Search results for: non-formal learning contexts

Authors: Abraham Ampong

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BACKGROUND AND SIGNIFICANCE OF THE STUDY: The development of information technology and its influence today is inevitable in the world of education. The development of information technology and communication (ICT) has an impact on the use of teaching aids such as computers and the Internet, for example, E-learning. E-learning is a learning process attained through electronic means. But learning is not merely technology because learning is essentially more about the process of interaction between teacher, student, and source study. The main purpose of the study is to investigate learners’ online learning experiences in a blended learning approach, evaluate how learners’ experience of an online learning environment affects the blended learning approach and examine the future of online learning in a blended learning environment. Blended learning pedagogies have been recognized as a path to improve teacher’s instructional strategies for teaching using technology. Blended learning is perceived to have many advantages for teachers and students, including any-time learning, anywhere access, self-paced learning, inquiry-led learning and collaborative learning; this helps institutions to create desired instructional skills such as critical thinking in the process of learning. Blended learning as an approach to learning has gained momentum because of its widespread integration into educational organizations. METHODOLOGY: Based on the research objectives and questions of the study, the study will make use of the qualitative research approach. The rationale behind the selection of this research approach is that participants are able to make sense of their situations and appreciate their construction of knowledge and understanding because the methods focus on how people understand and interpret their experiences. A case study research design is adopted to explore the situation under investigation. The target population for the study will consist of selected students from selected universities. A simple random sampling technique will be used to select the targeted population. The data collection instrument that will be adopted for this study will be questions that will serve as an interview guide. An interview guide is a set of questions that an interviewer asks when interviewing respondents. Responses from the in-depth interview will be transcribed into word and analyzed under themes. Ethical issues to be catered for in this study include the right to privacy, voluntary participation, and no harm to participants, and confidentiality. INDICATORS OF THE MAJOR FINDINGS: It is suitable for the study to find out that online learning encourages timely feedback from teachers or that online learning tools are okay to use without issues. Most of the communication with the teacher can be done through emails and text messages. It is again suitable for sampled respondents to prefer online learning because there are few or no distractions. Learners can have access to technology to do other activities to support their learning”. There are, again, enough and enhanced learning materials available online. CONCLUSION: Unlike the previous research works focusing on the strengths and weaknesses of blended learning, the present study aims at the respective roles of its two modalities, as well as their interdependencies.

Keywords: online learning, blended learning, technologies, teaching methods

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Authors: Seongjun Kim, Sanghoon Shim, Jinwooung Kim, Jaehwan Jung, Sung-Ah Kim

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As the development of information and communication technology, the convergence of machine learning of the ICT area and design is attempted. In this way, it is possible to grasp the correlation between various design elements, which was difficult to grasp, and to reflect this in the design result. In architecture, there is an attempt to predict the performance, which is difficult to grasp in the past, by finding the correlation among multiple factors mainly through machine learning. In architectural design area, some attempts to predict the performance affected by various factors have been tried. With machine learning, it is possible to quickly predict performance. The aim of this study is to propose a model that predicts performance according to the block arrangement of apartment housing through machine learning and the design alternative which satisfies the performance such as the daylight hours in the most similar form to the alternative proposed by the designer. Through this study, a designer can proceed with the design considering various design alternatives and accurate performances quickly from the early design stage.

Keywords: apartment housing, machine learning, multi-objective optimization, performance prediction

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Authors: Mari A. Virtanen, Elina Haavisto, Eeva Liikanen, Maria Kääriäinen

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Rapid technological development and digitalization has affected also on higher education. During last twenty years multiple of electronic and mobile learning (e-learning, m-learning) platforms have been developed and have become prevalent in many universities and in the all fields of education. Ubiquitous learning (u-learning) is not that widely known or used. Ubiquitous learning environments (ULE) are the new era of computer-assisted learning. They are based on ubiquitous technology and computing that fuses the learner seamlessly into learning process by using sensing technology as tags, badges or barcodes and smart devices like smartphones and tablets. ULE combines real-life learning situations into virtual aspects and can be flexible used in anytime and anyplace. The aim of this study was to assess the effects of ubiquitous 360 o learning environment on higher education students’ clinical histotechnology competence. A quasi-experimental study design was used. 57 students in biomedical laboratory science degree program was assigned voluntarily to experiment (n=29) and to control group (n=28). Experimental group studied via ubiquitous 360o learning environment and control group via traditional web-based learning environment (WLE) in a 8-week educational intervention. Ubiquitous 360o learning environment (ULE) combined authentic learning environment (histotechnology laboratory), digital environment (virtual laboratory), virtual microscope, multimedia learning content, interactive communication tools, electronic library and quick response barcodes placed into authentic laboratory. Web-based learning environment contained equal content and components with the exception of the use of mobile device, interactive communication tools and quick response barcodes. Competence of clinical histotechnology was assessed by using knowledge test and self-report developed for this study. Data was collected electronically before and after clinical histotechnology course and analysed by using descriptive statistics. Differences among groups were identified by using Wilcoxon test and differences between groups by using Mann-Whitney U-test. Statistically significant differences among groups were identified in both groups (p<0.001). Competence scores in post-test were higher in both groups, than in pre-test. Differences between groups were very small and not statistically significant. In this study the learning environment have developed based on 360o technology and successfully implemented into higher education context. And students’ competence increases when ubiquitous learning environment were used. In the future, ULE can be used as a learning management system for any learning situation in health sciences. More studies are needed to show differences between ULE and WLE.

Keywords: competence, higher education, histotechnology, ubiquitous learning, u-learning, 360o

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Authors: Genevieve Lim, Arthur Shelley, Dongcheol Heo

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Abstract—Mobile technologies can enhance the learning process as it enables social engagement around concepts beyond the classroom and the curriculum. Early results in this ongoing research is showing that when learning interventions are designed specifically to generate new insights, mobile devices support regulated learning and encourage learners to collaborate, socialize and co-create new knowledge. As students navigate across the space and time boundaries, the fundamental social nature of learning transforms into mobile computer supported collaborative learning (mCSCL). The metacognitive interaction in mCSCL via mobile applications reflects the regulation of learning among the students. These metacognitive experiences whether self-, co- or shared-regulated are significant to the learning outcomes. Despite some insightful empirical studies, there has not yet been significant research that investigates the actual practice and processes of the new knowledge co-creation. This leads to question as to whether mobile learning provides a new channel to leverage learning? Alternatively, does mobile interaction create new types of learning experiences and how do these experiences co-create new knowledge. The purpose of this research is to explore these questions and seek evidence to support one or the other. This paper addresses these questions from the students’ perspective to understand how students interact when constructing knowledge in mCSCL and how students’ self-regulated learning (SRL) strategies support the co-creation of new knowledge in mCSCL. A pilot study has been conducted among international undergraduates to understand students’ perspective of mobile learning and concurrently develops a definition in an appropriate context. Using classroom action research (CAR) with multiple case studies, this study is being carried out in a private university in Thailand to narrow the research gaps in mCSCL and SRL. The findings will allow teachers to see the importance of social interaction for meaningful student engagement and envisage learning outcomes from a knowledge management perspective and what role mobile devices can play in these. The findings will signify important indicators for academics to rethink what is to be learned and how it should be learned. Ultimately, the study will bring new light into the co-creation of new knowledge in a social interactive learning environment and challenges teachers to embrace the 21st century of learning with mobile technologies to deepen and extend learning opportunities.

Keywords: mobile computer supported collaborative learning, mobile instant messaging, mobile learning, new knowledge co-creation, self-regulated learning

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Authors: Deretha Bester

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This research employs a theoretical framework to investigate the interplay between factors that lead from predatory governance and predatory rule to military coups, utilizing the frustration-aggression theory as its guiding lens. It adopts a case-oriented approach and employs thematic analysis to examine the socio-economic, governance, and political environment that precipitated the August 2020 Malian military coup. Presenting seven key themes, it reveals how predatory rule and its manifestation in the Malian context was a critical factor in paving the way for the military coup. The study provides critical reflections into the historical, regional, and political dynamics reshaping Africa’s changing political landscape. It presents a conceptual model to comprehend how predatory governance fosters conditions favorable for military coups. Insights from the Malian case study offer valuable perspectives for analyzing events in comparable contexts. This understanding is crucial for grasping the precursors and impact of predatory rule and popular frustrations in contexts where military coups emerge.

Keywords: predatory rule, military coups, socio-political analysis, frustration-aggression theory, Mali

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Authors: Mohsin Javed

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School Education department is usually criticized for utilizing quite low or fewer academic days due to many reasons like extreme weather conditions, sudden holidays, summer vocations, pandemics and, terrorism etc. The purpose of the experimental study was to determine the efficacy of online cooperative learning (OCL) integrated in the rotation model of blended learning. The effects on academic achievement of students and students' attitude about OCL embedded learning were assessed. By using a posttest only control group design, sixty-two first-year students were randomly allocated to either the experimental (30) or control (32) group. The control group received face to face classes for six sessions per week, while the experimental group had three OCL and three formal sessions per week under rotation model. Students' perceptions of OCL were evaluated using a survey questionnaire. Data was analyzed by independent sample t test and one sample t test. According to findings, the intervention greatly improved the state of the dependent variables. The results demonstrate that OCL can be successfully implemented in formal education using a blended learning rotation approach. Higher secondary institutions are advised to use this model in situations like Covid 19, smog, unexpected holidays, instructor absence from class due to increased responsibilities, and summer vacations.

Keywords: blended learning, online cooperative learning, rotation model of blended learning, supplementing

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Authors: Nouha Khediri, Mohammed Ben Ammar, Monji Kherallah

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Recently, facial emotion recognition (FER) has become increasingly essential to understand the state of the human mind. Accurately classifying emotion from the face is a challenging task. In this paper, we present a facial emotion recognition approach named CV-FER, benefiting from deep learning, especially CNN and VGG16. First, the data is pre-processed with data cleaning and data rotation. Then, we augment the data and proceed to our FER model, which contains five convolutions layers and five pooling layers. Finally, a softmax classifier is used in the output layer to recognize emotions. Based on the above contents, this paper reviews the works of facial emotion recognition based on deep learning. Experiments show that our model outperforms the other methods using the same FER2013 database and yields a recognition rate of 92%. We also put forward some suggestions for future work.

Keywords: CNN, deep-learning, facial emotion recognition, machine learning

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Authors: Maria Nabakooza

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Efficient agricultural production is very significant in attaining food sufficiency and security in the world. Many methods are employed by the farmers while attending to their gardens, from manual to mechanized, with Farmers range from subsistence to commercial depending on the motive. This creates a lacuna in the modes of operation in this field as different farmers will take different approaches. This has led to many e-Learning courses being introduced to address this gap. Many e-learning systems use advanced network technologies like Web services, grid computing to promote learning at any time and any place. Many of the existing systems have not inculcated the applicability of the modules in them, the tools to be used and further access whether they are the right tools for the right job. A thorough investigation into the applicability of adaptive eLearning in the agricultural sector has not been taken into account; enabling the assumption that eLearning is the right tool for boosting productivity in this sector. This study comes in to provide an insight and thorough analysis as to whether adaptive eLearning is the right tool for boosting agricultural productivity. The Simulation will adopt a system dynamics modeling approach as a way of examining causality and effect relationship. This study will provide teachers with an insight into which tools they should adopt in designing, and provide students the opportunities to achieve an orderly learning experience through adaptive navigating e-learning services.

Keywords: agriculture, adaptive, e-learning, technology

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Authors: K. Z. Tang, K. Ameek, K. Kuang

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Rapid product development cycles and changing economic conditions compel businesses to find new ways to stay relevant and effective. One of the ways which many companies have adopted is to spur innovations within the various team-based units in the organization. It would be relevant and important to ensure our graduates are ready to excel in such evolving conditions within their professional eco-systems. However, it is not easy to understand the interplays of nurturing team innovation and improving students’ learning, in the context of engineering education. In this study, we seek to understand team innovation and explore ways to improve students’ performance and learning, via motivation and mentorship. Learning goals from a group of students are collected during a carefully designed two-week long summer programme to provide insights on the main themes, within the context of learning and working in a team.

Keywords: team innovation, mentorship, motivation, learning

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Authors: Yasith Nayana, Janani Manamperuma, Lalindi Amarasinghe, Sasanka Kodithuwakku

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Educational games are popular among current e-learning systems. The approach to education through interactive media is expected to motivate students and encourage participation and engagement. ‘Kalayathra’ is an adaptive, player centered e-learning 3D game. The game identifies the player’s personality and adapt the gaming environment according to the player’s preference. Our platform measures the student’s performance and support learning through player assessment. Player experience is a good measure of the level of fun and education presented to players. To assess the level of playability we introduce an educational playability model. ‘Kalayathra’ is developed according to the GCE O/L syllabus and teaching guide in Sri Lankan education system. The game is capable of guiding players into the environment and aid them in tasks and activities depending on how much the player requires help.

Keywords: e-learning, games, adaptive, personality, gamification, player experience

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Authors: Kamal Prasad Acharya

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The related literature suggests that teaching and learning science at the basic level community schools in Nepal is based on book recitation. Consequently, the achievement levels and the understanding of basic science concepts is much below the policy expectations. In this context, this study intended to gain perception in the implementation practices of school gardens ‘One Garden One School’ for science learning and to meet the target of sustainable development goals that connects community wisdom regarding school gardening activities (SGAs) for science learning. This Participatory Action Research (PAR) study was done at the action school located in Province 3, Chitwan of Federal Nepal, supported under the NORHED/Rupantaran project. The purpose of the study was to connect the community wisdom related to gardening activities as contextual scaffolds for science learning. For this, in-depth interviews and focus group discussions were applied to collect data which were analyzed using a thematic analysis. Basic level students, science teachers, and parents reported having wonderful experiences such as active and meaningful engagement in school gardening activities for science learning as well as science teachers’ motivation in activity-based science learning. Overall, teachers, students, and parents reported that the school gardening activities have been found to have had positive effects on students’ science learning as they develop basic scientific concepts by connecting community wisdom as a contextual scaffold. It is recommended that the establishment of a school garden is important for science learning in community schools throughout Nepal.

Keywords: contextual scaffold, community wisdom, science and health learning, school garden

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Authors: Dina Tareq Ismail, Alexandria A. Proff

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The United Arab Emirates (UAE) is a nation seeking to advance in all fields, particularly education. One area of focus for UAE 2021 agenda is to restructure UAE schools and universities by equipping them with highly developed technology. The agenda also advises educational institutions to prepare students with applicable and transferrable Information and Communication Technology (ICT) skills. Despite the emphasis on ICT and computer literacy skills, there exists limited empirical data on the use of M-Learning in the literature. This qualitative study explores the motivation of higher primary Arabic teachers in private schools toward implementing and integrating M-Learning apps in their classrooms. This research employs a phenomenological approach through the use of semistructured interviews with nine purposefully selected Arabic teachers. The data were analyzed using a content analysis via multiple stages of coding: open, axial, and thematic. Findings reveal three primary themes: (1) Arabic teachers with high levels of procedural knowledge in ICT are more motivated to implement M-Learning; (2) Arabic teachers' perceptions of self-efficacy influence their motivation toward implementation of M-Learning; (3) Arabic teachers implement M-Learning when they possess high utility and/or intrinsic value in these applications. These findings indicate a strong need for further training, equipping, and creating buy-in among Arabic teachers to enhance their ICT skills in implementing M-Learning. Further, given the limited availability of M-Learning apps designed for use in the Arabic language on the market, it is imperative that developers consider designing M-Learning tools that Arabic teachers, and Arabic-speaking students, can use and access more readily. This study contributes to closing the knowledge gap on teacher-motivation for implementing M-Learning in their classrooms in the UAE.

Keywords: ICT skills, m-learning, self-efficacy, teacher-motivation

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Authors: Diana Meeks

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The use of a virtual learning environment (VLE), via the Second Life Platform has been a positive experience to enhance critical thinking, for executive graduate nursing practicum students. Due to the interest of faculty and students, the opportunity to immerse students via a virtual learning environment to enhance critical thinking related to the nurse executive role was explored. The College of Nursing realized the potential to enhance critical thinking and incorporated the Second Life, virtual learning environment platform into their graduate nursing program within their executive practicum course. The results from students and faculty regarding this experience have been positive. Students state the VLE platform has enhanced their critical thinking and interaction with peers. To date, course refinement incorporating a Second Life, virtual learning environment for the nurse executive practicum students continues. As a result, a designated subject matter expert has been designated for this course. The development and incorporation of the VLE approach will be presented.

Keywords: nursing, virtual learning environment, critical thinking, VLE

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Authors: Alex Vakaloudis, Juan Manuel Escano-Gonzalez

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Setting up a system to broadcast live lectures on the web is a procedure which on the surface does not require any serious technical skills mainly due to the facilities provided by popular learning management systems and their plugins. Nevertheless, producing a system of outstanding quality is a multidisciplinary and by no means a straightforward task. This complicatedness may be responsible for the delivery of an overall poor experience to the learners, and it calls for a formal rating framework that takes into account the diverse aspects of an architecture for synchronous video e-learning systems. We discuss the specifications of such a framework which at its final stage employs fuzzy logic technique to transform from qualitative to quantitative results.

Keywords: synchronous video, fuzzy logic, rating framework, e-learning

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Authors: Yanqi Yang, Chongshan Liao, Cheuk Hin Ho, Susan Bridges

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Aim: To investigate student’s perceptions of using e-models in an inquiry-based curriculum. Approach: 52 second-year dental students completed a pre- and post-test questionnaire relating to their perceptions of e-models and their use in inquiry-based learning. The pre-test occurred prior to any learning with e-models. The follow-up survey was conducted after one year's experience of using e-models. Results: There was no significant difference between the two sets of questionnaires regarding student’s perceptions of the usefulness of e-models and their willingness to use e-models in future inquiry-based learning. Most of the students preferred using both plaster models and e-models in tandem. Conclusion: Students did not change their attitude towards e-models and most of them agreed or were neutral that e-models are useful in inquiry-based learning. Whilst recognizing the utility of 3D models for learning, student's preference for combining these with solid models has implications for the development of haptic sensibility in an operative discipline.

Keywords: e-models, inquiry-based curriculum, education, questionnaire

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Authors: Ibtissem Daoudi, Raoudha Chebil, Wided Lejouad Chaari

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Serious games constitute actually a recent and attractive way supposed to replace the classical boring courses. However, the choice of the adapted serious game to a specific learning environment remains a challenging task that makes teachers unwilling to adopt this concept. To fill this gap, we present, in this paper, a multi-agent-based simulator allowing to predict the impact of a serious game integration in a learning environment given several game and players characteristics. As results, the presented tool gives intensities of several emotional aspects characterizing learners reactions to the serious game adoption. The presented simulator is tested to predict the effect of basing a coding course on the serious game ”CodeCombat”. The obtained results are compared with feedbacks of using the same serious game in a real learning process.

Keywords: emotion, learning process, multi-agent simulation, serious games

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Authors: Roseline Unoma Chidobi

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The purpose of this study is to identify the extent of Information Communication Technology (ICT) application in record management and some factors militating against the utilization of e-learning in the universities in Enugu state. The study was a survey research the quantitative data were collected through a 30 – item questionnaire title extent of ICT Application in Record management and militating Factors in the utilization of e-learning (EIARMMFUE). This was administered on a population of 603 respondents made up of university academic staff and senior administrative staff. The data were analyzed using mean, standard deviation and t-test statistics on a modified 4 point rating scale. Findings of the study revealed among others that ICT are not adequately applied in the management of records in the Universities in Nigeria. Factors like wrong notion or superstitious believe hinder the effective utilization of e – learning approach. The study recommended that the use of ICT in record management should be enhanced in order to achieve effective school management. All the factors militating against the effective utilization of e-learning approach should be addressed for the maximum realization of teaching and learning.

Keywords: e-learning, information communication, teaching, technology, tertiary institution

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Authors: S. Goel

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In the current scenario, education should be realistic and nature-friendly. The earlier definition of education was restricted to the holistic development of the child which help them to increase their capacity and helps in social upliftment. But such definition gives a more individualistic aim of education. Due to that individualistic aim, we have become disconnected from nature. So, a school should be a place which provides students with an area to explore. They should get practical learning or learning from nature which is also propounded by Rousseau in the mid-eighteenth century. Integrating Sustainable development goals in the school curriculum will make it possible to connect the nature with the lives of the children in the classroom. Then, students will be more aware and sensitive towards their social and natural surroundings. The research attempts to examine the efficiency of project-based learning in mathematics to create awareness around sustainable development goals. The major finding of the research was that students are less aware of sustainable development goals, but when given time and an appropriate learning environment, students can be made aware of these goals. In this research, project-based learning was used to make students aware of sustainable development goals. Students were given pre test and post test which helped in analyzing their performance. After the intervention, post test result showed that mathematics projects can create an awareness of sustainable development goals.

Keywords: holistic development, natural learning, project based learning, sustainable development goals

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Authors: Rachelle M. Johnson, Jenna E. Finch

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Motivation, persistence, and learning disability status are all associated with academic performance, but to the author's knowledge, little research has been done on how these variables interact with one another and how that interaction looks different within children with and without learning disabilities. The present study's goal was to examine the role motivation and persistence play in the academic success of children with learning disabilities and how these variables interact. Measurements were made using surveys and direct cognitive assessments on each child. Analyses were run on student's scores in motivation, persistence, and ability to learn compared to other fifth grade students. In this study, learning ability was intended as a proxy for learning disabilities (LDs). This study included a nationally representative sample of over 8,000 fifth-grade children from across the United States. Multiple interactions were found among these variables of motivation, persistence, and motivation as they relate to academic achievement. The major finding of the study was the significant role motivation played in academic achievement. This study shows the importance of measuring the within-group. One key finding was that motivation was associated with academic success and was moderated by the other variables. The interaction results were different for math and reading outcomes, suggesting that reading and math success are different and should be addressed differently. This study shows the importance of measuring the within-group differences in levels of motivation to better understand the academic success of children with and without learning disabilities. This study's findings call for further investigation into motivation and the possible need for motivational intervention for students, especially those with learning disabilities

Keywords: academic achievement, learning disabilities, motivation, persistence

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Authors: Muhammad Yasir Babar, Ebrahim Panah

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Over the past 20 years, internet has seen continual advancement and with the advent of online technology, various types of web-based games have been developed. Games are frequently being used among different age groups from baby boomers to generation Z. Games are not only used for entertainment but also utilized as a learning approach transmitting education to a level that is more interesting and effective for students. One of the popular web-based education games is Kahoot with growing popularity and usage, which is being used in different fields of studies. However, little knowledge is available on university students’ perception of Kahoot environment and application for learning subjects. Hence, the objective of the current study is to investigate students’ perceptions of Kahoot application and environment as a learning tool. The study employed a survey approach by distributing Google Forms –created questionnaire, with high level of reliability index, to 62 students (11 males and 51 females). The findings show that students have positive attitudes towards Kahoot application and its environment for learning. Regarding Kahoot application, it was indicated that activities created using Kahoot are more interesting for students, Kahoot is useful for collaborative learning, and Kahoot enhances interest in learning lesson. In terms of Kahoot environment, it was found that using this application through mobile is easy for students, its design is simple and useful, Kahoot-created activities can easily be shared, and the application can easily be used on any platform. The findings of the study have implications for instructors, policymakers and curriculum developers.

Keywords: application, environment, Kahoot, learning tool

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Authors: Sanjiti Sharma, Carol Seger

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Pavlovian biases are crucial to the decision-making processes, however, if left unchecked can extend to maladaptive behavior such as Substance Use Disorders (SUDs), anxiety, and much more. This study explores the interaction between Pavlovian biases and goal-directed instrumental learning by examining how each adapts to task reversal. it hypothesized that Pavlovian biases would be slow to adjust after reversal due to their reliance on inflexible learning, whereas the more flexible goal-directed instrumental learning system would adapt more quickly. The experiment utilized a modified Go No-Go task with two phases: replication of existing findings and a task reversal paradigm. Results showed instrumental learning's flexibility, with participants adapting after reversal. However, Pavlovian biases led to decreased accuracy post-reversal, with slow adaptation, especially when conflicting with instrumental objectives. These findings emphasize the inflexible nature of Pavlovian biases and their role in decision-making and cognitive rigidity.

Keywords: pavlovian bias, goal-directed learning, cognitive flexibility, learning bias

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Authors: Roberto Cabezas H

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The current work shows the methodology developed to create narrative lighting spaces for the multimedia performance piece 'cluster: the vanished paradise.' This empirical research is focused on exploring unconventional roles for machines in subjective creative processes, by delving into the semantics of data and machine intelligence algorithms in hybrid technological, creative contexts to expand epistemic domains trough human-machine cooperation. The creative process in scenic and performing arts is guided mostly by intuition; from that idea, we developed an approach to embed collective intuition in computational creative systems, by joining the properties of Generative Adversarial Networks (GAN’s) and Fuzzy Clustering based on a semi-supervised data creation and analysis pipeline. The model makes use of GAN’s to learn from phenomenological data (data generated from experience with lighting scenography) and algorithmic design data (augmented data by procedural design methods), fuzzy logic clustering is then applied to artificially created data from GAN’s to define narrative transitions built on membership index; this process allowed for the creation of simple and complex spaces with expressive capabilities based on position and light intensity as the parameters to guide the narrative. Hybridization comes not only from the human-machine symbiosis but also on the integration of different techniques for the implementation of the aided design system. Machine intelligence tools as proposed in this work are well suited to redefine collaborative creation by learning to express and expand a conglomerate of ideas and a wide range of opinions for the creation of sensory experiences. We found in GAN’s and Fuzzy Logic an ideal tool to develop new computational models based on interaction, learning, emotion and imagination to expand the traditional algorithmic model of computation.

Keywords: fuzzy clustering, generative adversarial networks, human-machine cooperation, hybrid collective data, multimedia performance

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Authors: Jolanta Jonak, Sylvia Tolczyk

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Students demonstrate various learning preferences and learning styles that range from visual, auditory to kinesthetic preferences. These learning preferences are further impacted by individual cognitive make up that characterizes itself in linguistic strengths, logical- special, inter-or intra- personal, just to name a few. Students from culturally and linguistically diverse backgrounds (CLD) have an increased risk of being misunderstood by many school systems and even medical personnel. CLD students are influenced by many factors (like acculturation and experience) that may impact their achievements and functioning levels. CLD students who develop initial or basic interpersonal communication proficiency skills in the target language are even at a higher risk for being suspected of learning disability when they are underachieving academically. Research indicates that large numbers of students arenot provided the type of education and types of supports they need in order to be successful in an academicenvironment. Multiple research findings indicate that significant numbers of school staff self-reports that they do not feel adequately prepared to work with CLD students. It is extremely important for the school staff, especially school psychologists, who often are the first experts that are consulted, to be educated about overlapping symptoms and settle differences between learning difference and disability. It is equally important for medical personnel, mainly pediatricians, psychologists, and psychiatrists, to understand the subtle differences to avoid inaccurate opinions. Having the knowledge, school staff can avoid unnecessary referrals for special education evaluations and avoid inaccurate decisions about the presence of a disability. This presentation will illustrate distinctions based on research between learning differences and disabilities, how to recognize them, and how to assess for them.

Keywords: special education, learning disability, differentiation, differences

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Authors: Sara Moridpour

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Engineering students need to learn different software packages to meet the emerging industry needs. Face-to-face lectures provide an interactive environment for learning software packages. However, COVID changed expectations of face-to-face learning and teaching. It is essential to enhance the interaction among students and teachers in online and virtual learning and teaching of software packages. The proposed study introduces strategies for teaching engineering software packages in online and hybrid environments and evaluates students’ skills by an authentic assignment.

Keywords: teaching software packages, authentic assessment., engineering, undergraduate students

Procedia PDF Downloads 139

Authors: Bahloul Amel

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The present study debates students’ perceptions of the use of technology in learning English as a Foreign Language. Its aim is to explore and understand students’ preparation and presentation of Posters, PowerPoint and Animated Videos by drawing attention to visual and oral elements. The data is collected through observations and semi-structured interviews and analyzed through phenomenological data analysis steps. The themes emerged from the data, visual learning satisfaction in using information and communication technology, providing structure to oral presentation, learning from peers’ presentations, draw attention to using Posters, PowerPoint and Animated Videos as each supports visual learning and organization of thoughts in oral presentations.

Keywords: EFL, posters, PowerPoint presentations, Animated Videos, visual learning

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Authors: Yoon-Cheol Park

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This research focuses on examining the Chinese character-Korean language translation of the Vajrachedika-prajna-paramita sutra by a pragmatic approach. The background of this research is that there were no previous researches which looked into the Vajrachedika-prajna-paramita translation by pragmatic approach until now. Even though it is composed of conversational structures between Buddha and his disciple unlike other Buddhist sutras, most of its translation could find the traces to have pursued literal translation and still has now overlooked pragmatic elements in it. Accordingly, it is meaningful to examine the messages through speaker and hearer relation and between speaker intention and utterance meaning. Practically, the Vajrachedika-prajna-paramita sutra includes pragmatic elements, such as speech acts, presupposition, conversational implicature, the cooperative principle and politeness. First, speech acts in its sutra text show the translation to reveal obvious performance meanings of language to the target text. And presupposition in their dialogues is conveyed by paraphrasing or substituting abstruse language with easy expressions. Conversational implicature in utterances makes it possible to understand the meanings of holy words by relying on utterance contexts. In particular, relevance results in an increase of readability in the translation owing to previous utterance contexts. Finally, politeness in the target text is conveyed with natural stylistics through the honorific system of the Korean language. These elements mean that the pragmatic approach can function as a useful device in conveying holy words in a specific, practical and direct way depending on utterance contexts. Therefore, we expect that taking a pragmatic approach in translating the Vajrachedika-prajna-paramita sutra will provide a theoretical foundation for seeking better translation methods than the literal translations of the past. And it implies that the translation of Buddhist sutra needs to convey messages by translation methods which take into account the characteristic of sutra text like the Vajrachedika-prajna-paramita.

Keywords: buddhist sutra, Chinese character-Korean language translation, pragmatic approach, utterance context

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Authors: Muneer Abbad

Abstract:

This research explains the e-learning usage in a university in Jordan. Unified theory of acceptance and use of technology (UTAUT) model has been used as a base model to explain the usage. UTAUT is a model of individual acceptance that is compiled mainly from different models of technology acceptance. This research is the initial part from full explanations of the users' acceptance model that use Structural Equation Modelling (SEM) method to explain the users' acceptance of the e-learning systems based on UTAUT model. In this part data has been collected and prepared for further analysis. The main factors of UTAUT model has been tested as different factors using exploratory factor analysis (EFA). The second phase will be confirmatory factor analysis (CFA) and SEM to explain the users' acceptance of e-learning systems.

Keywords: e-learning, moodle, adoption, Unified Theory of Acceptance and Use of Technology (UTAUT)

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Authors: Zafar Iqbal

Abstract:

This study involved students of 6th semester enrolled in a Bachelor of Computer Science Program at university level. In this era of science and technology, e-learning can be helpful for grassroots in providing them access to education tenant in less developed areas. It is a potential substitute of face-to-face teaching being used in different countries. The purpose of the study was to explore the views of students about e-learning (Facebook) as an instructional tool. By using purposive sampling technique an intact class of 30 students included both male and female were selected where e-learning was used as an instructional tool. The views of students were explored through qualitative approach by using focus group interviews. The approach was helpful to develop comprehensive understanding of students’ views towards e- learning. In addition, probing questions were also asked and recorded. Data was transcribed, generated nodes and then coded text against these nodes. For this purpose and further analysis, NVivo 10 software was used. Themes were generated and tangibly presented through cluster analysis. Findings were interesting and provide sufficient evidence that face book is a subsequent e-learning source for students of higher education. Students acknowledged it as best source of learning and it was aligned with their academic and social behavior. It was not time specific and therefore, feasible for students who work day time and can get on line access to the material when they got free time. There were some distracters (time wasters) reported by the students but can be minimized by little effort. In short, e-learning is need of the day and potential learning source for every individual who have access to internet living at any part of the globe.

Keywords: e-learning, facebook, instructional tool, higher education

Procedia PDF Downloads 374

Authors: Yafit Gabay

Abstract:

Attention deficit hyperactivity disorder (ADHD) has been associated with both suboptimal functioning in the striatum and prefrontal cortex. Such abnormalities may impede the acquisition of perceptual categories, which are important for fundamental abilities such as object recognition and speech perception. Indeed, prior research has supported this possibility, demonstrating that children with ADHD have similar visual category learning performance as their neurotypical peers but use suboptimal learning strategies. However, much less is known about category learning processes in the auditory domain or among adults with ADHD in which prefrontal functions are more mature compared to children. Here, we investigated auditory and visual perceptual category learning in adults with ADHD and neurotypical individuals. Specifically, we examined learning of rule-based categories – presumed to be optimally learned by a frontal cortex-mediated hypothesis testing – and information-integration categories – hypothesized to be optimally learned by a striatally-mediated reinforcement learning system. Consistent with striatal and prefrontal cortical impairments observed in ADHD, our results show that across sensory modalities, both rule-based and information-integration category learning is impaired in adults with ADHD. Computational modeling analyses revealed that individuals with ADHD were slower to shift to optimal strategies than neurotypicals, regardless of category type or modality. Taken together, these results suggest that both explicit, frontally mediated and implicit, striatally mediated category learning are impaired in ADHD. These results suggest impairments across multiple learning systems in young adults with ADHD that extend across sensory modalities and likely arise from domain-general mechanisms.

Keywords: ADHD, category learning, modality, computational modeling

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Authors: Sari Myréen

Abstract:

The aim of this study was to evaluate the role of multisensory elements in enhancing and facilitating foreign language acquisition among adult students in a language classroom. The use of multisensory elements enables the creation of a student-centered classroom, where the focus is on individual learner’s language learning process, perceptions and motivation. Multisensory language learning is a pedagogical approach where the language learner uses all the senses more effectively than in a traditional in-class environment. Language learning is facilitated due to multisensory stimuli which increase the number of cognitive connections in the learner and take into consideration different types of learners. A living lab called Multisensory Space creates a relaxed and receptive state in the learners through various multisensory stimuli, and thus promotes their natural foreign language acquisition. Qualitative and quantitative data were collected in two questionnaire inquiries among the Finnish students of a higher education institute at the end of their basic French courses in December 2014 and 2016. The inquiries discussed the effects of multisensory elements on the students’ motivation to study French as well as their learning outcomes. The results show that the French classes in the Multisensory Space provide the students with an encouraging and pleasant learning environment, which has a positive impact on their motivation to study the foreign language as well as their language learning outcomes.

Keywords: foreign language acquisition, pedagogical approach, multisensory learning, transcultural learning

Procedia PDF Downloads 385