What learning analytics based prediction models tell us about feedback preferences of students

Learning analytics (LA) seeks to enhance learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators (Siemens & Long, 2011). This study examined the use of preferred feedback modes in students by using a dispositional learning analytics framework, combining learning disposition data with data extracted from digital systems. We analyzed the use of feedback of 1062 students taking an introductory mathematics and statistics course, enhanced with digital tools. Our findings indicated that compared with hints, fully worked-out solutions demonstrated a stronger effect on academic performance and acted as a better mediator between learning dispositions and academic performance. This study demonstrated how e-learners and their data can be effectively re-deployed to provide meaningful insights to both educators and learners

El impacto de la formación en línea en la transferencia de comportamiento y en el desempeño laboral en una gran organización

Este estudio analiza la efectividad de la formación en línea en una gran organización. Se ha probado la influencia de diferentes procesos de la formación, como las estrategias de aprendizaje, las reacciones, el apoyo a la transferencia y las barreras, en la transferencia del comportamiento y el desempeño laboral. Los participantes fueron 3,600 empleados de un banco público brasileño que participaron en una formación en línea en el trabajo. Seis meses después, sus supervisores evaluaron las influencias de la formación en el comportamiento laboral de sus subordinados. Los hallazgos indicaron que en la autoevaluación la transferencia del comportamiento se predijo mediante estrategias de aprendizaje de elaboración/aplicación práctica, reacciones a la formación, apoyo organizacional y de pares; las estrategias de control de la motivación, cognitivas/búsqueda de ayuda y elaboración/aplicación práctica, junto con las reacciones a la formación, se relacionaron significativamente con el desempeño laboral. En la heteroevaluación, el apoyo del supervisor contribuyó a explicar la transferencia del comportamiento y las estrategias cognitivas/búsqueda de ayuda explicaron el desempeño laboral. Se identificó el papel mediador de las reacciones a la formación y el apoyo a la transferencia mostró efectos moderadores marginales.This study analyzes the effectiveness of online training in a large organization. We tested the influence of different training processes, such as learning strategies, reactions, support of transfer, and barriers, on behavioral transfer and job performance. The participants were 3,600 employees of a Brazilian public bank after taking part in online training at work. Six months later, their supervisors evaluated the influences of the training on their subordinates’ work behaviors. Findings indicated that in self-evaluation behavioral transfer was predicted by elaboration/practical application learning strategies, trainees’ reactions to training, organizational, and peer support; motivation control, cognitive/help-seeking, and elaboration/practical application learning strategies, along with trainees’ reactions to training, were significantly related to job performance. In hetero-evaluation, supervisor support contributed to explaining behavioral transfer, and cognitive/help-seeking strategies explained job performance. The mediating role of reactions to training was identified, and support of transfer showed marginal moderating effects.Ministerio de Economía y Competitividad PSI2015-64894-

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

A key component differentiating interactive storytelling from non-interactive media is agency, or control over character choices. A series of experiments show that providing agency over a character increased the user-character connection, which then increased engagement in a character-consistent charitable act. Findings were observed in technologically simple online narratives that controlled for navigation/controller differences, graphics, sounds, lengthy play, and avatar customization. Effects emerged even though users did not practice these acts by making their character behave charitably. Findings were robust across happy and unfortunate endings and across first-, second-, and third-person narrative perspectives. Findings suggest promise for developing inexpensive ‘‘storygames’’ to encourage supportive behaviors

What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation

BACKGROUND: Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat. AIMS: In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. RST defines behaviour as resulting from approach (Reward Interest/reactivity, goal-drive, and Impulsivity) and avoidance (behavioural inhibition and Fight-Flight-Freeze) motivations. We further consider the role of deep, surface, or achieving study motivations in mediating/moderating the relationship between personality and AD. SAMPLE: A sample of UK undergraduates (N = 240). METHOD: All participants completed the RST Personality Questionnaire, a short-form version of the study process questionnaire and a measure of engagement in AD, its perceived prevalence, and seriousness. RESULTS: Results showed that RST traits account for additional variance in AD. Mediation analysis suggested that GDP predicted dishonesty indirectly via a surface study approach while the indirect effect via deep study processes suggested dishonesty was not likely. Likelihood of engagement in AD was positively associated with personality traits reflecting Impulsivity and Fight-Flight-Freeze behaviours. Surface study motivation moderated the Impulsivity effect and achieving motivation the FFFS effect such that cheating was even more likely when high levels of these processes were used. CONCLUSIONS: The findings suggest that motivational personality traits defined within RST can explain variance in the likelihood of engaging in dishonest academic behaviours

How Do Ideal Friend Preferences and Interaction Context Affect Friendship Formation? Evidence for a Domain- General Relationship Initiation Process

This research examined how people’s ideal friend preferences influence the friendship formation process. In an extension of prior research on romantic relationship initiation, we tested whether the match between participants’ ideals and a partner’s traits affected participants’ interest in forming a new friendship in three contexts: evaluating a potential friend’s profile, meeting in-person, and chatting online. Results revealed that participants were more interested in becoming friends with a partner whose traits matched (vs. mismatched) their ideal friend preferences when evaluating his or her profile. After a live interaction, however, the effect of the ideal-perceived trait match manipulation on participants’ friendship interest was substantially reduced in both in-person and online chatting contexts. People’s ideal friend preferences may influence their friendship interest more strongly in descriptive (i.e., indirect) than interactive (i.e., direct) contexts, a finding that mirrors prior results from the romantic domain and documents a role for domain-general relationship initiation processes

Neighborhood Dynamics and Price Effects of Superfund Site Clean-Up

This report uses census data to analyze the price effects of superfund site clean-up, inclusive of both direct price effects and indirect effects through clean-up's effect on neighborhood demographic transitions and reinvestment in the housing stock. FRC Report 11

Moral Neuroenhancement

In this chapter, we introduce the notion of “moral neuroenhancement,” offering a novel definition as well as spelling out three conditions under which we expect that such neuroenhancement would be most likely to be permissible (or even desirable). Furthermore, we draw a distinction between first-order moral capacities, which we suggest are less promising targets for neurointervention, and second-order moral capacities, which we suggest are more promising. We conclude by discussing concerns that moral neuroenhancement might restrict freedom or otherwise “misfire,” and argue that these concerns are not as damning as they may seem at first