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Advancing students' trouble shooting skills with open-ended questions and computer-aided learning using Aspen Plus® in a multistage lab experiment

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computer APPLICATIONS IN ENGINEERING EDUCATION 2023年第4期31卷 930-945页

作者： Elkhatat, Ahmed M. M. Al-Muhtaseb, Shaheen A. A. Qatar Univ Dept Chem Engn POB 2713 Doha Qatar

Open-ended questions and a computer-aided learning approach using the Aspen Plus (R) Sensitivity Analysis Tool (OEQ-CAL/APSAT) was used to simulate a multistage lab experiment of a piping system (consisting of pumps, pipes, and valves) as part of the Fluid Dynamics and Heat Transfer Laboratory course delivered within the Qatar University's curriculum for the Bachelor of Science degree in Chemical Engineering. To evaluate the learning goals of this approach, three-stage experiments were used. Results indicated that students gained a deep understanding of the material and showed a strong interest, demonstrated by the student's participation in the OEQ-CAL/APSAT activity. As the complexity and realistic nature of cases being studied can be increased using this approach, laboratory courses can be taught more effectively, and the corresponding investigations can be expanded with virtual experiments. In addition, it is a practical choice to maximize the use of resources and an effective replacement for laboratory experiments in case of pandemics, confinement, or interest in testing the effects of hazardous conditions to ensure sustained learning outcomes.

关键词： Aspen Plus (R) Sensitivity Analysis computer-aided learning open-ended questions troubleshooting skills virtual lab experiment

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Effectiveness of computer-aided learning in oral health among patients and caregivers: a systematic review

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JOURNAL OF THE AMERICAN MEDICAL INFORMATICS ASSOCIATION 2017年第1期24卷 209-217页

作者： Ab Malik, Normaliza Zhang, Jiaguan Lam, Otto Lok Tao Jin, Lijian McGrath, Colman Univ Hong Kong Prince Philips Dent Hosp Fac Dent Dent Publ Hlth Hong Kong Hong Kong Peoples R China Univ Sains Islam Malaysia Fac Dent Kuala Lumpur Malaysia Univ Hong Kong Prince Philips Dent Hosp Fac Dent Oral Rehabil Hong Kong Hong Kong Peoples R China Univ Hong Kong Prince Philips Dent Hosp Fac Dent Periodontol & Publ Hlth Hong Kong Hong Kong Peoples R China

computer-aided learning (CAL) offers enormous potential in disseminating oral health care information to patients and caregivers. The effectiveness of CAL, however, remains unclear. Objectives: The purpose of this study was to systematically review published evidence on the effectiveness of CAL in disseminating oral health care information to patients and caregivers. Materials and Methods: A structured comprehensive search was undertaken among 7 electronic databases (PUBMED, CINAHL Plus, EMBASE, SCOPUS, WEB of SCIENCE, the Cochrane Library, and PsycINFO) to identify relevant studies. Randomized controlled trials (RCTs) and observational studies were included in this review. Papers were screened by 2 independent reviewers, and studies that met the inclusion criteria were selected for further assessment. Results: A total of 2915 papers were screened, and full texts of 53 potentially relevant papers (kappa = 0.885) were retrieved. A total of 5 studies that met the inclusion criteria (1 RCT, 1 quasi-experimental study, and 3 postintervention studies) were identified. Outcome measures included knowledge, attitude, behavior, and oral health. Significant improvements in clinical oral health parameters (P<. 05) and knowledge/attitudes (P<. 001) were reported in 2 of the studies. The 3 remaining studies reported improved oral health behaviors and confidence. Conclusion: There is a limited number of studies which have examined the effectiveness of CAL interventions for oral health care among patients and caregivers. Synthesis of the data suggests that CAL has positive impacts on knowledge, attitude, behavior, and oral health. Further high-quality studies on the effectiveness of CAL in promoting oral health are warranted.

关键词： computer-aided learning oral health care patients caregivers

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Revolutionizing Word Clouds for Teaching and learning With Generative Artificial Intelligence: Cases From China and Singapore

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IEEE TRANSACTIONS ON learning TECHNOLOGIES 2024年 17卷 1416-1427页

作者： Koh, Elizabeth Zhang, Lishan Lee, Alwyn Vwen Yen Wang, Hongye Nanyang Technol Univ Natl Inst Educ Singapore 637616 Singapore Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan 430079 Peoples R China

Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning applications. This article examines the word cloud, a toolkit often used to scaffold teaching and learning for reflection, critical thinking, and content learning. Addressing the issues in traditional word clouds, semantic word clouds have been developed but they are technically challenging to develop and still problematic. However, generative AI has the potential to develop efficient, accurate, creative, and accessible word clouds. Three different methods representing three major approaches of word cloud generation were developed, implemented, and user evaluated-traditional (baseline), semantic (natural language processing enhanced), and generative AI (generative pretrained transformer based)-in two different language contexts-Chinese (China case) and English (Singapore case). The findings of the study show the technical robustness of the methods, as well as provide key pedagogical insights from the user perspective of instructors of higher education courses in China and Singapore. Implications to the design of word clouds and their application in teaching and learning are discussed.

关键词： Artificial intelligence (AI) computer-aided instruction computer-aided learning data visualization generative AI natural language processing (NLP)

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Development of an Intelligent Tutoring System That Assesses Internal Visualization Skills in Engineering Using Multimodal Triangulation

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IEEE TRANSACTIONS ON learning TECHNOLOGIES 2024年 17卷 1625-1638页

作者： Sung, Hanall Rau, Martina A. Van Veen, Barry D. Univ N Carolina Learning Sci & Psychol Studies Chapel Hill NC 27514 USA Swiss Fed Inst Technol Dept Humanities Social & Polit Sci CH-8092 Zurich Switzerland Univ Wisconsin Madison Dept Elect & Comp Engn Madison WI 53706 USA

In many science, technology, engineering, and mathematics (STEM) domains, instruction on foundational concepts heavily relies on visuals. Instructors often assume that students can mentally visualize concepts but students often struggle with internal visualization skills-the ability to mentally visualize information. In order to address this issue, we developed a formal, as well as an informal assessment of students' internal visualization skills in the context of engineering instruction. To validate the assessments, we used data triangulation methods. We drew on data from two separate studies conducted in a small-scale lab experiment and in a larger-scale classroom context. Our studies demonstrate that an intelligent tutoring system with interactive visual representations can serve as an informal assessment of students' internal visualization skills, predicting their performance on a formal assessment of these skills. Our study enriches methodological and theoretical underpinnings in educational research and practices in multiple ways: it contributes to research methodologies by illustrating how multimodal triangulation can be used for test development, theories of learning by offering pathways to assessing internal visualization skills that are not directly observable, and instructional practices in STEM education by enabling instructors to determine when and where they should provide additional scaffoldings.

关键词： Visualization Data visualization Problem-solving STEM Task analysis Shape computer-aided learning educational technology engineering education human-computer interaction intelligent systems science technology engineering and mathematics (STEM)

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Virtual mimic of lab experiment using the computer-based Aspen Plus® Sensitivity Analysis Tool to boost the attainment of experiment's learning outcomes and mitigate potential pandemic confinements

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computer APPLICATIONS IN ENGINEERING EDUCATION 2023年第2期31卷 285-300页

作者： Elkhatat, Ahmed M. Al-Muhtaseb, Shaheen A. Qatar Univ Dept Chem Engn POB 2713 Doha Qatar

The computer-based Aspen Plus (R) Sensitivity Analysis Tool (APSAT) was used as a virtual environment to mimic a gas absorption lab experiment in the Unit Operations Lab within the curriculum for the Bachelor of Science in Chemical Engineering at Qatar University. A pool of 35 students enrolled in three lab sections was utilized. The approach was applied in three stages to foster the attainment of the learning outcomes of the experiment by testing and evaluating some parameters that cannot be examined using the physical lab equipment. Results show that the approach helped the students gain a profound understanding and address conceptual mistakes while discussing the results of the APSAT outputs. Students who were engaged in the APSAT activity demonstrated a strong interest in this approach. This approach can be implemented to facilitate the teaching of lab courses. Furthermore, it is a practical choice to optimize the resources and a good substitute for lab experiments in case of any pandemic, confinement or interest in testing the effects of hazardous conditions to ensure sustaining the learning outcomes from corresponding experiments.

关键词： Aspen Plus (R) Sensitivity Analysis computer-aided learning engineering laboratory course virtual lab experiment

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Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments

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SOCIAL PSYCHOLOGY OF EDUCATION 2024年第5期27卷 2809-2855页

作者： Kangwa, Daniel Msafiri, Mgambi Msambwa Wan, Xiulan Fute, Antony Zhejiang Normal Univ Inst Int & Comparat Educ Coll Educ Jinhua 321004 Peoples R China Yulin Univ Foreign Languages Dept Yulin 719000 Shaanxi Peoples R China

Online and computer-assisted learning have become widespread in the rapidly evolving education landscape. However, these learning modalities uniquely challenge academic integrity, escalating the potential for academic cheating. This systematic review used thematic and narrative syntheses to examine the relationships and the effects of self-doubt and self-regulation on academic cheating in online and computer-assisted learning environments. It involved a sample of 93 peer-reviewed empirical studies published between 1998 and 2023 across five electronic databases adhering to the principles of the PRISMA framework. Findings reveal that different emotional, motivational, and cognitive factors act as primary mediators, while the individual, situational, and environmental factors were significant moderators. These findings underscore the context-dependent and inconsistent effects of self-doubt and self-regulation on academic cheating. Notably, while self-doubt and self-regulation exert opposing influences on academic cheating, other factors, such as gender, culture, performance, feedback, peer pressure, and proctoring, significantly modify these effects. Hence, the relationship between self-doubt, self-regulation, and academic cheating in online and computer-aided learning is thus intricate and dynamic, depending upon various individual, situational, and contextual elements that shape students' motivation, emotions, and cognition. Therefore, this study contributes to the broader discourse on online and computer-aided learning by offering strategies to prevent and reduce academic cheating. Recommendations include promoting self-regulation, reducing self-doubt, focusing on specific mediators and moderators, and utilizing different resources and techniques to measure and identify academic cheating. The results underline the importance of a concerted, multi-faceted approach to upholding academic integrity in the era of digital learning.

关键词： Self-doubt Self-regulation Academic cheating Online learning computer-aided learning Systematic literature review

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Which Students Benefit from computer-Based Individualized Instruction? Experimental Evidence from Public Schools in India

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JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS 2024年第2期17卷 318-343页

作者： de Barros, Andreas Ganimian, Alejandro J. MIT Dept Econ Cambridge MA USA NYU Steinhardt Sch Culture Educ & Human Dev Appl Psychol & Econ New York NY 10003 USA

This is one of the first studies to evaluate the impact of computer-based individualized instruction in a developing country. We randomly assigned 1,528 students in grades 6-8 in 15 "model" public schools in Rajasthan, India who were using a computer-adaptive learning software to: a control group, in which they were only able to access the activities for their enrolled grade level;or a treatment group, in which they were able to access exercises appropriate for their performance level. After 9 months, computer-based individualized instruction had a null average effect on math achievement. However, treatment students with low initial performance outperformed their control counterparts by 0.22 standard deviations. Our results suggest that computer-based individualized instruction is most beneficial for low-performing students.

关键词： computer-aided learning India computer-based individualized instruction math instruction

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Application of computer-generated images to train pattern recognition used in semiquantitative immunohistochemistry scoring

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APMIS 2022年第1期130卷 26-33页

作者： Kristiansen, Glen Schmid, Matthias Univ Hosp Bonn Inst Pathol Sigmund Freud Str 25 D-53105 Bonn Germany Univ Hosp Bonn Inst Med Biometry Informat & Epidemiol IMBIE Bonn Germany

This study aimed to clarify whether the pattern recognition involved in scoring proliferation fractions can be trained by abstract computerized images of virtual tissues. Twenty computer-generated images with randomly distributed blue or red dots were scored by 12 probands (all co-workers or collaborators of the Institute of Pathology, University of Bonn). Afterward, the probands underwent a training phase during which they received an immediate feedback on the actual rate of positivity after each image. Finally, the initial testing series was rescored. In a second round with 15 different probands, 20 Ki-67 immunohistochemistry images of tonsil tissue were scored, followed by the same training phase with computer-generated images, before the immunohistochemistry slides were scored again. Paired t-tests were used to compare the differences in mean rates pre- and post-training. Concerning computerized images, untrained probands scored the percentages of positive dots with a mean deviation from the true rates of 8.2%. Following training, the same testing series was scored significantly better with a mean deviation of 4.9% (mean improvement 3.3%, p < 0.001). Scoring real immunohistochemistry slides, the training with computerized images also improved correct estimations, albeit to a lesser degree (mean improvement 1%, p = 0.03). Abstract computerized images of virtual tissues may be a useful tool to train and improve the accuracy of pattern recognition involved in semiquantitative scoring of immunohistochemistry slides. As a side results, this study highlights the value of computer-generated images to verify the performance of image-analysis software.

关键词： Immunohistochemistry scoring computer-aided learning tissue models

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Modern music production equipment and how it can be used in student teaching: overture and its impact on motivation and interest in electronic music creation

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CURRENT PSYCHOLOGY 2023年第34期42卷 30499-30509页

作者： Huang, Baole Guilin Tourism Univ Teaching & Res Dept Recording Guilin Guangxi Peoples R China

Over the past decade, digital technology has revolutionized music creation, sharing, teaching, and learning, and it is evolving rapidly. There is a whole new process of music making through music games, programs, applications, and networked digital tools. To provide a comfortable learning environment for students and contribute to their high learning outcomes, the impact of such applications on students' motivation and interest should be explored. The aim of the study was to investigate the impact of Overture score writing software on students' motivation and interest in creating electronic music. The experiment involved 87 music students from [BLINDED] in China. For the study purposes, Overture was integrated into the course of creating and reading scores used for practical assignments. Via pre- and post-testing, the effect of its implementation on students' motivation was determined. In sum, it was unveiled that the use of the Overture program increased students' motivation by 14.3%, attention by 29%, confidence by 12.5%, and satisfaction by 12.4%, and this rise was significant. The deduction was made that Overture favored musicians' learning motivation. The written participant surveys revealed a high interest in using Overture and a desire to continue writing electronic music with its help. The experiment results reinforce the findings of previous research in the field. It is possible that Overture will be able to advance students' motivation while studying a number of other music disciplines where it may be applicable. Testing this assumption is seen as one of the future study directions. At the same time, it is important to continue research on the topic of the use of modern software and what impact computer-based music software can exert on students' academic performance.

关键词： computer-aided learning Contemporary music education Electronic music Music programs Music software Overture

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Gamification to Increase Undergraduate Students' Teamwork Skills 51st

Gamification to Increase Undergraduate Students' Teamwork Sk...

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51st annual conference of the Southern African computer Lecturers Association (SACLA)

作者： Nyahuye, Tafadzwa Steyn, Adriana Aletta Univ Pretoria Pretoria South Africa

ISBN: (纸本)9783031210754;9783031210761

Historically, education is a highly competitive environment, where an individual is deemed successful based on high marks attained individually. The ability towork effectively in teams is an important learning objective for final-year undergraduate students. When undertaking group projects, undergraduate students are expected to collaborate effectively and solve real-world problems in groups of three or more individuals. Teamwork skills are among the highly desired soft skills recruiters struggle to find among many university graduates. The purpose of this study is to evaluate whether gamification can aid in developing teamwork skills in undergraduate students. Following the design science research methodology, two games were developed. The first game is a computer-based cycling game for a single player, with concepts related to teamwork skills forming part of the in-play questions. The second game is a computer-based King of the Mountain-type game, played as a team. In order to move from one level of the Mountain to the next, players would need to answer general trivia questions, in addition to applying teamwork skills to specific questions. Each team was encouraged to come up with its own strategy to achieve the best results. There was no limit to the number of attempts players made in each game. Data was collected during play and via a questionnaire administered upon completion of the games. The results show that students found the games to be engaging and enjoyable. After a few attempts, a number of students noted that they felt part of the team and perceived that the games would enhance their teamwork skills. Participants felt that the games enhanced their team dynamics and that their desire to see their team succeed increased the more they played together. The results show potential for utilising gamification as a means to enhance students' teamwork skills.

关键词： Gamification Teamwork Teamwork skills Team Undergraduate teaching Higher education computer-aided learning

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