Reading discrepency and the promise of computer technology

Computer technology is one of the promising tools for students with reading discrepancy.In the first section this paper discusses previous studies related to computer technology which is used to improve reading. Second section puts forward reviews on research that has been carried out on augmented reality technology and learning. Summarized data from 2001 to 2008 are also highlighted as evidence on how augmented technology improves reading. This paper finally put up the proposed Bahasa Melayu augmented reality books for students with reading disability

The SOLAIRE Project: A Gaze-Contingent System to Facilitate Reading for Patients with Scotomatas

Reading is a major issue for visually impaired patients suffering from a blind area in the fovea. Current systems to facilitate reading do not really benet from recent advances in computer science, such as computer vision and augmented reality. On the SOLAIRE project (Système d'Optimisation de la Lecture par Asservissement de l'Image au Regard), we develop an augmented reality system to help patients to read more easily, resulting from a strong interaction between ophthalmologists and researchers in visual neuroscience and computer science. The main idea in this project is to control the display of the text read with the gaze, taking into account the specic characteristics of the scotoma for every individual. This report describes the system

Augmented reality tools and learning practice in mobile-learning

There are many augmented reality (AR) applications available that can be used to create educational contents for these mobile devices. This paper surveys the most popular augmented reality applications and we select AR eco-systems to be used in daily teaching activities which are user friendly, do not require programming skills and are free. Different augmented reality technologies are explored in this paper to create teaching activities with animations, videos and other information to be shown on top of interactive documents. It is presented the creation of a novel augmented reality book that was developed with teachers and students. Several examples are also presented that are used in educational activities, from kindergarten to elementary and secondary schools, to improve reading, comprehension and learning of music.info:eu-repo/semantics/publishedVersio

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design

Policies for Promoting Technological Catch Up: Towards a Post-Washington Approach

This paper analyzes the evolution of policies for technology catch-up through three periods: the import substitution period, the (augmented) Washington Consensus period and the post-Washington period. We analyze the dominant policy models and practices in each of these periods as co-evolving with the dominant academic ideas, thereby changing the conditions for catching up. We develop several dimensions or building blocks that characterize the policies for technology catch-up. These dimensions are used to characterize each of the three policy periods with the objective of outlining the generic features of an emerging post-Washington approach to technology catch-up policies in relation to past approaches.(Please Puchase For Further Reading)technology, catch up, import-substitution, post-Washington consensus

Hume's Reality: A Lesson in Causality

In Book I, III §9 of the Treatise, Hume makes the claim that “[all general] belief arises only from causation” (T 107). Following, he makes the even stronger claim that all general beliefs are to be thought of as beliefs in reality, and thus, all belief in reality is dependent on pre-established beliefs in both specific causal relations and the causal relation in general (T 108). In the first part of this paper, I explain Hume’s motivation behind both claims, while in the second part, I argue that to some extent, Hume is correct; our belief in “reality”—a notion to be defined—is fundamentally dependent on a pre-established belief in the general notion of cause and effect and a cache of specific causal relations. Thus, epistemologically speaking, we must conclude that our notion of “reality” is intrinsically causal (note that this reading has been corrected/augmented in Rocknak 2013)

Augmented Weighted Estimators Dealing with Practical Positivity Violation to Causal inferences in a Random Coefficient Model.

The inverse probability of treatment weighted (IPTW) estimator can be used to make causal inferences under two assumptions: (1) no unobserved confounders (ignorability) and (2) positive probability of treatment and of control at every level of the confounders (positivity), but is vulnerable to bias if by chance, the proportion of the sample assigned to treatment, or proportion of control, is zero at certain levels of the confounders. We propose to deal with this sampling zero problem, also known as practical violation of the positivity assumption, in a setting where the observed confounder is cluster identity, i.e., treatment assignment is ignorable within clusters. Specifically, based on a random coefficient model assumed for the potential outcome, we augment the IPTW estimating function with the estimated potential outcomes of treatment (or of control) for clusters that have no observation of treatment (or control). If the cluster-specific potential outcomes are estimated correctly, the augmented estimating function can be shown to converge in expectation to zero and therefore yield consistent causal estimates. The proposed method can be implemented in the existing software, and it performs well in simulated data as well as with real-world data from a teacher preparation evaluation study