316,762 research outputs found
Learning Complex Recursive Rules.
We consider the problem of learning complex recursive rules which involve new concepts other than those given in the input relations and which must be discovered by the learning algorithm in the course of finding rules. The existing learning methods (FOIL, FORGE, and etc.) create rules based on the given concepts or relations but they cannot create new concepts. However, in many cases one must use new intermediate concepts in order to form the recursive rules. We give a new technique for constructing such intermediate concepts and learning rules based on those concepts. We illustrate the new technique with several examples, none of which can be handled by the existing methods. We have implemented the new technique in Common Lisp and tested many different examples
MarsBots: Robotic Learning Module
This learning module offers hands-on, minds-on activities investigating the Martian environment and robotic technologies of space exploration. The learning module contains 16 national standards-based lessons designed to progress logically from learning about Mars and why scientists and engineers want to explore Mars with robots (lessons 1 through 8) to the fundamental principles of robotics and how these principles are applied to design, construct, and test robotic explorer (lessons 9 through 16). The module is integrated to support fundamental concepts and skills in language arts, mathematics, and science. A background section along with teacher notes provide information needed to present each lesson. Educational levels: Intermediate elementary
A Review of Student Difficulties in Upper-Level Quantum Mechanics
Learning advanced physics, in general, is challenging not only due to the
increased mathematical sophistication but also because one must continue to
build on all of the prior knowledge acquired at the introductory and
intermediate levels. In addition, learning quantum mechanics can be especially
challenging because the paradigms of classical mechanics and quantum mechanics
are very different. Here, we review research on student reasoning difficulties
in learning upper-level quantum mechanics and research on students'
problem-solving and metacognitive skills in these courses. Some of these
studies were multi-university investigations. The investigations suggest that
there is large diversity in student performance in upper-level quantum
mechanics regardless of the university, textbook, or instructor and many
students in these courses have not acquired a functional understanding of the
fundamental concepts. The nature of reasoning difficulties in learning quantum
mechanics is analogous to reasoning difficulties found via research in
introductory physics courses. The reasoning difficulties were often due to
over-generalizations of concepts learned in one context to another context
where they are not directly applicable. Reasoning difficulties in
distinguishing between closely related concepts and in making sense of the
formalism of quantum mechanics were common. We conclude with a brief summary of
the research-based approached that take advantage of research on student
difficulties in order to improve teaching and learning of quantum mechanics
Using Open Educational Resources To Help Students Understand The Sub-Prime Lending Crisis
In this paper, I describe an assignment designed to give students an intermediate level of understanding of the causes of the crisis using online educational resources widely available on the internet. I implemented the assignment in an undergraduate intermediate accounting course. Feedback from students indicate the assignment enhanced their learning of basic financial literacy concepts, encouraged them to make links between significant economic events and accounting concepts, and increased their confidence in their ability to learn difficult concepts on their own. 
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LEARN PROGRAMMING IN VIRTUAL REALITY? A PROJECT FOR COMPUTER SCIENCE STUDENTS
This paper presents the development of a new learning platform in Virtual Reality to create a more immersive and intuitive learning experience for introduction of programming courses at an intermediate level. This platform is designed to create a central hub for interactive courseware and facilitate distance learning in our post COVID world. Utilizing Virtual Reality, the application teaches specific topics in Computer Science using scripted animations, tutorials, and interactive games. A pilot study was conducted to evaluate the user experience and learning outcomes. Participants of this study reported they were more engaged and motivated in learning programing concepts. We found the virtual learning modules helped to explain abstract concepts and provided better hands-on experiences
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