Frames of Reference in Mobile Augmented Reality Displays.

In 3 experiments, the authors investigated spatial updating in augmented reality environments. Participants learned locations of virtual objects on the physical floor. They were turned to appropriate facing directions while blindfolded before making pointing judgments (e.g., "Imagine you are facing X. Point to Y"). Experiments manipulated the angular difference between the learning heading and the imagined heading and between the actual heading and the imagined heading. The effect of actual-imagined on pointing latency was observed for naive users but not for users with brief training or instructions concerning the fact that objects can move with body movements. The results indicated that naive users used an environment-stabilized reference frame to access information arrays, but with experience and instruction the nature of the representation changed from an environment stabilized to a body stabilized reference frame. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer-assisted learning interventions with elementary school students: A meta-analytic review.

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p     

Distinctive Features of Minimization of a Risk Functional in Mass Data Sets

A statistical learning model is considered within the framework of the theory of uniform convergence of frequencies of errors in the case where the convergence is violated as a result of increasing the informativeness of training examples. Drawbacks of nonconstructive refinements of Vapnik-Chervonenkis estimates based on an assumption on the distribution law of violations are shown. A new approach to obtaining constructive estimates for mass data sets is proposed.     

Faculty and Student Attitudes Toward Community Service: A Comparative Analysis

The Humanitarian Engineering initiative, sponsored by the William and Flora Hewlett Foundation, at the Colorado School of Mines, is creating a program that will support engineering students in understanding their responsibility for solving community development problems that exist throughout the world. As part of this effort, data has been collected on faculty and student attitudes using the ‘Community Service Attitudes Scale,” developed and validated by Shiarella, McCarthy, and Tucker. During the fall 2004, 78 students and 34 faculty members responded to this instrument. Statistically significant differences were found between the attitudes of students and faculty, males and females, and among different age groupings with respect to service activities. A general finding was that faculty displayed better attitudes toward community service than the students.     

Semi-supervised model adaptation for statistical machine translation

Statistical machine translation systems are usually trained on large amounts of bilingual text (used to learn a translation model), and also large amounts of monolingual text in the target language (used to train a language model). In this article we explore the use of semi-supervised model adaptation methods for the effective use of monolingual data from the source language in order to improve translation quality. We propose several algorithms with this aim, and present the strengths and weaknesses of each one. We present detailed experimental evaluations on the French–English EuroParl data set and on data from the NIST Chinese–English large-data track. We show a significant improvement in translation quality on both tasks.     

CONTEXTUALIZING LEARNING OBJECTS USING ONTOLOGIES

Educational research over the past three years has intensified such that the context of learning resources needs to be properly modeled. Many researchers have described and even mandated the use of ontologies in the research being conducted, yet the process of actually connecting one or more ontologies to a learning object has not been extensively discussed. This paper describes a practical model for associating multiple ontologies with learning objects while making full use of the IEEE LOM specification. The model categorizes these ontologies according to five major categories of context based on the most popular fields of study actively being pursued by the educational research community: Thematic context, Pedagogical context, Learner context, Organizational context, and Historical/Statistical context.     

Automatic coding of dialogue acts in collaboration protocols

Although protocol analysis can be an important tool for researchers to investigate the process of collaboration and communication, the use of this method of analysis can be time consuming. Hence, an automatic coding procedure for coding dialogue acts was developed. This procedure helps to determine the communicative function of messages in online discussions by recognizing discourse markers and cue phrases in the utterances. Five main communicative functions are distinguished: argumentative, responsive, informative, elicitative, and imperative. A total of 29 different dialogue acts are specified and recognized automatically in collaboration protocols. The reliability of the automatic coding procedure was determined by comparing automatically coded dialogue acts to hand-coded dialogue acts by a human rater. The validity of the automatic coding procedure was examined using three different types of analyses. First, an examination of group differences was used (dialogue acts used by female versus male students). Ideally, the coding procedure should be able to distinguish between groups who are likely to communicate differently. Second, to examine the validity of the automatic coding procedure through examination of experimental intervention, the results of the automatic coding procedure of students, with access to a tool that visualizes the degree of participation of each student, were compared to students who did not have access to this tool. Finally, the validity of the automatic coding procedure of dialogue acts was examined using correlation analyses. Results of the automatic coding procedure of dialogue acts of utterances (form) were related to results of a manual coding procedure of the collaborative activities to which the utterances refer (content). The analyses presented in this paper indicate promising results concerning the reliability and validity of the automatic coding procedure for dialogue acts. However, limitations of the procedure were also found and discussed.     

Modern Teaching and Training in Metallurgical Engineering

This contribution deals with advanced educational technologies needed to equip customers from higher education institutions, research and industry with efficient tools supporting their work and operating new skills‐training methods. The challenges are reducing the training costs, improving quality and increasing the number of graduates in engineering departments. The concept of a Virtual Lab based on the combination of various teaching methods and tools is presented. Principles of mathematisation in metallurgical education and training are discussed. An example of online course designed in the form of Virtual Lab is demonstrated.     

Implicit, long-term spatial contextual memory.

Learning and memory of novel spatial configurations aids behaviors such as visual search through an implicit process called contextual cuing (M. M. Chun & Y. Jiang, 1998). The present study provides rigorous tests of the implicit nature of contextual cuing. Experiment 1 used a recognition test that closely matched the learning task, confirming that memory traces of predictive spatial context were not accessible to conscious retrieval. Experiment 2 gave explicit instructions to encode visual context during learning, but learning was not improved and conscious memory remained undetectable. Experiment 3 illustrates that memory traces for spatial context may persist for at least 1 week, suggesting a long-term component of contextual cuing. These experiments indicate that the learning and memory of spatial context in the contextual cuing task are indeed implicit. The results have implications for understanding the neural substrate of spatial contextual learning, which may depend on an intact medial temporal lobe system that includes the hippocampus (M. M. Chun & E. A. Phelps, 1999). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From children's hands to adults' ears: Gesture's role in the learning process.

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)