1,954 research outputs found
Interpretation of computational thinking evaluation results for enrollment prediction
During two generations (2016 and 2017) the computational
thinking evaluation has been carried out in order to establish
learning scenarios for new students, such interventions have been
made in the Programming methodology course, it belonging to
the career of Information Technology at the Technological
University of Puebla in MĂ©xico. The results have led a personalized
education for students, recognizing previous skills as well as
trying to correct those missing, so that it acquires the
competences respective, credit the course and improve the
retention percentage of the first quarter. In this sense, when
detecting possible skill gaps, is it possible to predict what will be
the impact to maintain or decrease enrollment during and the end
of quarter? The present work aims to answer the question by the
results interpretation obtained from the computational thinking
evaluation to 242 new students, generation 2018. Initially, it was
stablished which would be the student's situation during and the
end of four months from September to December based on the
correct assessment reagents; three categories were determined: 1.
Sure desertion, 2. Safe permanence, 3. Variable permanence. Later,
50 students who enrolled the next quarter (January-April 2019)
were revised if they had been predicted properly; using a survey,
the familiarity of key concepts of the subject Programming
methodology was obtained with the aim of determining a
correspondence with the evaluation of computational thinking
skills, as well as the established situation, consequently,
establishing the validity of predicting the enrollment
Artificial intelligent based teaching and learning approaches: A comprehensive review
The goal of this study is to investigate the potential effects that Artificial intelligence (AI) could have on education. The narrative and framework for investigating AI that emerged from the preliminary research served as the basis for the studyâs emphasis, which was narrowed down to the use of AI and its effects on administration, instruction, and student learning. According to the findings, artificial intelligence has seen widespread adoption and use in education, particularly by educational institutions and in various contexts and applications. The development of AI began with computers and technologies related to computers; it then progressed to web-based and online intelligent education systems; and finally, it applied embedded computer systems in conjunction with other technologies, humanoid robots, and web-based chatbots to execute instructor tasks and functions either independently or in partnership with instructors. By utilizing these platforms, educators have been able to accomplish a variety of administrative tasks. In addition, because the systems rely on machine learning and flexibility, the curriculum and content have been modified to match the needs of students. This has led to improved learning outcomes in the form of higher uptake and retention rates
Curriculum âReleasing Maths Anxiety with the Use of Robotics
info:eu-repo/semantics/publishedVersio
Developing Student Model for Intelligent Tutoring System
The effectiveness of an e-learning environment mainly encompasses on how efficiently the tutor presents the
learning content to the candidate based on their learning capability. It is therefore inevitable for the teaching
community to understand the learning style of their students and to cater for the needs of their students. One
such system that can cater to the needs of the students is the Intelligent Tutoring System (ITS). To overcome
the challenges faced by the teachers and to cater to the needs of their students, e-learning experts in recent times
have focused in Intelligent Tutoring System (ITS). There is sufficient literature that suggested that meaningful,
constructive and adaptive feedback is the essential feature of ITSs, and it is such feedback that helps students
achieve strong learning gains. At the same time, in an ITS, it is the student model that plays a main role in
planning the training path, supplying feedback information to the pedagogical module of the system. Added to
it, the student model is the preliminary component, which stores the information to the specific individual
learner. In this study, Multiple-choice questions (MCQs) was administered to capture the student ability with
respect to three levels of difficulty, namely, low, medium and high in Physics domain to train the neural
network. Further, neural network and psychometric analysis were used for understanding the student
characteristic and determining the studentâs classification with respect to their ability. Thus, this study focused
on developing a student model by using the Multiple-Choice Questions (MCQ) for integrating it with an ITS
by applying the neural network and psychometric analysis. The findings of this research showed that even
though the linear regression between real test scores and that of the Final exam scores were marginally weak
(37%), still the success of the student classification to the extent of 80 percent (79.8%) makes this student model
a good fit for clustering students in groups according to their common characteristics. This finding is in line
with that of the findings discussed in the literature review of this study. Further, the outcome of this research is
most likely to generate a new dimension for cluster based student modelling approaches for an online learning
environment that uses aptitude tests (MCQâs) for learners using ITS. The use of psychometric analysis and
neural network for student classification makes this study unique towards the development of a new student
model for ITS in supporting online learning. Therefore, the student model developed in this study seems to be
a good model fit for all those who wish to infuse aptitude test based student modelling approach in an ITS
system for an online learning environment. (Abstract by Author
NANO-MOOCs to train university professors in digital competences
[EN] Rapid changes in technology force Higher Education Institutions (HEIs) to generate policies
and permanent digital adaptations in their exercise of forming professionals through university
professors. HEIs -in their permanent desire to qualify teaching faculty and graduate high-level
professionals- develop continuous training events to strengthen and update techno-pedagogical skills
that allow giving concrete responses to the needs of a globalized society during a human-educational
crisis that arises from the COVID-19 pandemic. This study aims at analyzing whether nano-MOOCs
improve digital teaching competences in university professors since in the scientific literature, this
topic does not show with certainty the effectiveness of these types of courses in teacher training. By
conducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test
and post-test) and with a sample made up of 297 faculty members from Universidad TĂ©cnica del
Norte (UTN, Ibarra-Ecuador) belonging to the five academic units that compose it, it was identified
that the teaching staff has limitations in two of the areas of competence that are articulated by INTEF
Common Framework: creation of digital content and security; nevertheless, they did show optimal
skills in the areas of information and information literacy, communication and collaboration, and
problem solving. The findings also determined that online training based on a nano-MOOC format
becomes a successful alternative for university faculty training, 83.84% of the participants under
study improved their level of digital competence. These results show that an efficient customizable
training can be achieved in less time and adjusted to the needs and characteristics of the professors.
The criteria of various authors in this field are ratified with this research, it is, therefore, relevant to
evaluate the level of digital competence of teachers and, based on that, be able to plan a personalized
training program
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