Journal articles: 'Prompt Learning'

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Chan, Samantha W. T., Shardul Sapkota, Rebecca Mathews, Haimo Zhang, and Suranga Nanayakkara. "Prompto." GetMobile: Mobile Computing and Communications 26, no. 2 (July 21, 2022): 34–38. http://dx.doi.org/10.1145/3551670.3551681.

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Micro-learning [1], cognitive training, and even memory training [2] are a few examples of applications that have been made easier-to-use and more available with mobile, wearable, and ubiquitous technologies. Many of them are also presented through conversational interfaces. Current systems for learning and training focus on providing prompts via notifications to start the training sessions at times when we are available. They use timebased or activity-based reminders to prompt us to engage in the notified tasks, be it learning a new word or playing a cognition-enhancing game. A key challenge is that a well-timed prompt may not be effective if the user is not cognitively available to engage in the intervention [3]. Prompto [4] is a mobile system that opportunistically provides prompts when users are cognitively available: during moments of lowered cognitive load and emotional arousal; these are likely during calm and idle moments. At these moments, we are possibly more receptive to learning and remembering.

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Thillmann, Hubertina, Josef Künsting, Joachim Wirth, and Detlev Leutner. "Is it Merely a Question of “What” to Prompt or Also “When” to Prompt?" Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 105–15. http://dx.doi.org/10.1024/1010-0652.23.2.105.

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The purpose of this study was to investigate whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. First, based on the cognitive load theory, we investigated whether presenting prompts during the learning process instead of before has a positive effect on the process and outcome of self-regulated learning. Second, based on an integration of the cognitive load theory and a model of learning regulation goals, we investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has a positive effect on the process and outcome of self-regulated learning. In an experimental study with a one-factorial between-subjects design, with “point of presentation time of prompts” as independent variable and strategy use as well as learning outcome as dependent variables, 95 students were randomly assigned to one of three conditions. During self-regulated learning in a computer-based learning environment on a physics domain, all conditions got the same prompts, whereas their point of presentation time differed (according to optimal regulation course/contrary to optimal regulation course/before learning). Results revealed that presenting prompts during learning instead of before had a positive effect on learning outcome. Results further revealed that adapting the presentation of prompts according to an optimal course of learning regulation did not have an additional positive effect on learning outcome. A mediator analysis showed that the effect of point of presentation time of prompts on learning outcome was mediated by strategy use during learning. Results are discussed with respect to new directions for assessment and support of self-regulated learning.

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Schmidt, Kristin, Julia Maier, and Matthias Nückles. "Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension." Education Research International 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/319463.

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Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks. For writing their journal entries, the students received a brief instruction that either did or did not include a personal-utility prompt. Results showed that the personal-utility prompt successfully supported the students in reflecting about the personal utility of the learning contents. Consequently, students in the personal-utility prompt condition reported higher degrees of learning motivation and achieved better comprehension scores as compared to students who had no personal-utility prompt available. Evidently, using journal writing to reflect upon the utility and value of learning contents is a beneficial method to support students’ learning motivation and comprehension in secondary science education.

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Graves, Anne, Melvyn Semmel, and Michael Gerber. "The Effects of Story Prompts on the Narrative Production of Students with and without Learning Disabilities." Learning Disability Quarterly 17, no. 2 (May 1994): 154–64. http://dx.doi.org/10.2307/1511184.

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The effects of four types of prompting conditions on the narrative productions of seventh- and eighth-grade students with learning disabilities (LD) and without learning disabilities (NLD) were investigated. Participants were asked to write four stories for which a beginning, middle, end, or no prompt was given in a randomly assigned order. Results indicated differences between LD and NLD groups in both quantity and quality of story production across prompts. A significant group-by-prompt interaction supported the experimental hypothesis. The difference between the quality of LD and NLD stories was significantly greater following the middle-prompt condition; that is, the LD group scored significantly lower when offered the middle prompt than under the other prompting conditions. The results are interpreted as supporting the theoretical position that students with LD reveal relatively greater propensity for linear-sequential processing. Hence, the quality of their writing performance on tasks requiring recursive processing is lower than that of NLD students.

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Jiang, Gongyao, Shuang Liu, Yu Zhao, Yueheng Sun, and Meishan Zhang. "Fake news detection via knowledgeable prompt learning." Information Processing & Management 59, no. 5 (September 2022): 103029. http://dx.doi.org/10.1016/j.ipm.2022.103029.

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Schick, Timo, and Hinrich Schütze. "True Few-Shot Learning with Prompts—A Real-World Perspective." Transactions of the Association for Computational Linguistics 10 (2022): 716–31. http://dx.doi.org/10.1162/tacl_a_00485.

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Abstract Prompt-based approaches excel at few-shot learning. However, Perez et al. (2021) recently cast doubt on their performance as they had difficulty getting good results in a “true” few-shot setting in which prompts and hyperparameters cannot be tuned on a dev set. In view of this, we conduct an extensive study of Pet, a method that combines textual instructions with example-based finetuning. We show that, if correctly configured, Pet performs strongly in true few-shot settings without a dev set. Crucial for this strong performance is a number of design choices, including Pet’s ability to intelligently handle multiple prompts. We put our findings to a real-world test by running Pet on RAFT, a benchmark of tasks taken from realistic NLP applications for which no labeled dev or test sets are available. Pet achieves a new state of the art on RAFT and performs close to non-expert humans for 7 out of 11 tasks. These results demonstrate that prompt-based learners can successfully be applied in true few-shot settings and underpin our belief that learning from instructions will play an important role on the path towards human-like few-shot learning capabilities.

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Wood, Lisa A., Joan L. Rankin, and David R. Beukelman. "Word Prompt Programs." American Journal of Speech-Language Pathology 6, no. 3 (August 1997): 57–65. http://dx.doi.org/10.1044/1058-0360.0603.57.

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Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

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Wall, Tony. "Reviving the ubuntu spirit in landscapes of practice: evidence from deep within the forest." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 95–98. http://dx.doi.org/10.1108/jwam-10-2016-0018.

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Purpose The purpose of this paper is to offer a humanistic perspective on practice and prompts us to think about some of the implications for a more connected perspective on work and learning. Design/methodology/approach This paper takes literary and metaphoric approach to discussion to evoke and engage the audience. It uses the primary device of the thriving of forests to prompt reflection. Findings This paper prioritises concepts of sustainability and responsibility and aims to prompt the reader in thinking about connectedness in relation to their own life and work. Originality/value This paper attempts to challenge an overly economic concept of work and learning, and offers an alternative humanistic metaphor to evoke and engage the reader. It values and encourages an experimental form of writing.

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Sun, Jingbo, Tianbao Song, Jihua Song, and Weiming Peng. "Improving Automated Essay Scoring by Prompt Prediction and Matching." Entropy 24, no. 9 (August 29, 2022): 1206. http://dx.doi.org/10.3390/e24091206.

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Automated essay scoring aims to evaluate the quality of an essay automatically. It is one of the main educational application in the field of natural language processing. Recently, Pre-training techniques have been used to improve performance on downstream tasks, and many studies have attempted to use pre-training and then fine-tuning mechanisms in an essay scoring system. However, obtaining better features such as prompts by the pre-trained encoder is critical but not fully studied. In this paper, we create a prompt feature fusion method that is better suited for fine-tuning. Besides, we use multi-task learning by designing two auxiliary tasks, prompt prediction and prompt matching, to obtain better features. The experimental results show that both auxiliary tasks can improve model performance, and the combination of the two auxiliary tasks with the NEZHA pre-trained encoder produces the best results, with Quadratic Weighted Kappa improving 2.5% and Pearson’s Correlation Coefficient improving 2% on average across all results on the HSK dataset.

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Yagi, Seanyelle, and Linda Venenciano. "Math “Rules"” Prompt Reflection on Teachers' Identity." Mathematics Teaching in the Middle School 22, no. 9 (May 2017): 555–57. http://dx.doi.org/10.5951/mathteacmiddscho.22.9.0555.

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In a professional development session, teachers reflect on their mathematical practice following the reading of the MTMS article, “12 Math Rules that Expire.” The ideas in the article elicited teachers' awareness of mathematics that they emphasize in instruction and implications for student learning.

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Wu, Huanqin, Baijiaxin Ma, Wei Liu, Tao Chen, and Dan Nie. "Fast and Constrained Absent Keyphrase Generation by Prompt-Based Learning." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 10 (June 28, 2022): 11495–503. http://dx.doi.org/10.1609/aaai.v36i10.21402.

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Generating absent keyphrases, which do not appear in the input document, is challenging in the keyphrase prediction task. Most previous works treat the problem as an autoregressive sequence-to-sequence generation task, which demonstrates promising results for generating grammatically correct and fluent absent keyphrases. However, such an end-to-end process with a complete data-driven manner is unconstrained, which is prone to generate keyphrases inconsistent with the input document. In addition, the existing autoregressive decoding method makes the generation of keyphrases must be done from left to right, leading to slow speed during inference. In this paper, we propose a constrained absent keyphrase generation method in a prompt-based learning fashion. Specifically, the prompt will be created firstly based on the keywords, which are defined as the overlapping words between absent keyphrase and document. Then, a mask-predict decoder is used to complete the absent keyphrase on the constraint of prompt. Experiments on keyphrase generation benchmarks have demonstrated the effectiveness of our approach. In addition, we evaluate the performance of constrained absent keyphrases generation from an information retrieval perspective. The result shows that our approach can generate more consistent keyphrases, which can improve document retrieval performance. What’s more, with a non-autoregressive decoding manner, our model can speed up the absent keyphrase generation by 8.67× compared with the autoregressive method.

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Liu, W. c., and F. Nottebohm. "A learning program that ensures prompt and versatile vocal imitation." Proceedings of the National Academy of Sciences 104, no. 51 (December 11, 2007): 20398–403. http://dx.doi.org/10.1073/pnas.0710067104.

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Kumar, Arunaz, Sam Sturrock, Euan M. Wallace, Debra Nestel, Donna Lucey, Sally Stoyles, Jenny Morgan, Peter Neil, Michelle Schlipalius, and Philip Dekoninck. "Evaluation of learning from Practical Obstetric Multi-Professional Training and its impact on patient outcomes in Australia using Kirkpatrick’s framework: a mixed methods study." BMJ Open 8, no. 2 (February 2018): e017451. http://dx.doi.org/10.1136/bmjopen-2017-017451.

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ObjectivesThe aim of this study was to evaluate the implementation of the Practical Obstetric Multi-Professional Training (PROMPT) simulation using the Kirkpatrick’s framework. We explored participants’ acquisition of knowledge and skills, its impact on clinical outcomes and organisational change to integrate the PROMPT programme as a credentialing tool. We also aimed to assess participants’ perception of usefulness of PROMPT in their clinical practice.Study designMixed methods approach with a pre-test/post-test design.SettingHealthcare network providing obstetric care in Victoria, Australia.ParticipantsMedical and midwifery staff attending PROMPT between 2013 and 2015 (n=508); clinical outcomes were evaluated in two cohorts: 2011–2012 (n=15 361 births) and 2014–2015 (n=12 388 births).InterventionAttendance of the PROMPT programme, a simulation programme taught in multidisciplinary teams to facilitate teaching emergency obstetric skills.Main outcome measureClinical outcomes compared before and after embedding PROMPT in educational practice.Secondary outcome measureAssessment of knowledge gained by participants through a qualitative analysis and description of process of embedding PROMPT in educational practice.ResultsThere was a change in the management of postpartum haemorrhage by early recognition and intervention. The key learning themes described by participants were being prepared with a prior understanding of procedures and equipment, communication, leadership and learning in a safe, supportive environment. Participants reported a positive learning experience and increase in confidence in managing emergency obstetric situations through the PROMPT programme, which was perceived as a realistic demonstration of the emergencies.ConclusionParticipants reported an improvement of both clinical and non-technical skills highlighting principles of teamwork, communication, leadership and prioritisation in an emergency situation. An improvement was observed in management of postpartum haemorrhage, but no significant change was noted in clinical outcomes over a 2-year period after PROMPT. However, the skills acquired by medical and midwifery staff justify embedding PROMPT in educational programmes.

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Medcalf, John E., and Ted Glynn. "Assisting teachers to implement peer-tutored remedial reading using Pause, Prompt and Praise procedures." Queensland Journal of Guidance and Counselling 1 (October 1987): 11–23. http://dx.doi.org/10.1017/s1030316200000340.

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In this case-study, an educational psychologist trained three primary teachers to give feedback to three 11-12 year-old low progress readers who were each tutoring one low progress classmate, with the Pause, Prompt and Praise procedures. After themselves learning the Pause, Prompt and Praise procedures the teachers were provided with written instructions, and then trainer feedback on how to provide feedback for the peer tutors. Results of the eight week program indicated substantial gains for both tutees and tutors on the Dunedin Teachers College Informal Prose Inventory, and on the number of successive book levels read to criterion. With the written instructions alone, teachers use very intrusive prompts when giving feedback to peer tutors. However, when teachers also received feedback on their own performance they used far less intrusive forms of prompts, encouraging tutors to remember and explain their own tutoring behaviours and implement the procedures accurately without becoming dependent on teacher support or supervision.

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Ben-David, Eyal, Nadav Oved, and Roi Reichart. "PADA: Example-based Prompt Learning for on-the-fly Adaptation to Unseen Domains." Transactions of the Association for Computational Linguistics 10 (2022): 414–33. http://dx.doi.org/10.1162/tacl_a_00468.

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Abstract Natural Language Processing algorithms have made incredible progress, but they still struggle when applied to out-of-distribution examples. We address a challenging and underexplored version of this domain adaptation problem, where an algorithm is trained on several source domains, and then applied to examples from unseen domains that are unknown at training time. Particularly, no examples, labeled or unlabeled, or any other knowledge about the target domain are available to the algorithm at training time. We present PADA: An example-based autoregressive Prompt learning algorithm for on-the-fly Any-Domain Adaptation, based on the T5 language model. Given a test example, PADA first generates a unique prompt for it and then, conditioned on this prompt, labels the example with respect to the NLP prediction task. PADA is trained to generate a prompt that is a token sequence of unrestricted length, consisting of Domain Related Features (DRFs) that characterize each of the source domains. Intuitively, the generated prompt is a unique signature that maps the test example to a semantic space spanned by the source domains. In experiments with 3 tasks (text classification and sequence tagging), for a total of 14 multi-source adaptation scenarios, PADA substantially outperforms strong baselines.1

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ARSLAN, AYSE. "IMPLEMENTING CONTINUAL LEARNING SCENARIOS: REVIEW OF A ML TECHNQIUE." International Journal of Applied Science and Research 05, no. 04 (2022): 159–67. http://dx.doi.org/10.56293/ijasr.2022.5418.

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One of the biggest traps "AI" (artificial intelligence) projects fall into is demanding an entire solution fit into the ML (machine learning) paradigm. One of the continual learning techniques in ML to overcome this challenge is the so called 'Learning to Prompt for Continual Learning (L2P)' that can be applied to practical continual learning scenarios without known task identity or boundaries. L2P uses a single frozen backbone model and learns a prompt pool to conditionally instruct the model. After discussing main categories of recent continual learning algorithms, this paper provides an overview of LSP by discussing its layers.

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Song, Chengyu, Taihua Shao, Kejing Lin, Dengfeng Liu, Siyuan Wang, and Honghui Chen. "Investigating Prompt Learning for Chinese Few-Shot Text Classification with Pre-Trained Language Models." Applied Sciences 12, no. 21 (November 2, 2022): 11117. http://dx.doi.org/10.3390/app122111117.

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Text classification aims to assign predefined labels to unlabeled sentences, which tend to struggle in real-world applications when only a few annotated samples are available. Previous works generally focus on using the paradigm of meta-learning to overcome the classification difficulties brought by insufficient data, where a set of auxiliary tasks is given. Accordingly, prompt-based approaches are proposed to deal with the low-resource issue. However, existing prompt-based methods mainly focus on English tasks, which generally apply English pretrained language models that can not directly adapt to Chinese tasks due to structural and grammatical differences. Thus, we propose a prompt-based Chinese text classification framework that uses generated natural language sequences as hints, which can alleviate the classification bottleneck well in low-resource scenarios. In detail, we first design a prompt-based fine-tuning together with a novel pipeline for automating prompt generation in Chinese. Then, we propose a refined strategy for dynamically and selectively incorporating demonstrations into each context. We present a systematic evaluation for analyzing few-shot performance on a wide range of Chinese text classification tasks. Our approach makes few assumptions about task resources and expertise and therefore constitutes a powerful, task-independent approach for few-shot learning.

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Schmidt-Weigand, Florian, Martin Hänze, and Rita Wodzinski. "Complex Problem Solving and Worked Examples." Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 129–38. http://dx.doi.org/10.1024/1010-0652.23.2.129.

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How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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Yeh, Yu-Fang, Mei-Chi Chen, Pi-Hsia Hung, and Gwo-Jen Hwang. "Optimal self-explanation prompt design in dynamic multi-representational learning environments." Computers & Education 54, no. 4 (May 2010): 1089–100. http://dx.doi.org/10.1016/j.compedu.2009.10.013.

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Phelps-Gregory, Christine, and Sandy M. Spitzer. "Assessing Prospective Teachers' Analysis of Teaching: How Well Can They Link Teaching and Learning?" Mathematics Teacher Educator 7, no. 1 (September 2018): 34–49. http://dx.doi.org/10.5951/mathteaceduc.7.1.0034.

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One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic re_ ection and learning from their own teaching. One important skill involved in systematic re_ ection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs' ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts in_ uenced PTs' enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs' hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs' responses.

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Tsai, Fu-Hsing, and I.-Ying Hsu. "EXPLORING THE EFFECTS OF GUIDANCE IN A COMPUTER DETECTIVE GAME FOR SCIENCE EDUCATION." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 647–58. http://dx.doi.org/10.33225/jbse/20.19.647.

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This research aimed to develop a computer detective game for science education to provide students in experiencing real-world problem-solving after learning electricity-related knowledge, and to explore the effects of designing the guidance of process constraints and prompts into this game. To explore the effects of guidance, two different game tasks with and without the guidance of process constraints and prompts were integrated into this game. At the same time, to understand appropriate prompt guidance, two different versions of the first game task with and without real-time prompts were also designed. Two ninth-grade classes from a lower secondary school were randomly assigned to use different versions of game with different real-time guidance prompts. The research findings indicate that students had significantly better problem-solving performance in first game task with the guidance of process constraints and prompts than those in second game task without guidance. The results also indicate that the design of real-time prompts may not only enhance students’ problem-solving performance and knowledge acquisition, but also lower students’ cognitive load. Keywords: inquiry guidance, learning game, physics education, science knowledge, science problem-solving.

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Meihami, Hussein, and Bahram Meihami. "The Effect of General and Specific Topics on Writing Performance of EFL Students." International Letters of Social and Humanistic Sciences 16 (November 2013): 63–72. http://dx.doi.org/10.18052/www.scipress.com/ilshs.16.63.

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This paper describes a study exploring the effect of topical knowledge on writing performance of EFL students. A total of 158 accounting students of Islamic Azad University of Hamedan Branch in two levels of proficiency, intermediate and advanced, participated in this study. They were voluntarily participated in an English Learning Program provided by Islamic Azad University. At the end of the program, each student was required to write two essays: one that requires general knowledge of students about their opinion on continuing their education in university and the other that requires them to use their specific knowledge and write about preparing of balance sheet in accounting. After the results were manifested, writing on the specific topic yielded lower scores on accuracy, poor organization, and weak idea development and concluding paragraph. In this research there was an interview with students to figure out about their opinion of these two prompts. 24 students participated in this interview who were all agree that the prompt that required them to use specific knowledge of their major was much more challenging than the general prompt. This research results show the importance of preparing and developing appropriate prompts for EFL writing tests.

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Zeng, Hui, Shao-Na Zhou, Gui-Rong Hong, Qiu-ye Li, and Shao-Qiu Xu. "EVALUATION OF INTERACTIVE GAME-BASED LEARNING IN PHYSICS DOMAIN." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 484–98. http://dx.doi.org/10.33225/jbse/20.19.484.

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In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students’ game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students’ perspectives for providing engaging learning experience. Keywords: game-based learning, knowledge acquisition, learning guidelines, physics education.

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Armstrong, Chandler. "Catalyzing Collaborative Learning: How Automated Task Distribution May Prompt Students to Collaborate." E-Learning and Digital Media 7, no. 4 (January 2010): 407–15. http://dx.doi.org/10.2304/elea.2010.7.4.407.

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Ernst, Hardy, John Harrison, and Kay Colthorpe. "Mobile learning materials as a 'prompt' for participation in physiology practical classes." International Journal of Mobile Learning and Organisation 6, no. 1 (2012): 25. http://dx.doi.org/10.1504/ijmlo.2012.046880.

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Gueth, P., D. Dauvergne, N. Freud, J. M. Létang, C. Ray, E. Testa, and D. Sarrut. "Machine learning-based patient specific prompt-gamma dose monitoring in proton therapy." Physics in Medicine and Biology 58, no. 13 (June 14, 2013): 4563–77. http://dx.doi.org/10.1088/0031-9155/58/13/4563.

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Burns, Eila. "Pause, prompt and praise - peer tutored reading for pupils with learning difficulties." British Journal of Special Education 33, no. 2 (June 16, 2006): 62–67. http://dx.doi.org/10.1111/j.1467-8578.2006.00416.x.

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Joo, Hyun, Jinju Lee, and Dongsik Kim. "Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 88–108. http://dx.doi.org/10.26803/ijlter.19.11.6.

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This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

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Fliegel, Richard, and John Holland. "Quantifying Learning in Critical Thinking." Journal of General Education 62, no. 2-3 (September 1, 2013): 160–203. http://dx.doi.org/10.5325/jgeneeduc.62.2-3.160.

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Abstract This article describes a three-year study assessing change in critical thinking demonstrated in essays written for regular class assignments. A rubric was designed and scorers trained to assess critical thinking holistically without knowledge of the writing prompt or author's status. The longitudinal improvement in scores earned by freshmen over three years was significantly related (p < .01) to the difference in scores awarded to freshmen and juniors at a single moment in time. This method can be used to provide an “academic snapshot” of a program, using authentic course work to quantify learning in critical thinking over the undergraduate experience.

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Feyzioğlu, Eylem Yıldız, Ercan Akpinar, and Nilgün Tatar. "EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY." Journal of Baltic Science Education 17, no. 1 (February 20, 2018): 43–64. http://dx.doi.org/10.33225/jbse/18.17.43.

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The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student’s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms. Keywords: metacognition prompt, science teaching, technology-enhanced learning.

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Chaponniere, Paulette A., and Laura E. Hall. "To prompt or not to prompt: A descriptive study of journaling practices used by nursing students during study abroad trips." Journal of Nursing Education and Practice 9, no. 8 (April 26, 2019): 46. http://dx.doi.org/10.5430/jnep.v9n8p46.

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Background: Reflective journaling has been widely used as an education tool. Minimal research has occurred to determine whether prompted or open format journaling nurtures cultural competence.Methods: The efficacy of journal prompts as a pedagogical tool was assessed in this descriptive study. Undergraduate nursing students (N = 49) reflected on their clinical experiences during 2-week trips to Ghana over 4 years (2013-2016). The 1st, 2nd and 4th trip, students were assigned open reflective journaling. The 3rd trip, students were given prompted questions to answer. Entries were coded using Atlas.ti 7.Results: The prompted format produced shorter entries with less rich and reflective substance. Some entries only allowed for two codes. Unprompted entries provided up to 28 codes.Conclusions: During cross-cultural encounters, unprompted journaling may produce the richest results. When prompts are used, the format needs to be carefully selected to facilitate transformative learning.

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Welsh, Louis W., John J. Welsh, and Michael P. Healy. "Learning Disabilities and Central Auditory Dysfunction." Annals of Otology, Rhinology & Laryngology 105, no. 2 (February 1996): 117–22. http://dx.doi.org/10.1177/000348949610500206.

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Hearing loss, whether peripheral or central, compounds the communication and educational problems of the learning disabled student A central auditory processing disorder uniquely interferes with both the input and integration of verbal information, further resulting in a potentially permanent cognitive dysfunction during the developmental period of acquisition of language. Illustrative cases are presented that indicate the panorama of cognitive dysfunction associated with the learning disabled status. Methods of evaluation and identification and diagnostic criteria are correlated with auditory, visual, and academic performance. Comments regarding clinical awareness, prompt recognition, and ensuing individualized remediation are submitted.

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Ghattas, Johny, Mor Peleg, Pnina Soffer, and Yaron Denekamp. "Data Requirements for Process Learning." International Journal of Knowledge-Based Organizations 3, no. 1 (January 2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013010101.

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Process flexibility and adaptability is essential in environments where the processes are prompt to changes and variations. Process learning is a possible approach for automatically discovering from process log data those process paths that yielded good outcomes and suggesting appropriate process model modifications to enhance future process performance in such environments. The authors discuss and establish the data requirements for process learning, applicable to clinical process management. Their discussion extends a previously established learning process model (LPM) by providing a formal set of data requirements which enables the authors to accomplish effective learning. Learning data requirements are illustrated by walking through the application of the LPM framework to a clinical process.

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Nolet, Victor, and Gerald Tindal. "Essays as Valid Measures of Learning in Middle-School Science Classes." Learning Disability Quarterly 18, no. 4 (November 1995): 311–24. http://dx.doi.org/10.2307/1511236.

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Students with learning disabilities often participate in middle-school science and social studies classes. Current conceptions of achievement in content classes focus on use of complex thinking and problem-solving skills rather than acquisition of specific factual information. Increasingly, learning is measured with performance assessments that require a production response, often, an essay. This study explored the construct validity of essay tasks as measures of learning in content classes. Students in two sections of a seventh-grade general science class wrote essays in response to prompts designed to elicit use of the intellectual operation evaluation. They also wrote a compare-contrast essay and took traditional end-of-chapter criterion-referenced tests. All measures were tied to specific two-week units of instruction presented by the students' regular science teacher. Results indicated that essay tasks may be highly sensitive to both the content of instruction and the design of the prompt. The validity of essays as measures of content learning likely relates more to the goals of instruction and the desired outcomes for assessment than the task itself. Implications for the use of essay tasks as measures of learning in content classes that include students with learning disabilites are discussed.

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Marie Portugal, Lisa. "A Behavioral Learning Theory Public Health Promotion and Education Campaign Plan for COVID-19." General Medicine and Clinical Practice 3, no. 2 (September 18, 2020): 01–04. http://dx.doi.org/10.31579/2639-4162/028.

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The article includes a COVID-19 public health promotion and education campaign plan to prompt change by applying major behavioral change principles and procedures. Best practices research to motivate, support, and sustain health behavior change includes the application of Behavioral Learning Theory when educating the public regarding COVID-19 health challenges. Topics evaluated include: (1) Behavioral Learning Theory, (2) 6-month timeline for accomplishing three COVID-19 public health communication objectives, and (3) SWOT analysis.

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Banerjee, Dina, and Alice L. Pawley. "Learning and social change: using interviews as tools to prompt reflection on practice." Reflective Practice 12, no. 4 (August 2011): 441–55. http://dx.doi.org/10.1080/14623943.2011.591599.

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Scott, Deborah. "Creatively expanding research from work-based learning." Journal of Work-Applied Management 12, no. 2 (July 16, 2020): 115–25. http://dx.doi.org/10.1108/jwam-03-2020-0015.

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PurposeThe purpose of this paper is to explore the potential of creativity in work-based research and practice to yield deeper understanding of practice situations. Unexpected insights can lead one (or a team) to identify new approaches, tackling workplace issues differently, leading to unexpected outcomes of long-term impact.Design/methodology/approachThis paper draws on work conducted for a doctoral thesis, investigating the impact of work-based learning for recent masters graduates of a work-based learning programme. Fiction was incorporated into analysis of the data, creating play scripts to represent key aspects of the researcher's perceptions and interpretations for each participant.FindingsResearch participants experienced personal, professional and organisational impact, although there was considerable variability between individuals. Additionally, societal impact was wished for and/or effected. The approach to representation of analysis, which involved fictionalising participants' experiences, created a strong Thirdspace liminality. This appeared to deepen awareness and understanding.Research limitations/implicationsSuch approaches can transform the researcher's perspective, prompting insights which lead to further adventure and development in work-based research and practice.Practical implicationsManagers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.Social implicationsManagers and employees taking creative approaches in the workplace can prompt wide-ranging development and, with professional judgement, be constructive.Originality/valueThe creation of play scripts, representing an interpretation of participants' stories about their work-based learning experience, is an innovative feature of this work.

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Ostroglazova, N. A., and N. V. Starostina. "Presentations in Lectures to Prompt Innovations in Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 6 (July 8, 2021): 97–107. http://dx.doi.org/10.31992/0869-3617-2021-30-6-97-107.

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Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”).

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Mi, Fei, Yasheng Wang, and Yitong Li. "CINS: Comprehensive Instruction for Few-Shot Learning in Task-Oriented Dialog Systems." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 10 (June 28, 2022): 11076–84. http://dx.doi.org/10.1609/aaai.v36i10.21356.

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As the labeling cost for different modules in task-oriented dialog (ToD) systems is high, a major challenge is to learn different tasks with the least amount of labeled data. Recently, pre-trained language models (PLMs) have shown promising results for few-shot learning in ToD. To better utilize the power of PLMs, this paper proposes Comprehensive Instruction (CINS) that exploits PLMs with extra task-specific instructions. We design a schema (definition, constraint, prompt) of instructions and their customized realizations for three important downstream tasks in ToD, ie. intent classification, dialog state tracking, and natural language generation. A sequence-to-sequence model (T5) is adopted to solve these three tasks in a unified framework. Extensive experiments are conducted on these ToD tasks in realistic few-shot learning scenarios with small validation data. Empirical results demonstrate that the proposed CINS approach consistently improves techniques that finetune PLMs with raw input or short prompt.

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Rosenkrantz, Kurt J. "Abby and the number line." Teaching Children Mathematics 19, no. 7 (March 2013): 464. http://dx.doi.org/10.5951/teacchilmath.19.7.0464.

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Students say some amazing things. Back Talk highlights the learning of one or two students and their approach to solving a math problem or prompt. Each article includes the prompt used to initiate the discussion, a portion of dialogue, student work samples (when applicable) and teacher insights into the mathematical thinking of the students. In this month's episode, a six-year-old rising first grader uses a computer simulation to understand addition and subtraction on the number line.

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Groulx, Mark, Amanda Winegardner, Marie Claire Brisbois, Lee Ann Fishback, Rachelle Linde, Kristin Levy, and Annie Booth. "Place and transformative learning in climate change focused community science." FACETS 6 (January 1, 2021): 1773–94. http://dx.doi.org/10.1139/facets-2021-0003.

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Community science involves the co-creation of scientific pursuits, learning, and outcomes and is presented as a transformative practice for community engagement and environmental governance. Emphasizing critical reflection, this study adopts Mezirow’s conception of transformative learning to theorize the transformative capacity of community science. Findings from interviews with participants in a community science program reveal critical reflection, although instances acknowledging attitudes and beliefs without challenging personal assumptions were more common. Program elements most likely to prompt participants to identify beliefs, values, and assumptions include data collection and interaction in team dynamics, whereas data collection in a novel environment was most likely to prompt participants to challenge their beliefs, values, and assumptions. A review of 71 climate change focused programs further demonstrates the extent that program designs support transformative learning. Key features of the community science landscape like the broad inclusion of stated learning objectives offer a constructive starting point for deepening transformative capacity, while the dominance of contributory program designs stands as a likely roadblock. Overall, this study contributes by applying a developed field to theorize transformation in relation to community science and by highlighting where facilitators should focus program design efforts to better promote transformation toward environmental sustainability.

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Mendes, Pedro S., Karlos Luna, and Pedro B. Albuquerque. "Experience Matters." Zeitschrift für Psychologie 228, no. 4 (October 2020): 254–63. http://dx.doi.org/10.1027/2151-2604/a000423.

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Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

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McGrath, Sandra F., and Tammy J. Sanford. "Exploring Combinations with Apples and Bananas." Teaching Children Mathematics 18, no. 1 (August 2011): 64. http://dx.doi.org/10.5951/teacchilmath.18.1.0064.

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Students say some amazing things. This department highlights the learning of one or two students and their approach to solving a math problem or prompt. Each article includes the prompt used to initiate the discussion, a portion of dialogue, student work samples (when applicable) and teacher insights into the mathematical thinking of the students. In this article, Walker shares his thoughts on compensation with his classmates as they explore the relationships between the combinations of apples and bananas in a fruit bowl.

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Sunil Bhutada, Chandana Kavuri, Sanjana Marru, and Anusha Tanniru. "Predicting waiters prompt service by analyzing restaurants rating and other factors using machine learning." World Journal of Advanced Research and Reviews 15, no. 1 (July 30, 2022): 064–47. http://dx.doi.org/10.30574/wjarr.2022.15.1.0552.

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This project aims to predict waiters prompt service and analyze how other factors like Restaurant’s ranking, Ambience, customers finance etc., effect waiters small incentive. Major reasons were analyzed so, that restaurant brings some changes to increase waiter’s service along with restaurant’s reputation and it’s like giving good reward for their appreciative service. Not only waiters service effect their incentive but also restaurants ambience, ranking, food quality also because some effect. Some models were proposed to predict the tip these shows the result with all the factors involved and helps to predict the expected result. The proposed model is validated against techniques like Random forest Regressor Using Hyper tuning, Bayesian Ridge Regressor, Elasticnet Regressor. Along with good visualization for better analysis using Mat plot, seaborn. They are particularly suited to predicting exact output as expected. For implementation purposes, choose features like total_bill, tip, sex, smoker, day, time, etc., the proposed model is evaluated with a waiter’s tip data set along with some changes to dataset based on various performance to show its effectiveness.

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Sung, Han-Yu, Gwo-Jen Hwang, Shih-Yu Liu, and I.-hsu Chiu. "A prompt-based annotation approach to conducting mobile learning activities for architecture design courses." Computers & Education 76 (July 2014): 80–90. http://dx.doi.org/10.1016/j.compedu.2014.03.015.

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Lu, Lianfang. "David's problem solving." Teaching Children Mathematics 19, no. 6 (February 2013): 400. http://dx.doi.org/10.5951/teacchilmath.19.6.0400.

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Back Talk highlights the learning of one or two students and their approach to solving a math problem or prompt. Each article includes the prompt used to initiate the discussion, a portion of dialogue, samples of student work (when applicable), and teacher insights into the mathematical thinking of the students. This article describes how David used repeated addition to solve a multiplication problem. It reveals his processes of solving the problem mentally, of finding the repeated patterns in a problem context, and of representing the problem with a drawing.

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Lv, Bo, Li Jin, Yanan Zhang, Hao Wang, Xiaoyu Li, and Zhi Guo. "Commonsense Knowledge-Aware Prompt Tuning for Few-Shot NOTA Relation Classification." Applied Sciences 12, no. 4 (February 19, 2022): 2185. http://dx.doi.org/10.3390/app12042185.

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Compared with the traditional few-shot task, the few-shot none-of-the-above (NOTA) relation classification focuses on the realistic scenario of few-shot learning, in which a test instance might not belong to any of the target categories. This undoubtedly increases the task’s difficulty because given only a few support samples, this cannot represent the distribution of NOTA categories in space. The model needs to make full use of the syntactic information and word meaning information learned in the pre-training stage to distinguish the NOTA category and the support sample category in the embedding space. However, previous fine-tuning methods mainly focus on optimizing the extra classifiers (on top of pre-trained language models (PLMs)) and neglect the connection between pre-training objectives and downstream tasks. In this paper, we propose the commonsense knowledge-aware prompt tuning (CKPT) method for a few-shot NOTA relation classification task. First, a simple and effective prompt-learning method is developed by constructing relation-oriented templates, which can further stimulate the rich knowledge distributed in PLMs to better serve downstream tasks. Second, external knowledge is incorporated into the model by a label-extension operation, which forms knowledgeable prompt tuning to improve and stabilize prompt tuning. Third, to distinguish the NOTA pairs and positive pairs in embedding space more accurately, a learned scoring strategy is proposed, which introduces a learned threshold classification function and improves the loss function by adding a new term focused on NOTA identification. Experiments on two widely used benchmarks (FewRel 2.0 and Few-shot TACRED) show that our method is a simple and effective framework, and a new state of the art is established in the few-shot classification field.

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Fratto, Victoria A. "Enhance Student Learning with PowerPoint Games." International Journal of Information and Communication Technology Education 7, no. 2 (April 2011): 13–20. http://dx.doi.org/10.4018/jicte.2011040102.

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Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

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Michalsky, Tova. "Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level." Teachers College Record: The Voice of Scholarship in Education 122, no. 3 (March 2020): 1–48. http://dx.doi.org/10.1177/016146812012200310.

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Background Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that teachers can teach SRL and students can acquire SRL skills. Purpose The goal of the present study was to examine the impact of different scaffolding levels on the development of preservice teachers’ professional vision (PV) for SRL and their ability to teach SRL to students. Participants: Participants were 102 second-year preservice physics teachers at three major research universities. Research Design The study included three distinct PV scaffolding levels, in order to examine which types of PV prompts might best scaffold teachers’ progress in mapping and teaching SRL. These prompts included hints for when (time range) to analyze videotaped complex SRL-teaching events, full guidance (popup notifications) for when and what to analyze, and self-guidance (controls) for analyzing without help. Data Collection and Analysis I addressed the research questions and hypotheses by performing a multivariate analysis of variance (MANOVA), with posttest performance as the dependent variable and PV prompt type as the independent variable. Findings Results showed that over time, all three groups improved on measures of both PV for SRL and SRL teaching. Additionally, we found that hint prompts had a greater positive effect on both measures than guided or self-guided prompts. Recommendations The current study recommends broadening the instructional framework of teacher education programs to include PV hints instruction as a means of supporting the practical skills necessary for teaching in dynamic school contexts.

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Clarke, Jenni. "Natural symmetry." Early Years Educator 22, no. 8 (March 2, 2021): S12—S13. http://dx.doi.org/10.12968/eyed.2021.22.8.s12.

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When a child is excited by something they identify in the natural world, there is a valuable opportunity to seize the moment and extend learning. Jenni Clarke explains how the adult can prompt and support without taking over.

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Journal articles on the topic 'Prompt Learning'

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