A Survey of Learning Styles of Engineering Students

This study examined the learning styles of engineering students using the Index of Learning Styles (ILS) developed by Soloman and Felder (Soloman & Felder, 2002), the Cognitive Styles Analysis (CSA) developed by Riding (Riding, 1991), and the Learning Style Inventory (LSI) developed by Kolb (Kolb, 1993). Thirty-five graduate and thirty-six undergraduate engineering students took each of the assessments. There was a strong preference for the visual category on the ILS, but an even split for the imagery/verbal dimension on the CSA. Scores were also evenly split on the active/reflective and sequential/global dimensions on the ILS. Another strong preference was seen for the analytic category on the CSA. On the LSI, most students' scores indicated a preference for the convergent category and no student scores were in the divergent category. An overview of each of the instruments as well as a summary of student learning needs for each of the dimensions is presented.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Leveraging the Use of Mobile Applications to Increase Knowledge Retention in a Classroom Lecture

This research sought to determine if the use of mobile applications (e.g., iPhone® apps) had an impact on students’ ability to learn new material. A control group was compared against a group of students who used mobile devices during a statistics lecture. Students participated separately in a lecture followed by a period of either pencil and paper only or technology-assisted examples. They then took a quiz over the material. The data collected shows that the app group outperformed the control group on every question and scored 16% higher overall. A post-experimental survey found that participants in the app group felt strongly that mobile applications helped them understand the new concepts more clearly and were more confident in their ability to quickly learn this new material than the control group. Overall, this research demonstrates that technology-assisted learning positively impacts students’ learning. It also suggests that technology is changing the way people think and learn.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

D-Brane Effective Actions and Particle Production near the Beginning of the Tachyon Condensation

In this paper we will study the quantum field theory of fluctuation modes around the classical solution that describes tachyon condensation on unstable D-brane.We will calculate the number of particle produced near the beginning of the rolling tachyon process. We will perform this calculation for different tachyon effective actions and we will find that the rate of the particle production strongly depends on the form of the effective action used for the description of the early stage of the tachyon condensation.Comment: 21 page

Using a Crowdsourcing Knowledge Base to Support the Sustainability and Social Compromise Skill in Computer Science Engineering Studies

The Skill "Sustainability and Social Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to the teacher accurate and useful information in the research task of finding links between her course and the "Sustainability and Social Commitment" skill

Irregular Wakimoto modules and the Casimir connection

We study some non-highest weight modules over an affine Kac-Moody algebra at non-critical level. Roughly speaking, these modules are non-commutative localizations of some non-highest weight "vacuum" modules. Using free field realization, we embed some rings of differential operators in endomorphism rings of our modules. These rings of differential operators act on a localization of the space of coinvariants of any module over the Kac-Moody algebra with respect to a certain level subalgebra. In a particular case this action is identified with the Casimir connection.Comment: Final version, available at Springerlink.co

Towards the Prediction of User Actions on Exercises with Hints Based on Survey Results

Proceedings of: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011.The actions a user performs on exercises depending on the different hinting techniques applied, can be used to adapt future exercises. In this paper, we propose a survey for users in order to know their different actions depending on different conditions. The analysis of preliminary results for some questions of the model shows that there is a correlation between some survey questions and the real student actions, but there is a case in which there is not such correlation. For the cases where that correlation exists, this correlation leads to think that some prediction of users actions based on survey results is possible.Work partially funded by the Learn3 project TIN2008-05163/TSI within the Spanish “Plan Nacional de I+D+I”, and the Madrid regional community project eMadrid S2009/TIC-1650

Immediate Elaborated Feedback Personalization in Online Assessment

Providing a student with feedback that is timely, most suitable and useful for her personality and the performed task is a challenging problem of online assessment within Web-based Learning Systems (WBLSs). In our recent work we suggested a general approach of feedback adaptation in WBLS and through a series of experiments we demonstrated the possibilities of tailoring the feedback that is presented to a student as a result of her response to questions of an online test, taking into account the individual learning styles (LS), certitude in a response and correctness of this response. In this paper we present the result of the most recent experimental field study where we tested two feedback adaptation strategies in real student assessment settings (73 students had to answer 15 multiple-choice questions for passing the midterm exam). The first strategy is based on the correctness and certitude of the response, while the second strategy takes student LS into account as well. The analysis of assessment results and students’ behaviour demonstrate that both strategies perform reasonably well, yet the analysis also provide some evidence that the second strategy does a better job

Dark Energy from structure: a status report

The effective evolution of an inhomogeneous universe model in any theory of gravitation may be described in terms of spatially averaged variables. In Einstein's theory, restricting attention to scalar variables, this evolution can be modeled by solutions of a set of Friedmann equations for an effective volume scale factor, with matter and backreaction source terms. The latter can be represented by an effective scalar field (`morphon field') modeling Dark Energy. The present work provides an overview over the Dark Energy debate in connection with the impact of inhomogeneities, and formulates strategies for a comprehensive quantitative evaluation of backreaction effects both in theoretical and observational cosmology. We recall the basic steps of a description of backreaction effects in relativistic cosmology that lead to refurnishing the standard cosmological equations, but also lay down a number of challenges and unresolved issues in connection with their observational interpretation. The present status of this subject is intermediate: we have a good qualitative understanding of backreaction effects pointing to a global instability of the standard model of cosmology; exact solutions and perturbative results modeling this instability lie in the right sector to explain Dark Energy from inhomogeneities. It is fair to say that, even if backreaction effects turn out to be less important than anticipated by some researchers, the concordance high-precision cosmology, the architecture of current N-body simulations, as well as standard perturbative approaches may all fall short in correctly describing the Late Universe.Comment: Invited Review for a special Gen. Rel. Grav. issue on Dark Energy, 59 pages, 2 figures; matches published versio