The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal → behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental → personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects.     

Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols

Procrastination is a very common problem among students that results from ineffective selfregulation. In two field-experimental studies (N = 18 and N = 49), we investigated whether visual feedback on students’ previous procrastination was effective in provoking a decrease in students’ future procrastination as well as improvements in self-regulated learning. The visual feedback was implemented as a dynamic line chart in a web-based planning and reflection protocol used once a week by medical students to record their class preparation and homework once a week. In the protocols, the students planned and reflected on their personal learning processes and they estimated retrospectively their inclination to procrastinate. The results of both studies consistently showed that presenting students a line chart that adaptively visualizes the course and extent of their self-reported previous procrastination led to a statistically significant and practically relevant decrease in their future procrastination. Furthermore, the visualization had positive effects on other variables central to self-regulated learning. The studies provide converging evidence that the inclination to procrastinate can successfully be counteracted both by a parsimonious and easy-to-implement method. They are suggestive of ways how Internet technology can be used support students’ self-regulated learning.     

The influence of success experience on self-efficacy when providing feedback through technology

Background: as a high level of self-efficacy is associated with bigger behavioral changes as well as to higher levels of physical activity, the development and implementation of strategies that successfully improve self-efficacy are important to technological interventions. We performed an experiment to investigate whether self-efficacy regarding a specific task can be influenced by using feedback strategies that focus on success experience and are provided through technology. Method: subjects were asked to walk from A to B in exactly 14, 16 or 18 s, wearing scuba fins and a blindfold. The task guaranteed an equal level of task experience among all subjects at the start of the experiment and makes it difficult for subjects to estimate their performance accurately. This allowed us to manipulate feedback and success experience through technology-supported feedback. Results: subjects’ self-efficacy regarding the task decreases when experiencing little success and that self-efficacy regarding the task increases when experiencing success. This effect did not transfer to level of self-efficacy regarding physical activity in general. Graphical inspection of the data shows a trend towards a positive effect of success experience on task performance. Conclusion: experiencing success is a promising strategy to use in technology-supported interventions that aim at changing behavior, like mobile physical activity applications.     

Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance

This study seeks to promote learning in computer-based learning environments utilizing students’ self-directed metacognitive prompts. Such prompts are based on the idea of instructing students to design their own metacognitive scaffolds and learn with them afterward. In a pre-post experimental design, students in the experimental group (n = 35) were instructed to configure their own metacognitive prompts before learning whereas students in the control group (n = 35) learned without prompts. Log file analysis of navigation behavior indicates that students who learned with their individually designed, self-directed prompts visited relevant webpages significantly more often and spent a longer time on them compared with students in the control group. Moreover, participants in the experimental group attained better transfer performance immediately after learning. The long-term effect in transfer performance was even greater in a follow-up learning session conducted after three weeks without any instructional support in either group. These results are consistent with theories of metacognition and self-regulated learning and indicate that self-directed prompts can lead to sustainable effects.     

How does customer self-construal moderate CRM value creation chain?

Most of the existing literature on CRM value chain creation has focused on the effect of customer satisfaction and customer loyalty on customer profitability. In contrast, little has been studied about the CRM value creation chain at individual customer level and the role of self-construal (i.e., independent self-construal and interdependent self-construal) in such a chain. This research aims to construct the chain from customer value to organization value (i.e., customer satisfaction → customer loyalty → patronage behavior) and investigate the moderating effect of self-construal. To test the hypotheses suggested by our conceptual framework, we collected 846 data points from China in the context of mobile data services. The results show that customer’s self-construal can moderate the relationship chain from customer satisfaction to customer loyalty to relationship maintenance and development. This implies firms should tailor their customer strategies based on different self-construal features.     

Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments?

Research on self-regulated learning (SRL) in hypermedia-learning environments is a growing area of interest, and prior knowledge can influence how students interact with these systems. One hundred twelve (N = 112) undergraduate students’ interactions with MetaTutor, a multi-agent, hypermedia-based learning environment, were investigated, including how prior knowledge affected their use of SRL strategies. We expected that students with high prior knowledge would engage in significantly more cognitive and metacognitive SRL strategies, engage in different sequences of SRL strategies, spend more time engaging in SRL processes, and visit more pages that were relevant to their sub-goals than students with low prior knowledge. Results showed significant differences in the total use of SRL strategies between prior knowledge groups, and more specifically, revealed significant differences in the use of each metacognitive strategy (e.g., judgment of learning), but not each cognitive strategy (e.g., taking notes) between prior knowledge groups. Results also revealed different sequences of use of SRL strategies between prior knowledge groups, and that students spent different amounts of time engaging in SRL processes; however, all students visited similar numbers of relevant pages. These results have important implications on designing multi-agent, hypermedia environments; we can design pedagogical agents that adapt to students’ learning needs, based on their prior knowledge levels.     

Students’ perceptions of creativity in learning Information Technology (IT) in project groups

This paper explores students’ perceptions of creativity in learning Information Technology (IT) in project groups and the implications of better educating creative IT students for the future. Theoretically, the extension of social psychology research into creativity lays the basis of bringing creativity, learning and IT education into one framework. Empirically, qualitative interviews were carried out with 48 students from three disciplines, including Computer Science (n = 16), Electronic Systems (n = 15) and Medialogy (n = 17) at Aalborg University (AAU) in Denmark, which has a tradition of using problem-based learning (PBL) in student project groups. According to the findings, the students’ perceptions of creativity reflect their domain-related conceptualization and tacit learning experience, with different levels of confidence of being creative persons. As IT plays multiple roles in developing students’ creativity, it can be regarded as a ‘learning partner’. This implies that in the future creativity should be taught more explicitly, helping students to become creative IT talents as a part of their professional identity. It also requires teaching efforts to build a learning environment that stimulates creativity more effectively through more interactions between learners, learning tasks and learning tools.     

On the utility of pictorial feedback in computer-based learning environments

Extensive research has added to what is known about the nature of feedback and how to best incorporate it into instruction. Yet, many questions related to learner feedback remain unanswered. One problem of practical importance is the utility of incorporating semantically related pictures into the feedback. Decades of research on feedback have largely focused on the use of verbal feedback in written instruction. This research included two experiments. The first experiment (n = 63) addressed the incorporation of pictorial feedback into instruction; the second experiment (n = 69) extended this study through the use of a more ecologically valid intervention. Results suggest that the use of pictures in feedback did not influence learning any more than text-only treatments. A discussion and recommendations for future research are provided.     

An automated signalized junction controller that learns strategies by temporal difference reinforcement learning

This paper shows how temporal difference learning can be used to build a signalized junction controller that will learn its own strategies through experience. Simulation tests detailed here show that the learned strategies can have high performance. This work builds upon previous work where a neural network based junction controller that can learn strategies from a human expert was developed (Box and Waterson, 2012). In the simulations presented, vehicles are assumed to be broadcasting their position over WiFi giving the junction controller rich information. The vehicle's position data are pre-processed to describe a simplified state. The state-space is classified into regions associated with junction control decisions using a neural network. This classification is the strategy and is parametrized by the weights of the neural network. The weights can be learned either through supervised learning with a human trainer or reinforcement learning by temporal difference (TD). Tests on a model of an isolated T junction show an average delay of 14.12 s and 14.36 s respectively for the human trained and TD trained networks. Tests on a model of a pair of closely spaced junctions show 17.44 s and 20.82 s respectively. Both methods of training produced strategies that were approximately equivalent in their equitable treatment of vehicles, defined here as the variance over the journey time distributions.     

Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content

The present study examines the added value of structuring the peer assessment process, by providing students with a peer feedback template with a varying structuring degree, for the peer feedback content quality in a wiki environment in higher education. The present study took place in the 1st year of a university course in Instructional Sciences (N = 176) and more specifically compared three conditions: no structure peer feedback (control), basic structure peer feedback, and elaborate structure peer feedback condition. Quantitative content analysis of students’ (n = 41) peer feedback messages was performed, and an analysis of (co)variance revealed some discrepancies between the conditions regarding the proportion of peer feedback content categories: (1) peer feedback style, (2) verification type, (3) verification focus, (4) elaboration type, and (5) elaboration focus. This study demonstrated that a higher structuring degree in a peer feedback template during the peer assessment process might have an impact on peer feedback content with respect to the above-mentioned categories; the peer feedback content. Results revealed significant differences between the three conditions regarding the peer feedback content categories. This study illustrated how a practical instructional intervention in the feedback process can increase the potential impact of peer assessment and boost students’ learning in higher education.     

Facebook use and academic performance among college students: A mixed-methods study with a multi-ethnic sample

This paper uses a mixed-methods approach to examine the relation between online academic disclosure and academic performance. A multi-ethnic sample of college students (N = 261; male = 66; female = 195; M age ≈ 22 years) responded to open-ended questions about their Facebook use. Thematic analysis revealed that over 14% of the Facebook wall posts/status updates (N = 714) contained academic themes; positive states were more frequent than negative and neutral states and students with lower GPAs expressed negative states more often. A path analysis suggested that academic performance may determine college students’ Facebook use, rather than the reverse. Implications for student support services are discussed.     

Assessing creative problem-solving with automated text grading

The work aims to improve the assessment of creative problem-solving in science education by employing language technologies and computational–statistical machine learning methods to grade students’ natural language responses automatically. To evaluate constructs like creative problem-solving with validity, open-ended questions that elicit students’ constructed responses are beneficial. But the high cost required in manually grading constructed responses could become an obstacle in applying open-ended questions. In this study, automated grading schemes have been developed and evaluated in the context of secondary Earth science education. Empirical evaluations revealed that the automated grading schemes may reliably identify domain concepts embedded in students’ natural language responses with satisfactory inter-coder agreement against human coding in two sub-tasks of the test (Cohen’s Kappa = .65–.72). And when a single holistic score was computed for each student, machine-generated scores achieved high inter-rater reliability against human grading (Pearson’s r = .92). The reliable performance in automatic concept identification and numeric grading demonstrates the potential of using automated grading to support the use of open-ended questions in science assessments and enable new technologies for science learning.     

Curves of Genus 2 with (N,N) Decomposable Jacobians

Let C be a curve of genus 2 and ψ₁: C  −  → E ₁  a map of degree n, from C to an elliptic curveE₁ , both curves defined over C. This map induces a degree n map φ₁:P¹  −  → P ¹  which we call a Frey–Kani covering. We determine all possible ramifications for φ₁. If ψ₁:C  −  → E ₁  is maximal then there exists a maximal map ψ₂: C  −  → E ₂  , of degree n, to some elliptic curveE₂ such that there is an isogeny of degree n²from the JacobianJ_C to E₁ × E₂. We say thatJ_C is (n, n)-decomposable. If the degree n is odd the pair (ψ₂, E₂) is canonically determined. For n =  3, 5, and 7, we give arithmetic examples of curves whose Jacobians are (n, n)-decomposable.     

Piezoelectric fuel injection: Cycle-to-cycle control of tightly spaced injections

Piezoelectric fuel injectors will require closed-loop control to realize tightly spaced injections. This paper describes an estimation algorithm for cycle-to-cycle determination of an injection flow profile for use as feedback for closed-loop control. A control design-amenable, 2-pulse approximate model is outlined to represent the dynamics of simultaneously controlling the quantity of, and realized dwell time between, injection pulses. A control law is developed to provide an overdamped response of realized dwell time to prevent pulse bleeding. Closed-loop performance is validated with the experimental data. Desired fuel quantity, and very short dwell times of 0.0002 s (two crank angle degrees at 1800 RPM), are realized with tracking error convergence time constants of approximately four engine cycles (0.27 s at 1800 RPM).     

A comparative theoretical study of CO oxidation reaction by O2 molecule over Al- or Si-decorated graphene oxide

Using density functional theory calculations, the probable CO oxidation reaction mechanisms are investigated over Al- or Si-decorated graphene oxide (GO). The equilibrium geometry and electronic structure of these metal decorated-GOs along with the O₂/CO adsorption configurations are studied in detail. The relatively large adsorption energies reveal that both Al and Si atoms can disperse on GO quite stably without clustering problem. Hence, both Al- and Si-decorated GOs are stable enough to be utilized in catalytic oxidation of CO by molecular O₂. The two possible reaction pathways proposed for the oxidation of CO with O₂ molecule are as follows: O₂ + CO → CO₂ + O_ads and CO + O_ads → CO₂. The estimated energy barriers of the first oxidation reaction on Si-decorated GOs, following the Eley–Rideal (ER) reaction, are lower than that on Al-decorated ones. This is most likely due to the larger atomic charge on the Si atom than the Al one, which tends to stabilize the corresponding transition state structure. The results of this study can be useful for better understanding the chemical properties of Al- and Si-decorated GOs, and are valuable for the development of an automobile catalytic converter in order to remove the toxic CO molecule.     

Fuzzy measurable house of quality and quality function deployment for fuzzy regression estimation problem

In present competitive environment, it is necessary for companies to evaluate design time and effort at the early stage of product development. However, there is somewhat lacking in systemic analytical methods for product design time (PDT). For this end, this paper explores an intelligent method to evaluate the PDT. At the early development stage, designers are short of sufficient product information and have difficulty in determining PDT by subjective evaluation. Thus, a fuzzy measurable house of quality (FM-HOQ) model is proposed to provide measurable engineering information. Quality function deployment (QFD) is combined with a mapping pattern of “function → principle → structure” to extract product characteristics from customer demands. Then, a fuzzy support vector regression machine (FSVRM) model is built to fuse data and realize the estimation of PDT, which makes use of fuzzy comprehensive evaluation to simplify structure. In a word, the whole estimation method consists of four steps: time factors identification, product characteristics extraction by QFD and function mapping pattern, FSVRM learning, and PDT estimation. Finally, to illustrate the procedure of the estimation method, the case of injection mold design is studied. The results of experiments show that the fuzzy method is feasible and effective.     

Dysprosium doped di-strontium magnesium di-silicate white light emitting phosphor by solid state reaction method

Dysprosium doped di-strontium magnesium di-silicate namely Sr₂MgSi₂O₇:Dy³⁺ phosphor was prepared by the solid state reaction method. The phase structure, surface morphology, particle size, elemental analysis was analyzed by using XRD, TEM, EDX and FTIR techniques. The EDX and FTIR spectra confirm the present elements in Sr₂MgSi₂O₇:Dy³⁺ phosphor. The optical properties of Sr₂MgSi₂O₇:Dy³⁺ phosphor was investigated utilizing thermoluminescence (TL), photoluminescence (PL), long lasting phosphorescence and mechanoluminescence (ML). Under the ultraviolet excitation, the emission spectra of Sr₂MgSi₂O₇:Dy³⁺ phosphor are composed of a broad band and the characteristic emission of Dy³⁺ peaking at 470 nm (blue), 575 nm (yellow) and 678 nm (red), originating from the transitions of ⁴F_9/2 → ⁶H_15/2, ⁴F_9/2 → ⁶H_13/2 and ⁴F_9/2 → ⁶H_11/2. CIE color coordinates of Sr₂MgSi₂O₇:Dy³⁺ are suitable as white light emitting phosphor. Decay graph indicate that this phosphor also contains fast decay and slow decay process. The peak of ML intensity increases linearly with increasing impact velocity of the moving piston. The possible mechanism of this white light emitting long lasting phosphor is also investigated.     

Effects of visual and linguistic anthropomorphic cues on social perception,self-awareness,and information disclosure in a health website

Acknowledging the lack of studies examining both visual and linguistic anthropomorphic cues and the underlying mechanisms of their effects, we investigated how the different modalities of anthropomorphic cues in a health website influenced information disclosure. In a 2 (visual cues: human vs. non-human image) × 2 (linguistic cues: conversational vs. impersonal language) × 2 (question type: less vs. more sensitive questions) between-subjects experiment (N = 254), participants registered with a mock-up health website. We assessed a behavioral outcome of not disclosing personal information and psychological outcomes of social perception and self-awareness as potential mediators. Results revealed distinctive effects of the two modalities of the anthropomorphic cues. Anthropomorphic images, on one hand, increased public and private self-awareness, and public self-awareness in turn led to less information disclosure. Anthropomorphic language, on the other hand, heightened social perception and promoted information disclosure, but social perception did not predict the disclosure. These results indicate unique underlying mechanisms of the effects of anthropomorphism: priming effect of visual cues, and communicative effects of linguistic cues.     

Investigation of spectroscopic properties of Sm-Eu codoped phosphate glasses

Phosphate glasses with chemical compositions of 74.5NaH₂PO₄–20ZnO–5Li₂O–0.5Sm₂O₃ and 74NaH₂PO₄–20ZnO–5Li₂O–0.5Sm₂O₃–0.5Eu₂O₃ were synthetized by melt quenching method. We investigated the influence of Sm³⁺/Eu³⁺ doping on the optical properties of phosphate glasses. X-ray Diffraction indicates that the samples have an amorphous structure. DSC measurements show a good thermal stability of phosphate glasses. Using the absorption spectra, Judd–Ofelt analysis was applied to absorption bands of Sm³⁺ (4f⁵) to carry out the three phenomenological parameters of Judd–Ofelt (JO). According to the obtained values of Ω₂, Ω₄ and Ω₆, some radiative properties were theoretically determined. We report both the photoluminescence (PL) and the PL lifetime measurements of a prominent emission transition ⁴G_5/2 → ⁶H_5/2 (604 nm) of Sm³⁺ both in absence and in presence of Eu³⁺. It is shown that Eu³⁺ ions act as sensitizers for Sm³⁺ ions and contribute largely to the improvement of the radiative properties of phosphate glasses. An improvement of the PL lifetime value after adding Eu³⁺ ions (4.58 ms) is reported. The predicted lifetime (τ_rad) calculated by Judd–Ofelt theory and the experimental lifetime (τ_meas) for the prepared phosphate glasses were compared with those of other works. Photoluminescence (PL) intensity of ⁴G_5/2 → ⁶H_5/2 (604 nm), ⁴G_5/2 → ⁶H_7/2 (567 nm), ⁴G_5/2 → ⁶H_9/2 (650 nm) and ⁴G_5/2 → ⁶H_11/2 (706 nm) and the quantum efficiency (η) for the excited ⁴G_5/2 level were enhanced after adding Eu³⁺. The radiative properties obtained for (Sm, Eu) codoped phosphate glasses suggest that the present material can be a potential candidate for the development of color display devices.