Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities

The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this study found that those CAI studies did not show conclusive effectiveness with relatively large effect sizes. The methodological problems in the CAI studies limit an accurate validation of the CAI’s effectiveness. Implications for future mathematics CAI studies were discussed.     

The identification,implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities

Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, ‘Math Explorer’, which delivers addition and subtraction word problem-solving instruction for students with learning disabilities at the early elementary level, was designed and developed. Lastly, usability testing was conducted to assess whether Math Explorer was well-designed in terms of the interface for students with learning disabilities. Given the results of the usability testing, this study corroborated the fact that the critical user interface design features and guidelines in mathematics computer-assisted instruction programs would be essential for facilitating the mathematical learning of students with learning disabilities. Implications for practice and future research were discussed.     

The quality of evidence in tablet‐assisted interventions for students with disabilities

The purpose of this review is to weigh the evidence of the effectiveness of tablet‐assisted instructions (TAIs) at improving academic outcomes of students with disabilities. An extensive search process with inclusion and exclusion criteria yielded a total of 17 studies to be included in the present study: three group design studies and 14 single‐subject design studies. The quality indicators proposed by Gersten et al. ( 2005 ) and Horner et al. ( 2005 ) were applied to evaluate the methodological rigour of TAI studies and their feasibility to be considered evidence‐based. Results revealed that (a) most group design studies provided little information about the intervention agent and equivalence of groups across conditions, (b) the social validity of using tablets for students with disabilities was strongly established across all single‐subject design studies and (c) procedural fidelity in assessment and intervention implementation was inadequately addressed in group design studies. Although this review suggests that TAI used in single‐subject design studies can be a potentially evidence‐based practice for students with disabilities, there still remains to be established whether the group design studies can be considered evidence‐based, because of the lack of methodological rigour in group design studies. Finally, implications for future directions and practical ideas are discussed.     

Combining inverse blending and Jacobian‐based inverse kinematics to improve accuracy in human motion generation

We present in the paper a hybrid method for motion editing combining motion blending and Jacobian‐based inverse kinematics (IK). When the original constraints are changed, a blending‐based IK solver is first employed to find an adequate joint configuration coarsely. Using linear motion blending, this search corresponds to a gradient‐based minimization in the weight space. The found solution is then improved by a Jacobian‐based IK solver by further minimizing the distance between the end effectors and constraints. To accelerate the searching in the weight space, we introduce a weight map, which pre‐computes the good starting positions for the gradient‐based minimization. The advantages of our approach are threefold: first, more realistic motions can be generated by utilizing motion blending techniques, compared with pure Jacobian‐based IK. The blended results also increase the rate of convergence of the Jacobian‐based IK solver. Second, the Jacobian‐based IK solver modifies poses in the pose configuration space and the computational cost does not scale with the number of examples. Third, it is possible to extrapolate the given example motions with a Jacobian‐based IK solver, while it is generally difficult with pure blending‐based techniques. Copyright © 2014 John Wiley & Sons, Ltd.     

Computerized writing and reading instruction for students in grades 4–9 with specific learning disabilities affecting written language

Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence‐based impairments in specific learning disabilities (SLDs) in students in grades 4–9 with persisting SLDs despite prior extra help. Following comprehensive, evidence‐based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension and composition     

An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software

Many people with intellectual disabilities also have physical difficulties which prevent them from using standard computer control devices. Custom made alternative devices for those with special needs can be expensive and the low unit turnover makes the prospect unattractive to potential manufacturers. One solution is to explore the potential of devices used in contemporary gaming technology, such as the Nintendo Wii. The Wii Nunchuk has the potential to replace joystick functions with the advantages of not being surface bound and easier for some individuals to grasp. This study evaluated the feasibility of using the Nunchuk by comparing its performance as a switch with the participant’s usual switch. Twenty three volunteers aged between 17 and 21 with intellectual and physical disabilities completed a Single Switch Performance Test using the new device and their familiar device. For most functions of the switch, there was no significant difference between the participants’ performance using the Nunchuck and their familiar device. Additional analysis found that some participants’ performance did improve whilst using the Nunchuck, but this was not significantly related to physical or cognitive ability. Those whose performance was better with the Nunchuk were more likely to hold it in the conventional way than were those who had better performance with their familiar device. This merits it being offered as a possible alternative to currently available switches for those with physical difficulties affecting their grip.     

用Excel和PowerPoint组合做演讲比赛评分系统

本文探讨用Excel和Powerpoint组合做演讲比赛评分系统,不需要程序设计及太多的操作,可直接在大屏幕上动态、直观显示出评委打分情况、每名选手的得分和最后获奖名次,为演讲比赛提供了公开、公平、公正的平台。     

Combining accuracy and success-rate to improve the performance of eXtended Classifier System (XCS) for data-mining and control applications

The emergence of eXtended Classifier Systems (XCS) raised the bar for Learning Classifier Systems by incorporating the accuracies of the rules in the LCS's traditional reinforcement mechanism. However, neither XCS nor its extensions take into account the nature of a classifier's experience of attending the action set. We introduce an experience–evaluation mechanism that, once added to the traditional XCS, would assigns to each member of the action set a success rate indicating how effectively the classifier has contributed to the correct responding of the system to the environment's queries. Application of the augmented system (called SRXCS) to several benchmark problems shows that the proposed mechanism enhances XCS' classification capability and its rate of convergence at the same time. Application results indicate that SRXCS performs notably better on both pattern association and pattern recognition tasks. The applicability and efficiency of the proposed mechanism is further demonstrated through solving a fairly complex path planning problem for an autonomous mobile robot in a dynamic environment.     

Using Augmented Reality and Internet of Things to improve accessibility of people with motor disabilities in the context of Smart Cities

Smart Cities need to be designed to allow the inclusion of all kinds of citizens. For instance, motor disabled people like wheelchair users may have problems to interact with the city. Internet of Things (IoT) technologies provide the tools to include all citizens in the Smart City context. For example, wheelchair users may not be able to reach items placed beyond their arm’s length, limiting their independence in everyday activities like shopping, or visiting libraries. We have developed a system that enables wheelchair users to interact with items placed beyond their arm’s length, with the help of Augmented Reality (AR) and Radio Frequency Identification (RFID) technologies. Our proposed system is an interactive AR application that runs on different interfaces, allowing the user to digitally interact with the physical items on the shelf, thanks to an updated inventory provided by an RFID system. The resulting experience is close to being able to browse a shelf, clicking on it and obtaining information about the items it contains, allowing wheelchair users to shop independently, and providing autonomy in their everyday activities. Fourteen wheelchair users with different degrees of impairment have participated in the study and development of the system. The evaluation results show promising results towards more independence of wheelchair users, providing an opportunity for equality improvement.     

A synchronous distance discussion procedure with reinforcement mechanism: Designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals within a class period

Distance education courses must cope with the difficulties imposed by delivering a class at a distance. As most courses only emphasize the cognitive aspects of the class and neglect the course’s effect on the students, this gives no help for reaching the affective domain teaching goals. Especially for younger students, in distance education, when younger students are out of the sight of teachers, they could easily be distracted by the environment around them. This research outlines a synchronous discussion procedure with reinforcement mechanism designed for elementary school students to integrate the affective aspects of teaching into distance education within a class period. The mechanism allows teachers to understand students’ attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the affective domain teaching goals of the courses. This mechanism was implemented and investigated. Comparative assessments were made by administering interviews and questionnaires to elementary school students. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goals.     

A synchronous distance discussion procedure with reinforcement mechanism: Designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals within a class period

Distance education courses must cope with the difficulties imposed by delivering a class at a distance. As most courses only emphasize the cognitive aspects of the class and neglect the course’s effect on the students, this gives no help for reaching the affective domain teaching goals. Especially for younger students, in distance education, when younger students are out of the sight of teachers, they could easily be distracted by the environment around them. This research outlines a synchronous discussion procedure with reinforcement mechanism designed for elementary school students to integrate the affective aspects of teaching into distance education within a class period. The mechanism allows teachers to understand students’ attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the affective domain teaching goals of the courses. This mechanism was implemented and investigated. Comparative assessments were made by administering interviews and questionnaires to elementary school students. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goals.     

Combining Rabin cryptosystem and error correction codes to facilitate anonymous authentication with un-traceability for low-end devices

Secure authentication of low cost Radio Frequency Identification (RFID) with low computing capacity is a big challenge, due to the constraint of the limited resources and the privacy concern of their mobility and traceability. Here, we not only concern authentication but also privacy (anonymity and un-traceability) to protect privacy of these mobile devices and their holders. In this paper, we delicately combine Rabin cryptosystem and error correction codes to design lightweight authentication scheme with anonymity and un-traceability. Compared to its previous counterpart [4], the proposed schemes improve the number of supported tags from O(k) to O(2^k), where k is the dimension of the codes. The scheme is attractive to low-end devices, especially those low-cost cryptographic RFIDs. We, additionally, show the security weaknesses of a recently published Rabin cryptosystem-based RFID authentication scheme.     

An elastic plastic damage formulation for concrete: Application to elementary tests and comparison with an isotropic damage model

Pure elastic damage models or pure elastic plastic constitutive laws are not totally satisfactory to describe the behaviour of concrete. They indeed fail to reproduce the unloading slopes during cyclic loading which define experimentally the value of the damage in the material. When coupled effects are considered, in particular in hydro-mechanical problems, the capability of numerical models to reproduce the unloading behaviour is essential, because an accurate value of the damage, which controls the material permeability, is needed. In the context of very large size calculations that are needed for 3D massive structures heavily reinforced and pre-stressed (such as containment vessels), constitutive relations ought also to be as simple as possible. Here an elastic plastic damage formulation is proposed to circumvent the disadvantages of pure plastic and pure damage approaches. It is based on an isotropic damage model combined with a hardening yield plastic surface in order to reach a compromise as far as simplicity is concerned. Three elementary tests are first considered for validation. A tension test, a cyclic compression test and triaxial tests illustrate the improvements achieved by the coupled law compared to a simple damage model (plastic strains, change of volumetric behaviour, decrease in the elastic slope under hydrostatic pressures). Finally, one structural application is also considered: a concrete column wrapped in a steel tube.