A knowledge‐structure‐based adaptive dynamic assessment system for calculus learning

The purpose of this study was to investigate the effect of a calculus system that was designed using an adaptive dynamic assessment (DA) framework on performance in the “finding an area using an integral”. In this study, adaptive testing and dynamic assessment were combined to provide different test items depending on students’ abilities. Prompts were provided from among various options. Two hundred fifty‐seven freshmen from one public university in Taiwan participated in the study. The pre‐test was held within one week after the examinees learned how to find an area using an integral. Remedial instruction was completed within two weeks, and the students were administered the post‐ test. Two weeks after the administration of the post‐test, a delayed post‐test was administered to evaluate the students’ retention. When an examinee responded to an item correctly, he received a score. Otherwise, the student was given a prompt. In this study, five experimental groups were compared: three different DA groups, one self‐study group and one remedial group instruction. The results of the study revealed that the instructive effect of the adaptive dynamic assessment approach (the third DA group) was the best and that the proposed methods helped students improve their learning performance.     

The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior

This study was designed to examine the differential effects of three types of adult interaction with kindergarten children using computers on children's cognitive performance and style of response. The types of adult interaction considered were: (1) mediation: provision of mediation, including behaviors such as focusing, affecting, expanding, encouraging, and regulation of behavior; (2) accompaniment: responding to children's questions; and (3) no assistance: provision of minimal technical assistance. The study sample included 150 kindergarten children, age 5–6 years. Children who engaged in adult-mediated computer activity showed higher levels of performance on a series of cognitive measures and more reflective response styles as compared to the other children. Adults' mediating behaviors found most predictive of children's cognitive performance were expanding, encouraging and regulation of behavior. Findings led to the conclusion that integrating adult mediation in pre-school computer learning environments facilitates informed use of computer technologies and has positive effects on children's performance.     

Modeling complex marine ecosystems: an investigation of two teaching approaches with fifth graders

Abstract  This study investigated acquisition and transfer of the modeling ability of fifth graders in various domains. Teaching interventions concentrated on the topic of marine ecosystems either through a modeling-based approach or a worksheet-based approach. A quasi-experimental (pre–post comparison study) design was used. The control group ( n  = 17) received a traditional worksheet-based instruction about ecosystems, whereas the experimental group ( n  = 16) received an instruction which was based on Stagecast Creator, an object-oriented programming tool, and a set of modeling-based curriculum materials. Paper-and-pencil tests were used both before and after the study to evaluate students' development of specific modeling skills. The data analysis followed both qualitative and quantitative methods. The findings of the present study indicate that (i) the development of modeling ability was effectively enhanced through the modeling-based approach, since, after instruction, students were able to transfer those aspects to unfamiliar contexts; in contrast, the more traditional worksheet-based approach did not promote the development of the same aspects of the modeling skill; and (ii) Stagecast Creator enabled students to construct, test, revise and validate dynamic computer-based models of a marine ecosystem through building, testing and debugging complex rules, routines and programs for simulating multiple behaviours and processes of marine species.     

Parallel extremal optimization in processor load balancing for distributed applications

The paper concerns parallel methods for extremal optimization (EO) applied in processor load balancing in execution of distributed programs. In these methods EO algorithms detect an optimized strategy of tasks migration leading to reduction of program execution time. We use an improved EO algorithm with guided state changes (EO-GS) that provides parallel search for next solution state during solution improvement based on some knowledge of the problem. The search is based on two-step stochastic selection using two fitness functions which account for computation and communication assessment of migration targets. Based on the improved EO-GS approach we propose and evaluate several versions of the parallelization methods of EO algorithms in the context of processor load balancing. Some of them use the crossover operation known in genetic algorithms. The quality of the proposed algorithms is evaluated by experiments with simulated load balancing in execution of distributed programs represented as macro data flow graphs. Load balancing based on so parallelized improved EO provides better convergence of the algorithm, smaller number of task migrations to be done and reduced execution time of applications.     

Increasing social presence of social actors in e-learning environments: Effects of dynamic and static emoticons on children

The present research aimed to employ dynamic and static emotions as social cues in e-learning environments for computers to be able to convey social presence and increase children’s motivation with learning. To understand how children of different gender react to the two types of emoticon in e-learning environment, a math problem-solving practice program was designed to test their reactions. The program features two treatments, dynamic emoticons and static emoticons. A 2 × 2 (emoticon style × gender) between-subjects factorial design was adopted for this study. One hundred seventy-three sixth graders participated in this study. Data were collected via questionnaire regarding the perceived social presence and children’s intrinsic motivation, and then analyzed by means of two-way ANOVA. The results show that the children in dynamic-emoticon condition perceived a higher degree of social presence and reported greater intrinsic motivation than those in static-emoticon condition. The feelings of social presence created by the computer itself can mediate children’s intrinsic motivation. Besides, no gender differences in children’s attitudes toward computers were observed. It suggests that the use of dynamic emoticons as social cues incorporating in e-learning environments can enable children to perceive computers on social dimension and lead to increase their motivation with learning.     

On the correlation between children's performances on electronic board tasks and nonverbal intelligence test measures

In this study it was investigated whether a tangible electronic console (TagTiles) can be used in principle to address a range of cognitive skills by examining the underlying basic psychometric properties of TagTiles tasks. This is a precursor to an intervention study on the impact of TagTiles on cognitive development or an instrument development study. The tasks implemented on the console consisted of abstract visual patterns, which were intended to target perception, spatial knowledge representation, eye-hand coordination, reasoning and problem solving. The results of a pilot study (N = 10, children aged 8–10) and an experiment (N = 32, children aged 8–10) are presented. Correlations between scores on TagTiles tasks on the one hand and a selection of WISC-III^NL performance subtests, Raven's progressive matrices and RAKIT's Memory Span on the other hand, were calculated. The results indicate that the TagTiles tasks cover similar skills as the applied WISC-III^NL subtests, demonstrated by the moderate to large correlations between performance scores on sets of TagTiles tasks and sets of WISC-III^NL tasks. The combined TagTiles task scores were also significantly correlated with the aggregated WISC-III^NL subtest scores. Significant correlations were found between the TagTiles tasks and the Raven test scores, though for the RAKIT Memory Span no significant correlation with TagTiles tasks was found. After further refinement and validation, in particular with a larger sample size, the tasks can be applied to provide an indication of children's skill levels, offering the benefits of a self motivating testing method to children, and avoiding inconsistencies in administration. As such, the tasks may become an effective tool for the training and assessment of nonverbal skills for children.     

Extremal Optimization applied to load balancing in execution of distributed programs

The paper describes methods for using Extremal Optimization (EO) for processor load balancing during execution of distributed applications. A load balancing algorithm for clusters of multicore processors is presented and discussed. In this algorithm the EO approach is used to periodically detect the best tasks as candidates for migration and for a guided selection of the best computing nodes to receive the migrating tasks. To decrease the complexity of selection for migration, the embedded EO algorithm assumes a two-step stochastic selection during the solution improvement based on two separate fitness functions. The functions are based on specific models which estimate relations between the programs and the executive hardware. The proposed load balancing algorithm is assessed by experiments with simulated load balancing of distributed program graphs. The algorithm is compared against a greedy fully deterministic approach, a genetic algorithm and an EO-based algorithm with random placement of migrated tasks.     

Effects of computerized mediation of analogical thinking in kindergartens

Abstract  The current study describes an attempt to improve children's analogical thinking through the use of a 'humanized' computer program. This program was experimentally designed to incorporate several basic features of what has been defined theoretically and empirically as basic criteria of human mediation to children. The objective of the study was to examine the possibility of improving the educational benefits of using computers in early childhood education. More specifically, it was hypothesized that by introducing into a computer program basic features of human mediation, it would be possible to raise children's educational gains to the level of the gain achieved when they work with an adult mediator. Subjects were 120 Israeli-born kindergarten children between 4.5 and 6 years old. Despite no differences in test scores between the two experimental groups a higher frequency of 'stopping to think' (in contrast to trial and error responses) was found in the experimental group working with an adult as compared to the experimental group working independently.     

Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics

This research adopts the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applies it to the remedial teaching of junior high school mathematics. The theoretical basis of the development of GPAM-WATA is the idea of ‘graduated prompt approach’ proposed by Campione and Brown, 1985, Campione and Brown, 1987. In GPAM-WATA, when examinees fail to answer items correctly, they obtain instructional prompts (IPs) in a graduated way. This research developed the contents of IPs based on the mathematical problem-solving theory of Mayer (1992, pp. 458–460). A quasi-experimental design was adopted. Ninety-six junior high school seventh graders from three different classes participated in this research. The three classes were randomly divided into the GPAM-WATA group (n = 31), the N-WBT group (n = 31) and the PPT group (n = 34). All students received traditional mathematics instruction from the same teacher. After traditional mathematics instruction, all students took the pre-test of the summative assessment. The students in the three different groups then respectively received remedial teaching in the form of GPAM-WATA, normal Web-based test (N-WBT), and paper-and-pencil test (PPT). After the remedial teaching, all students took the post-test of the summative assessment. The results indicate that compared with other groups, performing remedial teaching using GPAM-WATA has significantly better effectiveness. Moreover, it is found that the IPs in GPAM-WATA are effective in remedial teaching for not only those students most lacking in different types of mathematical problem-solving knowledge but also all the other students.     

The effects of scaffolded computerized science problem-solving on achievement outcomes: a comparative study of support programs

Abstract   This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subject-matter and enrichment) and used in different configurations to construct four unique cognitive and meta-cognitive support programs based on human teaching. These ranged from low (Enrichment) to full support (Integrated). We compared the scaffolded groups with one another and with a non-scaffolded control group. A 'mathematics and reading comprehension' questionnaire was used to divide the participants ( n  = 473) into ability levels. At different points of time, achievement outcomes were measured by three open-ended subject-matter questionnaires, tapping knowledge and understanding. The findings indicate differential effects of the support programs mostly in the following order: Integrated > Strategic > Operative >  Enrichment > Control. The structural component seems to be a sine qua non for success and has a consistent and powerful influence. The combination of reflection and structural components, however, are needed for superior achievement. Both reflection and subject-matter components work cumulatively over time.     

Cognitive outcomes from the Game-Design and Learning (GDL) after-school program

The Game-Design and Learning (GDL) initiative engages middle school students in the process of game-design in a variety of in-school, after-school, and summer camp settings. The goal of the GDL initiative is to leverage students' interests in games and design to foster their problem-solving and critical reasoning skills. The present study examines the effectiveness of an after-school version of the GDL program using a quasi-experimental design. Students enrolled in the GDL program were guided in the process of designing games aimed at solving problems. Compared to students in a control group who did not attend the program (n = 24), the children who attended the GDL program (n = 20) showed a significant increase in their problem-solving skills. The results provide empirical support for the hypothesis that participation in the GDL program leads to measurable cognitive changes in children's problem-solving skills. This study bears important implications for educators and theory.     

Modeling computer interest in older adults: the role of age, education, computer knowledge, and computer anxiety

We proposed a mediation model to examine the effects of age, education, computer knowledge, and computer anxiety on computer interest in older adults. We hypothesized that computer knowledge and computer anxiety would fully mediate the effects of age and education on computer interest. A sample of 330 older adults from local senior-citizen apartment buildings completed a survey that included an assessment of the constructs included in the model. Using structural equation modeling, we found that the results supported the hypothesized mediation model. In particular, the effect of computer knowledge operated on computer interest through computer anxiety. The effect of age was not fully mitigated by the other model variables, indicating the need for future research that identifies and models other correlates of age and computer interest. The most immediate application of this research is the finding that a simple 3-item instrument can be used to assess computer interest in older populations. This will help professionals plan and implement computer services in public-access settings for older adults. An additional application of this research is the information it provides for training program designers.     

An evaluation of EU legislation concerning risk assessment and preventive measures in occupational safety and health

The European Council Directive 89/391/EC of 12 June 1989 is concerned with the introduction of measures to encourage improvements in the occupational safety and health. For example, it deals with risk assessment and preventive measures. The Finnish legislation enacts the risk assessment and prevention measures in a similar way as the EU Directive 89/391/EC. The aim of this study was to examine: 1) the implementation of risk assessment process as a part of OSH management, and 2) the effectiveness of the OSH legislation concerned with risk assessment. The quantitative method involved an online questionnaire. The respondents were employers (N = 1478), workers (N = 1416) and occupational care (OHC) professionals’ units (N = 469). Three quarters of the employer respondents and two thirds of the workers and OHC service providers felt that the EU legislative provisions have promoted the engagement of the management. According to the study, improvement is needed in ensuring the cooperation between employers and workers. The combined variables of Risk Assessment Process revealed positive impacts both on Cooperation and Management Measures and on the Concrete Preventive Measures among the employers and the workers. The combined variables of Use of Documents of Risk Assessments highlighted positive impacts on both the Exploiting of Results of Risk Assessments in Planning and Management and on the Exploiting of Results of Risk Assessment in Cooperation and Technology.     

The effects of metacognition and email interactions on learning graphing

Abstract  The purpose of this study was twofold: First, to investigate the effects of metacognition and email interaction between teacher-student on learning to interpret and construct graphs. Second, to describe the email interaction on three levels of interaction: tutorial, metacognitive and life. Participants were 50 ninth-grade students (boys and girls) who studied graphs in two classes. One class ( n  = 25) was exposed to EXCEL software embedded within email interaction (EMAIL) and the other class ( n  = 25) was exposed to EXCEL software embedded within email interaction and metacognitive instruction (EMAIL + META). Results indicated that the EMAIL + META students significantly outperformed the EMAIL students on graph interpretation and graph construction. In particular the effects were observed on students' ability to explain mathematical reasoning and on reducing misconceptions regarding graphs. Furthermore, qualitative analysis of the EMAIL messages indicated that the EMAIL + META students frequently used different levels of interaction in their email interactions than the EMAIL students.     

Micromachining process simulation using a continuous cellularautomata method

In this paper, we present results on the development of an anisotropic crystalline etching simulation (AGES) program based on a continuous cellular automata (CA) model. The program provides improved spatial resolution and accuracy compared with the conventional and stochastic CA methods. Implementation of a three-dimensional (3-D) dynamic CA technique provides increased simulation speed and reduced memory requirement. The first AGES software based on common personal computer platforms has been realized for simulation of micromachining processes and visualizing results in 3-D space. The software is uniquely capable of simulating the resultant profile following a series of micromachining steps, including surface passivation, reactive ion etching, as well as wet chemical bulk etching. A novel method for accurately obtaining the etch-rate diagram of anisotropic etching using both experimental and numerical techniques has been developed     

Paper-and-pencil versus computer-administered MMPIs: A comparison of patient's attitudes

Attitudinal variables contributing to patients' perceptions of computer-administered MMPIs were examined in a heterogeneous clinical sample. One hundred and eighty-five subjects were randomly assigned to computer or paper-and-pencil administration conditions in which they received both the MMPI and an attitude survey. In general, the computer administered MMPI was perceived as more interesting and less anxiety-provoking than the paper-and-pencil MMPI. Subjects in the computer group felt more positively toward the examiner administering test instructions and felt that the test went more quickly. Subjects in the computer and paper-and-pencil groups did not differ regarding their concerns about privacy and the disposition of test results. Results suggest that cyberphobia does not characterize the general clinical population and that patients' attitudinal and affective responses to computerized versions of the MMPI may enhance the utility of this assessment procedure.     

A hybrid memory-based dragonfly algorithm with differential evolution for engineering application

The dragonfly algorithm (DA) is a swarm-based stochastic algorithm which possesses static and dynamic behavior of swarm and is gaining meaningful popularity due to its low computational cost and fast convergence in solving complex optimization problems. However, it lacks internal memory and is thereby not able to keep track of its best solutions in previous generations. Furthermore, the solution also lacks in diversity and thereby has a propensity of getting trapped in the local optimal solution. In this paper, an iterative-level hybridization of dragonfly algorithm (DA) with differential evolution (DE) is proposed and named as hybrid memory-based dragonfly algorithm with differential evolution (DADE). The reason behind selecting DE is for its computational ability, fast convergence and capability in exploring the solution space through the use of crossover and mutation techniques. Unlike DA, in DADE the best solution in a particular iteration is stored in memory and proceeded with DE which enhances population diversity with improved mutation and accordingly increases the probability of reaching global optima efficiently. The efficiency of the proposed algorithm is measured based on its response to standard set of 74 benchmark functions including 23 standard mathematical benchmark functions, 6 composite benchmark function of CEC2005, 15 benchmark functions of CEC2015 and 30 benchmark function of CEC2017. The DADE algorithm is applied to engineering design problems such as welded beam deign, pressure vessel design, and tension/compression spring design. The algorithm is also applied to the emerging problem of secondary user throughput maximization in an energy-harvesting cognitive radio network. A comparative performance analysis between DADE and other most popular state-of-the-art optimization algorithms is carried out and significance of the results is deliberated. The result demonstrates significant improvement and prominent advantages of DADE compared to conventional DE, PSO and DA in terms of various performance measuring parameters. The results of the DADE algorithm applied on some important engineering design problems are encouraging and validate its appropriateness in the context of solving interesting practical engineering challenges. Lastly, the statistical analysis of the algorithm is also performed and is compared with other powerful optimization algorithms to establish its superiority.

     

Audience and feedback effects in computer learning

Social factors are often ignored in studies evaluating the effectiveness of instruction provided by computer. Subjects (N = 288) learned a discrimination task with feedback presented by the computer or the examiner. Examiner presence and type of feedback were also manipulated. Main effects of feedback source, examiner presence, and type of feedback were significant; subjects learned better with computer feedback, absent an examiner, and negative feedback. The interaction between feedback source and examiner presence suggests that while both presence and evaluation interfere with performance, evaluation was the critical factor. State Anxiety was also measured, but did not vary as a function of treatment. The findings are congruent with social facilitation theory, but suggest that cognitive interference rather than emotional arousal as the critical element.     

The attention-guiding effect and cognitive load in the comprehension of animations

To be effective, instructional animations should avoid causing high extraneous cognitive load imposed by the high attentional requirements of selecting and processing relevant elements. In accordance with the attention-guiding principle (Bétrancourt, 2005), a study was carried out concerning the impact of cueing on cognitive load and comprehension of animations which depicted a dynamic process in a neurobiology domain. Cueing consisted of zooming in important information at each step of the process. Thirty-six undergraduate psychology students were exposed to an animation three times. Half of the participants received an animation without cueing while the other half received the same animation with cueing. Measures of cognitive load and comprehension performance (questions on isolated elements and on high-element interactivity material) were administered twice, after one and three exposures to the animation. The analyses revealed two main results. First, extraneous cognitive load was reduced by cueing after three exposures. Second, retention of the isolated elements was improved in both animation groups, whereas comprehension of high-element interactive material (i.e., the causal relations between elements) increased only in the cueing condition. Furthermore, a problem solving task showed that cueing supported the development of a more elaborate mental model.     

Computerized dynamic testing of children's potential for reasoning by analogy: The role of executive functioning

This study aimed to investigate children's potential for reasoning by analogy utilizing a newly-developed computerized dynamic test, and the potential differential influence of executive functions (cognitive flexibility, attention, and planning) on static and dynamic measures of analogical reasoning. Participants included 64 children (mean age = 7.55). The study employed a two-session experimental test-training-test design. Based on randomized blocking, half of the children received a graduated prompts training between pre-test and post-test, and the other half did not. Trained children improved more than control children in both their accuracy scores and number of accurately applied transformations from pre-test to post-test. It was further found that cognitive flexibility, attention and planning, is associated with successful solving of analogies. Training children in analogical reasoning seemed to reduce the effect of executive functions. It was also found that that children who were more cognitively flexible needed more prompts during the training.