Area Of Learning Research Articles

Prediction Model for Aero-engine Combustor Temperature Field with Physical Constraints of High Temperature Deviation

Rapidly predicting the temperature field of the aero-engine combustion chamber can assist researchers in quickly understanding the combustion state. Although deep learning methods can solve this problem in some situation, the generalization ability of this method still faces challenges. This research proposes a deep learning prediction scheme with the loss function based on high-temperature deviations for the temperature field of an aero-engine combustion chamber. Comparative results indicate that the network models with high-temperature deviation constraints demonstrate significantly better prediction accuracy outside the learning area compared to network models without physical constraints. The results also demonstrate that the involvement of the physical constraint loss function at different stages of network training has a significant impact on the predictive performance of the network model and generalization ability. Compared to network models trained solely on mean square error, the fully-connected network model with mid-to-late stage of physical constraint training improves by 64.5%, and the optimized attention network model improves by 94.0%.

The Use of ChatGPT in Education: A New Path to Personalized Instruction

ChatGPT an artificial intelligence (AI) program based on natural language processing and deep learning algorithm training, has the capacity to learn human languages and understand their semantics through colossal amounts of text data and to conduct natural language-based communication with humans (Jiao, 2023). It has garnered tremendous attention of the internet users since its release in 2022. It has also instigated a lot of discussions on its application in education among educational researchers and teachers. According to Aljanabi (2023), ChatGPT’s potent information search and organization capabilities enable the student to seek out a more complete answer for the question and to obtain learning resources needed using natural language. Chu (2023) argued that ChatGPT could act as an AI teaching assistant to aid teachers in developing course plans and generating questions of varying difficulty levels as well as an intelligent academic supporter to help students with their academic papers and assessments. Research also shows that ChatGPT has significant value in the area of personalized learning.

Reading is complex: Implications for research and practice

Reading, like all areas of human learning, is complex and multidimensional. Educational psychology has an opportunity to contribute further to a science of reading, and potentially to a science of reading instruction, by expanding its traditional theoretical and methodological orientations to embrace this complexity. Topics central to this effort are discussed in the five papers in this special issue. They make apparent the need to reconceptualize reading comprehension as involving a multitude of cognitive and metacognitive processes shaped by the purposes and sociocultural contexts of its enactment and reflecting developmental, linguistic, and ethnic variation among learners. Addressing this complexity is critical to equitable reading comprehension instruction and assessment that meets the needs of an increasingly diverse population.

Impact of Data Particle Divide Depth Level on Effectiveness of Hypergeometrical Divide Classifier

Gravitational classifiers belong to the supervised machine learning area, and the basic element that they process is a data particle. So far, many algorithms have been presented in the world literature. They focus on creating a data particle and determining its two important parameters - a centroid and a mass. Hypergeometrical Divide is one of the latest algorithms in this group, which focuses on reducing the amount of processing data and keeping relevant information. A proportion of data to information depends on the data particle divide depth level. Its properties and application potential have been researched, and this article is the next step of the work. The aim of the research described in this article was to determine relation of the depth level value of data particle divide to the effectiveness of the Hypergeometrical Divide algorithm. The research was conducted on 7 real data sets with different characteristics, applying methods and measures of evaluating artificial intelligence algorithms described in the literature. 63 measurements were performed. As a result, the effectiveness of the Hypergeometrical Divide method was defined at each of available data particle divide depth levels for each of used databases.

Giving space to the unknown and transcendence – Art education as guardian of the child's authentic gesture

AbstractThe main concern of this article is to introduce the concept of the authentic gesture as a vital, largely self-determined expression of the child and to make it fruitful for art education. Because of the assumed educational importance of the concept, some hints to other learning areas will also be given. This should be done from a historical and systematic perspective against the background of relevant literature, above all the German-language literature and some other important voices, in which a number of further leading ideas can be found and discussed. Explicated in this way, the concept at issue leads to the question of the unknown per se, to which art education and education in general should open itself. This means that education opens up to something that, in its material and/or social form, evades a final assessment. Something enigmatic thus comes into view, because the unknown, by definition, is beyond exact description and extern evaluation. However, in and for the modern world, it can be paraphrased with a secular approach of transcendence as an inner-psychic space which is withdrawn from instrumental intervention including educational intervention and which must be protected at all costs as a central condition of freedom and human dignity.

Investigation of the Items Prepared by Teachers Who Received Training on Item Preparation Measuring Higher-Order Thinking Skills

This study was conducted to determine how the in-service training program for science teachers affects teachers' competencies in preparing items measuring higher order learning levels. The study was conducted with the exploratory special case design, which is one of the special case study models. The study group consisted of 8 science teachers who participated in the training program implemented within the scope of the study. The training program is an 8-week question preparation training that measures higher-order thinking skills. The training was carried out theoretically and practically by science education, assessment and evaluation and curriculum experts. During the study, the teachers prepared items to measure higher order thinking skills related to the Earth and Universe learning area in the science curriculum for six months. A 21-item checklist developed by the researcher was used as a data collection tool in the study. The data obtained in the scope of the program were analyzed descriptively. The analyses were reported as frequency and percentage, and the results were visualised with graphs. At the end of the program, it was determined that 43% of the items prepared by the teachers measured higher-order thinking skills. This finding suggests that the training program positively affected the teachers' competence in writing items that measure higher-order thinking skills. At the end of the study, a fair number of suggestions were made, the most important being the widespread implementation of the training program.

Mixed reality strategies for piano education

Head-mounted mixed reality interfaces, in which a user perceives a seamless blend of real, virtual or remote content, have great potential in a wide range of educational contexts. In this paper, we explore the use of mixed reality (MR) in piano education. We begin with a review of previous examples of virtual and mixed reality for piano teaching and learning, identifying four major categories of functionality: remote teaching, learning to read musical notation, providing alternative notation systems to Western musical notation, and enhancing users’ understanding and experience of music. Following this review, we present an application designed to demonstrate the use of MR for facilitating remote student-teacher piano lessons. Additionally, hand-tracking enables real-time, bi-directional visualization of both the student’s and teacher’s hand movements while playing, which is a crucial communication channel in piano instruction. We also present the Piano Theory Hub, an interactive area for independent learning and practice designed to compliment remote instructions. The Piano Theory Hub uses MR to provide spatial in situ explanations and exercises on notes, intervals, scales, and chords. User studies were conducted to evaluate both remote and solo aspects of the application. The first study with 10 participants revealed a strong sense of immersion and co-presence with the teacher during remote lessons. Trials also revealed that, in addition to virtual hands, visual highlighting of key-presses was found to improve visualisation of the remote users’ play. The second study, with 15 participants found the Piano Theory Hub to be helpful for beginners and some intermediate players, with feedback suggesting improvements in user experience and highlighting the limitations of replacing traditional piano teachers. Our experiments demonstrate that MR can be successfully employed for the following strategies for piano education: hand interaction coaching, flexible virtual hand and piano visibility, augmented feedback including key highlighting, gamified learning elements, and flexible teacher positioning options. Overall, the findings suggest that mixed reality holds promise as an effective tool for remote piano learning and music education, offering immersive and engaging learning experiences.

Teachers’ Perspectives on the Effectiveness of Moral Strategies for Character Formation in Public Secondary Schools in Kakamega County, Kenya

Philosophers and educationists contend that education plays a critical role in inculcating learners with moral values for character formation. Moral education for character formation is not an issue of personal choice but fundamental to society in promoting economic growth, prosperity, and order. However, there are a number of problems that hinder the process of reaching the identified ideal of character formation. Some of the challenges are associated curriculum content and the strategies applied by teachers. In school moral education for character formation is promoted through the teaching of subjects such as Christian Religious Education, Hindu Religious Education, or Islamic Religious Education, however they are exam or Cognitive oriented. This is manifested in unacceptable behaviors that are exhibited by students such as school arson, drugs and substance abuse, obscene behavior, and exploitation of school and other public resources. Therefore, this article sought to investigate teachers’ perspectives on the effectiveness of moral strategies for character formation in public secondary schools in Kakamega County, Kenya. Phenomenological theory guided this study. On the other hand, phenomenological hermeneutical method was applied in the study. The study employed a descriptive phenomenological research design to explore teachers' perceptions of moral education strategies for character formation in public secondary schools in Kakamega County, Kenya. This design was chosen because it enables the researcher gain insight into participants' lived experiences of a phenomenon without prejudices and preconceptions. It utilized an interpretive paradigm to understand teachers' perceptions of their social realities, focusing on subjective experiences and perspectives related to moral education. Purposive sampling was used to recruit 15 participants from seven public secondary schools. Unstructured interviews were employed to collect the data. The data collected was analyzed thematically using Braun and Clarke's six steps. The study established that there was mixed reaction on the effectiveness of strategies used in moral education for character formation. The minority of the participants observed that all the strategies were ineffective, while the majority indicated that guidance and counseling although less proactive, is the best strategy for moral education for character formation. The few who mentioned punishment indicated that it was the best method, although illegal and illicit in the current Kenyan schooling context. The study concluded that moral education strategies in public secondary schools in Kakakmega county, Kenya are largely ineffective, with only a few approaches like class meetings, student leadership, and clubs fostering deeper student engagement. Most strategies are implemented reactively and lack consistent emphasis, limiting their impact on character formation. To improve effectiveness, a more proactive approach and better implementation mechanisms are needed. The study recommends that teachers in Kakamega County be trained to use multiple moral strategies that require extensive student participation and include practical and reflective methods to promote character education. Moreover, moral education should be an integrated approach to ensure that students receive ethical education in many areas of learning to strengthen their morality in applying moral education in many facets of their learning.

Seeking the optimal SPOC-based blended learning approach to enhance deep learning from the community of inquiry perspective

To equip students with 21<sup>st</sup> century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.

Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics

ABSTRACT Marked by growing cultural diversity of the student body alongside education policies grounded in whiteness, the Australian education system is both evolving while tethered to past and ongoing colonial power. Amidst these tensions, we are concerned with how schools and teachers become culturally responsive. Most Australian teachers are not only White but female, thus the White female teacher’s relation to the culturally diverse learner is structural. Utilising life history methodology, we explore how White female mathematics teacher, ‘Lara’ negotiates these relations in a learning area synonymous with exclusion. We argue: 1) culturally responsive becoming in White Australia involves disrupting whiteness; 2) whiteness in the educational encounter is not only raced but gendered and so too is school mathematics; 3) disrupting the exclusivity of mathematics has broader implications. The paper contributes to Australian scholarship on culturally responsive schooling by bringing whiteness and gender more sharply to the fore.

The Role of Machine Learning in Enhancing Corporate Financial Planning

Aim: To examine the role of machine learning in enhancing corporate financial planning. Problem Statement: In the past, corporate financial planning relied on statistical models and expert judgment which are often constrained by predefined assumptions and historical data. By so doing, they usually struggled to handle the non-linear and dynamic nature of financial markets causing limitations in their responsiveness and predictive power. Significance of Study: There is need to incorporate machine learning in corporate financial planning to provide a transformative technique via the introduction of advanced algorithms which are capable of analyzing diverse and vast datasets to uncover sophisticated relationships and patterns. Methodology: Recent relevant published articles in the area of machine learning in enhancing corporate financial planning were consulted. Relevant articles were sourced from the internet using the Google search engine. The abstract of the consulted published articles were thoroughly examined to study their relevance to the subject matter. Discussion: This review article examines the role of machine learning in enhancing corporate financial planning. It was found that machine learning techniques have crucial roles to play in the context of corporate financial planning via decision-making improvement, risk management, operational efficiency enhancement, fraud detection and enabling personalized experiences. Also, Machine Learning technologies have a wide variety of uses in corporate financial planning which enable banks and insurance companies in delivering tailored experiences that give their customers some preferences. Common identified machine learning approaches in corporate financial planning include predictive analytics, natural language processing, computer vision, reinforcement learning and anomaly detection approaches. Major areas of machine learning application include dynamic pricing and offers; regulatory compliance; personalized customer service; predictive analytics for customer retention; personalized product recommendations and so on. Furthermore, the implementation of Machine Learning (ML) in corporate financial planning and financial services industry provides many chances for enhancing customer experiences, improving efficiency and driving innovation. However, ML poses numerous challenges which should be addressed to attain the complete potential of these technologies. Conclusion: As technology continues to advance, financial institutions will need to route the challenges of bias mitigation, transparency and regulatory compliance while the ML full potential is equally leveraged. Also, machine learning has the potential to transform corporate financial planning via the provision of more adaptive, accurate and real-time insights.

From Data to Decisions: Analyzing PaRIS for Health Policy Insights

Abstract To inform countries on how well they perform from the perspective of people living with chronic conditions in comparison with other countries, we propose an analytical framework for the data collected in the PaRIS survey, detailing how the data will be analysed in a multilevel approach for cross-country comparison. The data structure of the PaRIS survey represents three levels: countries/health systems, primary care practices and patients. Multilevel analysis is used because of its accuracy in estimating country-level outcomes, its flexibility in modelling relationships, and its opportunities in connecting to relevant policy questions. Country-level outcomes will be estimated to facilitate cross-country comparison and (future) within-country comparison over time. A first indication for areas for cross-country learning and policy making is the distribution of variation over patients, care providers and countries. Characteristics of patients that potentially explain variation in patient-reported outcomes and experiences can be linked to primary care practice and country/health system characteristics. The second indication for areas for cross-country learning and policy making is the variation in the slope of the association between patient and practice characteristics and patient-reported outcomes and experiences. This makes it possible to address policy-relevant questions relating, e.g., to whether some health systems or providers are better able to produce positive outcomes and experiences for (e.g.) older patients, and to the impact of chronic care management on patients with a specific chronic condition. To ensure fair cross-country comparisons, all outcomes will be estimated for an OECD (age and sex standardised) reference population, also including case-mix adjustment where necessary. Analyses will be repeated using a country-specific standard population.

Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness

The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

Teaching the Basics Brilliantly or Reinforcing Yet Another Subject Hierarchy?

AbstractThe New Zealand Curriculum is comprised of eight compulsory learning areas: English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences, and technology. Collectively, these learning areas are intended to provide children with a broad and balanced education. Despite this, the National-led government have introduced a new education policy titled Teaching the Basics Brilliantly. As this policy is focused exclusively on reading, writing, mathematics, and science, a hierarchy of subjects will likely be reinforced. This article examines the different aspects of the Teaching the Basics Brilliantly policy and discusses the implications of privileging three of the eight learning areas.

VIDEO PODCAST (VODCAST) – PEDAGOGICAL IMPLEMENTATION OF THE CREATIVE STRATEGY “CREATING YOUR OWN DIGITAL CONTENT”

The study examines the use of videocasting as a specific form of the “learner-generated videos” pedagogical strategy and its impact on the three main areas of learning – knowledge, skills, and attitudes. The benefits for the knowledge and skills, and in general for the cognitive behavioral experience that the learners acquire through such contextualized and active actions, are proven by numerous studies and were naturally reconfirmed in the current video podcast creation process. Therefore, the present study focuses on the learners’ attitudes (without neglecting the first two – knowledge and skills), how they evaluate their experience, and the value of the specific pedagogical tool. In this activity, the teacher’s assumption was confirmed that the video podcast created by the students is an active, interesting, engaging, and motivating form for them to acquire and consolidate several valuable skills, which will give them practical experience in situ, a sense of meaningful learning, authenticity, autonomy, collaboration, and confidence in their subsequent professional realization.

Desain Taman Atap pada Gedung SMP Pesat Bogor Berdasarkan Preferensi Pengguna

The increasing rate of urbanization on limited urban land has resulted in reduced Green Open Space (RTH) in urban areas. Therefore, the design of a roof garden on a school building can be a solution to increase the area of ​​green open space and a place for outdoor learning activities. This study aims to analyze the potential and constraints on the site so that a roof garden design can be developed according to user preferences. The stages of work refer to Booth (1983) which consist of project acceptance, research/analysis, concepts, and construction drawings. The design concept applied is inspired by the organically formed Falco peregrinus. The results of this study are in the form of a roof garden site plan as well as detailed pictures of the facilities used in the roof garden of building 3 SMP-SMA-SMK Informatika Pesat. The results of the study are expected to create a roof garden on a school building that can function as green open space and a refreshing area as well as a teaching and learning area.

Implementation and Evaluation of a Virtual Skills-Based Dementia Caregiver Group Intervention within a VA Setting: A Pilot Study.

This study sought to design, implement, and evaluate a 6-week skills-based telehealth group for dementia caregivers within a VA setting. The protocol was designed based on a CBT skill-building approach and was evaluated using the four levels of evaluation developed by Kirkpatrick (1998). Eight spousal caregivers of individuals with MCI or dementia participated in the pilot group within a VA geriatric clinic. Methods included comparison of pre- and post-intervention outcome measures (caregiver burden, depression, anxiety, flourishing) and inductive narrative analysis of qualitative feedback from participants. Qualitatively, the intervention was well received and participants identified several areas of subjective learning and skill implementation including increased behavioral and communication skills, knowledge, and connection with resources. However, paired-sample t-tests of group outcomes revealed no significant differences on measures of caregiver burden, depression, anxiety, and flourishing pre- and post-intervention. Based on Kirkpatrick's levels of evaluation, this study revealed positive reception of a group-based intervention for dementia caregivers within a VA setting, but further investigation of intervention effectiveness is needed given the lack of significant change found on outcome measures. A virtual skills-based group may be a feasible option for dementia caregiver intervention within VA settings that warrants further investigation.

Stakeholder perceptions of physical literacy: results from a national consultation in England.

There is a lack of evidence of stakeholder perspective and understanding of physical literacy among relevant stakeholders from England. As part of research commissioned by Sport England to develop a physical literacy consensus statement for England, this study presents findings from the first national consultation with stakeholders in England. One hundred and ninety-three individual stakeholders (50.3%) from education, community sport, national governing bodies of sport, physical activity and sport coaching sectors completed an online survey consisting of fixed item and open ended questions designed to examine their knowledge, understanding, perceptions and practices relating to physical literacy. Responses from stakeholders suggested there was confusion in use of the term physical literacy in practice and confusion regarding the definition of physical literacy. Most respondents suggested they were involved in physical literacy related activity and understood the term. However, when probed the physical literacy related activity they referred to was likely not actually physical literacy related. Understanding of the term physical literacy was inconsistent in general. Stakeholders considered the affective, social, physical and cognitive areas (domains) of learning to be most important for developing a positive relationship with movement, sport and physical activity for life. While stakeholders are aware of the term "physical literacy" and hold value of it within their practice, there remain key misconceptions relating to what physical literacy is, and debate as to whether any existing definitions truly capture the construct of physical literacy.

Editorial Preview

Effective from Volume 3, JIWE has transitioned to a triannual publication release effort. Specifically, releases occur each February, June, and October. This particular October 2024 release contains 12 papers within the regular section that covers a broad range of application concerning Machine Learning (ML), Artificial Intelligence (AI), Data Mining (DM), Software Engineering, Recommender Systems, Cybersecurity, Healthcare, and other key areas in web engineering. Additionally, this edition presents a captivating collection of 7 papers curated by our Thematic Editor, Dr. Ji-Jian Chin, under the theme "Pervasive Computing." In his editorial, Dr. Ji-Jian Chin highlights cutting-edge research on the integration of computing into everyday environments. Moreover, these papers are aligned to some of the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) through advancements in healthcare technologies, SDG 9 (Industry, Innovation, and Infrastructure) through software and systems innovation research, and SDG 16 (Peace, Justice, and Strong Institutions) through contributions to privacy and cybersecurity research.

DENTAL'S AREA LEARNING MODEL AS AN EFFORT TO IMPROVE KNOWLEDGE AND TEETH BRUSHING SKILLS PRESCHOOL CHILDREN

Background: Preschool children have different characteristics from children of other ages, so that maximizing their cognitive, affective and psychomotor potential requires appropriate learning methods. Dental's Learning Area Model is a dental health education model that gives preschool children, especially the 3-4 year age group, the choice to choose the areas they want to learn about dental and oral health so that with this choice children are able to optimize learning according to their criteria and abilities. Objective: Develop a Dental's Area Learning Model as an effort to increase knowledge and skills in brushing teeth and reduce the Plaque Control Record (PCR) of preschool children. Method: Quasy Experiment Pretest And Posttest With Control Group Design, Research subjects were preschool children aged 3-4 years who were divided into 2 groups: 1. Dental's Area Learning Model intervention for 14 days through 4 stages of activities, namely training, simulation, brushing practice teeth and evaluation in children. 2. 14 day tooth brushing model as control. Dependent variable: knowledge and teeth brushing skills. Data were tested using Wilcoxon and Independent t-test. Results: Dental's Area Learning Model is effective in increasing students' knowledge of brushing teeth with a p-value of =0.000 and brushing skills with a p-value of 0.000 (<0.05). Conclusion: Dental's Area Learning Model is effective in increasing knowledge and teeth brushing skills in preschool children