检索结果-内蒙古大学图书馆

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

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

research trends in science education from 2018 to 2022: a systematic content analysis of publications in selected journals

引用

International Journal of Science Education 2025年第4期47卷 510-538页

作者： Lin, Tzung-Jin Lin, Tzu-Chiang Potvin, Patrice Tsai, Chin-Chung Program of Learning Sciences School of Learning Informatics National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Center for Liberal Arts National Kaohsiung University of Science and Technology Kaohsiung Taiwan Center for Teacher Education National Kaohsiung University of Science and Technology Kaohsiung Taiwan Département de didactique Université du Québec à Montréal Montréal Canada

This study uncovers research trends by analysing 1,142 papers published in Science Education, Journal of research in Science Teaching, and International Journal of Science Education: Part A between 2018 and 2022, followed by a series of systematic reviews dating back to 1998. The main findings indicate that, during the period of 2018–2022, the three most studied research topics were associated with learner characteristics and classroom contexts (learning-Context), teacher thinking/cognition and pedagogical issues (Teaching), and preservice education/in-service professional development (Teacher Education). An emerging interest in investigating the influence of cultural, social, and gender factors on science education (Culture, Social, and Gender) was observed. The analysis of the top 10 most-cited papers unveiled a notable focus on pertinent theoretical discussions and empirical research within the context of STEM/STEAM education. Besides, issues regarding engagement in and out of school settings, learners’ epistemologies, or sensemaking and science as practice were also highly cited. It is worth noting that there has been a rapid surge and new trend in research concerning science identity, garnering substantial attention by researchers as a meaningful lens for exploring relevant issues associated with participation and pipeline/career paths in STEM-related fields. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Literature review research trend Science education Systematic content analysis

来源：评论

学校读者我要写书评

暂无评论

The Perceived Complexity of learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

引用

Journal of Science Education and Technology 2024年第4期33卷 542-555页

作者： Matovu, Henry Won, Mihye Hernandez-Alvarado, Ricardo Bruno Ungu, Dewi Ayu Kencana Treagust, David F. Tsai, Chin-Chung Mocerino, Mauro Tasker, Roy School of Education Curtin University Perth WA Australia Faculty of Education Monash University Clayton VIC Australia Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Molecular and Life Sciences Curtin University Perth WA Australia School of Science Western Sydney University Penrith NSW Australia

This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning. © The Author(s) 2024.

关键词： Chemistry education Collaborative learning Human–computer interaction Immersive virtual reality

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

The design and evaluation of an AR-based serious game to teach programming

引用

Computers and Graphics (Pergamon) 2022年 103卷 1-18页

作者： Sharma, Vandit Bhagat, Kaushal Kumar Huang, Huai-Hsuan Chen, Nian-Shing Department of Electronics and Electrical Communication Engineering Indian Institute of Technology Kharagpur Kharagpur721302 India Advanced Technology Development Centre Indian Institute of Technology Kharagpur Kharagpur721302 India Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taiwan

The ubiquity of smartphone and tablet devices, combined with the increasing availability of serious games, has enabled students to learn various abstract concepts in an appealing and convenient manner. While several researchers have explored the use of Augmented Reality (AR) in serious games, many of these games have not been critically explained or evaluated. To that end, we employed game-based learning methodologies and Game learning Analytics (GLA) to systematize the design and evaluation of an AR-based serious game to teach programming. We evaluated our game for usability and effectiveness by conducting a user study on twenty-seven undergraduate students. The evaluation primarily consisted of a learning test conducted twice – before and after playing the game – along with a usability questionnaire that players completed after playing the game. Our results showed that players made significant progress after playing the game. The game helped players improve their basic programming skills, especially for the group having lower prior programming skills. The results highlighted various ways in which GLA can be used to benefit different stakeholders in the game. Based on players’ qualitative responses, we also identified several areas of improvement, most prominently the trade-off between ease of use and game complexity. We provide suggestions and discuss implications for future work. © 2022 Elsevier Ltd

关键词： Serious games

来源：评论

学校读者我要写书评

暂无评论

Analysis of students' diagrams of water molecules in snowflakes to reveal their conceptual understanding of hydrogen bonds

引用

Chemistry Education research and Practice 2022年第2期24卷 437-452页

作者： Matovu, Henry Won, Mihye Treagust, David Franklin Mocerino, Mauro Ungu, Dewi Ayu Kencana Tsai, Chin-Chung Tasker, Roy School of Education Curtin University Perth Australia School of Molecular and Life Sciences Curtin University Perth Australia Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Science Western Sydney University Penrith Australia

Recent studies have reported a growing trend of using student-generated diagrams for assessment in science teaching and research. However, many educators tend to use diagrams to explore students' perceptions of scientists and their work rather than explore conceptual understanding of abstract concepts. In this study, we used diagrams to investigate students' conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. Participants were 70 first- and second-year university students. Following a sequence of interview prompts, the students drew diagrams to illustrate the interactions amongst water molecules in snowflakes. Sixty students' diagrams were analyzed inductively using a constant comparison method. Most diagrams showed that the students did not have major challenges drawing the water molecule structure, recognizing polarity of a water molecule, or recognizing the intermolecular nature of hydrogen bonds. However, the diagrams revealed varied ways in which students conceptualized the formation of hydrogen bonds. A third of the diagrams revealed students' alternative conceptions about the role of lone pairs of electrons in the formation of hydrogen bonds. Most diagrams which showed a good understanding of the nature of a hydrogen bond revealed students' difficulties in recognizing molecular interactions in a 3D space. Our findings suggest that student-generated diagrams can provide a powerful way to understand students' conceptions of abstract science concepts. © 2022 Royal Society of Chemistry. All rights reserved.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Change in students' explanation of the shape of snowflakes after collaborative immersive virtual reality

引用

Chemistry Education research and Practice 2022年第2期24卷 509-525页

作者： Matovu, Henry Won, Mihye Treagust, David Franklin Ungu, Dewi Ayu Kencana Mocerino, Mauro Tsai, Chin-Chung Tasker, Roy School of Education Curtin University Perth Australia School of Molecular and Life Sciences Curtin University Perth Australia Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Science Western Sydney University Penrith Australia

In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions leaving out its impact on improving conceptual understanding. If they evaluated students' knowledge gains, they tended to use information recall tests to assess knowledge gains. Employing interviews and diagram-drawing tasks, this study explored how students' conceptual understanding of the nature of hydrogen bonds and the shape of snowflakes changed through a collaborative IVR experience on snowflakes. Participants were 68 undergraduate chemistry students. Videos of pre-/post-interviews and student-generated diagrams were analysed. The results indicated a marked improvement in students' conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. After IVR, 57 students provided scientifically acceptable explanations of the nature of hydrogen bonds. Improvements in students' understanding were related to the intermolecular nature of hydrogen bonds, the role of lone pairs of electrons in forming hydrogen bonds, and molecular interactions in 3D space. This study suggests that collaborative IVR could be a powerful way for students to visualise molecular interactions, examine their alternative conceptions, and build more coherent understanding. Implications for the design and implementation of IVR activities for science learning are discussed. © 2022 Royal Society of Chemistry. All rights reserved.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science learning and Their Relation to Science learning Self-efficacy and Behavior Patterns

引用

International Journal of Science and Mathematics Education 2024年第2期22卷 419-445页

作者： Lin, Xiao-Fan Wong, Seng Yue Zhou, Wei Shen, Weipeng Li, Wenyi Tsai, Chin-Chung School of Education Information Technology Office 214 GuangDong Engineering Technology Research Center of Smart Learning South China Normal University 55 Zhongshan Dadao Xi Guangzhou 510631 China Guangdong Provincial Institute of Elementary Education and Information Technology Guangzhou China Guangdong Provincial Philosophy and Social Sciences Key Laboratory of Artificial Intelligence and Smart Education Institute for Artificial Intelligence Education Guangzhou China Centre for Internship Training and Academic enrichment (CITrA) University of Malaya Kuala Lumpur Malaysia Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

research evidence indicated that a specific type of augmented reality–assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students’ cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning. After ensuring the validity and reliability of each measure, a latent profile analysis confirmed that 365 Chinese undergraduates carried diverse dimensions of cognitive load simultaneously. The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads. The multivariate analysis of variance findings revealed different levels of the six AR science learning self-efficacy dimensions across profiles. Low Engagement students displayed the lowest self-efficacy among all dimensions. Organized students recorded better conceptual understanding and higher-order cognitive skills than Dabbling ones. Students with the Immersive profile had the highest science learning self-efficacy. The lag sequential analysis results showed significant differences in behavior patterns among profiles. Among them, profiles with social interaction, test, and reviewing feedback behavior had a significantly higher score for self-efficacy than those patterns mainly based on test learning and resource visits. This finding provides a unified consideration of students’ diverse profiles and can inform interventions for effective design of AR-assisted science learning to match appropriate strategies to facilitate the science learning effect. © 2023, National Science and Technology Council, Taiwan.

关键词： Augmented reality Behavior Cognitive load Science learning Self-efficacy

来源：评论

学校读者我要写书评

暂无评论

Correlates between imagination types and abilities in designing works

引用

International Journal of Technology and Design Education 2023年第3期33卷 841-861页

作者： Tsai, Chi-Ruei Hong, Jon-Chao Tai, Kai-Hsin International Master Program in STEM Education National Pingtung University No. 1 Linsen Rd. Pingtung County Pingtung City900393 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University No. 162 Section 1 Heping East Road Taipei106308 Taiwan

A variety of studies have attempted to explain the dispositions of imagination;notably, imagination engages and develops an individual’s creativity. In the present study, we propose that three types of imagination dispositions (i.e., epistemic, sensory, and future imagination) serve as cognitive mechanisms for the ability to efficiently generate new ideas relevant to imagination with-making and imagination without-making. The correlates between imagination disposition and imagination with-making and imagination without-making were subjected to confirmatory factor analysis and structural equation modeling. The results showed that epistemic imagination was positively related to imagination with-making, but not to imagination without-making;future imagination was positively related to imagination without-making but was not related to imagination with-making;and sensory imagination was positively related to both imagination with-making and imagination without-making. Moreover, imagination without-making was positively related to imagination with-making. The results of this study offer a practical model for understanding imaginative disposition and ability, and provide a framework for future studies to explore imagination disposition and ability in various areas, such as craft creation. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Factor analysis

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：