检索结果-内蒙古大学图书馆

您好，读者！请登录

内蒙古大学图书馆

首页
概况
党建
资源
服务
科研支持
- 论文收录引用证明
- 科技查新
知识产权
档案馆
帮助

咨询与建议

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

您的常用邮箱：*

您的手机号码：*

问题描述：

当前已输入0个字，您还可以输入200个字

全部搜索
期刊论文
图书
学位论文
标准
纸本馆藏
外文资源发现
数据库导航
超星发现

高级检索

时间限定

出版年份：

文献类型

图书期刊文献学位论文多媒体

馆藏选择

电子馆藏纸本馆藏

核心期刊

全部期刊 SCI 收录期刊 SSCI 收录期刊 EI 收录期刊 CSCD 收录期刊 CSSCI 收录期刊

语言

中文英文

文献类型

期刊文献图书学位论文标准纸本馆藏

帮助

文字说明：

T=题名（书名、题名），A=作者（责任者），K=主题词，P=出版物名称，PU=出版社名称，O=机构（作者单位、学位授予单位、专利申请人），L=中图分类号，C=学科分类号，U=全部字段，Y=年（出版发行年、学位年度、标准发布年）

检索规则说明：

AND代表“并且”；OR代表“或者”；NOT代表“不包含”；(注意必须大写,运算符两边需空一格)

检索范例：

范例一：(K=图书馆学 OR K=情报学) AND A=范并思 AND Y=1982-2016
范例二：P=计算机应用与软件 AND (U=C++ OR U=Basic) NOT K=Visual AND Y=2011-2016

分类表

所选分类

>> <<

限定检索结果

文献类型

7,326 篇 会议
137 篇 期刊文献
43 册 图书

馆藏范围

7,506 篇 电子文献
0 种 纸本馆藏

日期分布

学科分类号

5,792 篇 工学
- 4,723 篇 计算机科学与技术...
- 3,179 篇 软件工程
- 914 篇 信息与通信工程
- 639 篇 控制科学与工程
- 511 篇 生物工程
- 454 篇 电气工程
- 305 篇 机械工程
- 303 篇 生物医学工程（可授...
- 277 篇 光学工程
- 259 篇 电子科学与技术（可...
- 192 篇 仪器科学与技术
- 189 篇 化学工程与技术
- 158 篇 安全科学与工程
- 154 篇 建筑学
- 145 篇 动力工程及工程热...
- 140 篇 交通运输工程
2,236 篇 教育学
- 2,228 篇 教育学
1,962 篇 理学
- 1,039 篇 数学
- 539 篇 生物学
- 458 篇 物理学
- 291 篇 统计学（可授理学、...
- 204 篇 化学
- 154 篇 系统科学
1,465 篇 管理学
- 861 篇 管理科学与工程(可...
- 685 篇 图书情报与档案管...
- 560 篇 工商管理
325 篇 法学
- 288 篇 社会学
301 篇 医学
- 264 篇 临床医学
- 227 篇 基础医学(可授医学...
- 140 篇 药学(可授医学、理...
116 篇 经济学
70 篇 农学
29 篇 文学
22 篇 艺术学
16 篇 军事学

主题

382 篇 students
363 篇 education
275 篇 technological in...
224 篇 computer science
179 篇 computer science...
176 篇 engineering educ...
111 篇 teaching
106 篇 artificial intel...
91 篇 deep learning
84 篇 training
80 篇 computer aided i...
78 篇 computer program...
68 篇 educational tech...
68 篇 curricula
66 篇 educational inst...
64 篇 big data
64 篇 information tech...
64 篇 computer vision
63 篇 software enginee...
61 篇 internet of thin...

机构

38 篇 université de st...
35 篇 università di ca...
35 篇 infn sezione di ...
35 篇 north-west unive...
35 篇 infn sezione di ...
35 篇 institut univers...
35 篇 national centre ...
35 篇 tno technical sc...
35 篇 university moham...
35 篇 infn sezione di ...
34 篇 in2p3 lpc campus...
34 篇 nikhef national ...
34 篇 university würzb...
34 篇 ncsr demokritos ...
34 篇 lpc caen normand...
33 篇 university of jo...
33 篇 infn sezione di ...
33 篇 comenius univers...
33 篇 university of am...
33 篇 western sydney u...

作者

44 篇 chen a.
38 篇 ferrara g.
38 篇 ardid m.
38 篇 calvo d.
37 篇 gagliardini s.
37 篇 kalekin o.
37 篇 díaz a.f.
37 篇 boumaaza j.
37 篇 coleiro a.
37 篇 enzenhöfer a.
37 篇 celli s.
37 篇 dornic d.
37 篇 de martino b.
37 篇 carretero v.
37 篇 ardid s.
37 篇 bendahman m.
36 篇 carenini f.
36 篇 brunner j.
36 篇 di palma i.
35 篇 huang f.

语言

7,103 篇 英文
374 篇 其他
127 篇 中文
2 篇 葡萄牙文
1 篇 德文
1 篇 西班牙文

检索条件"任意字段=25th Conference on Innovation and Technology in Computer Science Education"

共 7506 条记录，以下是171-180 订阅

全选清除本页清除全部题录导出标记到"检索档案"

详细简洁

排序：

A Comparative Analysis of Github Contributions Before and After An OSS Based Software Engineering Class 29

A Comparative Analysis of GitHub Contributions Before and Af...

引用

29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Cui, Jialin Zhang, Runqiu Li, Ruochi Zhou, Fangtong Song, Yang Gehringer, Edward North Carolina State Univ Raleigh NC 27695 USA Univ Virginia Charlottesville VA 22903 USA Univ N Carolina Wilmington NC USA

ISBN: (纸本)9798400706004

this study presents a comparative analysis of contributions to Github by students before and after participating in a Software Engineering class based on Open Source Software (OSS). the primary objective is to understand the influence of formal software engineering education on students' engagement in OSS projects, as reflected in their Github activities. the research addresses two key questions. Firstly, it examines how Github contributions change before and after the class. the corresponding hypothesis posits that students' average Github contributions will exhibit a distinct pattern post-class compared to pre-class. Additionally, the study explores the potential association between students' academic performance in the class and their level of Github contributions after the class. the strength and direction of the potential association are quantified using the Spearman correlation coefficient, considering the potential non-linear nature of the data. this analysis uses data from over 1000 students across more than 10 years, encompassing their Github contribution data over multiple timeframes and their grades in the class. the study employs a combination of statistical methods, including paired tests and correlation analysis, to explore these dynamics. While causality cannot be established due to the absence of a control group, the findings offer valuable insights into the correlation between academic engagement and practical contributions in the realm of OSS development. this research contributes to the understanding of how theoretical software engineering education might relate to practical application and engagement in real-world projects.

关键词： Software Engineering education Qualitative Study Statistical Study Github

来源：评论

学校读者我要写书评

暂无评论

"You Don't See Too Many of Me, Too Many of Us, in that Area": Exploring the Challenges and Opportunities of Promoting STEM education Among Black and Latinx Students 29

"You Don't See Too Many of Me, Too Many of Us, in That Area"...

引用

29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Lopez, Isabella Dey, Sanorita Univ Maryland Baltimore Cty Comp Sci & Elect Engn Baltimore MD 21250 USA

ISBN: (纸本)9798400706004

Over the past 30 years, the enrollment of students of color in higher education has increased significantly because of various efforts taken nationwide for promoting diversity and equity. Yet, graduation rates for these students have remained stagnant. this research explores the multifaceted challenges encountered by underrepresented students in STEM disciplines, focusing on Black and Latinx communities. the study, involving students predominantly from an East Coast R1 research university, employs a mixed-methods approach, utilizing interviews, surveys, and focus groups to examine the student of color experience within the contexts of sense of belonging, role models, and Diversity, Equity, and Inclusion (DEI) initiatives, in addition to general challenges. thematic analysis facilitated comprehensive data interpretation. Our findings underscore the pressure to persist despite doubts, the significance of in-group connections, and differing experiences based on intersecting identities. the absence of diverse faculty emerged as a poignant concern, influencing students' sense of belonging. Mentorship and role models were identified as critical components for fostering a supportive environment. Regarding DEI initiatives, participants called for more robust efforts emphasizing the need for dedicated spaces to address concerns such as microaggressions. this research provides a comprehensive exploration of the challenges faced by underrepresented STEM students and offers actionable insights for enhancing inclusivity. the findings emphasize the need for targeted interventions, including increased faculty diversity, structured mentorship programs, and improvements in DEI initiatives. Implementing these recommendations is crucial for fostering an environment where every student can thrive and contribute to the rich tapestry of STEM disciplines.

关键词： STEM education attrition rate Black and Latinx community representation in computing microaggressions DEI initiatives

来源：评论

学校读者我要写书评

暂无评论

PrairieLearn in CS1: An Experience Report 23

PrairieLearn in CS1: An Experience Report

引用

25th Western Canadian conference on Computing education (WCCCE)

作者： Devathasan, Kezia Kepler, Jason Warawa, Johnathan Penney, Amy Tsui, Isabella Berg, Celina Univ Victoria Victoria BC Canada

ISBN: (纸本)9798400707896

In an attempt to improve students' learning experiences in early computer science, we pilot the use of PrairieLearn, a mastery-based learning platform in a CS1 course at our institution. the following experience report outlines the benefits and challenges of integrating this platform into various course components, alongside a brief analysis of students' performance in the course.

关键词： education computing

来源：评论

学校读者我要写书评

暂无评论

Feedback Literacy: Holistic Analysis of Secondary Educators' Views of LLM Explanations of Program Error Messages 29

Feedback Literacy: Holistic Analysis of Secondary Educators'...

引用

29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Cucuiat, Veronica Waite, Jane Raspberry Pi Fdn Cambridge England

ISBN: (纸本)9798400706004

the implications of using large language model (LLM) tools for learning to program at secondary school level are largely unknown, and yet there is pressure for teachers to engage with these. To start addressing this gap, we investigated: RQ1: What are secondary educators' views on the potential classroom use of LLM program error message explanations? RQ2: In what ways can a feedback literacy perspective support the analysis of educators' views of potential classroom use of LLM program error message explanations? the responses of eight expert secondary school educators were gathered during a semi-structured, activity-based interview and qualitatively analysed. Fifteen themes were derived from their commentary, of which ten corresponded to enhanced program error message (PEM) guidelines. Yet, all themes correlated to feedback literacy theory, providing a more holistic view. the analysis revealed that educators preferred LLM explanations to guide and develop understanding rather than tell, that students should be supported to make judgements and action LLM-generated feedback. Combining PEM guideline and feedback literacy findings, we suggest augmented IDEs should be designed with educators and students in mind, and teacher professional development (PD) is needed. Research is needed to compare our findings with a wider range of educators and investigate what feedback literacy means for resource design, PD, and classroom practice in secondary and undergraduate contexts.

关键词： AI ML IDE K-12 education feedback literacy

来源：评论

学校读者我要写书评

暂无评论

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary education 25th

Learner Agency in Personalised Content Recommendation: Inves...

引用

25th International conference on Artificial Intelligence in education (AIED)

作者： Suns, Chen Majors, Louis Moustafa, Nariman Daltry, Rebecca Friedberg, Aidan Univ Manchester Manchester England Open Dev & Educ Barnet England Jigsaw London England EIDU Berlin Germany

ISBN: (纸本)9783031643118;9783031643125

there is a lack of understanding regarding how pre-primary learners exercise their agency in their learning processes when interactingwith AI-powered digital personalised learning (DPL) tools. this study aims to address the gap by investigating the interaction between pre-primary learners' agency and a DPL tool in a Kenyan classroom setting. A total of 76,479 pre-primary learners participated in a two-month experiment, where each learner was randomly assigned to two partitions. Learners in the control partition followed the learning content designated by an algorithm within an adaptive DPL tool. In the experimental partition, learners received two additional learning units to choose from as well as the default content unit. Learning outcomes were assessed through six summative test units measuring literacy and numeracy skills. the results revealed that learners who were provided with a choice scored significantly higher in four out of the six test units. this study highlights the potential that pre-primary learners can exercise some degree of agency and direct their own learning within a structured set of choices provided by a DPL tool. Future research is needed for a comprehensive understanding of pre-primary learner agency.

关键词： Learner agency digital personalised learning human-AI collaboration pre-primary education content recommendation low and middle-income country

来源：评论

学校读者我要写书评

暂无评论

Exploring Students' Self-Confidence in their Programming Solutions 29

Exploring Students' Self-Confidence in Their Programming Sol...

引用

29th Annual conference on innovation and technology in computer science education (ITiCSE)

作者： Strickroth, Sven Ludwig Maximilians Univ Munchen Munich Germany

ISBN: (纸本)9798400706004

Learning programming is perceived as hard by many students. To support students, many e-assessment and intelligent tutoring systems have been developed. these systems can automatically evaluate student submissions and provide feedback. Despite comprehensive research on feedback modalities, little is known about students' confidence in the correctness of their submissions when requesting feedback. Also, educators hope that students get more confident and that automatically provided feedback helps students to improve and better self-assess their work. In this paper, first-semester students are asked about their confidence in passing a requested syntax or function test before the test results are revealed to them. Students can request feedback from each of the two provided test types twice in arbitrary order. the self-rated confidence, test outcomes, time needed to enter the confidence, and correlations are analyzed in detail. the results show that the majority of students has a high confidence in their submitted work. However, students frequently over-estimate the correctness and only few under-estimate it. there is a correlation between students' confidence in their submissions and their actual performance, but this cannot be used to make reliable predictions. the test pass rate for highly confident students is higher for syntax tests than for function tests and students need more time for entering their confidence for syntax than for function tests. Over the semester, the self-rated confidence decreases. When tests are reattempted, both correctness and self-assessment abilities show improvement.

关键词： programming education confidence formative assessment self-assessment learning analytics

来源：评论

学校读者我要写书评

暂无评论

Enhancing Algorithmic Fairness in Student Performance Prediction through Unbiased and Equitable Machine Learning Models 25th

Enhancing Algorithmic Fairness in Student Performance Predic...

引用

25th International conference on Artificial Intelligence in education (AIED)

作者： Cabral, Luciano de Souza Pereira, Filipe Dwan Mello, Rafael Ferreira Fed Inst Pernambuco IFPE Jaboatao dos Guararapes PE Brazil Ctr Excellence Social Technol NEES UFAL Maceio Alagoas Brazil Fed Univ Roraima UFRR Boa Vista RR Brazil Fed Rural Univ Pernambuco UFRPE Recife PE Brazil Ctr Estudos Avancados Recife Recife PE Brazil

ISBN: (纸本)9783031643149;9783031643156

the rapid adoption of ML algorithms has spurred the development of educational applications aimed at enhancing teaching and learning experiences. However, contemporary research underscores ethical concerns regarding their real-world implementation. A significant challenge lies in identifying and addressing potential biases in prediction models to mitigate their impact on diverse minority groups, including ethnicities, disabilities, nationalities, and genders. this paper conducts a thorough examination of algorithmic fairness, focusing on a detailed comparative analysis of traditional machine learning methods within a Student Performance Prediction (SPP) application for CS1 programming courses. the insights derived from this investigation not only enrich the ongoing discourse surrounding algorithmic bias and fairness but also pave the way for refining the development of just and equitable ML models.

关键词： Fairness bias education learning analytics student performance prediction

来源：评论

学校读者我要写书评

暂无评论

Flowing through Virtual Realms: Leveraging Artificial Intelligence for Immersive educational Environments 25th

Flowing Through Virtual Realms: Leveraging Artificial Intell...

引用

25th International conference on Artificial Intelligence in education (AIED)

作者： Zwolinski, Grzegorz Kaminska, Dorota Lodz Univ Technol 116 Zeromskiego St PL-90924 Lodz Poland

ISBN: (纸本)9783031643149;9783031643156

Virtual Reality presents a promising frontier for educational immersion, offering unparalleled opportunities for engaging learning experiences. However, the integration of artificial intelligence algorithms will be critical to realizing its full potential. this paper explores the fusion of VR and AI through the lens of Csikszentmihalyi's flow theory, with the aim of optimizing educational experiences for learners. AI emerges as a critical facilitator by aligning VR environments with the principles of flow, characterized by deep concentration, intrinsic motivation, and a balance between skill and challenge. through adaptive learning pathways, personalized feedback mechanisms and dynamic content generation, AI-driven VR environments can tailor educational journeys to individual learners, fostering optimal engagement and learning outcomes. this paper discusses the conceptual framework for integrating AI into VR-based educational environments, highlighting the potential synergy between these technologies in creating immersive learning experiences conducive to flow states. At the same time, we propose a subjective, multidimensional assessment tool for evaluating VR educational applications, which assesses perceived flow based on feedback from students using VR during their educational journey.

关键词： VR AI education Flow theory Flow measure

来源：评论

学校读者我要写书评

暂无评论

Data science in a Mathematics Classroom: Lessons on AI Fairness 24

Data Science in a Mathematics Classroom: Lessons on AI Fairn...

引用

25th Annual conference on Information technology education, SIGITE 2024

作者： Sotelo, Berenice Wieseman, Kirsten Tizpaz-Niari, Saeid Northwest Early College High School El Paso United States University of Texas at El Paso El Paso United States

ISBN: (纸本)9798400711060

Mathematics forms the foundation of computer science. By applying mathematical concepts to computer science, students can gain a deeper appreciation for the significance of mathematics and become more engaged in the learning process. this paper explores how integrating data science and AI fairness concepts into two distinct mathematics courses—Discrete Math and Algebra 1—enhances student learning and engagement. In Discrete Math, an upper-level course focusing on discrete mathematical structures, data science applications provide concrete examples of abstract concepts. For instance, recommendation systems and their fairness can be used to motivate graph theory. Similarly, in Algebra 1, a foundational course for future mathematics study, AI fairness problems offer real-world contexts for algebraic concepts. Students can explore linear equations and inequalities by examining AI decision-making processes and their potential biases. By incorporating these data science and AI fairness elements, we transform potentially abstract or mundane mathematical activities into meaningful, relevant learning experiences. this approach not only facilitates a deeper understanding of mathematical concepts but also introduces students to critical ethical considerations in technology. © 2024 Copyright held by the owner/author(s).

关键词： Data science

来源：评论

学校读者我要写书评

暂无评论

"I am not alone in this": Experiences of Common Humanity and Social Connection from a computer science Course on the Metacognition of Learning 23

"I am not alone in this": Experiences of Common Humanity and...

引用

25th Western Canadian conference on Computing education (WCCCE)

作者： Masrani, Teale W. Wu, Leanne He, Helen Ai Oehlberg, Lora Achari, Anika Hazari, Ali Khaleel, Syeda Zainab Osweiler, Samuel Verwaal, Nathaly Univ Calgary Calgary AB Canada

ISBN: (纸本)9798400707896

Using an autoethnographic approach, the authors reflect upon their experiences as students and teachers in an undergraduate course on metacognition and independent learning. Self-reflections point to the importance of fostering emotional bonds and common humanity in the classroom to facilitate learning. We discuss implications of this work on pedagogy, hiring, curriculum, and future research.

关键词： Life-long Learning science of Learning Curriculum Common Humanity Social Connection

来源：评论

学校读者我要写书评

暂无评论

没有更多数据了...

全选清除本页清除全部题录导出标记到“检索档案”

共500页 << < 14 15 16 17 18 19 20 21 22 23 > >>

检索报告对象比较合并检索0

隐藏清空

合并搜索

回到顶部

执行限定条件

内容：

评分：

请选择保存的检索档案：

请选择收藏分类：

订阅名称：

通借通还

温馨提示：

图书名称：

借书校区：

取书校区：

手机号码：

邮箱地址：

一卡通帐号：

电话和邮箱必须正确填写，我们会与您联系确认。

联系人：

所在院系：

联系邮箱：

联系电话：

内蒙古自治区呼和浩特市赛罕区大学西街235号邮编: 010021

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：