检索结果-内蒙古大学图书馆

Improve learning retention, self-efficacy, learning attitude and problem-solving skills through e-books based on sequential multi-level prompting strategies

引用

education and Information Technologies 2024年第3期29卷 3663-3680页

作者： Lee, Yen-Fen Chen, Pei-Ying Cheng, Shu-Chen Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei Taiwan Department of Business Administration Chihlee University of Technology New Taipei Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan Center for General Education Chung Yuan Christian University Taoyuan Taiwan Bachelor Degree Program of Digital Marketing National Taipei University New Taipei Taiwan

Health education aims to change unhealthy behaviors and promote population health. However, limited teaching time and standardized materials pose challenges, prompting elementary school teachers to explore technology-enhanced teaching strategies. To cultivate proper health attitudes and behaviors among elementary school students, many researchers have widely used e-books to teach health education-related courses. Many studies have proven interactive e-books to be effective in aiding both teaching and learning. However, despite the continuous innovation of e-books in educational applications, the long-term effects of e-books have yet to be investigated, since learning memory only responds to short-term memory effects. Therefore, this study attempts to develop a sequential multi-level prompting strategy for e-book learning in a mobile learning environment for tablet computers. Students from two primary school classes were recruited for the empirical study. The experimental group used a sequential multi-level, prompting-based e-book to learn, while the control group used a conventional e-book learning approach. According to the study’s results, the proposed learning strategies were found to improve the learning achievement of primary school students for cardiovascular disease, guide students in building knowledge, develop thinking and problem-solving skills, and help students transform their learning from short-term to long-term memory through post-testing of problem-solving delays. It is certain that sequential multi-level prompting strategies can help younger learners better understand and remember learning content and apply the knowledge they have gained to develop correct health attitudes. © 2023, The Author(s), under exclusive licence to Springer science+Business Media, LLC, part of Springer Nature.

关键词： e-book learning attitude learning retention Problem-solving skills Self-efficacy Sequential multi-level promoting strategy

来源：评论

学校读者我要写书评

暂无评论

Students’ Blended learning Course experience Scale (BLCeS): development and validation

引用

Interactive learning environments 2023年第6期31卷 3971-3981页

作者： Bhagat, Kaushal Kumar Cheng, Chia-Hui Koneru, Indira Fook, Fong Soon Chang, Chun-Yen Centre for Educational Technology Indian Institute of Technology Kharagpur Kharagpur India Graduate Institute of Science Education National Taiwan Normal University Taipei Taiwan e-Learning Department ICFAI Business School Hyderabad India Centre for E-Learning Universiti Malaysia Sabah Kota Kinabalu Malaysia

The aim of this study was to develop a scale to measure students’ blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. exploratory factor analysis (eFA) was employed to evaluate the factor structure of the scale. As a result of eFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and personal factors. Confirmatory factor analysis (CFA) was used to establish the structural validity of the scale, and item discrimination was conducted to validate the scale. The Cronbach’s coefficients (α) for the factors ranged from.71 to.95. The overall Cronbach’s coefficient (α) of the scale was.92, demonstrating a satisfactory level of reliability. The results showed that the developed scale is reliable and valid. Future implications for course designers and instructors are discussed. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Blended learning course design factor analysis higher education learning experience personal factors scale development

来源：评论

学校读者我要写书评

暂无评论

The effect of real-time pose recognition on badminton learning performance

引用

Interactive learning environments 2023年第8期31卷 4772-4786页

作者： Lin, Kuo-Chin Ko, Cheng-Wen Hung, Hui-Chun Chen, Nian-Shing Center for Physical and Health Education National Sun Yat-sen University Kaohsiung Taiwan Department of Computer Science and Engineering National Sun Yat-sen University Kaohsiung Taiwan Graduate Institute of Network Learning Technology National Central University Chung-Li Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

Badminton is a very popular subject in Physical education (Pe). Many students enroll badminton courses in every semester which pose a tremendous teaching load to the instructors. The one-on-one guiding/feedback time provided by the instructor to each student is also greatly reduced. To overcome this challenge, some studies have tried to adopt pose recognition technique in teaching badminton. However, the lack of mobility and recognition accuracy problems hinder its applicability. To address this issue, a new pose recognition technique, OpenPose, was employed to develop a real-time pose recognition badminton teaching APP in this study. The APP was then installed on a mobile device to enhance badminton smash skill learning performance. The scores distribution of the experimental group shows majority of students achieved satisfactory performance, this implies the badminton teaching APP is helpful to all students no matter what their initial skill levels are. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： badminton teaching motor skill learning physical education Pose recognition real-time feedback

来源：评论

学校读者我要写书评

暂无评论

Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach

引用

Interactive learning environments 2023年第9期31卷 5811-5830页

作者： Hu, Chih-Chien Yeh, Hui-Chin Chen, Nian-Shing Department of Information Management Tatung University Taipei City Taiwan Department of Applied Foreign Languages National Yunlin University of Science and Technology Yunlin Douliou Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei City Taiwan

In-service teachers’ professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks depicting teachers’ competences for effectively teaching with technology. The TPACK Support-Stimulate-Seek model (3S-TPACK) was used to design training programs with learning activities using robots, IoT-based sensors, actuators, tablets, and computer programming tools. The results show that the training programs designed by adapting the 3S-TPACK model not only can improve the teachers’ learning outcomes but also can support positive attitudes toward adopting robots and IoT technologies in the teaching and learning process. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： 21st century abilities interdisciplinary projects Teacher education teacher professional development technological pedagogical content knowledge technology in education

来源：评论

学校读者我要写书评

暂无评论

Uncovering emotion sequence patterns in different interaction groups using deep learning and sequential pattern mining

引用

Journal of Computer Assisted learning 2024年第4期40卷 1777-1790页

作者： Huang, Changqin Yu, Jianhui Wu, Fei Wang, Yi Chen, Nian-Shing Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province Zhejiang Normal University Jinhua China School of Education Zhejiang International Studies University Hangzhou China College of Computer Science and Technology Zhejiang University Hangzhou China Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi-directional long short-term memory model for emotion detection yielded the highest predictive performance, with an impressive F-measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low-level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups

关键词： deep learning emotion sequence patterns learning analytics learning behaviour sequential pattern mining

来源：评论

学校读者我要写书评

暂无评论

UGeNet: learning Discriminative embeddings for Unconstrained Gaze estimation Network via Self-Attention Mechanism in Human-Computer Interaction 24

UGENet: Learning Discriminative Embeddings for Unconstrained...

引用

5th International Conference on Computer Information and Big Data Applications, CIBDA 2024

作者： Liu, Hai Song, Yu Liu, Tingting Ju, Jianping Tang, Jianying School of Information and Artificial Intelligence Nanchang Institute of Science and Technology Nanchang330108 China National Engineering Research Center for E-Learning Central China Normal University Wuhan430079 China

ISBN: (纸本)9798400718106

Gaze estimation plays an important role for indicating the human behavior and intention. It has developed rapidly with the field of computer vision, enabling it to be used in a variety of applications, such as virtual reality and human-computer interaction. However, gaze estimation in the field is still challenging due to different head postures, lighting conditions and eye appearances. In this work, we propose a novel gaze estimation model with framework based on ResNet-50, which improves its estimation accuracy. In addition, the same loss function for each predicted angle is used to improve the generalization performance of the model. Finally, the proposed model is validated on the two most unconstrained popular datasets, such as MPIIGAZe and GAZe360. The experimental results show the proposed approach performs better compared to other better methods. © 2024 ACM.

关键词： Computer vision

来源：评论

学校读者我要写书评

暂无评论

exploring Preschool Teachers’ Conceptions of Teaching and learning, and Their Self-efficacy of Classroom Management and Pedagogical Content Knowledge

引用

Asia-Pacific education Researcher 2023年第2期32卷 263-273页

作者： Shen, Kuan-Ming Cheng, Yi-Wen Lee, Min-Hsien Institute of Education National Sun Yat-sen University Kaohsiung City Taiwan Master of Science in Computer Science Westcliff University Irvine United States Program of Learning Sciences National Taiwan Normal University 162 Section 1 Heping E. Rd. Taipei City 106 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

This study aimed to understand the relationship among conceptions of teaching and learning (COLT), classroom management self-efficacy (CMSe), and pedagogical content knowledge self-efficacy (PCKSe). A total of 485 in-service Taiwanese preschool teachers participating in this study completed three questionnaires, viz. the Conceptions of Teaching and learning, the Classroom Management Self-efficacy, and the Pedagogical Content Knowledge Self-efficacy. The research findings indicated that, while teachers regarded conceptions of teaching and learning from a constructivist perspective, they tended to possess higher classroom management self-efficacy and in turn expressed higher PCK self-efficacy. On the contrary, teachers with traditional conceptions of teaching and learning tended to have lower classroom management self-efficacy and accordingly displayed lower PCK self-efficacy. According to the research findings, the present study encouraged teachers to develop constructivist COTL in order to foster better management and PCK. Besides, it is suggested that future studies explore other factors affecting teachers’ self-efficacy. © 2022, De La Salle University.

关键词： Classroom management Conceptions of teaching and learning Pedagogical content knowledge Preschool teachers Self-efficacy

来源：评论

学校读者我要写书评

暂无评论

Using LSTM and Regression Analysis for Railway Passenger Traffic Volume Prediction 11

Using LSTM and Regression Analysis for Railway Passenger Tra...

引用

11th Ieee Global Conference on Consumer electronics, GCCe 2022

作者： Tey, Fu Jie Tuan, Chih-Chi Cai, Cheng-en Wu, Ming-Xuan Wu, Yun-Sheng Wu, Tin-Yu National Taiwan University of Science and Technology Department of Electrical Engineering Taipei Taiwan National Ilan University Master Program of E-Learning for Multimedia and Network Communications Yilan Taiwan National Pingtung University of Science and Technology Department of Management Information Systems Pingtung County Taiwan

ISBN: (纸本)9781665492324

The purpose of this paper is to investigate the factors affecting the passenger traffic volume on the high-capacity MRT, to analyze the traffic volume trends, and to make traffic volume predictions more accurately. This paper uses the LSTM (Long Short-term Memory) model and regression analysis for Taipei MRT passenger traffic volume prediction. The training data, including dates, temperatures and number of passengers, were collected, and a regression analysis was performed to find trends in the data. © 2022 Ieee.

关键词： Long short-term memory

来源：评论

学校读者我要写书评

暂无评论

Applying Smart Glasses in Situated exploration for learning english in a national science Museum

引用

Ieee Transactions on learning Technologies 2023年第5期16卷 820-830页

作者： Chen, Hong-Ren Lin, Wen-Shan Hsu, Tien-Yu Lin, Tzu-Chun Chen, Nian-Shing National Taichung University of Education Department of Digital Content and Technology Taichung City40306 Taiwan National Cheng Kung University Institute of International Management Tainan City701 Taiwan National Museum of Nature Science Department of Science Education Taichung City404023 Taiwan Graduate Institute of Library and Information Science National Chung Hsing University Taichung City40306 Taiwan National Taiwan Normal University Program of Learning Sciences Taipei City106 Taiwan

Research on the use of augmented reality technology in museums is mostly limited to scientific knowledge. The use of wearable device technology learning materials to benefit students in the process of english learning has been somewhat explored, along with differences in students' learning styles and their influence on students' learning motivation, but there remains much to be done in this field. This study explored the learning effect of smart glasses integration into the english language dinosaur exhibition at the Museum of Natural science and investigated their impact on motivation. The experimental group used smart glasses learning strategy to facilitate their learning experience, whereas the control group used a tablet learning strategy. The research results show that: 1) learning effectiveness and motivation were significantly superior when using smart glasses learning strategy, as compared to using a tablet learning strategy when learning through the english language situated exploration game. 2) The interaction between different learning strategies and learning styles had a significant impact on learning effectiveness. In the smart glasses learning strategy group and the tablet learning strategy group, the learning effectiveness of the kinesthetic students was significantly higher than those of the auditory students. The learning effectiveness of the visual students using the tablet learning strategy was higher than auditory students. 3) The interaction between different learning strategies and learning styles had no significant effect on learning motivation. In terms of learning motivation, visual students were more affected than auditory and kinesthetic students. © 2008-2011 Ieee.

关键词： Glass

来源：评论

学校读者我要写书评

暂无评论

A study of the feasibility of a cross-college curriculum based on the experience of student cooperation

引用

International Journal of technology and Design education 2023年第1期33卷 23-37页

作者： Cheng, Chu-Yu Kao, Chia-Pin Hsu, Tse-Wei Lin, Kuen-Yi Department of Creative Product Design Southern Taiwan University of Science and Technology Tainan Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology Tainan Taiwan Department of Information and Communication Southern Taiwan University of Science and Technology Tainan Taiwan Department of Technology Application and Human Resource Development and Institute for Research Excellence in Learning Sciences National Taiwan Normal University 162 Section 1 Heping E. Rd. Taipei City106 Taiwan

This study focused on the social context dimension to elucidate how students of different disciplinary backgrounds—Department of Childcare and Department of Design—share their learning and knowledge in a cooperative course and to evaluate the effectiveness of the integrated course operation. Design-based learning through a project activity includes the following four dimensions: the project’s features, teachers’ roles, assessment process, and social context relevant to the learning environment. In this study, a design-based collaborative course was implemented for undergraduate students from different departments. In this course, they cooperated in making an instructional animated film for kindergarten students. In the general learning process, students can experience frustration and loss of self-confidence when learning new skills;this was also noted in the present study when childcare students without a design background were instructed to make a film, and design students without experience in teaching methodologies were instructed to teach children. The result of the 18-week course indicated that students had trouble communicating with those from the other department but were ultimately satisfied with the substantial growth in their practical skills following this experimental cross-disciplinary cooperative curriculum. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

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：

请选择收藏分类：

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

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：