Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Adapting Progress Feedback and Emotional Support to Learner Personality

Peer reviewedPostprin

ANN for Predicting DNA Lung Cancer

Abstract: Lung cancer is the top reason of cancer-associated deaths globally. Surgery is the typical treatment for early-stage non-small cell lung cancer (NSCLC). Advancement in the knowledge of the biology of non-small cell lung cancer has shown molecular evidence used for systemic cancer therapy aiming metastatic disease, with a significant impact on patients’ overall survival (OS) and eminence of life. Though, a biopsy of overt metastases is an invasive technique restricted to assured positions and not effortlessly satisfactory in the clinic. The examination of peripheral blood samples of cancer patients embodies a new basis of cancer-derived material, recognized as liquid biopsy, and its constituents (circulating tumour cells (CTCS), circulating free DNA (cfDNA), exosomes, and tumour-educated platelets (TEP)) may be gotten from nearly any body liquids. These constituents have shown to imitate features of the status of both the primary and metastatic diseases, aiding the clinicians to go towards a tailored medicine. In this paper, the reasons of lung cancer will be recognized and the risk elements that initiated the increase of infection, for instance Smoking, Disclosure to secondhand smoke, Disclosure to radon gas, Disclosure to asbestos and other compounds, Family past history of lung cancer, and decrease of the spread of disease and approaches of handling and prevention of lung cancer

An Online Tutor for Astronomy: The GEAS Self-Review Library

We introduce an interactive online resource for use by students and college instructors in introductory astronomy courses. The General Education Astronomy Source (GEAS) online tutor guides students developing mastery of core astronomical concepts and mathematical applications of general astronomy material. It contains over 12,000 questions, with linked hints and solutions. Students who master the material quickly can advance through the topics, while under-prepared or hesitant students can focus on questions on a certain topic for as long as needed, with minimal repetition. Students receive individual accounts for study and course instructors are provided with overview tracking information, by time and by topic, for entire cohorts of students. Diagnostic tools support self-evaluation and close collaboration between instructor and student, even for distance learners. An initial usage study shows clear trends in performance which increase with study time, and indicates that distance learners using these materials perform as well as or better than a comparison cohort of on-campus astronomy students. We are actively seeking new collaborators to use this resource in astronomy courses and other educational venues.Comment: 15 pages, 9 figures; Vogt, N. P., and A. S. Muise. 2015. An online tutor for general astronomy: The GEAS self-review library. Cogent Education, 2 (1

Agency as the Acquisition of Capital: the role of one-on-one tutoring and mentoring in changing a refugee student's educational trajectory

Current research into the experiences of refugee students in mainstream secondary schools in Australia indicates that for these students, schools are places of social and academic isolation and failure. This article introduces one such student, Lian, who came to Australia as a refugee from Burma, and whom the author tutored and mentored intensively during his final year of schooling. The article provides an empirically derived understanding of how one-on-one tutoring and mentoring became a platform through which this student was able to succeed in a structure which systematically tried to exclude him. Here, agency is conceptualised in terms of Bourdieu's concept of capital. The analysis highlights the ways in which one-on-one tutoring and mentoring provided the necessary platform by which this refugee student was able to acquire the necessary capital that effected a positive change in his educational trajectory

First Intelligent Online Tutorial System in WPI: Methods of Tutoring in College Statistics with the ASSISTment System

This Interactive Qualifying Project employed computer-based intelligent tutorial system in two Statistics courses, MA2611 and MA2610, for the first time in Worcester Polytechnic Institute. We conducted three randomized experiments to compare the effectiveness of different teaching methods using the online tutoring ASSISTment system. Content was developed to compare the effectiveness of ASSISTment over paper-based tutoring and that of hints over worked examples. The study showed that ASSISTment improved student learning and hints were more effective than worked examples