Performance measures in courses using computer-aided personalized system of instruction

Archived data from four courses taught with computer-aided personalized system of instruction (CAPSI) – an online, self-paced, instructional program – were used to explore the relationship between objectively rescored final exam grades, peer reviewing, and progress rate – i.e., the rate at which students completed unit tests. There was a strong positive correlation (r = .68, p < .01) between rate of progress and the amount of peer reviewing students did. This was predictable because peer reviewers had to be further along in the course than the students whose unit tests they reviewed. Students who completed all the units tended to obtain higher final exam scores than those who did not. For students who completed all the units there was little difference between the final exam performance of those who had a high progress rate and those who had a low progress rate. Considering all students together there was a moderate correlation between progress rate and final exam performance (r = .36, p < .01). In addition, there was a moderate positive correlation (r = .33, p < .01) between the amount of peer reviewing students did and their performance on the final exam. This correlation was substantially reduced (r = .13, p < .20) when rate of progress was partialed out. Thus, overall, students who progressed more rapidly through the course did more peer reviewing and learned more as measured by final exam performance. Interestingly, there were students who showed good learning without much participation in course related behaviors such as completing unit tests and peer reviewing. It is concluded that the CAPSI instructional program provides a good learning environment for students who utilize its components but it also accommodates other learning styles. In addition, there may be a distinction between students who complete all assigned units and those who do not regardless of their tendencies to procrastinate.     

Updating the attitudes toward computer usage scale using American undergraduate students

The Attitudes Toward Computer Usage Scale (ATCUS) was first developed in 1986 by [Popovich, P. M., Hyde, K. R., Zakrajsek, T., & Blumer, C. (1987). The development of the attitudes toward computer usage scale. Educational and Psychological Measurement, 47, 261–269.] using American undergraduates and has since been with a variety of populations over the past 20 years. However, many changes in the technological landscape have occurred since its development, thus creating a need for an updated scale. During the course of a three-part study, the ATCUS v. 2.0 was developed with psychometric properties similar to that of the original ATCUS. The addition of more up-to-date items to serves to enhance the usefulness and practicality of this instrument. The ATCUS v. 2.0 was found to have both high internal consistency, alpha = .83 and test–retest reliability, r = .93.     

Presenting a model of predicting computer anxiety in terms of epistemological beliefs and achievement goals

The aim of this study was to prepare a model for computer anxiety through investigating the relationship of achievement goals and epistemological beliefs with computer anxiety. In order to fulfill this, 375 undergraduate students (218 female and 157 male) from the University of Tehran were chosen through relative class sampling. They completed a questionnaire composed of an achievement goals scale, an epistemological beliefs questionnaire, and a computer anxiety scale. The results showed that mastery and performance-avoidance goals directly and epistemological beliefs indirectly, i.e.; through the mediating role of achievement goals, can significantly (p < 0.01) predict computer anxiety.     

Attitudinal and experiential predictors of technological expertise

This study sought to clarify which computer and Internet skills and experiences differentiate technological expertise and to identify predictors of this expertise. Two hundred and fifty-eight incoming university students were surveyed on Internet and computer experiences, skills, and attitudes. Six specific Internet and computer uses that differentiate technological expertise were identified based on frequency of use. Males and those who own computers had greater technological expertise. Factor analyses identified two skill factors (Internet skills, Computer/Math skills), three experience factors (Internet, Computer, Recreational Use of Internet), five attitude factors (Importance of Internet and computer knowledge, Computer aversive, Internet and computer comfort/competency, Internet and computer overuse, Technology aversive). These factors as well as gender, computer ownership, and weekly computer and Internet use were entered as independent variables in a general linear model (GLM) which was then used to determine which factors affected technological expertise. The overall GLM was significant (R² = .414, F = 5.85, p < .001). Internet and computer skills and computer abuse were the strongest predictors of technological expertise. Weekly Internet use, Internet and computer comfort/competency also were predictors, and gender was almost significant (p = .056) as a predictor. Neither computer ownership nor other Internet and computer attitudes were significant predictors.     

Computer usage questionnaire: Structure, correlates, and gender differences

Computer usage, computer experience, computer familiarity, and computer anxiety are often discussed as constructs potentially compromising computer-based ability assessment. After presenting and discussing these constructs and associated measures we introduce a brief new questionnaire assessing computer usage. The self-report measure consists of 18 questions asking for the frequency of different computer activities and software usage. Participants were N = 976 high school students who completed the questionnaire and several covariates. Based on theoretical considerations and data driven adjustments a model with a general computer usage factor and three nested content factors (Office, Internet, and Games) is established for a subsample (n = 379) and cross-validated with the remaining sample (n = 597). Weak measurement invariance across gender groups could be established using multi-group confirmatory factor analysis. Differential relations between the questionnaire factors and self-report scales of computer usage, self-concept, and evaluation are reported separately for females and males. It is concluded that computer usage is distinct from other behavior oriented measurement approaches and that it shows a diverging, gender-specific pattern of relations with fluid and crystallized intelligence.     

Impact of test-driven development on productivity, code and tests: A controlled experiment

Context

Test-driven development is an approach to software development, where automated tests are written before production code in highly iterative cycles. Test-driven development attracts attention as well as followers in professional environment; however empirical evidence of its superiority regarding its effect on productivity, code and tests compared to test-last development is still fairly limited. Moreover, it is not clear if the supposed benefits come from writing tests before code or maybe from high iterativity/short development cycles.

Objective

This paper describes a family of controlled experiments comparing test-driven development to micro iterative test-last development with emphasis on productivity, code properties (external quality and complexity) and tests (code coverage and fault-finding capabilities).

Method

Subjects were randomly assigned to test-driven and test-last groups. Controlled experiments were conducted for two years, in an academic environment and in different developer contexts (pair programming and individual programming contexts). Number of successfully implemented stories, percentage of successful acceptance tests, McCabe’s code complexity, code coverage and mutation score indicator were measured.

Results

Experimental results and their selective meta-analysis show no statistically significant differences between test-driven development and iterative test-last development regarding productivity (χ²(6) = 4.799, p = 1.0, r = .107, 95% CI (confidence interval): −.149 to .349), code complexity (χ²(6) = 8.094, p = .46, r = .048, 95% CI: −.254 to .341), branch coverage (χ²(6) = 13.996, p = .059, r = .182, 95% CI: −.081 to .421), percentage of acceptance tests passed (one experiment, Mann-Whitney U = 125.0, p = .98, r = .066) and mutation score indicator (χ²(4) = 3.807, p = .87, r = .128, 95% CI: −.162 to .398).

Conclusion

According to our findings, the benefits of test-driven development compared to iterative test-last development are small and thus in practice relatively unimportant, although effects are positive. There is an indication of test-driven development endorsing better branch coverage, but effect size is considered small.     

The contribution of email volume,email management strategies and propensity to worry in predicting email stress among academics

The present study explored the contribution of email volume, email management and worry in predicting email stress among a sample of Australian academics. The sample comprised 114 academic staff from Curtin University in Perth, Australia. An online survey was conducted to gather data on the target variables. A moderated hierarchical regression indicated that the combined model accounted for a significant 11.90% of the variance in email stress (p = .008, f² = .135). Worry individually accounted for a significant proportion of the variance (p = .010, f² = .06, 95% CI [.028, .202]). Email volume also significantly predicted email stress (p = .00, f² = .057, 95% CI [.011, .079]). Email management did not moderate the email volume and stress relationship. The findings suggest that email stress is impacting upon academic teaching staff and that research on mitigating this stress needs to be undertaken.     

Self-regulated learning through writing on computers: Consequences for reading comprehension

The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension. The statistical analyses showed that the experimental group achieved better on reading comprehension both as a group (p < .001) as well as girls (p < .001) and boys (p < .05) separately. The proportion of high achievers was higher, and the proportion of low achievers was lower in the experimental group. In order to explain the level of reading comprehension in the experimental group Structural Equation Modelling (SEM) was used. The main explanatory factor for reading comprehension was writing with β = .44. As a tentative conclusion it was suggested that the extended writing in combination with the self-regulated learning environment can promote reading comprehension in grade two, whereas home literacy had no impact on reading comprehension in this context.     

Applying the self-explanation principle to multimedia learning in a computer-based game-like environment

What is the most effective way to incorporate self-explanation into an educational game? In Experiment 1, students who played a 10-level computer game about electrical circuits performed better on an embedded transfer test (i.e., level 10) if they were required to select the reason for each move from a list on levels 1–9 (selection self-explanation) than if they were not required to engage in self-explanation (d = 1.20). In Experiment 2, the same pattern of results was replicated (d = 0.71), but students who were required to type in their reason for each move on levels 1–9 (generation self-explanation) did not perform any better than those who were not required to engage in self-explanation (d = −0.06). Overall, asking students to select a reason from a list fosters some degree of reflection while not overly disrupting the flow of the game.     

Innovations in science teacher education: Effects of integrating technology and team-teaching strategies

The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this study to restructure science method courses with technology. This study used a mixed-method design, incorporating both quantitative and qualitative techniques. The results revealed that there were significant differences in “designing an appropriate science topic to be taught with technology” and “integrating computer activities with appropriate pedagogy in classroom instruction” (F = 5.260, p < 0.05, and F = 10.260, p < 0.01, respectively). The results also showed that the TTT model could enhance the integration of science teaching theories and practice. Team-teaching technique facilitated the integration of technology in science lesson design and teaching practice, and enhanced friendship through interaction. The TTT model could better the science learning experience of preservice teachers and serve as useful reference for other teacher education institutes.     

Proficiency and attitudes toward information technologies’ use in psychology undergraduates

In this study we had two aims: first, to evaluate the self-reported proficient use of data analysis and information technologies in psychology undergraduates. Second, to investigate the relationship between their proficiency level and attitude toward the technology’s use for academic, social and personal activities. Two hundred students were asked to answer two short Likert scales which shown a high internal consistency (proficiency α = 0.93; attitudes α = 0.88) and a coherent factorial structure. They also were required to answer a semantic differential scale (α = 86) of whose bipolar adjectives evaluated the technologies’ use in their learning–teaching process. A regression analysis showed that an efficient e-information searching and e-downloading strategies as well as considering the active vs passive use of the technology can together predict (R² = .754) the usage of complex technology and abilities.     

Computer-related posture and discomfort in primary school children: The effects of a school-based ergonomic intervention

This study investigated the effect of a school-based ergonomic intervention on childrens’ posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual Display Unit (VDU) checklist. Self reported discomfort was also recorded at the beginning and end of the computer class. Following an ergonomic intervention that included education of the children and workstation changes, the outcome measures were repeated. There was a positive response to the intervention with significant changes between the pre-intervention and post-intervention scores for posture (p = 0.00) and workstation (p = 0.00). The change in discomfort scores from beginning to end of the computer class between the pre-intervention class and the post-intervention class was also significant (p = 0.00). The study highlights the need for continuing concern about the physical effects of children’s computer use and the implications of school-based interventions.     

The effects of video on cognitive load and social presence in multimedia-learning

Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24) = 2.45, p < .05. In Study 2, students (N = 25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.     

Computer phobia and computer self-efficacy: their association with undergraduates’ use of university computer facilities

Extensive development in universities’ provision of computer facilities may have negative consequences for students prone to computer avoidance. In the present study, undergraduates (N = 363) completed self-report measures on computer phobia and self-efficacy. Results demonstrate that many students follow previous trends by continuing to report levels of computer phobia within the higher parameters of self-report measures. Students who reported either high computer phobia or low computer self-efficacy were less likely to maximise their use of university computer facilities. Moreover, a range of background measures – initial computer experience, regular home use, successful completion of a computer course and introductory tutor’s characteristics – all impacted statistically on self-report responses. Results are discussed with reference to the increasing responsibility placed on students to acquire ICT skills.     

Pharmacokinetics of insulin lispro in type 2 diabetes during closed-loop insulin delivery

Insulin pharmacokinetics is not well understood during continuous subcutaneous insulin infusion in type 2 diabetes (T2D). We analyzed data collected in 11 subjects with T2D [6 male, 9 white European and two of Indian ethnicity; age 59.7(12.1) years, BMI 30.1(3.9) kg/m², fasting C-peptide 1002.2(365.8) pmol/l, fasting plasma glucose 9.6(2.2) mmol/l, diabetes duration 8.0(6.2) years and HbA1c 8.3(0.8)%; mean(SD)] who underwent a 24-h study investigating closed-loop insulin delivery at the Wellcome Trust Clinical Research Facility, Cambridge, UK. Subcutaneous delivery of insulin lispro was modulated every 15 min according to a model predictive control algorithm. Two complementary insulin assays facilitated discrimination between exogenous (lispro) and endogenous plasma insulin concentrations measured every 15–60 min. Lispro pharmacokinetics was represented by a linear two-compartment model whilst parameters were estimated using a Bayesian approach applying a closed-form model solution. The time-to-peak of lispro absorption (t_max) was 109.6 (75.5–120.5) min [median (interquartile range)] and the metabolic clearance rate (MCR_I) 1.26 (0.87–1.56) × 10⁻² l/kg/min. MCR_I was negatively correlated with fasting C-peptide (r_s = −0.84; P = .001) and with fasting plasma insulin concentration (r_s = −0.79; P = .004). In conclusion, compartmental modelling adequately represents lispro kinetics during continuous subcutaneous insulin infusion in T2D. Fasting plasma C-peptide or fasting insulin may be predictive of lispro metabolic clearance rate in T2D but further investigations are warranted.     

Hashing via finite field

In order to produce full length probe sequences, the table size m for many existing open addressing hash functions, for example, the widely used double hashing, must be prime, i.e., m = p where p is prime. In this paper, we propose a new and efficient open addressing technique, called hashing via finite field, to construct a new class of hash functions with table size m = pⁿ, where p is prime and n ? 1. It is clear that it includes prime m as a special case when n = 1. We show that the new class of hash functions constructed via finite field produces full length probe sequences on all table elements. Also, some theoretic analysis is provided along with concrete examples.     

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.     

Absorption,dissociation, locus of control and presence in virtual reality

The present study aimed to explore the relationship between a number of psychological variables and a reported sense of presence in immersive virtual reality (IVR). It was hypothesised that participants’ scores on measures of absorption, dissociation, and external locus of control would be positively and significantly correlated with a measure of their sense of presence in IVR. A total of 64 people took part. Significant correlations were found between presence and dissociation (r = 0.403, p < 0.01), and presence and locus of control (r = 0.268, p < 0.05). However, the correlation between presence and absorption was not significant (r = −0.037, p = 0.386). The findings reported here suggest a complex interrelationship of psychological variables in relation to presence in IVR that warrants further research.     

The use of waveform lidar to measure northern temperate mixed conifer and deciduous forest structure in New Hampshire

The direct retrieval of canopy height and the estimation of aboveground biomass are two important measures of forest structure that can be quantified by airborne laser scanning at landscape scales. These and other metrics are central to studies attempting to quantify global carbon cycles and to improve understanding of the spatial variation in forest structure evident within differing biomes. Data acquired using NASA's Laser Vegetation Imaging Sensor (LVIS) over the Bartlett Experimental Forest (BEF) in central New Hampshire (USA) was used to assess the performance of waveform lidar in a northern temperate mixed conifer and deciduous forest.Using coincident plots established for this study, we found strong agreement between field and lidar measurements of height (r² = 0.80, p < 0.000) at the footprint level. Allometric calculations of aboveground biomass (AGBM) and LVIS metrics (AGBM: r² = 0.61, PRESS RMSE = 58.0 Mg ha^− 1, p < 0.000) and quadratic mean stem diameter (QMSD) and LVIS metrics (r² = 0.54, p = 0.002) also showed good agreement at the footprint level. Application of a generalized equation for determining AGBM proposed by Lefsky et al. (2002a) to footprint-level field data from Bartlett resulted in a coefficient of determination of 0.55; RMSE = 64.4 Mg ha^− 1; p = 0.002. This is slightly weaker than the strongest relationship found with the best-fit single term regression model.Relationships between a permanent grid of USDA Forest Service inventory plots and the mean values of aggregated LVIS metrics, however, were not as strong. This discrepancy suggests that validation efforts must be cautious in using pre-existing field data networks as a sole means of calibrating and verifying such remote sensing data. Stratification based on land-use or species composition, however, did provide the means to improve regression relationships at this scale. Regression models established at the footprint level for AGBM and QMSD were applied to LVIS data to generate predicted values for the whole of Bartlett. The accuracy of these models was assessed using varying subsets of the USFS NERS plot data. Coefficient of determinations ranged from fair to strong with aspects of land-use history and species composition influencing both the fit and the level of error seen in the predicted relationships.     

Some remarks on congruences obtained from the L-fuzzy Nakano hyperoperation

In this paper we study relations which are congruences with respect to ∧ and ?_p, where ?_p is the p-cut of the L-fuzzy hyperoperation ?. The main idea is to start from an equivalence relation R₁ which is a congruence with respect to ∧ and ?₁ and, for each p ∈ X, construct an equivalence relation R_p which is a congruence with respect to ∧ and ?_p. Furthermore, for each x ∈ R_p we construct a quotient hyperoperation ?_p and we show that the hyperalgebra (X/R_p, ?_p) is a join space and the hyperalgebra (X/R_p, ?_p, ∧_p) is a hyperlattice.