检索结果-内蒙古大学图书馆

'The Tunisian rap scene: an intersectional analysis of women rappers'

JOURNAL OF NORTH AFRICAN STUDIES 2025年第1期30卷 69-91页

作者： Kebsi, Jyhene Macquarie Univ Fac Arts Ringgold Stand Inst Gender Studies Learning & Teaching N Ryde Australia Macquarie Univ Fac Arts Ringgold Stand Inst Gender Studies Gender Studies Program N Ryde NSW 2109 Australia

This article focuses on Tunisian women rappers and shows how these artists have carved a space for themselves in the masculine musical genre of rap. This paper highlights the complexity of the issues depicted in female rappers' songs. The article sheds light on the rappers: Medusa, Sabrina, Tuny Girl and Queen Nesrine. These female rappers defend women's rights in their songs, while also stressing the multi-layeredness of Tunisian women's lives and struggles. Their songs target multiple forms of marginalisation relating to sexism, poverty, corruption, classism, security, employment and law and justice. Despite their awareness of and resistance to male dominance, these rappers do not reduce Tunisian women's problems to patriarchy. Rather, they emphasise the impact of the intersection between geopolitical and socio-economic issues on women and girls. This paper demonstrates that Tunisian women rappers use their art in order to expose women's intersectional realities and the various challenges they face.

关键词： Women rappers Tunisia intersectionality rap

来源：评论

学校读者我要写书评

暂无评论

Leveraging affordances of immersive technology-supported collaborative learning (ITCL): A systematic review

引用

EDUCATION AND INFORMATION TECHNOLOGIES 2025年第1期30卷 607-647页

作者： Kang, Jina Xu, Xinhao Yan, Lili Univ Illinois Champaign Urbana Curriculum & Instruct Champaign IL 61820 USA Univ Missouri Sch Informat Sci & Learning Technol Columbia MO USA Michigan State Univ STEM Ed PaCER Program E Lansing MI USA

Computer-supported collaborative learning (CSCL) environments have been developed to connect learners, whether geographically apart or together, to accomplish shared tasks collaboratively and interactively. Despite the extensive adoption of immersive technologies such as virtual or augmented reality in various educational contexts, the current understanding of the intersection between immersive technologies and collaborative learning remains limited. We argue that identifying affordances of immersive technologies in collaborative learning through synthesizing empirical evidence is crucial for the comprehension of collaboration dynamics and effective integration of immersive technologies in diverse collaborative learning scenarios. In response, this systematic review examines recent literature on immersive technologies in collaborative learning in K-16 settings. Guided by the previously established CSCL affordances, we analyze 40 articles to provide empirical insights into state-of-the-art immersive technologies and design strategies aimed at promoting collaborative learning. Our findings demonstrate the immersive technology applications of a range of CSCL affordances and design strategies aimed at supporting the affordances. We further identify co-presence and embodied immersion as additional affordances, which are unique to immersive technologies. Consequently, we propose the Immersive Technology-Supported Collaborative learning (ITCL) framework, outlining three key dimensions: context, human, and technology, for harnessing the core affordances of immersive technologies in collaborative learning. Drawing on CSCL literature and principles of immersive learning, our systematic review highlights the importance of the technology affordance perspective and offers empirical insights to advance our understanding of collaborative learning with immersive technologies while offering actionable insights for researchers, educators, and designers.

关键词： Augmented reality Virtual reality Collaborative learning Computer-supported collaborative learning Technological affordances Immersive technologies

来源：评论

学校读者我要写书评

暂无评论

Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact

引用

COMPUTERS & EDUCATION 2022年 191卷

作者： Chang, Hsin-Yi Binali, Theerapong Liang, Jyh-Chong Chiou, Guo-Li Cheng, Kun-Hung Lee, Silvia Wen-Yu Tsai, Chin-Chung Natl Taiwan Normal Univ Program Learning Sci Taipei City Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei City Taiwan Natl Taiwan Normal Univ Dept Comp Sci & Informat Engn Taipei City Taiwan Natl Chung Hsing Univ Grad Inst Lib & Informat Sci Taichung Taiwan Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei City Taiwan Natl Taiwan Normal Univ Program Learning Sci 162 Sec1Heping E Rd Taipei City 106 Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci 162 Sec1Heping E Rd Taipei City 106 Taiwan

Augmented reality (AR) continues to show its impact in education. While systematic review and meta-analysis studies have synthesized the evidence of this impact, most of them did not differentiate how AR may foster various learning outcomes to different degrees. In this study, 134 (quasi-)experimental studies on augmented reality (AR) in education from 2012 to 2021 were reviewed to discern the impact of AR on three levels of learning outcomes, namely response, knowledge and skill, and performance. The 134 studies are the data of this study for meta -analysis, which were obtained following the procedure of the Preferred Reporting Items for Systematic reviews and Meta-Analysis. Moreover, meta-regression was employed to investigate important factors relating to the variation of the impact, including educational level, subject area, treatment duration, and AR affordance. Findings from the meta-analysis suggest that AR tech-nology has benefited all three learning outcomes, with a larger mean effect size on the outcome of performance. Furthermore, the meta-regression results indicate treatment duration as a signifi-cant factor likely relating to the variation in the impact of AR in education. Moreover, AR used to support the learning of languages or social studies is likely associated with higher positive learner responses such as learning motivation or attitude than AR used for science learning. The meta -regression result indicated that use of 3-D visualization in AR needs to be carefully designed and evaluated. The implications of using AR to support learning, the design of AR learning en-vironments, and the future direction of research are discussed.

关键词： Augmented reality Education meta-Analysis Meta-regression Literature review

来源：评论

学校读者我要写书评

暂无评论

Social and Emotional Variables as Predictors of Students' Perceived Cognitive Competence and Academic Performance

引用

CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2022年第4期37卷 362-384页

作者： Hachem, Maryam Gorgun, Guher Chu, Man-Wai Bulut, Okan Univ Calgary Learning Sci Calgary AB Canada Univ Alberta Measurement Evaluat & Data Sci Program Edmonton AB Canada

Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students' perceived cognitive competence and academic performance through a structural equation model. Survey responses (N = 29,384) were collected from 114 K-12 schools in a large school district in Alberta. Results showed that cognitive competence was directly predicted by social cognition and social competence but indirectly by emotional competence through the mediating effect of social competence. Academic performance was also directly predicted by social cognition. Cognitive competence was positively associated with academic emotions, while academic performance was negatively associated with them. Overall, our findings suggest that learning is a highly social process, and investing in the development of social-emotional skills must be a priority, with a primary focus on creating positive and supportive learning environments. Future research may adjust this model and target more specific social-emotional variables.

关键词： social competence emotional competence social-emotional learning K-12 education structural equation modeling

来源：评论

学校读者我要写书评

暂无评论

Adding Argumentation into Human Evaluation of Long Document Abstractive Summarization: A Case Study on Legal Opinions 4

Adding Argumentation into Human Evaluation of Long Document ...

引用

4th Workshop on Human Evaluation of NLP Systems, HumEval 2024

作者： Elaraby, Mohamed Xu, Huihui Gray, Morgan Ashley, Kevin Litman, Diane Department of Computer Science School of Computing and Information United States Learning Research and Development Center United States Intelligent Systems Program School of Computing Information University of Pittsburgh PittsburghPA United States

ISBN: (纸本)9782493814418

Human evaluation remains the gold standard for assessing abstractive summarization. However, current practices often prioritize constructing evaluation guidelines for fluency, coherence, and factual accuracy, overlooking other critical dimensions. In this paper, we investigate argument coverage in abstractive summarization by focusing on long legal opinions, where summaries must effectively encapsulate the document’s argumentative nature. We introduce a set of human-evaluation guidelines to evaluate generated summaries based on argumentative coverage. These guidelines enable us to assess three distinct summarization models, studying the influence of including argument roles in summarization. Furthermore, we utilize these evaluation scores to benchmark automatic summarization metrics against argument coverage, providing insights into the effectiveness of automated evaluation methods. © 2024 European Language Resources Association (ELRA).

关键词： Human Evaluation Legal Summarization Summarization

来源：评论

学校读者我要写书评

暂无评论

Intolerance of Uncertainty, Acculturative Stress, Gratitude, and Distress: A Moderated Mediation Model

引用

COUNSELING PSYCHOLOGIST 2023年第2期51卷 270-294页

作者： Liao, Kelly Yu-Hsin Wei, Meifen Cleveland State Univ Counseling Psychol Program Cleveland OH USA Iowa State Univ Counseling Psychol Program Psychol Ames IA USA Cleveland State Univ Dept Counseling Adm Supervis & Adult Learning 2121 Euclid Ave Cleveland OH 44115 USA

Based on Berry's (1997) model of acculturation, the current study examined whether gratitude would moderate the association between intolerance of uncertainty (IU) and acculturative stress (i.e., moderation hypothesis), and mitigate the positive association between IU and psychological distress through acculturative stress (i.e., moderated mediation hypothesis). Participants were 171 international students with Chinese heritage from a Midwest public university. Results from PROCESS supported these hypotheses. First, the positive association between IU and acculturative stress was attenuated to a greater extent at higher compared to lower levels of gratitude. Second, the mediation effect of IU on psychological distress through acculturative stress was weaker among those with higher compared to lower levels of gratitude. Findings demonstrate the protective role of gratitude and the role of IU as a risk factor for psychological distress through acculturative stress. Implications for practice, training, and research are discussed.

关键词： intolerance of uncertainty acculturative stress gratitude international students with Chinese heritage psychological distress

来源：评论

学校读者我要写书评

暂无评论

Implementing Personalized Reading Plans with an E-Book Library to Support First-Grade Students' Reading Engagement and Comprehension

引用

TECHTRENDS 2022年第6期66卷 914-922页

作者： Miles, Hannah Ari, Fatih Univ N Carolina Learning Design & Technol Program Charlotte NC 28223 USA Univ N Carolina Facil Management Human Resources 9201 Univ City Blv Charlotte NC 28223 USA Univ South Carolina Wardlaw Coll Learning Design & Technol Program Columbia SC 29208 USA

This action research aimed to evaluate the impact of personalized reading plans on first-grade students' reading engagement and comprehension. Personalized reading plans were created for each student based on their interests and reading abilities within an e-book library. Qualitative and quantitative data were gathered from 10 first-grade students before and during the implementation of personalized reading plans. Overall, students showed an increase in reading engagement and spent less time engaging in off-task behaviors during the implementation of personalized reading plans. Additionally, system log data revealed an increase in the amount of time students spent reading e-books. However, there was a considerable decrease in the number of quizzes taken during the implementation, and students' reading comprehension scores did not improve after implementing the personalized reading plans.

关键词： E-book Personalized reading plan First-grade student Reading engagement Reading comprehension

来源：评论

学校读者我要写书评

暂无评论

Causal machine learning for single-cell genomics

引用

NATURE GENETICS 2025年第4期57卷 797-808页

作者： Tejada-Lapuerta, Alejandro Bertin, Paul Bauer, Stefan Aliee, Hananeh Bengio, Yoshua Theis, Fabian J. Helmholtz Munich Inst Computat Biol Munich Germany Tech Univ Munich Sch Comp Informat & Technol Munich Germany Mila Quebec AI Inst Montreal PQ Canada Univ Montreal Montreal PQ Canada Helmholtz Munich Munich Germany Munich Ctr Machine Learning MCML Munich Germany Wellcome Sanger Inst Hinxton England Canadian Inst Adv Res Learning Machines & Brains Program Toronto ON Canada Tech Univ Munich TUM Sch Life Sci Weihenstephan Munich Germany

Advances in single-cell '-omics' allow unprecedented insights into the transcriptional profiles of individual cells and, when combined with large-scale perturbation screens, enable measuring of the effect of targeted perturbations on the whole transcriptome. These advances provide an opportunity to better understand the causative role of genes in complex biological processes. In this Perspective, we delineate the application of causal machine learning to single-cell genomics and its associated challenges. We first present the causal model that is most commonly applied to single-cell biology and then identify and discuss potential approaches to three open problems: the lack of generalization of models to novel experimental conditions, the complexity of interpreting learned models, and the difficulty of learning cell dynamics.

关键词：

来源：评论

学校读者我要写书评

暂无评论

An exploration of the relationship between active learning and student motivation in STEM: a mixed methods study

引用

ADVANCES IN PHYSIOLOGY EDUCATION 2024年第3期48卷 621-638页

作者： Stieha, Vicki Earl, Brittnee Hagens, Harrisen Haynes, Meagan Ulappa, Amy Bond, Laura Oxford, Julia Thom Boise State Univ Dept Org Performance & Workplace Learning Boise ID 83725 USA Boise State Univ Ctr Teaching & Learning Boise ID USA Boise State Univ Program Evaluat & Res Lab Boise ID USA Boise State Univ Dept Biol Sci Boise ID USA Boise State Univ Biomol Res Ctr Boise ID USA Boise State Univ Ctr Biomed Res Excellence Matrix Biol Boise ID USA

Much of the research on science, technology, engineering, and mathematics (STEM) students' motivation measures the relationship between student motivation and academic outcomes, focusing on the student's mindset. Our mixed-methods research takes a different approach and considers the relationship between student motivation and instructional practices. Teaching practices and student motivation were analyzed simultaneously in undergraduate Biology classes using a self-determination theory-based survey to measure students' motivation during courses that were observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS), and observation notes were collected to document instructor and student behaviors. Quantitative data were used to differentiate students' motivational levels, and qualitative data were collected to describe how instructors use specific teaching practices. The results provide a lens into how students' intrinsic motivation varies alongside the instructional practices and interactions in these classes. We found a correlation between higher levels of student motivation in interactive lectures and student-centered teaching profiles. This study highlights how the same practice can be implemented by multiple instructors with varying student motivation scores, pointing out the importance of fidelity to evidence-based instructional practice methods. The results of this study are discussed in the context of published empirical studies examining evidence-based instructional practices that are conceptually supportive of autonomy, competence, and relatedness. Active learning practices observed in this study correlated to positive learning outcomes are discussed and may serve as a guide for instructors interested in implementing specific active learning practices. Recommendations for instructors and departments that are interested in flexible methods to monitor progress toward active learning practices in biology and other STEM disciplines by combi

关键词： active learning evidence-based instructional practices STEM education student motivation

来源：评论

学校读者我要写书评

暂无评论

Impact of Engaging Students in Health Survey Data Analysis and as Full Partners in School Change: Results From a Mixed Methods Study

引用

HEALTH PROMOTION PRACTICE 2023年第1期24卷 92-102页

作者： Beattie, Helen M. FitzGerald, Courtney A. Koller, Sharon N. Scott, Karen S. Garnett, Bernice Raveche Holmes, Breena UP Learning East Hardwick VT 05836 USA Univ New Mexico Prevent Res Ctr Albuquerque NM USA UP Learning Montpelier VT USA Univ Vermont Burlington VT USA Vermont Dept Hlth Burlington VT 05402 USA Vermont Child Hlth Improvement Program Burlington VT USA

Young people demand and deserve participation in shaping the health and well-being of their community. Getting to Y: Youth Bring Meaning to the Youth Risk Behavior Survey (GTY) is a positive youth development initiative, whereby students analyze local youth health data and create change. This article adds definitive evidence to support the theoretical foundations of GTY expounded by Garnett et al. (2019). A mixed methods convergent study design, collecting quantitative data from pre- and postintervention surveys and qualitative data from focus groups, was enacted during the 2018-2019 school year. Survey participants were 256 students attending 20 Vermont middle/high schools. Surveys measured self-efficacy, health literacy, civic engagement, resiliency, and knowledge. Focus groups with 50 students solicited open-ended feedback. Wilcoxon signed-rank tests determined student-level change over time. Focus group transcripts were coded using grounded theory and a priori codes from the survey. Statistically significant improvements were seen in average scores from pre- to postintervention surveys in all five domains and differences in effect by gender. Results from the focus group complement the quantitative findings. Participation in GTY positively affected youth participant's understanding of their own health and well-being and increased agency to take action on behalf of themselves and their community. As the Youth Risk Behavior Survey is available nationwide, GTY is poised for replication to critically engage youth with relevant data to inform social change.

关键词： child/adolescent health health education health literacy school health health promotion youth-adult partnership student engagement youth participatory action research

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：