Efficient learning using a virtual learning environment in a university class

This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected. Control variables such as demographical data, attitude towards the learning subject, computer literacy, motivation, learning effort and available infrastructure were captured by means of a self-report. As a learning outcome, the grade in the final exam was included. For the VLE-users, the mean performance in the VLE was taken as a predictor for success in the final exam. Two different groups of VLE-users were observed and classified into ’light and ’heavy’ users. The results showed that among those students who had spent two or more hours per week for pre- and post processing of the lectures, ‘heavy’ VLE-users performed better than non-users in the final exam. Additionally, the ‘heavy’ users’ performance in the VLE was the best predictor for the grade in the final exam. We discuss the results in the context of self-regulated learning competence.     

Process and learning outcomes from remotely-operated,simulated, and hands-on student laboratories

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.     

A study of the impact of the willingness-to-learn of CAD novice users on their competence development

The notion that ‘attitude drives behavior’ manifests itself in a variety of ways in educational and occupational settings. As applied to CAD competence development, industrial training of novice CAD users on their way to becoming competent CAD users consume a lot of corporate resources. This paper is the third paper in the line of research that attempts to answer the question having to do with what it takes to make a competent CAD user. Specifically, we examine the CAD-specific factors revolving around the trainees’ willingness-to-learn CAD.These factors are analyzed in two stages. At the start of the training, trainees’ initial attitude towards CAD is established by means of a short questionnaire. Afterwards, throughout the training, trainees’ behavior (online and offline practice) is gauged and, in turn, a relation is established to illustrate how this practice leads to the development of CAD-specific skills. For this purpose, another short questionnaire was utilized. Strong correlations were established relating the trainees’ CAD-specific behavior with the CAD-specific outcomes of learning CAD syntax.Furthermore, and in order to assess the quality of the trainees’ learning of CAD, overall competence was monitored throughout the study via performance measures that describe the time it took the trainees to build test models (speed), which reflects upon the ability to learn the syntax of the CAD tool (declarative knowledge). The sophistication of the models is also used as another measure. Correlating the trainees’ character attributes with these assessed measures, it was found that the stronger is the trainees’ will to learn CAD, the stronger is the likelihood to learn faster. Perhaps more importantly, trainees with initial favorable attitude toward CAD were shown to develop increasingly positive behavior that manifested through additional practice and other forms of visible effort.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

Step sequence planning for a biped robot by means of a cylindrical shape model and a high-resolution 2.5D map

A novel step sequence planning (SSP) method for biped-walking robots is presented. The method adopts a free space representation custom-designed for efficient biped robot motion planning. The method rests upon the approximation of the robot shape by a set of 3D cylindrical solids. This feature allows efficient determination of feasible paths in a 2.5D map, comprising stepping over obstacles and stair climbing. A SSP algorithm based on A^∗-search is proposed which uses the advantages of the aforementioned environment representation. The efficiency of the proposed approach is evaluated by a series of simulations performed for eight walking scenarios.     

An auto-scoring mechanism for evaluating problem-solving ability in a web-based learning environment

The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although previous research has demonstrated the benefits of applying information technologies to learning activities, the difficulties in doing so have also been revealed. One of the major difficulties is the lack of a mechanism to assist teachers in evaluating the problem-solving ability of the students, such that constructive suggestions can be given to the students, and tutoring strategies can be improved accordingly.     

基于自适应云模型的多模态脑部图像融合方法

多模态医学图像融合通过提取并综合不同模态的医学图像信息,获得对病灶部位更加清晰、全面、准确、可靠的图像描述,为医生对疾病的诊断和合理治疗方案的制定提供可靠的依据。云模型理论是认知科学研究的新成果,具有兼顾随机性和模糊性的优点,在图像融合中的应用较少。借助云模型理论将来自不同模态的MRI(核磁共振成像)脑部图像、MRI与PET(正电子发射断层成像)、MRI与SPECT(单光子发射断层成像)脑部图像进行融合。首先,根据脑部图像自身的灰度直方图特征,对灰度直方图进行拟合;然后,由拟合曲线的谷值点划分区间并通过逆向云发生器自适应地生成云模型;最后,设计云推理规则,得到融合后的图像。实验结果表明,相比传统融合方法,所提方法融合后的图像脑部特征更清晰,激活区域更明显,在主观融合效果与客观评价指标方面均有很大的提高。     

Visualizing Waypoints‐Constrained Origin‐Destination Patterns for Massive Transportation Data

Origin‐destination (OD) pattern is a highly useful means for transportation research since it summarizes urban dynamics and human mobility. However, existing visual analytics are insufficient for certain OD analytical tasks needed in transport research. For example, transport researchers are interested in path‐related movements across congested roads, besides global patterns over the entire domain. Driven by this need, we propose waypoints‐constrained OD visual analytics, a new approach for exploring path‐related OD patterns in an urban transportation network. First, we use hashing‐based query to support interactive filtering of trajectories through user‐specified waypoints. Second, we elaborate a set of design principles and rules, and derive a novel unified visual representation called the waypoints‐constrained OD view by carefully considering the OD flow presentation, the temporal variation, spatial layout and user interaction. Finally, we demonstrate the effectiveness of our interface with two case studies and expert interviews with five transportation experts.     

一种Web服务组合的可信评估方法

软件可信性日益成为软件工程研究中的热点问题,作为软件资源主要形态的Web服务的可信性也受到了越 来越多的关注。目前对于Web服务可信性的研究主要集中在单一服务QoS属性的可信评价,而针对服务组合的可信 性研究较少。提出了一种通用的原子服务可信评佑模型,并结合原子服务在服务组合执行时的权重,给出了一种基于 结构分析的服务组合可信性的评估方法。最后,结合网络购物实例描述了服务组合可信性评估方法的实验过程。