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

The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations

The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis.

The trans-contextual model outlines the processes by which autonomous motivation toward activities in a physical education context predicts autonomous motivation toward physical activity outside of school, and beliefs about, intentions toward, and actual engagement in, out-of-school physical activity. In the present article, we clarify the fundamental propositions of the model and resolve some outstanding conceptual issues, including its generalizability across multiple educational domains, criteria for its rejection or failed replication, the role of belief-based antecedents of intentions, and the causal ordering of its constructs. We also evaluate the consistency of model relationships in previous tests of the model using path-analytic meta-analysis. The analysis supported model hypotheses but identified substantial heterogeneity in the hypothesized relationships across studies unattributed to sampling and measurement error. Based on our meta-analysis, future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

Product Intelligence: Its Conceptualization, Measurement and Impact on Consumer Satisfaction

In the last decade, companies have developed a large number of intelligent products. Due to the use of information technology, these products, for example, are able to work autonomously, cooperate with other products, or adapt to changing circumstances. Although intelligent products appear an attractive category of products, they have received little attention in the literature. The present article provides a conceptualization of the new construct of product intelligence and describes the development procedure of a measure for the construct. In addition, the article sets up and empirically tests a conceptual framework in which product intelligence leads to consumer satisfaction through the innovation attributes of relative advantage, compatibility, and complexity. Managerial implications for new product development and marketing of intelligent products are considered and suggestions for further research provided.Adoption;Innovation;Intelligent products;New product development;Smart products

Stress: Putting the Brain Back Into Medicine

Throughout the life course stress plays a major role in health and disease. Although it has long been known that the brain orchestrates the many ways that the body responds to these experiences, a gap exists between health care providers who focus from the head up and those who focus on the head down

Threats or Opportunities That Undermine or Facilitate First-Year University Students’ Levels of Academic Self-Efficacy

University students experience new academic demands during their transition from school to college. This study explored variables that positively or negatively influence first-year university students’ levels of academic self-efficacy, providing insights into teachers’ practices and Higher Education Institutions. Data were collected at two points over the course of 6 months from a convenient sample of 311 students, and regression-based path analysis was undertaken using mediation and moderation analysis. The findings showed that positive emotions, negative emotional states, motivational processes, and internal states affect students’ academic performance, beliefs, and judgments of their academic self-efficacy. More specifically, the results revealed that students’ emotions, such as gratitude, negative emotional states, intrinsic motivation, perceptions of academic control, and motivational processes named obsessive and harmonious passion undermine or facilitate students’ academic self-efficacy levels. Limitations and recommendations for future research, as well as practical implications for counselors and teachers, leaders and administrators, and students, are discussed

Personal goal setting as a mediator of the relationship between mindfulness and wellbeing

Although the evidence suggesting a positive relationship between mindfulness and wellbeing is rapidly accumulating, the mechanisms by which this relationship operates remain unclear. This study explored the relationship between mindfulness, wellbeing and a self-regulatory process, namely personal goal setting. It was hypothesized that people reporting higher levels of mindfulness would strive for goals having a greater degree of autonomy, which would in turn have a beneficial impact on their wellbeing. University students (n = 114) completed questionnaires aimed at assessing their level of mindfulness and wellbeing. They were asked to identify five personal goals they were currently pursuing and indicate the reasons (extrinsic, introjected, identified or intrinsic) they were pursuing these goals. A bootstrapping analysis supports the mediating hypothesis and suggests that students who reported being more attentive and aware tended to be engaged in personal endeavours that were more autonomously motivated, which in turn appeared to foster their wellbeing

A Survey of Agent-Based Modeling Practices (January 1998 to July 2008)

In the 1990s, Agent-Based Modeling (ABM) began gaining popularity and represents a departure from the more classical simulation approaches. This departure, its recent development and its increasing application by non-traditional simulation disciplines indicates the need to continuously assess the current state of ABM and identify opportunities for improvement. To begin to satisfy this need, we surveyed and collected data from 279 articles from 92 unique publication outlets in which the authors had constructed and analyzed an agent-based model. From this large data set we establish the current practice of ABM in terms of year of publication, field of study, simulation software used, purpose of the simulation, acceptable validation criteria, validation techniques and complete description of the simulation. Based on the current practice we discuss six improvements needed to advance ABM as an analysis tool. These improvements include the development of ABM specific tools that are independent of software, the development of ABM as an independent discipline with a common language that extends across domains, the establishment of expectations for ABM that match their intended purposes, the requirement of complete descriptions of the simulation so others can independently replicate the results, the requirement that all models be completely validated and the development and application of statistical and non-statistical validation techniques specifically for ABM.Agent-Based Modeling, Survey, Current Practices, Simulation Validation, Simulation Purpose