巧用PowerPoint触发器设计交互性测试题

交互式测试题是优秀多媒体课件中不可或缺的部分,其灵活性、交互性能使课程教学更加丰富生动,有效提高学生的学习兴趣。本文通过实例讲解的方法,介绍使用PowerPoint触发器制作各种类型的交互式测试题。     

基于JavaScript的网络交互式测试题实现方法研究

互联网在不断地飞速发展,它在教学中的使用频率也越来越高,为了解决普通文本式测试题的不方便,本文从多种题型的测试题入手研究了一种基于JavaScript的网络交互式测试题,为教师的教学和学生的学习提供了更大的方便。     

基于PowerPoint VBA的测试题制作

PowerPoint附带的VBA可以制作交互式课件,该文通过单选题、多选择题、填空题等测试题的制作方法和步骤,介绍了增强PowerPoint交互性的方法。     

企业测试题研究及其对编程教育的启示

编程能力测试是企业衡量人才水平的重要手段,编程测试题也在一定程度上代表了企业的人才需求。对测题进行了研究,分析了测试题的基本特征和现有编程教育的不足之处,并提出要加强对测试题的研究,以此来指导编程教育改革,使得学校培养的人才更符合社会的需求。     

在PowerPoint课件中用VBA实现在线测试

在课件中加入测试题,可使学生在学习后通过测试来了解自己对所学知识的掌握情况,提高教学效果。本文介绍在PowerPoint中利用VBA加入测试题的方法。     

在PowerPoint课件中用VBA实现在线测试

在课件中加入测试题,可使学生在学习后通过测试来了解自己对所学知识的掌握情况,提高教学效果.本文介绍在PowerPoint中利用VBA加入测试题的方法.     

交互式问答的关系结构体系及标注

交互式问答是一种对话式的、连续的、前后关联的信息交互形式,交互式问答的关系结构直接体现了交互式场景在不同语言层面上的上下文关联。该文归纳分析了交互式问答中的对话行为和语句关系,在此基础上提出了对应的关系结构体系;为了验证类别体系的合理性,对真实环境中的交互式问答语料进行了对话行为标注和上下文语句关系标注;并针对交互式问答的关系结构,采用隐马尔可夫模型总结分析了交互式问答中对话行为的变化规律,统计分析了交互式问答的语句关系结构特点。     

基于JSP技术的网上练习及测试系统

将与教学内容有关的练习及测试题供远程学习者进行交互练习和测试，并对结果进行即时评判，是网上教学系统必备的功能，本文研究利用JSP技术开发网上教学系统的交互性练习及测试功能，给出了实现方法，讨论了与后台练习及测试题数据库连接的技术。     

元旦佳节，大家齐欢乐

元旦佳节到了。组委会准备来点开心智力测试题给大家助兴。可是用什么方式来出这个测试题目呢?难道如今信息社会还要让主持人喊破喉咙读题吗?左思右想，还是办公室的小王聪明，借助办公软件Office的组件PowerPoint XP，制作出了非常漂亮大方的测试题。     

在多媒体CAI教学软件中试题库的设计初步

在多媒体计算机辅助教学软件的设计中，一般都要附带有一定的练习题、测试题，但是这些练习题、测试题中，有一些是内容相关的，即这些是针对同一教学内容的，不应在同一次测试中出现，如何能够避免这一点，本文介绍了用Ａｕｔｈｏｒｗａｒｅ实现这个功能的方法。     

A two-slope achievement scalarizing function for interactive multiobjective optimization

The use of achievement (scalarizing) functions in interactive multiobjective optimization methods is very popular, as indicated by the large number of algorithmic and applied scientific papers that use this approach. Key parameters in this approach are the reference point, which expresses desirable objective function values for the decision maker, and weights. The role of the weights can range from purely normalizing to fully preferential parameters that indicate the relative importance given by the decision maker to the achievement of each reference value. Technically, the influence of the weights in the solution generated by the achievement scalarizing function is different, depending on whether the reference point is achievable or not. Besides, from a psychological point of view, decision makers also react in a different way, depending on the achievability of the reference point. For this reason, in this work, we introduce the formulation of a new achievement scalarizing function with two different weight vectors, one for achievable reference points, and the other one for unachievable reference points. The new achievement scalarizing function is designed so that an appropriate weight vector is used in each case, without having to carry out any a priori achievability test. It allows us to reflect the decision maker's preferences in a better way as a part of an interactive solution method, and this can cause a quicker convergence of the method. The computational efficiency of this new formulation is shown in several test examples using different reference points.     

The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment

This study explored the influence of achievement goals and perceptions of help-seeking on a learner’s actual use of help in an interactive learning environment. After being shown a web site on statistics, 49 psychology students answered a questionnaire on achievement goals and their perceptions of help-seeking. They were then asked to solve statistics problems in an interactive learning environment. In this environment, they were allowed to use instrumental and executive help. The results showed that high mastery goals were related to a high perception of a threat to the learner’s autonomy but not to the use of help. Performance goals were positively related to a perception of threat of not being considered competent and negatively related to the use of help and especially instrumental help. The implications of these results for future research on the help-seeking process in an interactive learning environment are discussed particularly in relation to the Technology Acceptance Model of the use of help.     

Analyzing academic achievement of junior high school students by an improved rough set model

Rough set theory (RST) is an emerging technique used to deal with problems in data mining and knowledge acquisition. However, the RST approach has not been widely explored in the field of academic achievement. This investigation developed an improved RST (IMRST) model, which employs linear discriminant analysis to determine a reduct of RST, and analyzed the academic achievements of junior high school students in Taiwan. An interactive interface was created so that students could answer questions to predict their academic achievement and they could learn essential skills for improving their academic achievement. Empirical results showed that the IMRST model selects crucial information from data without predetermining factors and can provide accurate rates for inference rules. Hence, the developed IMRST model is a promising alternative for analyzing academic achievement data.     

Could a laptop computer plus the liquid crystal display projector amount to improved multimedia geoscience instruction?

In this study, a multimedia computer‐aided tutorial (MCAT) on the topic of debris‐flow hazards was developed for senior high‐school students in Taiwan. The format of the new course is a blend of whole‐class presentations, interactive discussions among the teacher and students, and classroom activities using the MCAT software. The whole‐class presentation was presented using both a laptop computer and a high‐resolution liquid crystal display projector to display the MCAT contents on a large white screen in front of a whole class. Besides, class discussions between the teacher and the students and among students were also embedded in the teaching format. Students' earth science learning outcomes were evaluated by administering an achievement test and a survey of attitudes towards the earth science subject before and after the course. The results indicated that MCAT accompanied by the current ‘interactive whole‐class teaching’ form could significantly help the students' grasp of earth science concepts and greatly improve their attitudes towards earth science.     

The impact of animation interactivity on novices’ learning of introductory statistics

This study examined the impact of animation interactivity on novices’ learning of introductory statistics. The interactive animation program used in this study was created with Adobe Flash following Mayer’s multimedia design principles as well as Kristof and Satran’s interactivity theory. This study was guided by three main questions: 1) Is there any difference in achievement improvement among students who use different interactive levels of an animation program? 2) Is there any difference in confidence improvement among students who use different interactive levels of an animation program? 3) Is there any difference in program perception among students who use different interactive levels of an animation program?     

基于方案达成度和综合度的交互式多属性决策法

定义了方案达成度和方案综合度，对于属性权重信息不能完全确知且对方案有偏好的多属性决策问题，提出一种基于方案达成度和综合度的交互式决策方法，该方法既能充分利用已知的客观信息，又有最大限度地发挥决策的主观能动性，并通过对方案达成度和综合度的给定和修正来实现人机交互决策，应用实例说明了该方法的有效性和实用性。     

基于Web 2.0的企业社会计算

随着Internet技术的发展,Web 2.0已经改变了目前的互联网格局,其交互式的特点对传统的企业业务提出了新的挑战,Web 2.0环境下的企业社会化发展越来越受到业界的关注.在分析企业现有业务的基础之上,提出实现基于Web 2.0的企业社会计算的关键技术及其主要模块构造,用SOA框架实现Web 2.0服务和传统企业业务流程的交互融合,最后给出了实现框架并结合企业的典型业务流程进行说明.     

Effectiveness of computer-based education in elementary schools

A meta-analysis of 32 comparative studies showed that computer-based education has generally had positive effects on the achievement of elementary school pupils. These effects have been different, however, for programs of off-line computer-managed instruction (CMI) and for interactive computer-assisted instruction (CAI). The average effect in 28 studies of CAI programs was an increase in pupil achievement scores of 0.47 standard deviations, or from the 50th to the 68th percentile. The average effect in four studies of CMI programs, however, was an increase in scores of only 0.07 standard deviations. Study features were not significantly related to study outcomes.     

Effects of the application of graphing calculator on students’ probability achievement

A Graphing Calculator (GC) is one of the most portable and affordable technology in mathematics education. It quickens the mechanical procedure in solving mathematical problems and creates a highly interactive learning environment, which makes learning a seemingly difficult subject, easy. Since research on the use of GCs for the teaching and learning of probability in institutions of higher learning appears to be limited, a study was conducted to examine the effects of the use of GCs on students’ performance in probability. The study involved 65 pre-university students in a private institution of higher learning in Malaysia. Hypothesis testing showed that there is a significant difference in the mean score of the post achievement test between the experimental and control groups. Students in the experimental group displayed higher achievement than their peers in the control group in the Probability Achievement Test (PAT). Findings also showed that the use of GCs benefits students of all levels, that is, high, average and low mathematics achievers. Qualitative data provides a more lucid picture of how GCs aid in improving understanding and performance. Recommendations made will provide researchers, policy-makers and educators an alternative means of enhancing the quality of probability education.     

The influences of an interactive group-based videogame: Cognitive styles vs. prior ability

This study aims to investigate how cognitive styles and the levels of prior abilities influence frustration tolerance and learning achievement in an interactive group-based videogame named “Multiple-Choice Practice Island.” In the aspect of cognitive styles, differences between field dependent and field independent students were explored. The results show that field independent students make better learning achievement but field dependent students demonstrate higher frustration tolerance. Besides, the low-ability students significantly made more improvement than the high-ability students. The low-ability students also demonstrate higher frustration tolerance in this study. The findings can guide designers how to develop adaptive group-based videogames that match the needs of each individual.