Relational Representations in Reinforcement Learning: Review and Open Problems

This paper is about representation in RL.We discuss some of the concepts in representation and generalization in reinforcement learning and argue for higher-order representations, instead of the commonly used propositional representations. The paper contains a small review of current reinforcement learning systems using higher-order representations, followed by a brief discussion. The paper ends with research directions and open problems.\u

The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large‐group lectures for first‐year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS‐style interactive lectures in marketing and business programmes. We then describe how we planned the session and selected and implemented the EVS system. We go on to present an evaluative research project, which was undertaken on the innovation using case‐study methodology, and assess its impact on student learning. Data for the evaluation were collected through questionnaire and focus groups with a sample of students. The data were analysed using thematic analysis. The findings show how students perceived the use of EVS in large lectures and how their learning was affected. A ‘three‐fold typology’ emerged that explains how students related to the EVS and how their perceptions of EVS changed over time. The discussion links these findings to the literature on different paradigms of learning and teaching, using Renshaw’s framework, and examines how the EVS‐style lectures promote deep and active learning within the constructivist, social constructivist and metacognitive learning paradigms identified in Renshaw’s model. The conclusions show how the use of a user‐friendly EVS in large lectures motivates students, develops students’ cognitive and social learning skills, and improves learning effectiveness