Academic literature on the topic 'Learning Abilities Test'
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Journal articles on the topic "Learning Abilities Test"
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Rigney, Alexander M. "Test Review: Detroit Tests of Learning Abilities–Fifth Edition." Journal of Psychoeducational Assessment 37, no. 8 (August 12, 2018): 1043–47. http://dx.doi.org/10.1177/0734282918793291.
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Mitton, Evan E., and Chris M. Fiacconi. "Learning From (Test) Experience." Zeitschrift für Psychologie 228, no. 4 (October 2020): 264–77. http://dx.doi.org/10.1027/2151-2604/a000424.
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Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.
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Munifah, Munifah, Annisa Nurhuda Romadhona, Ilma Ridhona, Rahmi Ramadhani, Rofiqul Umam, and Hasan Said Tortop. "How to Manage Numerical Abilities in Algebra Material?" Al-Jabar : Jurnal Pendidikan Matematika 10, no. 2 (December 18, 2019): 223–32. http://dx.doi.org/10.24042/ajpm.v10i2.5325.
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Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble
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Ramdhan, Billyardi. "Hands-On Contextual Learning Experimentation on Psychomotor Abilities." Report of Biological Education 1, no. 1 (August 13, 2020): 15–20. http://dx.doi.org/10.37150/rebion.v1i1.814.
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The purpose of this study was to determine the effect of contextual learning models based on hands-on activities on students' psychomotor abilities. This type of research is a quasi-experimental using pretest posttest control group design. The results showed the psychomotor ability of students in the experimental class averaged 79.63 which was categorized as "good" while the control class obtained an average of 68.93 which was also categorized as "good". Hypothesis testing using t test shows the results of tcount = 4.73 while the t table = 2.002 so that H0 is rejected and Ha is accepted. This means that there is a significant difference between learning using hands-on contextual learning models compared to contextual learning models based on conventional practicum student psychomotor abilities. The results of the correlation coefficient test, the experimental class got the value of rxy = 0.9965 and the contribution was 99.30% while the control class was rxy = 0.987 and the contribution was 97.42% with the value of r (0.05) (30) = 0.361. Thus rcount> rtable which means that there is a very strong relationship between psychomotor abilities and cognitive knowledge on water pollution material based on the interpretation coefficient interpretation table in the two classes.
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Ulfa, Maria. "THE EFFECTIVENESS OF STIMULATION TO THE TOILET LEARNING ABILITIES OF TODDLER." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 5, no. 1 (April 1, 2018): 062–65. http://dx.doi.org/10.26699/jnk.v5i1.art.p062-065.
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Abstract :Toilet learning in children is an attempt to train children to be able to control in defecating and urinating. The aim of this research was to determine the effectiveness of stimulation to the toilet learning ability of toddler. The research usedPre-Experimental One-Group Pre-test-post test design. The sampling technique used purposive sampling. The statistical test used wilcoxon signed rank test. The population was 14 toddler of PosyanduBendowulungKabupatenBlitar. The result showed that there was an effect of stimulation to the ability of toilet learning of 1 to 3 years old toddler. The Statistical test result using Wilcoxon sign rank test obtained p value = 0,000 (<0,05). It is expected to increase knowledge about the implementation of toilet learning stimulation, especially for parents to make their children more indepen- dent. Keywords: Stimulation, Toilet learning.
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SIREGAR, SITI ROHANA, ANI SUTIANI, and JAMALUM PURBA. "Penerapan Model Pembelajaran Berbasis Proyek dengan Media Real Lab dan Virtual Lab untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif Siswa dalam Materi Titrasi Asam Basa." Jurnal Inovasi Pembelajaran Kimia 1, no. 2 (October 31, 2019): 116. http://dx.doi.org/10.24114/jipk.v1i2.15526.
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This study aims to determine the differences in chemistry learning outcomes and students' creative thinking abilities, as well as the correlation between the two students who are taught using the PjBL learning model using Real Lab media and Virtual Lab. While students' creative thinking skills use observation sheets. The data obtained from the results of the study, namely: (1) To test the hypothesis of student learning outcomes obtained tcount = 2.15 while ttable = 1.998 (2) To test the hypothesis of creative thinking abilities students obtained tcount = 3.40 while ttable = 1.998 ( 3) To test the correlation of creative thinking abilities on student learning outcomes obtained rtable = 0.339 while r1 = 0.391 and r2 = 0.403 with contributions of = 15.26% and 16.27% in each class, the rest is influenced by other variables. So that the conclusion is drawn that there is a difference between learning outcomes and students 'creative thinking abilities that are learned using PjBL learning models by using Real Lab media and Virtual Lab media. There is a positive and significant correlation between students' creative thinking abilities and student learning outcomes in each experimental class.
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Chou, Pao-Nan. "The Relationship Between Engineering Students Self-Directed Learning Abilities And Online Learning Performances: A Pilot Study." Contemporary Issues in Education Research (CIER) 5, no. 1 (January 23, 2012): 33. http://dx.doi.org/10.19030/cier.v5i1.6784.
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This study aimed to explore engineering students self-directed learning abilities in an online learning environment. The research centered on the correlation relationship between students self-directed learning abilities and learning outcomes. The instructional activity in one experimental study was to simulate an online learning task in the real-world online courses. The results of the study showed that a significant, positive relationship existed between engineering students self-directed learning abilities and online learning performances. High level of self-directed students performed better in the criterion test.
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Martin, Garry L., Jennifer R. Thorsteinsson, C. T. Yu, Toby L. Martin, and Tricia Vause. "The Assessment of Basic Learning Abilities Test for Predicting Learning of Persons With Intellectual Disabilities." Behavior Modification 32, no. 2 (March 2008): 228–47. http://dx.doi.org/10.1177/0145445507309022.
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Arigiyati, Tri Astuti, and Istiqomah Istiqomah. "Pengungkapan Efektivitas Model Pembelajaran Melalui Anava Dua Faktorial." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 5, no. 2 (March 14, 2019): 10–19. http://dx.doi.org/10.31316/j.derivat.v5i2.136.
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This study aims to determine the effectiveness of the learning model that is influenced by the level of students' initial abilities and the combined influence (interaction effect) between the learning model and the students' initial level of ability to the students' mathematics learning outcomes. The learning model has a central function in learning, namely as a tool and a way to achieve learning goals. The type of research used in this study is quasi-experimental. The research subjects used as the subject of the trial were Yogyakarta State and Private Middle School Students. The object of this research is the students' initial abilities and learning outcomes of mathematics by using Write and Conventional Think Talk learning models. Data collection techniques used are test techniques and documentation techniques. Data were analyzed by two factors, both for initial ability test scores and learning outcome test scores and post anava test using Scheffe Test. The results of the study with α = 5% indicate: 1) The Think Talk Write learning model is more effective than the conventional learning model. (2) Learning outcomes of high-skilled students are better than students who have moderate and low initial abilities, and (3) there is no interaction between learning methods and students' initial level of ability based on learning outcomesKeywords: Effectiveness, Think Talk Write, AnavaAbstractThis study aims to determine the effectiveness of the learning model that is influenced by the level of students' initial abilities and the combined influence (interaction effect) between the learning model and the students' initial level of ability to the students' mathematics learning outcomes. The learning model has a central function in learning, namely as a tool and a way to achieve learning goals. The type of research used in this study is a quasi-experimental. The research subjects used as the subject of the trial were Yogyakarta State and Private Middle School Students. The object of this research is the students' initial abilities and learning outcomes of mathematics by using Write and Conventional Think Talk learning models. Data collection techniques used are test techniques and documentation techniques. Data were analyzed by two factors, both for initial ability test scores and learning outcome test scores and post anava test using Scheffe Test. The results of the study with α = 5% indicate: 1) The Think Talk Write learning model is more effective than the conventional learning model. (2) Learning outcomes of high-skilled students are better than students who have moderate and low initial abilities, and (3) there is no interaction between learning methods and students' initial level of ability based on learning outcomes. Keywords: Effectiveness, Think Talk Write, Anava
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Hanifah, Hanifah. "Penerapan Model Pembelajaran Kooperatif Tipe Tps Terhadap Kemampuan Pemecahan Masalah Matematis Siswa." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 6, no. 2 (January 11, 2020): 124–29. http://dx.doi.org/10.31316/j.derivat.v6i2.503.
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AbstractTeachers were required to create an active learning environment that could grow the students’ learning spirit and mathematical thinking. The cooperative learning model type TPS could provide opportunities for students to be more active and creative in solving mathematical problems. This research was a quasi-experimental study (t-test) with the nonequivalent control group design. The research was conducted to find out: (1) that students’ mathematical problem solving abilities that obtained cooperative learning type TPS were better than students who obtained direct instruction, (2) that students' mathematical problem solving abilities obtained the cooperative learning model type TPS achieve the KKM. The research population were all seventh grade students of SMP Negeri 1 Tulis. Sampling was done by cluster random sampling technique. The method of data collection in this research was a test of mathematical problem solving abilities. The data of the research results were processed using prerequisite tests, average difference test and completeness test. The results showed that: (1) students’ mathematical problem solving abilities that obtained cooperative learning type TPS were better than students who obtained direct instruction, (2) the value of students with the value of problem solving skills 70 that obtained the cooperative learning type TPS more than 75%. Keywords: Implementation, TPS, Mathematical Problem Solving Ability.AbstractTeachers were required to create an active learning environment that could grow the students’ learning spirit and mathematical thinking. The cooperative learning model type TPS could provide opportunities for students to be more active and creative in solving mathematical problems. This research was a quasi-experimental study (t-test) with the nonequivalent control group design. The research was conducted to find out: (1) that students’ mathematical problem solving abilities that obtained cooperative learning type TPS were better than students who obtained direct instruction, (2) that students' mathematical problem solving abilities obtained the cooperative learning model type TPS achieve the KKM. The research population were all seventh grade students of SMP Negeri 1 Tulis. Sampling was done by cluster random sampling technique. The method of data collection in this research was a test of mathematical problem solving abilities. The data of the research results were processed using prerequisite tests, average difference test and completeness test. The results showed that: (1) students’ mathematical problem solving abilities that obtained cooperative learning type TPS were better than students who obtained direct instruction, (2) the value of students with the value of problem solving skills 70 that obtained the cooperative learning type TPS more than 75%. Keywords: Implementation, TPS, Mathematical Problem Solving Ability.
Dissertations / Theses on the topic "Learning Abilities Test"
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DeWiele, Lorraine. "Evaluation of a self-instructional manual for the Assessment of Basic Learning Abilities test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ41605.pdf.
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Cooper, Davis Pamela, and n/a. "Exploration of the Structure-of-Intellect - Learning Abilities Test in the context of learning difficulties in a rural area of NSW." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060704.123527.
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The Structure-of-Intellect - Learning Abilities Test (SOI-LA) (Meeker, 1975) has
an enthusiastic following in the USA, but is little-known in Australia.
It is based on the Structure-of-Intellect model of J P Guilford, and through a
series of up to 26 subtests, purports to identify 14 general learning abilities.
Forms are designed to cater for students from Kindergarten to adult.
In NSW, classroom teachers can have support for students with learning
difficulties through the Support Teacher program; this support often falls far
short of need, as there is a paucity of time and material resources.
There is a need for a tool which can identify areas of both strength and weakness
efficiently and suggest effective strategies to cater for the identified
weaknesses; the Meeker paradigm is purported to address this need with a
diagnostic approach which identifies learning disabilities which underlie and
serve to maintain school-based learning difficulties, and prescribes materials and
approaches for remediation.
This study explores the first part of the Meeker paradigm, the diagnostic approach
of the Structure-of-Intellect - Learning Abilities Test. This exploration is
undertaken in the context of four rural Support Teachers and their student with
learning difficulties from Grades 2-6. Rather than consider questions of the
Test's validity, this study was designed to explore the Test's utility in the
Support Teacher context, by giving the Support Teachers a working knowledge of the
concepts of SOI-LA, and to compare the application of their knowledge with the
information about their students' learning disabilities from the Test results.
Problems are evident with the Support Teachers' knowledge and understanding of
their students' disabilities; whist they felt comfortable about the approach
which the Test takes, they felt they did not know their students well enough to
make informed judgements about their disabilities. It was apparent from the study
that the Support Teachers' understanding of the concepts of the Test was
comparatively superficial, despite their impression that they did understand well.
Several difficulties with the instrument itself are highlighted by this study; the
assumptions underlying the derivation of the general ability scores are
questioned, and the suitability of Test Forms for a learning disabled population
of this age is open to criticism.
The Structure-of-Intellect - Learning Abilities Test may have utility as an
instrument for gaining information about a student's disability on an individual
basis, and may be best in the hands of the School Counsellor.
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Rhoad, Randy. "The Relationship Among Subtest Scores on the Structure of Intellect-Learning Abilities Test, Teacher Assigned Grades & Standardized Measures of Achievement for a Population of Gifted Students." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2758.
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The purpose of this study was to investigate the relationship, among gifted students, between scores obtained on the Structure of Intellect-Learning Abilities (SOI-LA) test and two measures of achievement: teacher assigned grades and scores obtained on the Comprehensive Test of Basic Skills (CTBS). This study was based on the assertion that academic abilities should be linked to specific cognitive abilities measured by the SOI-LA subtests. Significant, positive relationships between academic abilities and SOI-LA subtest scores would imply that curricula based on the Structure of Intellect theory, in areas identified as deficient by the SOI-LA tests, may increase achievement among the gifted population.
One hundred fifty-seven academically gifted students enrolled in grades 5 through 7 during the 1984-1985 school year were selected for this study. All of the participants qualified for admittance into the Gifted and Talented (GAT) program in a south central Kentucky school district. The SOI-LA and CTBS were administered between November 1984 and April 1985 by one of two GAT teachers; classroom teachers additionally provided grades in reading, language arts, and mathematics.
Stepwise multiple regression analyses indicated that:
Convergent Production of Semantic Systems (NSS) alone was the best predictor model for teacher assigned math grades.
Cognition of Semantic Relations (CMR) and Divergent Production of Semantic Units (DMU) together provided the best predictor model for teacher assigned reading grades.
None of the SOI-LA test variables proved significant predictors of teacher assigned language arts grades.
The combination of Evaluation of Symbolic Classes (ESC), Cognition of Semantic Relations (CMR), Convergent Production of Figural Units (NFU), Memory of Symbolic Implications (MSI), Convergent Production of Symbolic Systems (NSS), and Cognition of Symbolic Relations (CSR) provided the best predictor model for CTBS math scores.
The combination of CMR and CMU was shown to be the best predictor model for CTBS reading scores.
The best predictor model for CTBS language scores was Convergent Production of Symbolic Transformations (NST), ESC, Memory of Symbolic Units-Visual (MSU-V), DMU, MSI, CMR, and NFU.
Pearson product-moment coefficients were additionally calculated to facilitate the interpretation of the multiple regression analyses.
An explanation for the SOI-LA test's relatively poor predictive power for teacher assigned grades, compared to standardized test scores, may be the subjective nature of the assigned grades rather than the validity of the SOI-LA test.
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Dahlberg, Andreas. "Imitation PedagogyDeveloping Argumentative Abilities in Swedish Upper-Secondary School." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76658.
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This essay presents an interventional field study that aims to refine practice in the English classroom in Swedish upper-secondary school by implementing imitation pedagogy. Imitation pedagogy is essentially learning to analyze and imitate texts’ internal structure for developing one’s own production. The focus on my first research question was on examining if imitation pedagogy with political mentor texts develop students’ language awareness, language control, and argumentative abilities in reading and writing. My second research question was focused on investigating if political mentor texts could be used to prepare students for future participation in civic discussions and debates. My initial hypothesis was that mentor texts with political topics in imitation pedagogy could be used to develop students’ argumentative abilities; the learners could through this pedagogy be taught to recognize linguistic features in political texts that aim to persuade audiences, and the learners could learn to imitate these mentor texts to produce own successful argumentative writing. To answer my research questions and to see if my hypothesis was accurate, I conducted an interventional field study that followed a lesson study model. The findings from my study indicate that imitation pedagogy does develop and enhance learners’ language awareness, argumentative abilities, and ability to provide stronger contributions to discussions in different social and democratic contexts. Imitation pedagogy enhances the learners’ confidence and improve their writing capabilities, specifically the ability to compose stronger argumentations in writing in different situations varying from smaller everyday issues to larger societal and political issues. Moreover, imitation pedagogy promotes the development of language control and critical language awareness. The learners practiced writing in new patterns, which forced the students to use their linguistic knowledge to produce sentences with language accuracy, fluency, and coherency. In addition, the students learned in this interventional study to recognize different linguistic and grammatical features that can add power to written compositions in different social and democratic contexts. By being able to recognize these features, the learners can be more aware of manipulative language in political texts and more effectively counter them.
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Abu-Hamour, Bashir Essa. "The Relationships among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195329.
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This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.
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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.
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M?l, Dalva Alice Rocha. "Avalia??o das habilidades cognitivas em crian?as com e sem indica??o de Dificuldades de Aprendizagem pela Bateria Woodcock-Johnson III." Pontif?cia Universidade Cat?lica de Campinas, 2007. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/387.
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Previous issue date: 2007-05-18The assessment of cognitive abilities of children who have learning disabilities (slow learners) is a major topic in psychology research. This doctorate thesis investigates the cognitive abilities of schoolchildren who have difficulty learning. Two different groups of informants were analyzed. The first group comprised 60 7- and 8-year-old schoolchildren of both genders 30 slow learners and 30 fast learners from two state schools in the State of S?o Paulo, Brazil. The second group comprised 8 primary school teachers also from two state schools in the State of S?o Paulo. We used Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) composed of 10 tests, a questionnaire filled out by the teachers and an analysis of the pupils marks in Portuguese, Math and Science. The results from the Multivariate and Univariate Analysis of Variance showed significant differences between the group of slow learners and the group of fast learners. The Pearson Assessments showed the children s performance improved as they moved to higher grades. The children s marks were consistent with the results from the WJ-III. Therefore we concluded that the cognitive abilities are significantly different between fast and slow learners and that WJ-III can be used to analyze learning disabilities.
A avalia??o das habilidades cognitivas de crian?as que apresentam dificuldades de aprendizagem constitui-se um importante campo de investiga??o psicol?gica. Este estudo objetivou investigar as habilidades cognitivas de crian?as com e sem dificuldades de aprendizagem pela Bateria Woodcock-Johnson. Duas amostras foram compostas: a primeira amostra por 60 crian?as de ambos os sexos, sendo 30 participantes sem indica??o de dificuldades de aprendizagem e 30 com indica??o de dificuldades de aprendizagem, que freq?entavam a primeira e segunda s?rie do Ensino Fundamental de duas escolas p?blicas do interior do estado de S?o Paulo. A segunda amostra foi composta por oito professores de primeira e segunda s?ries de duas escolas p?blicas do interior do estado de S?o Paulo. Utilizou-se a Bateria de habilidades cognitivas Woodcock-Johnson III (WJ III), composta por 10 testes, um question?rio escolar preenchido pelos professores e as notas escolares obtidas em Portugu?s, Matem?tica e Ci?ncias. As An?lises da Vari?ncia Multivariada e Univariada apontaram os efeitos significativos no tipo de grupo e de s?rie escolar das habilidades cognitivas avaliadas pela WJ III. A correla??o de Pearson mostrou a rela??o entre as habilidades cognitivas e os indicadores de dificuldades de aprendizagem, apontados pelo professor, sobre as crian?as com e sem dificuldades de aprendizagem. As notas escolares tamb?m se associaram significativamente aos resultados da WJ III. Desta forma, concluiu-se que existem diferen?as significativas nas habilidades cognitivas entre crian?as com dificuldades e crian?as sem dificuldades de aprendizagem, e que a WJ III ? uma medida v?lida para avaliar tais dificuldades.
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Svensson, Fredrik, and Kristina Klang. "Nationella prov som vägledare i lärarens kompetensutveckling : Ett förebyggande arbete för särskilt stöd i matematik." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48489.
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Syftet med studien är att undersöka och följa matematiklärares resonemang kring ämnesplanens förmågor, genom problematisering av nationella provuppgifter. Matematikundervisningen både på grundskolan och gymnasiet har visat sig vara begränsad när det gäller målstyrning av undervisningen som bygger på medvetenhet och kunskap om förmågorna. En förutsättning för att undervisningen ska kunna vara målstyrd med avseende på förmågorna ser vi är lärares kunskap och medvetenhet om desamma. Avsikten med studien är därför att ur ett utvecklingsperspektiv hitta sätt att för lärare ge ämnesplanens förmågor innebörd. De nationella proven konkretiserar flera av förmågorna, och skulle därför kunna fungera som vägledare i lärares kompetensutveckling kring förmågornas innebörd. Undersökningen baseras på två filmade fokusgruppsdiskussioner i vilka gymnasielärare i matematik deltar. Diskussionerna utgår från nationella provuppgifter i matematik, med stegvis introducering av skolverkets definitioner av förmågorna och senare också av skolverkets bedömning av desamma. Studiens teoretiska ramverk utgörs av ett kollegialt lärandeperspektiv och ett multimodalt och socialsemiotiskt perspektiv, som också används i den kvalitativa videoanalysen. Studien visar att lärarnas resonemang förändras under diskussionen utan Skolverkets definitioner, så till vida att en slags överenskommelse görs, av på vilket sätt förmågorna kan tolkas. Skolverkets definitioner visade sig ha marginell inverkan på resonemangets utveckling i riktning mot Skolverkets intentioner. Skolverkets bedömning tillsammans med definitionerna fungerade däremot som utmanare till lärarnas egen tolkning och skapade genom det ett ökat resonemang. Resonemanget visade dock inte på ökad kunskap och medvetenhet kring förmågornas innebörd, som är förenligt med Skolverkets intentioner. Med stöd av forskning kring kollegialt lärande, skulle ledning av expertis på området kunnat möjliggöra ett resonemang i riktning mot intentionerna.The aim of this study is to investigate and to monitor teachers of mathematics when they reason on the abilities as expressed in the curriculum, through problematisation of Swedish national test questions. Teaching mathematics in Sweden has shown itself to be limited when it comes to setting objectives when based on awareness and knowledge of the abilities. One condition for the teaching to be manageable is that the teachers are aware of the abilities. The intention of this study is to find a way for the teachers through a perspective of development, where the abilities are given meaning. The national tests define many of the abilities and therefore the tests could be a guide in the teachers’ development of the reasoning of the abilities. The investigation is based on two videotaped focus discussions by high school teachers of mathematics. These discussions are based on national test questions, where the teachers are gradually introduced to the national educational agency’s (henceforth Skolverket) definitions of the abilities and assessments that are given by Skolverket. The theoretical framework of the study is based on collegial teaching perspective and a multimodal- and social semiotic perspective, which is also being used in the qualitative video analysis. The study shows that the teachers’ reasoning changes during the discussions without Skolverket’s definitions, and the teachers reach a consensus on how the abilities should be interpreted. Skolverket’s definitions had only marginal effects on the teachers’ reasoning regarding the intentions of the abilities. However, the teachers’ interpretations were challenged by the assessments which resulted in an increase in the teachers’ reasoning and interpretations. But the outcome of the study has not given any convincing evidence that an actual increase in knowledge nor awareness of the abilities has occurred. According to research into collegial learning, experts in this field would have been able to support more developed reasoning in line with the intentions.
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Schwartzman, Lisa. "Predicting the learning ability of children with autism : the assessment of basic learning abilities test versus parents' predictions." 2008. http://hdl.handle.net/1993/21251.
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Roy-Wsiaki, Genevieve. "Does performance on the ABLA test predict receptive name recognition in children with autism?" 2010. http://hdl.handle.net/1993/3943.
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Researchers have hypothesized that for people with autism, the deficits in learning certain tasks may be a function of deficits in learning the prerequisite auditory, visual and motor discriminations. The Assessment of Basic Learning Abilities (ABLA) Test is a useful tool by which these discriminations are assessed. This study investigated whether performance on ABLA Level 6, an auditory-visual discrimination, predicts performance on a receptive language task with children with autism. Participants included five children who passed ABLA Level 6, four children who passed ABLA Level 4 but failed ABLA Level 6, and one child who passed ABLA Level 3 but failed ABLA Level 4. Standardized prompting and reinforcement procedures were used to attempt to teach each participant to respond correctly on ten name-recognition tasks. During a task pictures of two objects were placed in randomly alternated left-right positions, and a child was required to point to the picture that was named. Training on a task continued until either a pass or a fail criterion was met, whichever came first. Three of the Level 4 participants passed all ten of the picture name recognition tasks, and one passed eight of the ten tasks. The Level 3 participant passed two of the ten tasks. All five of the Level 6 participants passed all picture name recognition tasks. The difference in performance between children at ABLA Level 4 and Level 6 was not significant at the .05 level. These results suggest that children with autism at ABLA Level 4 or 6 are approximately equally capable of learning receptive name recognition tasks.
Books on the topic "Learning Abilities Test"
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Thorndike, Robert Ladd. Cognitive abilities test: Levels A to F. 2nd ed. Windsor: NFER-Nelson, 1986.
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Meeker, Mary Nacol. Structure of intellect learning abilities test (SOI-LA): Manual. Los Angeles, Calif. (12031 Wilshire Blvd., Los Angeles 90025): Western Psychological Services, 1985.
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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.
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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
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WJ-III clinical use and interpretation: Scientist practitioner perspectives. Amsterdam: Academic, 2003.
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Hagen, Elizabeth P., and Robert L. Thorndike. Cognitive Abilities Test. 2nd ed. NferNelson, 1986.
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Morris, Dayna Elise. The assessment of basic learning abilities test: Implications for individuals with autism. $c2002, 2002.
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Chacko, Sandra Beermann. COGNITIVE ABILITIES, AFFECTIVE CHARACTERISTICS AND LEARNING STRATEGIES AS RELATED TO ACADEMIC ACHIEVEMENT AMONG FIRST-YEAR NURSING STUDENTS: TEST VALIDATION AND CAUSAL MODELING. 1989.
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The performance of mildly mentally retarded children on tests selected to measure the perceptual abilities and physical abilities levels of Harrow's Taxonomy of the psychomotor domain. 1985.
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Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.
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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC-subitizing, counting and symbolic and non-symbolic comparison) and the different components of WM (verbal and visual-spatial) to the explanation of the variance in academic achievement in basic arithmetic, in third-year students of Basic General Education with and without difficulties in basic arithmetic Methodology: A sample of 93 children was evaluated through computerized tests of BNC and working memory tasks: A group of 25 children with arithmetic learning difficulties (ALD) and 68 children without difficulties in arithmetic (NAD). Results: We found that the symbolic comparison and visuo-spatial WM contribute significantly to efficiency in basic arithmetic. Discussion: The results support the hypothesis of a deficit in the access to the symbolic numerical representations as the origin of the difficulties in the performance in arithmetic and show that certain skills of general domain (WM) contribute significantly to the development of mental numerical representations. Conclusions: It is interesting to evaluate the predictive capacity of these variables, delving into pedagogical issues related to assessment and intervention in mathematics.
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Kim, Sunae, Ameneh Shahaeian, and Joëlle Proust. Developmental diversity in mindreading and metacognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0006.
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A first aim of this chapter is to explain why children seem to present different patterns of development across cultures for solving false-belief tasks. Anthropological evidence is presented suggesting that the tests devised for Western children might not be adequate outside Western cultures. Alternative practices and values, such as the willingness/refusal to express one’s own mental states, the degree of autonomous agency allocated to young children, and the style of communication used in child-rearing, might partly explain the timing differences in the development of mindreading. A second aim is to identify the sociocultural factors that might also differentially impact the development of metacognitive abilities. It is proposed that the cultural practices that regulate patterns of attention, ways of learning, and communicational pragmatics should differentially influence the kinds of epistemic decisions that need to be monitored and the process of attribution of knowledge to the self in young children.
Book chapters on the topic "Learning Abilities Test"
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Kang, Yen-Yu, and Yu-Hsiang Liao. "The Display Medium, Academic Major and Sex Effect of High School Students on Visuospatial Abilities Test Performance." In Human Interface and the Management of Information. Information and Interaction for Learning, Culture, Collaboration and Business,, 70–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39226-9_9.
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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.
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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Singh, Neerja. "Impact of Learning Analytics on the Assessment of a Curriculum-Based Test." In Impact of Learning Analytics on Curriculum Design and Student Performance, 56–70. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5369-4.ch005.
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The assessment is not limited to only the measurement of memorized awareness; all the way through it, the various abilities of the individual are considered. Such evaluation of abilities is of great significance in obtaining knowledge about the individual's aptitude, interest, capability, and capacity. The evaluation of ability is now done with the help of psychological tests. The different types of psychological tests that are used in measuring intelligence and different types of abilities. It is worth consideration that the psychological tests are constructed on certain general principles and in this connection some specific conditions and characteristics are always kept in mind. In this chapter, the author's aim is to describe these principles and the specific conditions as well as to assess the importance of learning analytics on this platform.
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Chen, Chiu-Jung. "Differences Between Visual Style and Verbal Style Learners in Learning English." In Computer-Assisted Language Learning, 1894–908. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch090.
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English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.
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Selikowitz, Mark. "Arithmetic." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0014.
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Specific difficulties have been described in a number of areas of mathematics, but difficulty in arithmetic has received the most attention. This may be because all children are required to do arithmetical calculations in the early years of school, but can choose alternative subjects later, and it probably also reflects the fact that arithmetical calculations play an important part in everyday life. Another reason may be that arithmetical difficulty following brain damage in adulthood (dyscalculia) is a well-recognized and well-studied entity. This chapter will focus on specific arithmetic difficulty in children, that is, unexplained, significant delay in arithmetic ability. Although specific arithmetic difficulty was once considered rare, there is now evidence that it is not as uncommon as was previously thought. The psychologist may obtain sufficient information about the child’s arithmetical ability from the Arithmetic section (sub-test) of the Wechsler Intelligence Scale for Children (WISC-IV). This is a commonly used intelligence test that can be used for children from 6 years to 16 years 11 months. This test does not require the child to write down the answers. The problems are timed and they relate to various arithmetical skills. Addition, subtraction, multiplication, and division can all be tested. Some problems also require memorized number facts and subtle operations, such as seeing relevant relationships at a glance. The emphasis of the test is not on mathematical knowledge as such, but on mental computations and concentration. The WISC-IV will also give the psychologist information about other abilities, which may shed light on the child’s difficulties. In the Digit Span sub-test, the child’s ability to remember numbers for a short period is tested. In the Comprehension sub-test, verbal reasoning is involved. If, for example, a child has high comprehension but low arithmetic scores, this may suggest that reasoning ability is adequate in social situations, but not in situations involving numbers. If the psychologist wants further information on arithmetic ability, there are a number of tests that specifically test mathematical skills and allow these to be compared with those of other children of the same age.
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Yan, Wenjie, Elena Torta, David van der Pol, Nils Meins, Cornelius Weber, Raymond H. Cuijpers, and Stefan Wermter. "Learning Robot Vision for Assisted Living." In Robotic Vision, 257–80. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2672-0.ch015.
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This chapter presents an overview of a typical scenario of Ambient Assisted Living (AAL) in which a robot navigates to a person for conveying information. Indoor robot navigation is a challenging task due to the complexity of real-home environments and the need of online learning abilities to adjust for dynamic conditions. A comparison between systems with different sensor typologies shows that vision-based systems promise to provide good performance and a wide scope of usage at reasonable cost. Moreover, vision-based systems can perform different tasks simultaneously by applying different algorithms to the input data stream thus enhancing the flexibility of the system. The authors introduce the state of the art of several computer vision methods for realizing indoor robotic navigation to a person and human-robot interaction. A case study has been conducted in which a robot, which is part of an AAL system, navigates to a person and interacts with her. The authors evaluate this test case and give an outlook on the potential of learning robot vision in ambient homes.
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Manegre, Marni, and Mar Gutiérrez-Colón. "Second language learning in knowledge forums: an analysis of L2 acquisition of students participating in the knowledge building international project." In CALL and complexity – short papers from EUROCALL 2019, 270–74. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1021.
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This study presents the results of an experiment designed to determine whether knowledge building can facilitate foreign language acquisition. We examined how groups of Catalan students in secondary schools worked together on collaborative writing tasks in English, their foreign language. The students were participating in the Knowledge Building International Project (KBIP), which is based on the concept that students can learn while working together in computer-assisted learning environments. The quantitative data was collected through a pre-test and post-test. The pre- and post-tests were divided into four sections, which were grammar, vocabulary, long answer, and multiple-choice. The results show an increase overall in the performance of the foreign language, English. In particular, the analysis determined that the comprehension of the subject matter and writing abilities in the L2 showed an increase at high confidence levels, however, there are challenges in determining whether the students have acquired new vocabulary or developed a better understanding of grammatical rules, since it is difficult to predict which words and sentence structures they will use when participating in this project.
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van Hout-Wolters, Bernadette, and Wolfgang Schnotz. "Learner Abilities and Attitudes." In Text Comprehension and Learning from Text, 105–49. CRC Press, 2020. http://dx.doi.org/10.1201/9781003077404-8.
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Rojas, J. I., X. Prats, A. Montlaur, M. Valero, and E. García-Berro. "Effectiveness of Problem Based Learning for Engineering Curriculum." In Cases on Technological Adaptability and Transnational Learning, 333–59. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch017.
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The main purpose of this case is to describe the process by which an initially limited-range practical experience, within the frame of a given course in an aerospace engineering degree, might be expanded to become the mother-course itself. Particularly, the practical experience is a Model Rocket Workshop (MRW), where students design, simulate, build, test and launch a small model rocket. The workshop is a Problem Based Learning (PBL) experience that covers a wide spectrum of educational aspects, ranging from theoretical disciplines, such as fluid dynamics and rocket dynamics, to topics more related to experimental work and hardware utilization like the certification of the rockets, as well as the rocket altitude measurements. Students get rapidly involved in the project, and acquire several practical and transversal abilities, while developing a solid knowledge of the physics underlying aerospace engineering. The case study shows some problems and improvements, academic results and lessons learned from the PBL approach. Finally, a series of new ideas related to MRW and to the course it belongs to are presented. The objective is to expand the MRW so that it embraces the totality of the activities that constitute this mother-course. As a consequence, the former would then become a new course entirely based on PBL. The strategy aims at enabling an optimum transition from conventional learning to PBL.
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Wang, Rose E., Sarah A. Wu, James A. Evans, David C. Parkes, Joshua B. Tenenbaum, and Max Kleiman-Weiner. "Too Many cooks: Bayesian inference for coordinating Multi-agent Collaboration." In Human-Like Machine Intelligence, 152–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198862536.003.0008.
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Collaboration requires agents to coordinate their behavior on the fly, sometimes cooperating to solve a single task together and other times dividing it up into sub-tasks to work on in parallel. Here, we develop Bayesian Delegation, a decentralized multi-agent learning mechanism with these abilities. Bayesian Delegation enables agents to rapidly infer the hidden intentions of others by inverse planning. We test Bayesian Delegation in a suite of multi-agent Markov decision processes inspired by cooking problems. On these tasks, agents with Bayesian Delegation coordinate both their high-level plans (e.g. what sub-task they should work on) and their low-level actions (e.g. avoiding getting in each other’s way). In a self-play evaluation, Bayesian Delegation outperforms alternative algorithms. Bayesian Delegation is also a capable ad-hoc collaborator and successfully coordinates with other agent types even in the absence of prior experience.
Conference papers on the topic "Learning Abilities Test"
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Alonso, Eloi, Maxim Peter, David Goumard, and Joshua Romoff. "Deep Reinforcement Learning for Navigation in AAA Video Games." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/294.
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In video games, \non-player characters (NPCs) are used to enhance the players' experience in a variety of ways, e.g., as enemies, allies, or innocent bystanders. A crucial component of NPCs is navigation, which allows them to move from one point to another on the map. The most popular approach for NPC navigation in the video game industry is to use a navigation mesh (NavMesh), which is a graph representation of the map, with nodes and edges indicating traversable areas. Unfortunately, complex navigation abilities that extend the character's capacity for movement, e.g., grappling hooks, jetpacks, teleportation, or double-jumps, increase the complexity of the NavMesh, making it intractable in many practical scenarios. Game designers are thus constrained to only add abilities that can be handled by a NavMesh. As an alternative to the NavMesh, we propose to use Deep Reinforcement Learning (Deep RL) to learn how to navigate 3D maps in video games using any navigation ability. We test our approach on complex 3D environments that are notably an order of magnitude larger than maps typically used in the Deep RL literature. One of these environments is from a recently released AAA video game called Hyper Scape. We find that our approach performs surprisingly well, achieving at least 90% success rate in a variety of scenarios using complex navigation abilities.
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Beste, Carina, Torgeir Welo, and Nils O. E. Olsson. "Influence of Complexity, Innovation, Newness and Learning on Project Success in New Development Projects: A Study in Manufacturing Industry." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24022.
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Abstract In the execution of product development projects, deviation in time, budget and quality must be avoided. The expectations on these outcomes are high, especially in commodity-type projects, where most of the project content is assumed known upfront. On the other hand, increasingly complex project environments face constantly changes, where shift in scope is more the rule than the exception. In this study, we cluster factors assumed pushing the project boundaries of exploration in terms of innovation, complexity and newness. We pose an initial hypothesis that dealing with unplanned changes, or ‘newness’, has an overall negative outcome on project outcomes, despite the underlying intentions. It is also hypothesized that learning capabilities of the product development team is a major factor for successfully dealing with the dynamics of newness. To test both hypothesizes, we first developed and executed a survey involving 10 manufacturing companies. The participants were asked to rate 25 statements related to innovation, complexity and newness, and their perceived impact on overall project success. The results show a clearly negative correlation between successful projects and newness. To test the second hypothesis, the single statements for ‘newness’ was divided into positive and negative learning. The term ‘negative learning’ is used when stress occurs and therefore knowledge and abilities are not properly developed. Positive learning describes on the other hand if motivation is high and active learning occurs. The results show that newness statements related to positive learning has a positive impact on project outcomes, whereas negative learning has a negative impact on project success.
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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.
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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.
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Bhatt, Apoorv Naresh, Rahul Bhaumik, Kumari Moothedath Chandran, and Amaresh Chakrabarti. "IISC DBox: A Game for Children to Learn Design Thinking." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98066.
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Abstract Design thinking (DT) can be a valuable tool for nurturing problem-solving abilities in school children. The objective of the paper is two-fold. The first is to evaluate the effectiveness of the DT process as a potential tool for open-ended problem-solving for school children; the second is to test the effectiveness of gamification of the DT process in terms of the extent of comprehension and learning of the process enabled by gamification. The paper presents a framework for IISC, a Design Thinking Process developed by the authors, and compares two gamified models of the DT process against one another using empirical studies that involved school children in the age-range of 14 to 18 (8th to 12th years of their twelve years of school education) playing the games. Feedback from the students and their mentors during the game was used as data for evaluation. The paper also discusses the limitations identified and suggested improvements of the two gamified models, and implications of these for designing more effective games.
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Mehrabian, Ali Reza, S. Vahid Hashemi, Eric Williams, and Mohammad Elahinia. "A Study of Fuzzy Hysteresis Modeling and Control of a Shape Memory Wire Actuator." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35558.
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This paper describes the development of fuzzy systems for modeling the hysteresis behavior of shape memory alloy (SMA) actuators. Due to their simplicity and ease of actuation, SMA actuators are very attractive for applications such as miniature robots for micro manufacturing. However, SMAs have not been widely used for motion control applications due to their nonlinear behavior and control difficulties. One approach to design a position controller for SMA systems is to employ an inverse-model of the system in the control loop to compensate the hysteresis properties of the material. Fuzzy systems, due to their nonlinear learning and adaptation abilities, are good candidates for obtaining inverse-models. In this paper two fuzzy modeling approaches are employed and compared to develop a model for a SMA wire actuator. A set of experiments are conducted to generate the training data. The test stand includes a Nickel-Titanium (TiNi) SMA wire, a position sensor, a bias spring and a current amplifier. By comparing the performance of the two employed fuzzy modeling techniques, it is revealed that the approach based on fuzzy Gustafson-Kessel (GK) clustering shows a better performance in the modeling of the hysteresis in the SMA wire. Thus, GK clustering algorithm is employed to develop the inverse-model for the SMA. The reported results demonstrate the ability of the employed fuzzy algorithm for modeling the hysteresis in the system, and the merits of the introduced inverse-model in the control of the position of the SMA.
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Савка, C. Д., and Н. С. Карвацька. "ОСОБЛИВОСТІ ВИКЛАДАННЯ КЛІНІЧНИХ ДИСЦИПЛІН СТУДЕНТАМ МЕДИКАМ ПІД ЧАС ДИСТАНЦІЙНОГО НАВЧАННЯ У ЗВ’ЯЗКУ З ПАНДЕМІЄЮ COVID-19." In Proceedings of the XXXI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/30082021/7648.
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According to UNESCO statistics, more than 1.5 billion children and youth in 188 countries around the globe have to stay home due to the closure of schools and higher education institutions following the Coronavirus outbreak [1]. The aim of our work was to study the features of teaching clinical disciplines to medical students during distance learning and to develop an algorithm to improve practical skills and abilities. The study included 260 fourth-year medical students. Surveys were conducted anonymously in a randomized manner to increase the reliability of the results, using Google Forms (software for administering the survey, which is part of the free web package Google Docs Editors, offered by Google). The whole list of questions was compiled into one questionnaire, to each of which the student had to give a positive or negative answer. After analyzing the answers to the questions about the resources that contribute to better learning of practical skills during distance learning, the majority of 204 (78.5%) respondents chose simulation technologies, 38 students (14.6%) preferred video interviews followed by discussion and only 18 people (6.9%) - solving clinical tasks and tests. According to the results of the research, the highest indicators of mastering practical skills and abilities were students who worked them in the educational and training center of simulation medicine and innovative technologies.
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Pfennig, Anja. "Improvement of learning outcome in material science through inverted classroom techniques and alternative course assessment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4936.
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Material Science is known to first year mechanical engineering students as one of the fundamental courses with high work load. The knowledge of the complex science of materials enables students to select appropriate engineering materials in different designs due to acquired knowledge on the correlation of materials properties, microstructure and their intended manipulation. These abilities are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom szenarios were estabilished to work in the course. These were accompanied by a newly developed moodle course following the blended learning approach that gives students the chance to cumulative accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions, written homeworks and glossary entries. These grades are summed to obtain the overall course grade. Improved learing outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average 43/60=B) compared to those being assessed by one final exam only (average 39/69=C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester instead of learing intensely towards the end of the semester. This paper introduces the learning structure as well as graded activities, evaluates the course and compares activity results to former class results.
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.