Confidence and competition online: ESL student perspectives on web-based discussions in the classroom

English as a Second Language (ESL) students bring a diverse array of perspectives on language learning that inform how they negotiate different kinds of spaces in the university writing classroom. This study addresses the variance in how three different ESL students participated in web-based discussion boards and chat rooms in their first-year university writing course. Documenting students’ perceptions of technology provided pedagogical insight into how students took up or dismissed particular kinds of web-based writing. This study found that individual students made choices in their web-based writing in ways that reflected their previous experiences with technology and writing, their views of themselves as students and writers, and their relative comfort level with their peers in the classroom. However, their choices were also constrained by the pedagogical structure of the course, including the centrality of the instructor and the institutional directive for individualized assessment.     

ESL students’ experiences of online peer feedback

With the popularity of computer technology, online peer feedback has become common in university writing classes. This paper reports an exploratory study of 22 English as a Second Language (ESL) students’ experiences of online peer feedback in a sheltered credit course at a western-Canadian university. Based on analyses of the electronic feedback (e-feedback) participants received, comparisons of their initial and revised drafts, and follow-up interviews, the study shows that e-feedback, while eliminating the logistical problems of carrying papers around, retains some of the best features of traditional written feedback, including a text-only environment that pushes students to write balanced comments with an awareness of the audience's needs and with an anonymity that allows peers to make critical comments on each others’ writings. However, the participating ESL students expressed little confidence in peer commenting in general. Some shied away from the demand to express and clarify meaning, which turned online peer feedback into a one-way communication process, leaving a high percentage of peer comments not addressed. An intervention of face-to-face class discussion with teacher's guidance to clarify comments in question is suggested to maximize the effect of online peer feedback.     

Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks

Abstract The key research question in this small‐scale study focuses on the effects that an ICT (information and communications technologies)‐based concept mapping intervention has on creativity and writing achievement in 10–11‐year‐old primary age pupils. The data shows that pupils using a concept mapping intervention significantly improve their NFER non‐verbal reasoning age‐standardised scores over a control group with a higher baseline whose scores remain constant. Evidence linking this with using ICT‐based concept mapping remains inconclusive. Correlation studies show that writing achievement and creativity are linked and that writing achievement and concept mapping connectivity are linked. However, there is no conclusive evidence for linking concept mapping connectivity with creativity. Findings show that concept mapping components increase post‐test and that concept mapping ability can be evaluated using a connectivity index that may have some predictive value in assessing writing achievement. The findings suggest that ICT‐based concept mapping provides a reliable framework from which to structure writing and that ICT enhances learning and use of this representational technique and provides opportunities for developing innovative and educationally valid practices.     

The impact of general and specific performance and self-efficacy on learning with computer-based concept mapping

When students learn a new and challenging task, for which they have very limited corresponding personal or vicarious experiences to refer, it is important to understand how their self-efficacy beliefs evolve during the course of sequential lessons; how they differ in the way their general learning performance and self-efficacy influence their ratings of task-specific self-efficacy and performance; and, how such differences may result in different learning outcomes and motivations for learning. By examining a group of 66 students engaged in learning to construct good concept maps with computer software, this study revealed several important findings on these questions. Students generally tended to initially overestimate their ability to successfully carry out the required task. They also varied in the way their general self-efficacy and performance were associated with their task-specific self-efficacy and performance. And, these differences did appear to be associated with different learning outcomes and motivations for learning. These results indicate that investigating individual differences in students’ patterns of association between general and specific performance and their self-efficacy may lead to a better understanding of how students differ in their levels of motivation and outcomes when learning a new and challenging task.     

Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners’ English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners’ English reading comprehension? (2) did the computer-assisted concept mapping learning strategy affect learners’ use of other English reading strategies? One hundred ninety-four freshmen who were enrolled in the English course were divided into low-level and high-level groups according to their English proficiency. A computer-assisted concept mapping learning strategy was introduced to the learners in the experimental class to improve their reading ability. Through two-way ANOVA analysis, it was found that the computer-assisted concept mapping learning strategy had greater reading benefit for the low-level group than for the high-level group. In addition, the results of independent sample t-test analysis indicated that the computer-assisted concept mapping learning strategy enhanced learners’ use of other English reading strategies–listing, enforcing, and reviewing.     

A systematic mapping study of gamification models oriented to motivational characteristics

ABSTRACT

Context: Gamification focuses on the improvement of users' engagement when performing tasks by making use of game mechanics and elements in order to increase their motivations. Many researches have developed gamification models supporting a variety of motivational characteristics to provide engagement solutions for different areas. Objective: This paper carries out a systematic mapping in the field of gamification, looking for models with motivational characteristics in an attempt to characterise the state of the art of this field, identifying gaps and tendencies for further research. Method: We carried out a systematic mapping aiming at finding the primary studies in the existing literature, which were later classified and analysed according to twelve criteria. Results: We analysed 70 papers that resulted in 17 primary studies, published until September 2016. Most of them focus on Education, making use of Gamification to increase the motivation of a learning process. The gamification mechanics and elements most used were Badges/Achievements and Points/ExperiencePoints(XP), and most of the studies were not validated, thus not providing empirical evidence of the impact of gamification. Conclusions: Existing research in the field is somehow preliminary, and more research effort to analyse the applicability of the models and their respective evaluations would be needed.     

A systematic mapping study on the combination of static and dynamic quality assurance techniques

Context

A lot of different quality assurance techniques exist to ensure high quality products. However, most often they are applied in isolation. A systematic combination of different static and dynamic quality assurance techniques promises to exploit synergy effects, such as higher defect detection rates or reduced quality assurance costs. However, a systematic overview of such combinations and reported evidence about achieving synergy effects with such kinds of combinations is missing.

Objective

The main goal of this article is the classification and thematic analysis of existing approaches that combine different static and dynamic quality assurance technique, including reported effects, characteristics, and constraints. The result is an overview of existing approaches and a suitable basis for identifying future research directions.

Method

A systematic mapping study was performed by two researchers, focusing on four databases with an initial result set of 2498 articles, covering articles published between 1985 and 2010.

Results

In total, 51 articles were selected and classified according to multiple criteria. The two main dimensions of a combination are integration (i.e., the output of one quality assurance technique is used for the second one) and compilation (i.e., different quality assurance techniques are applied to ensure a common goal, but in isolation). The combination of static and dynamic analyses is one of the most common approaches and usually conducted in an integrated manner. With respect to the combination of inspection and testing techniques, this is done more often in a compiled way than in an integrated way.

Conclusion

The results show an increased interest in this topic in recent years, especially with respect to the integration of static and dynamic analyses. Inspection and testing techniques are currently mostly performed in an isolated manner. The integration of inspection and testing techniques is a promising research direction for the exploitation of additional synergy effects.     

Approaches to fractional land cover and continuous field mapping: A comparative assessment over the BOREAS study region

Subpixel land cover mapping involves the estimation of surface properties using sensors whose spatial sampling is coarse enough to produce mixtures of the properties within each pixel. This study evaluates five algorithms for mapping subpixel land cover fractions and continuous fields of vegetation properties within the BOREAS study area. The algorithms include a conventional “hard”, per-pixel classifier, a neural network, a clustering/look-up-table approach, multivariate regression, and linear least squares inversion. A land cover map prepared using a Landsat TM mosaic was adopted as the source of fine scale calibration and validation data. Coarse scale mixtures of five basic land cover classes and continuous vegetation fields, both corresponding to the field of view of SPOT-VEGETATION imagery (1.15-km pixel size), were synthesised from the TM mosaic using a modelled point spread function. Two measures of land cover distribution were used, fractions of fine scale land cover categories and continuous fields of vegetation structural characteristics. The subpixel algorithms were applied using both proximate (<100 km) and distant (>400 km) separation between training and validation regions. “Hard” classification performed poorly in estimating proportions or continuous fields. The neural network, look-up-table and multivariate regression algorithms produced good matches of spatial patterns and regional land cover composition for the proximate treatment. However, all three methods exhibited substantial biases with the distant treatment due to the characteristics of the training data. Linear least squares inversion offers a relatively unbiased but less precise alternative for subpixel proportion and fraction mapping as it avoids calibration to the a priori distribution of land cover in the training data. In general, a combination of multivariate regression for proximate training data and linear least squares inversion for distant training data resulted in woody fraction estimates within 20% of the Landsat TM classification-based estimates.     

Construction of a learning environment supporting learners’ reflection: A case of information seeking on the Web

In this study, we design a learning environment that supports reflective activities for information seeking on the Web and evaluate its educational effects. The features of this design are: (1) to visualize the learners’ search processes as described, based on a cognitive schema, (2) to support two types of reflective activities, such as “reflection-in-action” and “reflection-on-action”, and (3) to facilitate reflective activities by comparing their own search processes to other learners’ search processes. We have conducted an experiment to investigate the effects of our design. The experimental results confirm that: (1) the participants’ search performance in the instructional group supported by our instructional design improved effectively than in the control group; (2) they changed their ideas about important activities when seeking information on the Web, and (3) they activated their search cycles more than the control group did.     

A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships

In this research we examined the effects of Internet use and videogame playing on children’s academic performance. Gender, race, and income were also considered. Participants were 482 youth, average age 12 years old. One-third were African American and two-thirds were Caucasian American. All measures were completed twice, first in Year 1 and then one year later, Year 2. Results indicated that greater Internet use was associated with better reading skills, but only for youth initially low in reading skills. Videogame playing was associated with better visual-spatial skill but also with lower GPAs. Gender, race and income influenced Internet use, videogame playing and academic performance but not the relationships between using these technologies and academic performance. Implications of the results for increasing the benefits of technology use are discussed.     

“Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games

Does using a computer game improve students’ motivation to learn classroom material? The current study examined students’ motivation to learn history concepts while playing a commercial, off-the-shelf computer game, Civilization III. The study examined the effect of using conceptual scaffolds to accompany game play. Students from three ninth-grade classrooms were assigned to one of three groups: one group used an expert generated concept map, one group constructed their own concept maps, and a control group used no map. It was predicted that the use of concept maps would enhance the educational value of the game playing activity, in particular students’ motivational levels; however, the opposite happened. Students who used a concept map showed lower motivation on the task relative to their baseline motivation for regular classroom instruction. In contrast, the levels of motivation in playing the game, for students in the control group, met or exceeded their levels of motivation during regular classroom instruction. These results suggest that using a conceptual scaffold can decrease students’ motivation to learn classroom material through game play, perhaps because conceptual maps can (a) focus students’ attention on the difficulty of learning the concepts and on the extrinsic rewards for playing the game and (b) make game play less autonomous, less creative, and less active. All of these can negate the primary property that provides playing its principal potential pedagogical power: fun.     

一种基于Java代理服务器功能的实现方法

介绍代理服务器的功能、工作原理,在Java语言开发环境下,实现代理服务器的基本功能。     

A Model to Disambiguate Natural Language Parses on the Basis of User Language Proficiency: Design and Evaluation

This paper discusses the design and evaluation of an implemented user model in ICICLE, an instruction system for users writing in a second language. We show that in the task of disambiguating natural language parses, a blended model combining overlay techniques with user stereotyping representing typical linguistic acquisition sequences captures user individuality while supplementing incomplete information with stereotypic reasoning     

Performance of commercial multimedia workloads on the Intel Pentium 4: A case study

In this paper, we present a case study of the execution time characteristics of several popular commercial audio and video applications on a state of the art microprocessor, the Intel Pentium 4. The on-chip performance counters on the Pentium 4 processor are used to perform this study using actual real-world workloads. While the Pentium 4 is capable of executing 3-4 instructions in one cycle, it was observed that commercial audio and video applications take between 1.4 and 3.5 cycles (per instruction) to execute. Despite using large caches and sophisticated out of ordering techniques, the average cycles per instruction is higher than a predecessor like Pentium II. This indicates that while clock frequency has improved, real speedups are not scaling. The performance of multimedia programs is compared with execution characteristics of SPEC CPU 2000 programs. Performance impact of branch predictors, caches and trace caches on the Pentium 4 are analyzed for multimedia and SPEC CPU applications.     

A study on constructing a neuro-interface using the concept of a virtual master–slave system

To ease the control of a nonholonomic robot by a non-expert, a neuro-interface is proposed by using the concept of a virtual master–slave system. The design procedure for the interface is elaborated for the control of nonholonomic two-wheeled robots. In particular, it is shown that if the coordinate transformation from the slave to the master is assumed to be known, the resultant inverse mapping of the master robot can be simply realized by a neural network (NN) with all linear units. The training of the NN is performed by an offline method. As a result, the effectiveness of the proposed method is shown for some simulations to solve a trajectory tracking control problem with a nonholonomic mobile robot.This work was presented, in part, at the 9th International Symposium on Artifical Life and Robotics, Oita, Japan, January 28–30, 2004     

An experimental research study on the effect of pictorial icons on a user-learner’s performance

This experimental counterbalanced repeated measures study on the effect of three types of icons (abstract, pictorial and drawing) on the learning and performance of two types of learners (abstract and concrete) was conducted during the Spring 2000–Spring 2001 semesters at the University of Central Florida. The counterbalanced lesson followed by a counterbalanced and completely randomized quiz on three levels was field tested in the Spring–Summer 2000 on 37 UCF graduate students and final tested in the Fall 2000–Spring 2001 on 53 UCF graduate student subjects. A general linear model repeated measures ANOVA revealed that icon type had a significant effect on the learning and performance of both types of learners. Pictorial icons resulted in best scores. No significant interaction was found between icon type and learner type even though on a matched condition, abstract learners with abstract icon resulted in better scores than when concrete learners were matched with concrete (pictorial and drawing) icons. Implications for future research are drawn as well as practical applications identified in the field of teaching, learning, training and performance.     

All the news that’s fit to post: A profile of news use on social networking sites

Facebook and other social networking sites (SNSs)¹ are altering the way individuals communicate. These online environments allow users to keep up with friends, network with colleagues, and share their personal views and observations with others. Previous work describes typical social networking site users as young, extroverted, and technologically savvy. Little research exists, however, on the emerging role of news in the social network environment. With over 500 million global Facebook users, both print and television based media outlets are making concerted efforts to become part of this important and increasingly ubiquitous virtual world. The present study uses a sample of students, faculty, and staff from a large university to investigate the factors that are related to news use on Facebook. Findings indicate that while news use is still a minor component of overall social network site activity, certain key variables, such as gender and life satisfaction, have a significant impact on how Facebook is used for news-related purposes. Future implications for news in the social networking world are presented and discussed.     

Investigating the use of duration-based moving windows to improve software effort prediction: A replicated study

ContextMost research in software effort estimation has not considered chronology when selecting projects for training and testing sets. A chronological split represents the use of a projects starting and completion dates, such that any model that estimates effort for a new project p only uses as training data projects that were completed prior to p’s start. Four recent studies investigated the use of chronological splits, using moving windows wherein only the most recent projects completed prior to a projects starting date were used as training data. The first three studies (S1–S3) found some evidence in favor of using windows; they all defined window sizes as being fixed numbers of recent projects. In practice, we suggest that estimators think in terms of elapsed time rather than the size of the data set, when deciding which projects to include in a training set. In the fourth study (S4) we showed that the use of windows based on duration can also improve estimation accuracy.ObjectiveThis papers contribution is to extend S4 using an additional dataset, and to also investigate the effect on accuracy when using moving windows of various durations.MethodStepwise multivariate regression was used to build prediction models, using all available training data, and also using windows of various durations to select training data. Accuracy was compared based on absolute residuals and MREs; the Wilcoxon test was used to check statistical significances between results. Accuracy was also compared against estimates derived from windows containing fixed numbers of projects.ResultsNeither fixed size nor fixed duration windows provided superior estimation accuracy in the new data set.ConclusionsContrary to intuition, our results suggest that it is not always beneficial to exclude old data when estimating effort for new projects. When windows are helpful, windows based on duration are effective.     

Linking employees’ e-learning system use to their overall job outcomes: An empirical study based on the IS success model

e-Learning systems are increasingly being adopted by modern enterprises, because of their cost-down effect. However, the extant literature provides little insight into their beneficial consequences. It is expected that a transfer of acquired knowledge, skills and/or work attitudes to jobs will occur through e-learning systems use. This makes e-learning systems a useful tool for improving job outcomes, although this is not well documented. The IS success model, which captures both the human and technological elements of information systems, provides a theoretical basis for linking system use to system task. The current study then examines the relation between e-learning systems use and overall job outcomes based on the model. The data collected from one hundred and ninety-three e-learning system users were analyzed with partial least square (PLS). The results indicate that e-learning systems are perceived as useful and satisfying by employees, and employees’ e-learning systems use is significantly associated with overall job outcomes. In practice, these results provide a basis for establishing a link between an organization’s investment in e-learning and human capital management. They also lend empirical support to the IS success model.