Many-Body Density Matrices for Free Fermions

Building upon an analytical technique introduced by Chung and Peschel [M. Chung and I. Peschel, Phys. Rev. B 64, art. 064412 (2001)], we calculated the density matrix rho_B of a finite block of B sites within an infinite system of free spinless fermions. In terms of the block Green function matrix G (whose elements are G_ij = , where c_i^+ and c_j are fermion creation and annihilation operators acting on sites i and j within the block respectively), the density matrix can be written as rho_B = det(1 - G) exp[ sum_ij (log G(1 - G^{-1})_ij c_i^+ c_j]. Implications of such a result to Hilbert space truncation for real-space renormalization schemes is discussed.Comment: 12 pages in RevTeX4 format. Uses amsmath, bbold, dcolumn and mathrsfs package

IT EDUCATION IN TAIWAN: RELATIONSHIP BETWEEN SELF-EFFICACY AND ACADEMIC INTEGRATION AMONG STUDENTS

This study examined the relationship between academic integration and self-efficacy with regard to institution types and students’ majors among IM (Information Management) and CS (Computer Science) students. A Taiwanese National survey database was used to achieve the research objective. MANOVA was used to analyze the interaction effects between academic integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that students of public institutions have higher levels of self-efficacy than students of private ones. Another finding is that IM students seem to have better study strategies and habits than CS students while CS students were found to have better collaboration and satisfaction with their institutions than IM students. Counselling services and team projects are suggested to enhance students levels of academic integration and self-efficacy

Evaluating Persuasion in a Digital Learning Environment

The massification of higher education has produced cohorts of students with varying motivation and ability to meet their academic potential. Providing individualised support is not always feasible for instructors as class sizes continue to grow, so this research evaluates the persuasive design of a digital learning environment (DLE) to address the aforementioned issue. A system with persuasive features called Task-Test-Monitor (TTM) was used by students for a semester at an Australian university. At the conclusion of the semester, students were surveyed on their experience of using the system. Results showed students were strongly in favour of using such a system to help them study, with a significant portion of respondents reporting that the system influenced how they studied. Educators and system designers can benefit from these findings by applying persuasive design principles used in this research in their own pedagogy or system designs

Teaching Business Process Management with Simulation in Graduate Business Programs: An Integrative Approach

Games offer people engaging and motivating experiences. The process of recreating this type of experience in systems that are not typically considered games is called “gamification.” Improving engagement and motivation in a learning environment is desired by many educators as traditional approaches do not seem to be as engaging as they once were with students. Hence, gamification may be a useful tool to improve the learning environment. As a precursor to the development of a game-like learning system, we survey 51 undergraduate IT students to obtain their perceptions on game elements, which are the building blocks of what makes a game identifiable as such. All game elements that were presented to the respondents were highly rated. It was found that undergraduate students have a positive perception of systems that use game elements and are interested in its use for learning. Overall, students favored social interaction, engagement, feedback, and increased learning, which suggests that gamification is particularly suited to learning approaches such as social constructivism. We suggest that future work should include the development of a prototype for a game-like educational system that helps to provide useful feedback for students about their learning progress

IMPROVING STUDY HABITS USING A BEHAVIOUR CHANGE FRAMEWORK INCORPORATING SOCIAL MOTIVATION AND GAMIFICATION

Students entering into their first year of university studies are subject to a jarring difference between the learning experiences of high school and university. High schools typically take a very structured approach to teaching whereas university expects students to take ownership of their learning. This dramatic shift often means students are not adequately prepared to form positive study habits on their own, or existing habits are likely to break down. Further complicating this issue is the rising popularity of video games and social networking amongst students. These two areas provide fun and engaging experiences for their users where traditional learning environments struggle to do so. In this research-in-progress paper, we propose a framework that can be used by instructors to improve learning environments so that their students are better engaged and encouraged to form positive study habits. The framework utilises a hybrid of the Transtheoretical model of behaviour change (TTM) and the SNAP model of motivation. Social networking and gamification are used as triggers that enable the process to occur. It is envisaged that this research will lead to instructors creating more effective learning environments with less effort, and making academic learning a more enjoyable pursuit for students

COMBINING THE FOGG BEHAVIOURAL MODEL AND HOOK MODEL TO DESIGN FEATURES IN A PERSUASIVE APP TO IMPROVE STUDY HABITS

Using technology to persuade people to behave in a certain way is an ever-increasing field of study. The ability to persuade individuals is quite clear in e-commerce, where individuals are persuaded to make purchasing decisions. However, it can also be applied to other disciplines, such as education where improving the study behaviour of students would be particularly useful. Forming good study habits can be a challenge for university students who have not done so in the earlier years of their education, or where the pressures of external commitments have eroded previously good habits. We use a combination of the Fogg Behavioural Model and the Hook model to design features for an app as a component of a larger persuasive system to help improve three key areas of study habits: study scheduling, class preparation and group study. The app will be built and tested in a university setting targeting undergraduate students

Exact ground states and correlation functions of chain and ladder models of interacting hardcore bosons or spinless fermions

By removing one empty site between two occupied sites, we map the ground states of chains of hardcore bosons and spinless fermions with infinite nearest-neighbor repulsion to ground states of chains of hardcore bosons and spinless fermions without nearest-neighbor repulsion respectively, and ultimately in terms of the one-dimensional Fermi sea. We then introduce the intervening-particle expansion, where we write correlation functions in such ground states as a systematic sum over conditional expectations, each of which can be ultimately mapped to a one-dimensional Fermi-sea expectation. Various ground-state correlation functions are calculated for the bosonic and fermionic chains with infinite nearest-neighbor repulsion, as well as for a ladder model of spinless fermions with infinite nearest-neighbor repulsion and correlated hopping in three limiting cases. We find that the decay of these correlation functions are governed by surprising power-law exponents.Comment: 20 pages, 18 figures, RevTeX4 clas