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A new student performance analysing system 普通类
Knowledge discovery is a wide ranged process including data mining, which is used to find out meaningful and useful patterns in large amounts of data. In order to explore the factors having impact on the success of university students, knowledge discovery software, called MUSKUP, has been developed and tested on student data. In this system a decision tree classification is employed as a data mining technique. With this software system all the tasks involved in the knowledge discovery process are kept together. The advantage of this approach is to have access to all the functionalities of SQL server and Analysis Services through single software. The study was carried out on the data from university students. According to results of the study, the types of registration to the university and the income levels of the students’ family were found to be associated with student success.
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A study on e-learning take-up intention 普通类
This research aims to examine, from an innovation adoption perspective, Chinese students’ intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers’s relational model of perceived innovation attributes. Rogers’s model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.
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The implementation and evaluation 普通类
Recently, more and more researchers have been exploring uses of mobile technology that support new instructional strategies. Based on research findings related to peer and self assessment, this study developed a Mobile Assessment Participation System (MAPS) using Personal Digital Assistants (PDAs) as the platform. In addition, the study proposes an implementation model of the MAPS that should facilitate the effectiveness of self- and peer-assessment in classrooms. The researcher argues that teachers and students can benefit from MAPS in various regards including more flexible assessment arrangement, more efficient use of time, and more opportunities for student reflection on learning and assessment. Thirty-seven students taking teacher-education courses with the researcher participated in this study, and these students employed the MAPS to conduct two-round assessment activities that would help these students assess both their own and one another’s final projects. Both the students’ valid responses in a survey herein and scores obtained from the assessment activities confirmed the benefits of the MAPS and its implementation model. Yet, the students voiced such concerns as the objectivity of peer-assessment and the difficulty of providing constructive feedback, and the correlation analysis indicated a lack of consistency between teacher-grading and student-grading.
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Learning motivation in e-learning 普通类
Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system – Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, ‘individual attitude and expectation’, ‘clear direction’, and ‘reward and recognition’. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy.
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Variability in reading ability gains 普通类
This study examines the effects on early reading skills of three different methods of presenting material with computer-assisted instruction (CAI): (1) learner-controlled picture menu, which allows the student to choose activities, (2) linear sequencer, which progresses the students through lessons at a pre-specified pace, and (3) mastery-based adaptive sequencer, which progresses students through lessons based on whether or not the student has mastered the given skill. Preschool- and kindergarten-aged children (n = 183) were randomly assigned to one of the three CAI groups and spent 40 min a week, for 13 weeks, using the software program in a computer lab. An additional control group of students attending typical preschool or kindergarten received no CAI. ANCOVA results examining post-test reading ability sum score, covarying pre-test score, indicated that the mastery-based sequencer group significantly outperformed the learner-control and control groups, but was not statistically different from the linear sequence group. Analysis by task, rather than overall reading score, revealed significantly better performance for the linear sequence group over controls and picture menu group on the Initial Sound Fluency task, while the mastery-based sequencer group outperformed all three other groups on Non Word Fluency. In sum, these results suggest that the use of a sequencer is a very important element in presenting computerized reading content for young children.
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Agent based affective tutoring systems 普通类
Abstract An important trend in the development of Intelligent tutoring systems (ITSs) has been that providing the student with a more personalized and friendly environment for learning. Many researchers now feel strongly that the ITSs would significantly improve performance if they could adapt to the affective state of the learner. This idea has spawned the developing field of affective tutoring systems (ATSs): ATSs are ITSs that are able to adapt to the affective state of students. However, ATSs are not widely employed in the tutoring system market. In this paper, a survey was conducted to investigate the critical factors affecting learner’s satisfaction in ATSs based on an ATS developed by us. The results revealed that learner’s attitude toward affective computing, agent tutor’s expressiveness, emotion recognition accuracy, number of emotions recognized by agent tutor, pedagogical action and easy of the use of the system have significant influence on learner’s satisfaction. The results indicate institutions how to further strengthen the ATSs’ implementation.
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Implementation and performance evaluation 普通类
The balanced scorecard (BSC) is a multi-criteria evaluation concept that highlights the importance of performance measurement. However, although there is an abundance of literature on the BSC framework, there is a scarcity of literature regarding how the framework with dependence and interactive relationships should be properly implemented in uncertainty. This study proposes a hybrid approach: the analytic network process (ANP) is used to analyze the dependence aspects, the decision-making trial and evaluation laboratory (DEMATEL) is used to deal with the interactive criteria, and the fuzzy set theory is used to evaluate the uncertainty. The four BSC aspects and 22 criteria are evaluated for a private university of science and technology in Taiwan. The results show that student acquisition is the most influential and weighty criterion, and the annual growth in revenue is the most effective criterion. Managerial implications are also discussed, and concluding remarks are made.
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Learning in serious virtual worlds 普通类
The objective of this study is to present and to evaluate the E-Junior application: a serious virtual world (SVW) for teaching children natural science and ecology. E-Junior was designed according to pedagogical theories and curricular objectives to help children learn about the Mediterranean Sea and its environmental issues while playing. In this study, we present data about the E-Junior evaluation. A class in a serious virtual world (virtual group) was compared with a traditional type of class (traditional group) that contained identical learning objectives and contents but lacked a gaming aspect. Data collection consisted of quantitative and qualitative measures on a sample of 48 children. With regards to learning effectiveness, the results showed that the serious virtual world does not present statistically significant differences with the traditional type of class. However, students from the virtual group reported enjoying the class more, being more engaged, and having greater intentions to participate than students from the traditional group. The plausible explanation for this can be found in the qualitative data. The implications of these results and improvement proposals are also discussed in this work.
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Mining concept maps from news stories 普通类
Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from 2 years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.
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A study of student satisfaction 普通类
This study proposes a research model that examines the determinants of student learning satisfaction in a blended e-learning system (BELS) environment, based on social cognitive theory. The research model is tested using a questionnaire survey of 212 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings indicate that computer self-efficacy, performance expectations, system functionality, content feature, interaction, and learning climate are the primary determinants of student learning satisfaction with BELS. The results also show that learning climate and performance expectations significantly affect learning satisfaction. Computer self-efficacy, system functionality, content feature and interaction significantly affect performance expectations. Interaction has a significant effect on learning climate. The findings provide insight into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.