51 research outputs found

    The electrome of a parasitic plant in a putative state of attention increases the energy of low band frequency waves: a comparative study with neural systems

    Get PDF
    Selective attention is an important cognitive phenomenon that allows organisms to flexibly engage with certain environmental cues or activities while ignoring others, permitting optimal behaviour. It has been proposed that selective attention can be present in many different animal species and, more recently, in plants. The phenomenon of attention in plants would be reflected in its electrophysiological activity, possibly being observable through electrophytographic (EPG) techniques. Former EPG time series obtained from the parasitic plant Cuscuta racemosa in a putative state of attention towards two different potential hosts, the suitable bean (Phaseolus vulgaris) and the unsuitable wheat (Triticum aestivum), were revisited. Here, we investigated the potential existence of different band frequencies (including low, delta, theta, mu, alpha, beta, and gamma waves) using a protocol adapted from neuroscientific research. Average band power (ABP) was used to analyse the energy distribution of each band frequency in the EPG signals, and time dispersion analysis of features (TDAF) was used to explore the variations in the energy of each band. Our findings indicated that most band waves were centred in the lower frequencies. We also observed that C. racemosa invested more energy in these low-frequency waves when suitable hosts were present. However, we also noted peaks of energy investment in all the band frequencies, which may be linked to extremely low oscillatory electrical signals in the entire tissue. Overall, the presence of suitable hosts induced a higher energy power, which supports the hypothesis of attention in plants. We further discuss and compare our results with generic neural systems

    Survey of Personalized Learning Software Systems: A Taxonomy of Environments, Learning Content, and User Models

    Get PDF
    This paper presents a comprehensive systematic review of personalized learning software systems. All the systems under review are designed to aid educational stakeholders by personalizing one or more facets of the learning process. This is achieved by exploring and analyzing the common architectural attributes among personalized learning software systems. A literature-driven taxonomy is recognized and built to categorize and analyze the reviewed literature. Relevant papers are filtered to produce a final set of full systems to be reviewed and analyzed. In this meta-review, a set of 72 selected personalized learning software systems have been reviewed and categorized based on the proposed personalized learning taxonomy. The proposed taxonomy outlines the three main architectural components of any personalized learning software system: learning environment, learner model, and content. It further defines the different realizations and attributions of each component. Surveyed systems have been analyzed under the proposed taxonomy according to their architectural components, usage, strengths, and weaknesses. Then, the role of these systems in the development of the field of personalized learning systems is discussed. This review sheds light on the field’s current challenges that need to be resolved in the upcoming years

    Human-Computer Interaction

    Get PDF
    In this book the reader will find a collection of 31 papers presenting different facets of Human Computer Interaction, the result of research projects and experiments as well as new approaches to design user interfaces. The book is organized according to the following main topics in a sequential order: new interaction paradigms, multimodality, usability studies on several interaction mechanisms, human factors, universal design and development methodologies and tools

    Language Learning Effectiveness (Outcome) of an Online Synchronous EFL Program Compared to an ESL Face-to-Face Program

    Get PDF
    Abstract To provide English learning opportunities to International students while in their home countries, I designed an English as a Foreign Language (EFL) synchronous online program delivered via videoconferences. The purpose of this study was to evaluate the efficacy of an Online EFL program when compared to a regular in-person Intensive English Program (IEP) where students are immersed in the American culture. The control group was composed of 88 students from Spanish and Portuguese-speaking countries in South America that took the IEP offered by a private university in Kentucky in the past five years. Students in the control group had eight weeks of in-person English classes. The experimental group was composed of 88 students who participated in the EFL pilot course offered to Spanish and Portuguese-speaking students. The course was offered free of charge via zoom conferences twice a week for 8 eight weeks. The students were recruited over Facebook and WhatsApp. The study\u27s premise was to have students engaged in meaningful English language interactions with their peers and instructors to verify if there were significant differences between the pre and post-tests gains in both groups (Control and Experimental Group) of treatment (in-person and online English instruction). The results indicated a language gain in listening, grammar, and vocabulary for both groups, suggesting that both treatments produced similar language skills improvements. In virtue of the results, the author recognizes that the implementation of EFL programs delivered 100% online via videoconferences is a viable solution to problems of cost and mobility for English Language Learners (ELL), particularly in times of global crisis, such as the COVID-19 pandemic. Keywords: CALL, MALL, Language Program Comparison, EFL via videoconference

    Sentiment Analysis for Social Media

    Get PDF
    Sentiment analysis is a branch of natural language processing concerned with the study of the intensity of the emotions expressed in a piece of text. The automated analysis of the multitude of messages delivered through social media is one of the hottest research fields, both in academy and in industry, due to its extremely high potential applicability in many different domains. This Special Issue describes both technological contributions to the field, mostly based on deep learning techniques, and specific applications in areas like health insurance, gender classification, recommender systems, and cyber aggression detection

    Software Support for Discourse-Based Textual Information Analysis: A Systematic Literature Review and Software Guidelines in Practice

    Get PDF
    [Abstract] The intrinsic characteristics of humanities research require technological support and software assistance that also necessarily goes through the analysis of textual narratives. When these narratives become increasingly complex, pragmatics analysis (i.e., at discourse or argumentation levels) assisted by software is a great ally in the digital humanities. In recent years, solutions have been developed from the information visualization domain to support discourse analysis or argumentation analysis of textual sources via software, with applications in political speeches, debates, online forums, but also in written narratives, literature or historical sources. This paper presents a wide and interdisciplinary systematic literature review (SLR), both in software-related areas and humanities areas, on the information visualization and the software solutions adopted to support pragmatics textual analysis. As a result of this review, this paper detects weaknesses in existing works on the field, especially related to solutions’ availability, pragmatic framework dependence and lack of information sharing and reuse software mechanisms. The paper also provides some software guidelines for improving the detected weaknesses, exemplifying some guidelines in practice through their implementation in a new web tool, Viscourse. Viscourse is conceived as a complementary tool to assist textual analysis and to facilitate the reuse of informational pieces from discourse and argumentation text analysis tasks.Ministerio de Economía, Industria y Competitividad; FJCI-2016-6 28032Ministerio de Ciencia, Innovación y Universidades; RTI2018-093336-B-C2

    Scenario-based eLearning to promote active learning in large cohorts: students’ perspective

    Get PDF
    This work presents results from an investigation on the students' perspective of the use of scenario‐based (SBL) e‐learning and their performance in a first‐year core chemical engineering module in a Scottish university. SBL is a pedagogy that promotes active learning by bringing to the classroom practical and industrial experience. When combined with online delivery, SBL can be used to increase students' engagement in large cohorts. The scenario developed and used in this work was delivered via the Scenario‐Based Learning Interactive tool. A survey was used to capture students' insights on the activity and the use of the software. These data were then analyzed in combination with students' exam performance. Two cohorts with around 100 students each participated in this study over 2 years (with 91% response rate in the evaluation questionnaire). They indicate that students fully engaged with this form of learning as it links module content with real industrial applications. There is, however, a significant difference between female and male students in terms of the enjoyment they derived from the computer‐based activity with male students preferring the activity over tutorials with opposite results for females. There is no relationship between the perceived level of difficulty of the scenario and the exam performance in either cohort. The majority of students identified that they developed their problem‐solving and analytical skills through doing the scenario activity. In general, the students found the software difficult to use which suggests the need to explore other tools for the delivery of scenario‐based activities

    A framework to integrate the formal learning with the informal workplace learning of statisticians in a developmental state

    Get PDF
    The topic of integrating the formal learning of graduates with their informal workplace learning has been debated for many years. In practice, however, these two types of learning still exist as two polar opposites, especially in the field of statistics. This study examined the effectiveness of an internship programme as a means to integrate the formal learning of statisticians with their informal workplace learning. Based on the findings, a framework was proposed to ensure integration between the formal and informal workplace learning of statisticians. The study employed a mixed-method approach that combined quantitative and qualitative data collection. Quantitative data were collected from respondents (statisticians who participated in the internship programme and were permanently employed at the time of the study) through an online survey, and qualitative data were collected from managers (who served as mentors to the interns) through conducting semi-structured, one-on-one interviews. Documents pertaining to the internship programme in place at Statistics South Africa were also studied. Many developing countries still lack the capacity to produce, analyse and use the range of quality statistics required to support effective development progress. This study suggested a new way of integrating the formal learning with the informal workplace learning of statisticians, which involved adding a practical component (an internship) to the formal learning of statisticians, therefore, combining an internship during formal learning with an internship upon the completion of formal learning. In this way, statisticians are better capacitated because they can apply their formally obtained knowledge and skills in practice both while being engaged in their formal studies as well as after completing their studies, ensuring integration between formal and informal workplace learning. Crucial factors that would play a role in ensuring success are, for instance, if intern statisticians are placed in areas that are commensurate with their formal learning (thus ensuring utilisation of their skills) and if the level of the tasks assigned to them matches their cognitive ability. Support for interns’ informal learning in the form of mentorship, developmental assignments and training and development opportunities are also crucial to ensure integration between their formal learning and informal workplace learning.Educational Leadership and ManagementD. Ed. (Education Management

    Pembangunan model kurikulum m-Pembelajaran kursus teknologi dalam pengajaran dan pembelajaran di Institut Pendidikan Guru

    Get PDF
    The m-Learning Model development is able to improve students’ performance achievement. Yet, studies involving m-Learning in education are very limited because most studies are more focused on the digital function of mobile devices rather than mobile pedagogy. Therefore, this study is aimed at examining the implementation of the m-Learning curriculum which is in line with the current educational needs at the Malaysian Teacher Education Institute and should be carried out as an initiative and provision of infrastructure at schools as well as institutions of higher learning.This ongoing agenda of the Ministry of Education needs to be given support and realization. This study identifies the needs of the m-Learning curriculum model for the teaching and learning of a Technology course in the Malaysian Institute of Teacher Education. The main objective was to design a curriculum Model of m-Learning for a Technology course in teaching and learning using Fuzzy Delphi Technique.This study employed Design and Development Research (DDR) which involved descriptive statistics in the analysis of phase one. For phase two, data were analyzed using Fuzzy Delphi Technique that was Triangular Fuzzy Numbers and Defuzzification Process. This process was to determine the ranking of each of the variables and build a model. The third phase which was consumerism assessment involving analyzing qualitative findings. The findings of the first phase showed that the highest mean score was for the major component of the model (mean = 4.510) and the lowest was the purpose of using m-learning (mean = 3.715). This concluded that there was a need to develop a model for m-Learning in a Technology in teaching and learning course. The findings of the second phase showed that the panel of experts agreed unanimously on the elements in the model. The general findings of the third phase from the interviews of students and lecturers showed that they were satisfied with the use of m-Learning Model in the aspects of technology, usability and learning. This study implies that there is a need to develop a model of m-Learning in a Technology course in teaching and learning in the Teacher Education Institute, which is parallel with the development of ICT and the changes in the current pedagog
    corecore