01

    Several researchers have investigated the effects of computer simulations on students' learning. However, few have focused on how simulations with authentic contexts influences students' inquiry skills. Therefore, for the purposes of this study, we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim…

  18. Computer-Mediated Collaborative Learning

    ERIC Educational Resources Information Center

    Beatty, Ken; Nunan, David

    2004-01-01

    The study reported here investigates collaborative learning at the computer. Ten pairs of students were presented with a series of comprehension questions about Mary Shelley's novel "Frankenstein or a Modern Prometheus" along with a CD-ROM, "Frankenstein Illuminated," containing the novel and a variety of source material. Five students worked with…

  19. Computer-Mediated Collaborative Learning

    ERIC Educational Resources Information Center

    Beatty, Ken; Nunan, David

    2004-01-01

    The study reported here investigates collaborative learning at the computer. Ten pairs of students were presented with a series of comprehension questions about Mary Shelley's novel "Frankenstein or a Modern Prometheus" along with a CD-ROM, "Frankenstein Illuminated," containing the novel and a variety of source material. Five students worked with…

  20. Improving combat medic learning using a personal computer-based virtual training simulator.

    PubMed

    Hemman, Eileen A

    2005-09-01

    The new military occupational specialty for combat medics, the 91W, requires that all medics successfully pass the National Registry of Emergency Medical Technicians examination. The objective of this study was to supplement standard emergency medical technician training with a three-dimensional, computer-based, virtual training simulator and to assess whether scores and pass rates could be increased. Combat medics (N=167) were selected for training through the usual noncommissioned officer unit selection process and were randomized by cohort to the training simulator. Results showed no significant differences in National Registry of Emergency Medical Technicians examination scores (t = 1.019, df = 153, p = 0.745, one-tailed) or pass rates (chi2 = 1.575, df = 1, p = 0.209). The findings, however, were used to construct two models of combat medic characteristics that can be used to assist in initial selection for emergency medical technician courses and subsequent counseling of soldiers on course completion. With further research, these models could be refined for Army-wide use to increase the cost-effectiveness of combat medic recruitment, training, and testing.

  1. Adaptive Device Context Based Mobile Learning Systems

    ERIC Educational Resources Information Center

    Pu, Haitao; Lin, Jinjiao; Song, Yanwei; Liu, Fasheng

    2011-01-01

    Mobile learning is e-learning delivered through mobile computing devices, which represents the next stage of computer-aided, multi-media based learning. Therefore, mobile learning is transforming the way of traditional education. However, as most current e-learning systems and their contents are not suitable for mobile devices, an approach for…

  2. Adaptive Device Context Based Mobile Learning Systems

    ERIC Educational Resources Information Center

    Pu, Haitao; Lin, Jinjiao; Song, Yanwei; Liu, Fasheng

    2011-01-01

    Mobile learning is e-learning delivered through mobile computing devices, which represents the next stage of computer-aided, multi-media based learning. Therefore, mobile learning is transforming the way of traditional education. However, as most current e-learning systems and their contents are not suitable for mobile devices, an approach for…

  3. Co-Regulation of Learning in Computer-Supported Collaborative Learning Environments: A Discussion

    ERIC Educational Resources Information Center

    Chan, Carol K. K.

    2012-01-01

    This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…

  4. How Science Students Can Learn about Unobservable Phenomena Using Computer-Based Analogies

    ERIC Educational Resources Information Center

    Trey, L.; Khan, S.

    2008-01-01

    A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier's Principle was designed to investigate the contribution of this feature to students' understanding. Two groups of 12th grade Chemistry students (n=15) interacted with the computer simulation during the study. Both groups did the same…

  5. How Science Students Can Learn about Unobservable Phenomena Using Computer-Based Analogies

    ERIC Educational Resources Information Center

    Trey, L.; Khan, S.

    2008-01-01

    A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier's Principle was designed to investigate the contribution of this feature to students' understanding. Two groups of 12th grade Chemistry students (n=15) interacted with the computer simulation during the study. Both groups did the same…

  6. A Project-Based Learning Approach to Programmable Logic Design and Computer Architecture

    ERIC Educational Resources Information Center

    Kellett, C. M.

    2012-01-01

    This paper describes a course in programmable logic design and computer architecture as it is taught at the University of Newcastle, Australia. The course is designed around a major design project and has two supplemental assessment tasks that are also described. The context of the Computer Engineering degree program within which the course is…

  7. Computer-Supported Cooperative Learning in a Virtual University.

    ERIC Educational Resources Information Center

    English, S.; Yazdani, M.

    1999-01-01

    Discusses computer-supported learning, cooperative learning, and virtual universities and links them in a way that reflects a vision of the future. Conclusions are based on results of student questionnaires and interviews with students and instructors involved in cooperative learning taking place at the University of Exeter's Computer Science…

  8. Radiological Worker Computer Based Training

    SciTech Connect

    Butala, Stephen W.; Cullen, James J.; Corsolini, Jams; Zach, Karen; Przyzycki, Edward

    2003-02-06

    Argonne National Laboratory has developed an interactive computer based training (CBT) version of the standardized DOE Radiological Worker training program. This CD-ROM based program utilizes graphics, animation, photographs, sound and video to train users in ten topical areas: radiological fundamentals, biological effects, dose limits, ALARA, personnel monitoring, controls and postings, emergency response, contamination controls, high radiation areas, and lessons learned.

  9. How we make nephrology easier to learn: computer-based modules at the point-of-care.

    PubMed

    William, Jeffrey H; Huang, Grace C

    2014-01-01

    Novel educational tools, such as case-based learning in a web-based module format, are an effective approach to teaching clinical concepts to medical trainees, especially if the situations are clinically relevant and the intervention is delivered at the point-of-care. Though studies have evaluated the effectiveness of point-of-care reference materials, limited literature addresses active web-based interventions designed for completion at the point-of-care. By taking advantage of existing technological resources and integrating an effective learning modality into the clinical environment, we can increase trainee understanding of high-yield topics in clinical nephrology. We designed interactive, case-based computer-based modules in Principles of Dialysis, Hyponatremia, and Acid-Base abnormalities, with interwoven multiple-choice and free text questions with immediate feedback, supplemental practice questions, and enrichment material to be completed in the clinical environment. All medicine trainees at an urban, academic institution were invited to participate in a needs assessment, pre and post knowledge tests, and module completion. Most trainees believed the modules were "very" or "extremely helpful" in understanding the selected topic and that they would likely change their clinical practice. Those who completed the modules performed better on a post-intervention knowledge assessment. Free-text feedback was overwhelmingly supportive of the modules. Our findings confirmed that a novel, simplified approach to renal content by making it readily applicable to a clinical context and available at the point-of-care improves trainee understanding of high-yield topics in nephrology.

  10. Monitoring and depth of strategy use in computer-based learning environments for science and history.

    PubMed

    Deekens, Victor M; Greene, Jeffrey A; Lobczowski, Nikki G

    2017-08-12

    Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance. In this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history. This was a secondary data analysis of two studies. The first study sample was 170 undergraduate students from a University in the south-eastern United States. The second study sample consisted of 40 US high school students in the same area. We collected think-aloud protocol SRL and knowledge measure data and conducted both structural equation modelling and path analysis to investigate our research questions. Findings showed across both studies and two distinct academic domains, students who enacted more frequent monitoring also enacted more frequent deep strategies resulting in better performance on academic evaluations. These findings suggest the importance of measuring not only what depth of strategies learners use, but also the degree to which they monitor their learning. Attention to both is needed in research and practice. © 2017 The British Psychological Society.

  11. Region based stellate features combined with variable selection using AdaBoost learning in mammographic computer-aided detection.

    PubMed

    Kim, Dae Hoe; Choi, Jae Young; Ro, Yong Man

    2015-08-01

    In this paper, a new method is developed for extracting so-called region-based stellate features to correctly differentiate spiculated malignant masses from normal tissues on mammograms. In the proposed method, a given region of interest (ROI) for feature extraction is divided into three individual subregions, namely core, inner, and outer parts. The proposed region-based stellate features are then extracted to encode the different and complementary stellate pattern information by computing the statistical characteristics for each of the three different subregions. To further maximize classification performance, a novel variable selection algorithm based on AdaBoost learning is incorporated for choosing an optimal subset of variables of region-based stellate features. In particular, we develop a new variable selection metric (criteria) that effectively determines variable importance (ranking) within the conventional AdaBoost framework. Extensive and comparative experiments have been performed on the popular benchmark mammogram database (DB). Results show that our region-based stellate features (extracted from automatically segmented ROIs) considerably outperform other state-of-the-art features developed for mammographic spiculated mass detection or classification. Our results also indicate that combining region-based stellate features with the proposed variable selection strategy has an impressive effect on improving spiculated mass classification and detection. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Cooperative Cohabitation: Libraries and Computer Learning Centers.

    ERIC Educational Resources Information Center

    Cargill, Jennifer

    1987-01-01

    Based on the experiences at Texas Tech University, this article discusses five issues that should be addressed when an academic library and a computer learning center share the same building: (1) organizational structure; (2) construction; (3) impact of the state economy; (4) security; and (5) advantages of the shared facility. (7 references) (MES)

  13. Learning and Teaching with a Computer Scanner

    ERIC Educational Resources Information Center

    Planinsic, G.; Gregorcic, B.; Etkina, E.

    2014-01-01

    This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do with a computer scanner to help students learn and apply the concepts of relative motion in 1 and 2D, vibrational motion and the Doppler effect. We also show how to use these activities to help students think like…

  14. Learning and Teaching with a Computer Scanner

    ERIC Educational Resources Information Center

    Planinsic, G.; Gregorcic, B.; Etkina, E.

    2014-01-01

    This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do with a computer scanner to help students learn and apply the concepts of relative motion in 1 and 2D, vibrational motion and the Doppler effect. We also show how to use these activities to help students think like…

  15. Effects of Reflection Category and Reflection Quality on Learning Outcomes during Web-Based Portfolio Assessment Process: A Case Study of High School Students in Computer Application Course

    ERIC Educational Resources Information Center

    Chou, Pao-Nan; Chang, Chi-Cheng

    2011-01-01

    This study examines the effects of reflection category and reflection quality on learning outcomes during Web-based portfolio assessment process. Experimental subjects consist of forty-five eight-grade students in a "Computer Application" course. Through the Web-based portfolio assessment system, these students write reflection, and join…

  16. Computer Based Learning in the Soviet Union--II. A Report on a Study Visit to Moscow, November-December 1978.

    ERIC Educational Resources Information Center

    Rushby, N. J.

    This report examines the state of computer based learning (CBL) in the Soviet Union based upon information gained during a visit to the Moscow Institute of Steel and Alloys, Moscow State University, and the Institute for Problems of Higher Schools. The visit had two aims: to study the political, educational, and technological pressures on CBL in…

  17. Computer Based Learning in the Soviet Union--II. A Report on a Study Visit to Moscow, November-December 1978.

    ERIC Educational Resources Information Center

    Rushby, N. J.

    This report examines the state of computer based learning (CBL) in the Soviet Union based upon information gained during a visit to the Moscow Institute of Steel and Alloys, Moscow State University, and the Institute for Problems of Higher Schools. The visit had two aims: to study the political, educational, and technological pressures on CBL in…

  18. Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention

    ERIC Educational Resources Information Center

    Naaz, Farah; Chariker, Julia H.; Pani, John R.

    2014-01-01

    A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer…

  19. Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention

    ERIC Educational Resources Information Center

    Naaz, Farah; Chariker, Julia H.; Pani, John R.

    2014-01-01

    A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer…

  20. A Study on the Learning Efficiency of Multimedia-Presented, Computer-Based Science Information

    ERIC Educational Resources Information Center

    Guan, Ying-Hua

    2009-01-01

    This study investigated the effects of multimedia presentations on the efficiency of learning scientific information (i.e. information on basic anatomy of human brains and their functions, the definition of cognitive psychology, and the structure of human memory). Experiment 1 investigated whether the modality effect could be observed when the…

  1. A Study on the Learning Efficiency of Multimedia-Presented, Computer-Based Science Information

    ERIC Educational Resources Information Center

    Guan, Ying-Hua

    2009-01-01

    This study investigated the effects of multimedia presentations on the efficiency of learning scientific information (i.e. information on basic anatomy of human brains and their functions, the definition of cognitive psychology, and the structure of human memory). Experiment 1 investigated whether the modality effect could be observed when the…

  2. Software Designers and Teachers as Evaluators of Computer-Based Learning Environments.

    ERIC Educational Resources Information Center

    Hakkinen, Paivi

    1996-01-01

    Describes a study conducted in Finland that investigated designers' and teachers' conceptions of learning and evaluation criteria for educational software. Results indicate that designers emphasized the appearance of software while teachers referred more to practical teaching arrangements, and that participative and collaborative design is needed.…

  3. Coordinating Formal and Informal Aspects of Mathematics in a Computer Based Learning Environment

    ERIC Educational Resources Information Center

    Skouras, A. S.

    2006-01-01

    The introduction of educational technology to school classes promises--through the students' active engagement with mathematical concepts--the creation of teaching and learning opportunities in mathematics. However, the way technological tools are used in the teaching practice as a means of human thought and action remains an unsettled matter as…

  4. Learning Universal Computations with Spikes

    PubMed Central

    Thalmeier, Dominik; Uhlmann, Marvin; Kappen, Hilbert J.; Memmesheimer, Raoul-Martin

    2016-01-01

    Providing the neurobiological basis of information processing in higher animals, spiking neural networks must be able to learn a variety of complicated computations, including the generation of appropriate, possibly delayed reactions to inputs and the self-sustained generation of complex activity patterns, e.g. for locomotion. Many such computations require previous building of intrinsic world models. Here we show how spiking neural networks may solve these different tasks. Firstly, we derive constraints under which classes of spiking neural networks lend themselves to substrates of powerful general purpose computing. The networks contain dendritic or synaptic nonlinearities and have a constrained connectivity. We then combine such networks with learning rules for outputs or recurrent connections. We show that this allows to learn even difficult benchmark tasks such as the self-sustained generation of desired low-dimensional chaotic dynamics or memory-dependent computations. Furthermore, we show how spiking networks can build models of external world systems and use the acquired knowledge to control them. PMID:27309381

  5. Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning difficulties.

    PubMed

    Loo, Jenny Hooi Yin; Bamiou, Doris-Eva; Campbell, Nicci; Luxon, Linda M

    2010-08-01

    This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level of evidence hierarchy proposed by the American Speech-Language Hearing Association (ASHA) in 2004. We identified 16 studies of two commercially available CBAT programs (13 studies of Fast ForWord (FFW) and three studies of Earobics) and five further outcome studies of other non-speech and simple speech sounds training, available for children with language, learning, and reading difficulties. The results suggest that, apart from the phonological awareness skills, the FFW and Earobics programs seem to have little effect on the language, spelling, and reading skills of children. Non-speech and simple speech sounds training may be effective in improving children's reading skills, but only if it is delivered by an audio-visual method. There is some initial evidence to suggest that CBAT may be of benefit for children with APD. Further research is necessary, however, to substantiate these preliminary findings.

  6. A Two-Tier Test-Based Approach to Improving Students' Computer-Programming Skills in a Web-Based Learning Environment

    ERIC Educational Resources Information Center

    Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen J. H.; Hwang, Gwo-Haur

    2015-01-01

    Computer programming is an important skill for engineering and computer science students. However, teaching and learning programming concepts and skills has been recognized as a great challenge to both teachers and students. Therefore, the development of effective learning strategies and environments for programming courses has become an important…

  7. A Two-Tier Test-Based Approach to Improving Students' Computer-Programming Skills in a Web-Based Learning Environment

    ERIC Educational Resources Information Center

    Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen J. H.; Hwang, Gwo-Haur

    2015-01-01

    Computer programming is an important skill for engineering and computer science students. However, teaching and learning programming concepts and skills has been recognized as a great challenge to both teachers and students. Therefore, the development of effective learning strategies and environments for programming courses has become an important…

  8. Analyzing Team Based Engineering Design Process in Computer Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Lee, Dong-Kuk; Lee, Eun-Sang

    2016-01-01

    The engineering design process has been largely implemented in a collaborative project format. Recently, technological advancement has helped collaborative problem solving processes such as engineering design to have efficient implementation using computers or online technology. In this study, we investigated college students' interaction and…

  9. The Effects of Three Feedback Forms on Learning through a Computer-Based Tutorial.

    ERIC Educational Resources Information Center

    Bationo, Bernadin D.

    1992-01-01

    The effects of a French tutorial with spoken feedback, written feedback, written/spoken feedback, and no feedback were examined with 56 undergraduates using a Macintosh computer. Results supported the hypothesis that students receiving written/spoken feedback perform better than those in the other three feedback categories. (eight references)…

  10. A Project-Based Learning Setting to Human-Computer Interaction for Teenagers

    ERIC Educational Resources Information Center

    Geyer, Cornelia; Geisler, Stefan

    2012-01-01

    Knowledge of fundamentals of human-computer interaction resp. usability engineering is getting more and more important in technical domains. However this interdisciplinary field of work and corresponding degree programs are not broadly known. Therefore at the Hochschule Ruhr West, University of Applied Sciences, a program was developed to give…

  11. Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

    ERIC Educational Resources Information Center

    Karatas, Ilhan

    2011-01-01

    Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

  12. Analyzing Team Based Engineering Design Process in Computer Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Lee, Dong-Kuk; Lee, Eun-Sang

    2016-01-01

    The engineering design process has been largely implemented in a collaborative project format. Recently, technological advancement has helped collaborative problem solving processes such as engineering design to have efficient implementation using computers or online technology. In this study, we investigated college students' interaction and…

  13. Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

    ERIC Educational Resources Information Center

    Karatas, Ilhan

    2011-01-01

    Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

  14. Effect of Worked Examples on Mental Model Progression in a Computer-Based Simulation Learning Environment

    ERIC Educational Resources Information Center

    Darabi, Aubteen; Nelson, David W.; Meeker, Richard; Liang, Xinya; Boulware, Wilma

    2010-01-01

    In a diagnostic problem solving operation of a computer-simulated chemical plant, chemical engineering students were randomly assigned to two groups: one studying product-oriented worked examples, the other practicing conventional problem solving. Effects of these instructional strategies on the progression of learners' mental models were examined…

  15. The Effect of Using Exercise-Based Computer Games during the Process of Learning on Academic Achievement among Education Majors

    ERIC Educational Resources Information Center

    Kablan, Zeynel

    2010-01-01

    The aim of this study is to define whether using exercise-based games increase the performance of learning. For this reason, two basic questions were tried to be answered in the study. First, is there any difference in learning between the group that was given exercise-based games and the group that was not? Second, is there any difference in…

  16. Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

    NASA Astrophysics Data System (ADS)

    Nurjanah; Dahlan, J. A.; Wibisono, Y.

    2017-02-01

    This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

  17. Deep learning for computational biology.

    PubMed

    Angermueller, Christof; Pärnamaa, Tanel; Parts, Leopold; Stegle, Oliver

    2016-07-29

    Technological advances in genomics and imaging have led to an explosion of molecular and cellular profiling data from large numbers of samples. This rapid increase in biological data dimension and acquisition rate is challenging conventional analysis strategies. Modern machine learning methods, such as deep learning, promise to leverage very large data sets for finding hidden structure within them, and for making accurate predictions. In this review, we discuss applications of this new breed of analysis approaches in regulatory genomics and cellular imaging. We provide background of what deep learning is, and the settings in which it can be successfully applied to derive biological insights. In addition to presenting specific applications and providing tips for practical use, we also highlight possible pitfalls and limitations to guide computational biologists when and how to make the most use of this new technology.

  18. From Agents to Continuous Change via Aesthetics: Learning Mechanics with Visual Agent-Based Computational Modeling

    ERIC Educational Resources Information Center

    Sengupta, Pratim; Farris, Amy Voss; Wright, Mason

    2012-01-01

    Novice learners find motion as a continuous process of change challenging to understand. In this paper, we present a pedagogical approach based on agent-based, visual programming to address this issue. Integrating agent-based programming, in particular, Logo programming, with curricular science has been shown to be challenging in previous research…

  19. From Agents to Continuous Change via Aesthetics: Learning Mechanics with Visual Agent-Based Computational Modeling

    ERIC Educational Resources Information Center

    Sengupta, Pratim; Farris, Amy Voss; Wright, Mason

    2012-01-01

    Novice learners find motion as a continuous process of change challenging to understand. In this paper, we present a pedagogical approach based on agent-based, visual programming to address this issue. Integrating agent-based programming, in particular, Logo programming, with curricular science has been shown to be challenging in previous research…

  20. The Effect of Computer Based Instructional Technique for the Learning of Elementary Level Mathematics among High, Average and Low Achievers

    ERIC Educational Resources Information Center

    Afzal, Muhammad Tanveer; Gondal, Bashir; Fatima, Nuzhat

    2014-01-01

    The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching…

  1. Validating a Computer-Assisted Language Learning Attitude Instrument Used in Iranian EFL Context: An Evidence-Based Approach

    ERIC Educational Resources Information Center

    Aryadoust, Vahid; Mehran, Parisa; Alizadeh, Mehrasa

    2016-01-01

    A few computer-assisted language learning (CALL) instruments have been developed in Iran to measure EFL (English as a foreign language) learners' attitude toward CALL. However, these instruments have no solid validity argument and accordingly would be unable to provide a reliable measurement of attitude. The present study aimed to develop a CALL…

  2. Computational Scientific Inquiry with Virtual Worlds and Agent-Based Models: New Ways of Doing Science to Learn Science

    ERIC Educational Resources Information Center

    Jacobson, Michael J.; Taylor, Charlotte E.; Richards, Deborah

    2016-01-01

    In this paper, we propose computational scientific inquiry (CSI) as an innovative model for learning important scientific knowledge and new practices for "doing" science. This approach involves the use of a "game-like" virtual world for students to experience virtual biological fieldwork in conjunction with using an agent-based…

  3. Computational Scientific Inquiry with Virtual Worlds and Agent-Based Models: New Ways of Doing Science to Learn Science

    ERIC Educational Resources Information Center

    Jacobson, Michael J.; Taylor, Charlotte E.; Richards, Deborah

    2016-01-01

    In this paper, we propose computational scientific inquiry (CSI) as an innovative model for learning important scientific knowledge and new practices for "doing" science. This approach involves the use of a "game-like" virtual world for students to experience virtual biological fieldwork in conjunction with using an agent-based…

  4. Validating a Computer-Assisted Language Learning Attitude Instrument Used in Iranian EFL Context: An Evidence-Based Approach

    ERIC Educational Resources Information Center

    Aryadoust, Vahid; Mehran, Parisa; Alizadeh, Mehrasa

    2016-01-01

    A few computer-assisted language learning (CALL) instruments have been developed in Iran to measure EFL (English as a foreign language) learners' attitude toward CALL. However, these instruments have no solid validity argument and accordingly would be unable to provide a reliable measurement of attitude. The present study aimed to develop a CALL…

  5. A Blended Approach to Learning: Added Value and Lessons Learnt from Students' Use of Computer-Based Materials for Neurological Analysis

    ERIC Educational Resources Information Center

    Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John

    2005-01-01

    This paper examines BSc Physiotherapy students' experiences of developing their neurological observational and analytical skills using a blend of traditional classroom activities and computer-based materials at the University of Birmingham. New teaching and learning resources were developed and supported in the School of Health Sciences using Web…

  6. Supporting Learning of Variable Control in a Computer-Based Biology Environment: Effects of Prompting College Students To Reflect on Their Own Thinking.

    ERIC Educational Resources Information Center

    Lin, Xiaodong; Lehman, James D.

    1999-01-01

    Describes a study of college students who designed and conducted experiments involving control of variables after being assigned to one of four versions of a computer-based biology simulation learning environment. Finds that reason-justification prompts directed students' attention to understanding the employment of experimental design principles…

  7. Situated Learning in Computer Science Education

    ERIC Educational Resources Information Center

    Ben-Ari, Mordechai

    2004-01-01

    Sociocultural theories of learning such as Wenger and Lave's situated learning have been suggested as alternatives to cognitive theories of learning like constructivism. This article examines situated learning within the context of computer science (CS) education. Situated learning accurately describes some CS communities like open-source software…

  8. Situated Learning in Computer Science Education

    ERIC Educational Resources Information Center

    Ben-Ari, Mordechai

    2004-01-01

    Sociocultural theories of learning such as Wenger and Lave's situated learning have been suggested as alternatives to cognitive theories of learning like constructivism. This article examines situated learning within the context of computer science (CS) education. Situated learning accurately describes some CS communities like open-source software…

  9. Bridging between Craft and Academic Knowledge: A Computer Supported, Problem-Based Learning Model for Professional Preparation in Special Education.

    ERIC Educational Resources Information Center

    Gerber, Michael M.; English, Judy; Singer, George S.

    1999-01-01

    Describes Project CASELINK, a project that uses a problem-based learning perspective to design and develop eight interactive multimedia modules on the Internet to augment introductory courses in special education anywhere in the nation. Addresses how and why interactive, multimedia, and distance-learning technologies are used. (Author/CR)

  10. Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using Matlab

    NASA Astrophysics Data System (ADS)

    Sharp, J. S.; Glover, P. M.; Moseley, W.

    2007-05-01

    In this paper we describe the recent changes to the curriculum of the second year practical laboratory course in the School of Physics and Astronomy at the University of Nottingham. In particular, we describe how Matlab has been implemented as a teaching tool and discuss both its pedagogical advantages and disadvantages in teaching undergraduate students about computer interfacing and instrument control techniques. We also discuss the motivation for converting the interfacing language that is used in the laboratory from LabView to Matlab. We describe an example of a typical experiment the students are required to complete and we conclude by briefly assessing how the recent curriculum changes have affected both student performance and compliance.

  11. A novel computer-aided diagnosis system for breast MRI based on feature selection and ensemble learning.

    PubMed

    Lu, Wei; Li, Zhe; Chu, Jinghui

    2017-03-06

    Breast cancer is a common cancer among women. With the development of modern medical science and information technology, medical imaging techniques have an increasingly important role in the early detection and diagnosis of breast cancer. In this paper, we propose an automated computer-aided diagnosis (CADx) framework for magnetic resonance imaging (MRI). The scheme consists of an ensemble of several machine learning-based techniques, including ensemble under-sampling (EUS) for imbalanced data processing, the Relief algorithm for feature selection, the subspace method for providing data diversity, and Adaboost for improving the performance of base classifiers. We extracted morphological, various texture, and Gabor features. To clarify the feature subsets' physical meaning, subspaces are built by combining morphological features with each kind of texture or Gabor feature. We tested our proposal using a manually segmented Region of Interest (ROI) data set, which contains 438 images of malignant tumors and 1898 images of normal tissues or benign tumors. Our proposal achieves an area under the ROC curve (AUC) value of 0.9617, which outperforms most other state-of-the-art breast MRI CADx systems. Compared with other methods, our proposal significantly reduces the false-positive classification rate.

  12. Discriminative Common Spatial Pattern Sub-bands Weighting Based on Distinction Sensitive Learning Vector Quantization Method in Motor Imagery Based Brain-computer Interface.

    PubMed

    Jamaloo, Fatemeh; Mikaeili, Mohammad

    2015-01-01

    Common spatial pattern (CSP) is a method commonly used to enhance the effects of event-related desynchronization and event-related synchronization present in multichannel electroencephalogram-based brain-computer interface (BCI) systems. In the present study, a novel CSP sub-band feature selection has been proposed based on the discriminative information of the features. Besides, a distinction sensitive learning vector quantization based weighting of the selected features has been considered. Finally, after the classification of the weighted features using a support vector machine classifier, the performance of the suggested method has been compared with the existing methods based on frequency band selection, on the same BCI competitions datasets. The results show that the proposed method yields superior results on "ay" subject dataset compared against existing approaches such as sub-band CSP, filter bank CSP (FBCSP), discriminative FBCSP, and sliding window discriminative CSP.

  13. Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

    NASA Astrophysics Data System (ADS)

    Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

    2016-01-01

    Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student

  14. Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

    NASA Astrophysics Data System (ADS)

    Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

    2017-02-01

    Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student

  15. Bayesian learning for spatial filtering in an EEG-based brain-computer interface.

    PubMed

    Zhang, Haihong; Yang, Huijuan; Guan, Cuntai

    2013-07-01

    Spatial filtering for EEG feature extraction and classification is an important tool in brain-computer interface. However, there is generally no established theory that links spatial filtering directly to Bayes classification error. To address this issue, this paper proposes and studies a Bayesian analysis theory for spatial filtering in relation to Bayes error. Following the maximum entropy principle, we introduce a gamma probability model for describing single-trial EEG power features. We then formulate and analyze the theoretical relationship between Bayes classification error and the so-called Rayleigh quotient, which is a function of spatial filters and basically measures the ratio in power features between two classes. This paper also reports our extensive study that examines the theory and its use in classification, using three publicly available EEG data sets and state-of-the-art spatial filtering techniques and various classifiers. Specifically, we validate the positive relationship between Bayes error and Rayleigh quotient in real EEG power features. Finally, we demonstrate that the Bayes error can be practically reduced by applying a new spatial filter with lower Rayleigh quotient.

  16. Comparison of meaningful learning characteristics in simulated nursing practice after traditional versus computer-based simulation method: a qualitative videography study.

    PubMed

    Poikela, Paula; Ruokamo, Heli; Teräs, Marianne

    2015-02-01

    Nursing educators must ensure that nursing students acquire the necessary competencies; finding the most purposeful teaching methods and encouraging learning through meaningful learning opportunities is necessary to meet this goal. We investigated student learning in a simulated nursing practice using videography. The purpose of this paper is to examine how two different teaching methods presented students' meaningful learning in a simulated nursing experience. The 6-hour study was divided into three parts: part I, general information; part II, training; and part III, simulated nursing practice. Part II was delivered by two different methods: a computer-based simulation and a lecture. The study was carried out in the simulated nursing practice in two universities of applied sciences, in Northern Finland. The participants in parts II and I were 40 first year nursing students; 12 student volunteers continued to part III. Qualitative analysis method was used. The data were collected using video recordings and analyzed by videography. The students who used a computer-based simulation program were more likely to report meaningful learning themes than those who were first exposed to lecture method. Educators should be encouraged to use computer-based simulation teaching in conjunction with other teaching methods to ensure that nursing students are able to receive the greatest educational benefits. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. Evaluating Integrated Task Based Activities and Computer Assisted Language Learning (CALL)

    ERIC Educational Resources Information Center

    Anwar, Khoirul; Husniah, Rohmy

    2016-01-01

    This study is to evaluate the implementation of Task Activities based on CALL which consist of observing, questioning, exploring, and communicating. The developed materials are nine chapters that had been implemented in two different classes of SMPN 1 Gresik and SMPM 4 Gresik in Indonesia. Of quesionnaires and interviews, the results indicate that…

  18. Computer-Based Training: An Institutional Approach.

    ERIC Educational Resources Information Center

    Barker, Philip; Manji, Karim

    1992-01-01

    Discussion of issues related to computer-assisted learning (CAL) and computer-based training (CBT) describes approaches to electronic learning; principles underlying courseware development to support these approaches; and a plan for creation of a CAL/CBT development center, including its functional role, campus services, staffing, and equipment…

  19. The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

    NASA Astrophysics Data System (ADS)

    Latham, Patricia S.

    The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase

  20. Neural computations underlying arbitration between model-based and model-free learning

    PubMed Central

    Lee, Sang Wan; Shimojo, Shinsuke; O’Doherty, John P.

    2014-01-01

    SUMMARY There is accumulating neural evidence to support the existence of two distinct systems for guiding action-selection in the brain, a deliberative “model-based” and a reflexive “model-free” system. However, little is known about how the brain determines which of these systems controls behavior at one moment in time. We provide evidence for an arbitration mechanism that allocates the degree of control over behavior by model-based and model-free systems as a function of the reliability of their respective predictions. We show that inferior lateral prefrontal and frontopolar cortex encode both reliability signals and the output of a comparison between those signals, implicating these regions in the arbitration process. Moreover, connectivity between these regions and model-free valuation areas is negatively modulated by the degree of model-based control in the arbitrator, suggesting that arbitration may work through modulation of the model-free valuation system when the arbitrator deems that the model-based system should drive behavior. PMID:24507199

  1. An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation

    NASA Astrophysics Data System (ADS)

    Soderberg, Patti; Price, Frank

    2003-01-01

    This study describes a lesson in which students engaged in inquiry in evolutionary biology in order to develop a better understanding of the concepts and reasoning skills necessary to support knowledge claims about changes in the genetic structure of populations, also known as microevolution. This paper describes how a software simulation called EVOLVE can be used to foster discussions about the conceptual knowledge used by advanced secondary or introductory college students when investigating the effects of natural selection on hypothetical populations over time. An experienced professor's use and rationale of a problem-based lesson using the simulation is examined. Examples of student misconceptions and naïve (incomplete) conceptions are described and an analysis of the procedural knowledge for experimenting with the computer model is provided. The results of this case study provide a model of how EVOLVE can be used to engage students in a complex problem-solving experience that encourages student meta-cognitive reflection about their understanding of evolution at the population level. Implications for teaching are provided and ways to improve student learning and problem solving in population genetics are suggested.

  2. What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review.

    PubMed

    Taveira-Gomes, Tiago; Ferreira, Patrícia; Taveira-Gomes, Isabel; Severo, Milton; Ferreira, Maria Amélia

    2016-08-01

    Computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8%), text (64/251, 25.5%), Web conferencing (54/251, 21.5%), and instructional design principles (18/251, 7.2%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6%), knowledge, attitudes, and skills (11.8%), and online activity (12/212, 5.7%). About a quarter of the articles (58/227, 25.6%) did not hold

  3. What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review

    PubMed Central

    Ferreira, Patrícia; Taveira-Gomes, Isabel; Severo, Milton; Ferreira, Maria Amélia

    2016-01-01

    Background Computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. Objective In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. Methods We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. Results We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8%), text (64/251, 25.5%), Web conferencing (54/251, 21.5%), and instructional design principles (18/251, 7.2%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6%), knowledge, attitudes, and skills (11.8%), and online activity (12/212, 5.7%). About a quarter of the

  4. Learning and teaching with a computer scanner

    NASA Astrophysics Data System (ADS)

    Planinsic, G.; Gregorcic, B.; Etkina, E.

    2014-09-01

    This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do with a computer scanner to help students learn and apply the concepts of relative motion in 1 and 2D, vibrational motion and the Doppler effect. We also show how to use these activities to help students think like scientists. They will conduct simple experiments, construct different explanations for their observations, test their explanations in new experiments and represent their ideas in multiple ways.

  5. Collaborative Second Language Learning with a Contextualized Computer Environment.

    ERIC Educational Resources Information Center

    Bueno, Kathleen A.; Nelson, Wayne A.

    1993-01-01

    Discussion of computer-based second-language learning focuses on a study of elementary school students in grades four through six who used a contextualized computer environment that was designed to provide precommunicative practice with Spanish. Highlights include student roles in small groups, cooperative learning, and the teacher's role.…

  6. A Unified Framework for Reservoir Computing and Extreme Learning Machines based on a Single Time-delayed Neuron

    PubMed Central

    Ortín, S.; Soriano, M. C.; Pesquera, L.; Brunner, D.; San-Martín, D.; Fischer, I.; Mirasso, C. R.; Gutiérrez, J. M.

    2015-01-01

    In this paper we present a unified framework for extreme learning machines and reservoir computing (echo state networks), which can be physically implemented using a single nonlinear neuron subject to delayed feedback. The reservoir is built within the delay-line, employing a number of “virtual” neurons. These virtual neurons receive random projections from the input layer containing the information to be processed. One key advantage of this approach is that it can be implemented efficiently in hardware. We show that the reservoir computing implementation, in this case optoelectronic, is also capable to realize extreme learning machines, demonstrating the unified framework for both schemes in software as well as in hardware. PMID:26446303

  7. The effect of face-to-face collaborative learning on the elaboration of computer-based simulated cases.

    PubMed

    de Leng, Bas A; Muijtjens, Arno M; van der Vleuten, Cees P

    2009-01-01

    This study investigates the effects of working face to face in small groups on the processes that occur when students elaborate on computer-based simulated cases. We performed a randomized controlled experiment that was designed to measure the effect of "social context" (triads versus individuals) on students' perceptions of the elaboration process and on the time spent on the different parts of the computer case. We sought students' perceptions using a questionnaire that was administered to all participating students (N = 47) and we examined the actions of the students working in triads (N = 12) and individually (N = 11) by analyzing the log files of the computer case. The results demonstrated no significant effect of social context on the degree of elaboration of the computer case. Working with computer-based simulated cases in small groups as opposed to individually in itself is not enough to increase the scope and depth of the elaboration of computer cases.

  8. Enhanced Student Learning with Problem Based Learning

    ERIC Educational Resources Information Center

    Hollenbeck, James

    2008-01-01

    Science educators define a learning environment in which the problem drives the learning as problem based learning (PBL). Problem based learning can be a learning methodology/process or a curriculum based on its application by the teacher. This paper discusses the basic premise of Problem base learning and successful applications of such learning.…

  9. Developing Interactive Learning Objects for a Computing Mathematics Module

    ERIC Educational Resources Information Center

    Lim, Cher Ping; Lee, Siew Lie; Richards, Cameron

    2006-01-01

    Based on a case study of the online component of a Computing Mathematics module at a local polytechnic in Singapore, this article provides a descriptive account of the development and employment of interactive learning objects to enhance the learning experiences of the students in the course. The experimented learning objects were branded as…

  10. Machine Learning, deep learning and optimization in computer vision

    NASA Astrophysics Data System (ADS)

    Canu, Stéphane

    2017-03-01

    As quoted in the Large Scale Computer Vision Systems NIPS workshop, computer vision is a mature field with a long tradition of research, but recent advances in machine learning, deep learning, representation learning and optimization have provided models with new capabilities to better understand visual content. The presentation will go through these new developments in machine learning covering basic motivations, ideas, models and optimization in deep learning for computer vision, identifying challenges and opportunities. It will focus on issues related with large scale learning that is: high dimensional features, large variety of visual classes, and large number of examples.

  11. Development and Use of a Computer-Based Interactive Resource for Teaching and Learning Probability in Primary Classrooms

    ERIC Educational Resources Information Center

    Trigueros, Maria; Lozano, Maria Dolores; Lage, Ana Elisa

    2006-01-01

    "Enciclomedia" is a Mexican project for primary school teaching using computers in the classroom. Within this project, and following an enactivist theoretical perspective and methodology, we have designed a computer-based package called "Dados", which, together with teaching guides, is intended to support the teaching and…

  12. Development and Use of a Computer-Based Interactive Resource for Teaching and Learning Probability in Primary Classrooms

    ERIC Educational Resources Information Center

    Trigueros, Maria; Lozano, Maria Dolores; Lage, Ana Elisa

    2006-01-01

    "Enciclomedia" is a Mexican project for primary school teaching using computers in the classroom. Within this project, and following an enactivist theoretical perspective and methodology, we have designed a computer-based package called "Dados", which, together with teaching guides, is intended to support the teaching and…

  13. A Tutorial for SPSS/PC+ Studentware. Study Guide for the Doctor of Arts in Computer-Based Learning.

    ERIC Educational Resources Information Center

    MacFarland, Thomas W.; Hou, Cheng-I

    The purpose of this tutorial is to provide the basic information needed for success with SPSS/PC+ Studentware, a student version of the statistical analysis software offered by SPSS, Inc., for the IBM PC+ and compatible computers. It is intended as a convenient summary of how to organize and conduct the most common computer-based statistical…

  14. Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

    ERIC Educational Resources Information Center

    Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

    2013-01-01

    Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

  15. Learning computer science concepts with Scratch

    NASA Astrophysics Data System (ADS)

    Meerbaum-Salant, Orni; Armoni, Michal; (Moti) Ben-Ari, Mordechai

    2013-09-01

    Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science (CS). We developed learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in a few schools during two years. Tests were constructed based upon a novel combination of the revised Bloom taxonomy and the Structure of the Observed Learning Outcome taxonomy. These instruments were augmented with qualitative tools, such as observations and interviews. The results showed that students could successfully learn important concepts of CS, although there were problems with some concepts such as repeated execution, variables, and concurrency. We believe that these problems can be overcome by modifications to the teaching process that we suggest.

  16. Computer-enhanced learning in neuroanatomy.

    PubMed

    Tan, C K; Voon, F C; Rajendran, K

    1989-07-01

    The recent development of powerful microcomputers and the introduction of object-oriented programming languages has now made available to educationists software that can be easily used to design and develop computer-based learning material. We have developed courseware and tutorware in the field of neuroanatomy which are pedagogically structured and yet provide multiple paths of learning for the individual student. Neuroanatomy is a difficult subject to learn because of the structural intricacy and functional correlations that it entails. The courseware enables students to approach the subject at different levels of difficulty and progress at their own pace towards a comprehensive understanding of structure and function aided by text integrated with graphics, sound and animation. A significant advantage to authors of similar courseware is the option to update the contents easily when necessary in the future.

  17. Learning an Intermittent Control Strategy for Postural Balancing Using an EMG-Based Human-Computer Interface

    PubMed Central

    Asai, Yoshiyuki; Tateyama, Shota; Nomura, Taishin

    2013-01-01

    It has been considered that the brain stabilizes unstable body dynamics by regulating co-activation levels of antagonist muscles. Here we critically reexamined this established theory of impedance control in a postural balancing task using a novel EMG-based human-computer interface, in which subjects were asked to balance a virtual inverted pendulum using visual feedback information on the pendulum's position. The pendulum was actuated by a pair of antagonist joint torques determined in real-time by activations of the corresponding pair of antagonist ankle muscles of subjects standing upright. This motor-task raises a frustrated environment; a large feedback time delay in the sensorimotor loop, as a source of instability, might favor adopting the non-reactive, preprogrammed impedance control, but the ankle muscles are relatively hard to co-activate, which hinders subjects from adopting the impedance control. This study aimed at discovering how experimental subjects resolved this frustrated environment through motor learning. One third of subjects adapted to the balancing task in a way of the impedance-like control. It was remarkable, however, that the majority of subjects did not adopt the impedance control. Instead, they acquired a smart and energetically efficient strategy, in which two muscles were inactivated simultaneously at a sequence of optimal timings, leading to intermittent appearance of periods of time during which the pendulum was not actively actuated. Characterizations of muscle inactivations and the pendulum¡Çs sway showed that the strategy adopted by those subjects was a type of intermittent control that utilizes a stable manifold of saddle-type unstable upright equilibrium that appeared in the state space of the pendulum when the active actuation was turned off. PMID:23717398

  18. [A case-based and multi-media computer learning program on the topic of myocardial infarct, angina pectoris and mitral valve stenosis].

    PubMed

    Friedl, R; Wieshammer, S; Kehrer, J; Ammon, C; Hübner, D; Lehmann, J; Heimpel, H

    1996-09-15

    Principles in the field of cognitive psychology and problem-based learning together with recent progress in multimedia technologies are providing the basis for the development of case-based and computer-assisted learning systems. With reference to the information-overload of theoretical and factual knowledge in medical education these programs can be an efficient tool to satisfy the current need for new, practical, skill-related forms of knowledge transfer. Apple-Macintosh Computers were selected to develop interactive, multimedia patient-simulations on mitral stenosis, angina pectoris and myocardial infarction. The user acquires knowledge and skills about the leading symptoms, differential diagnoses, the use and analysis of laboratory examinations and the process of diagnostic reasoning while working through the computer-simulated cases. Important pedagogical principles associated with computer-assisted learning were employed in the program. Clinical situations can be simulated repeatedly and for every student in an authentic manner. Therefore the program can serve as a preparation for and a supplement to practical clinical education. Compared to conventional teaching media the development of instructional multimedia software requires a tremendous amount of time and resources. Thus, controlled studies are important to objectify the overall advantages such programs can have.

  19. Fostering Equitable Consequences from Computer Learning Environments.

    ERIC Educational Resources Information Center

    Linn, Marcia C.

    The article discusses two interrelated aspects of computer education: the computer's potential for developing cognitive skills and ways in which the differential participation of males and females in computer experiences may lead to inequitable outcomes. The Assessing the Cognitive Consequences of Computer Environments for Learning Project…

  20. The Impact of Computational Experiment and Formative Assessment in Inquiry-Based Teaching and Learning Approach in STEM Education

    ERIC Educational Resources Information Center

    Psycharis, Sarantos

    2016-01-01

    In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students' engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the…