Learner Behavior Research Articles

Design and research of MOOC teaching system based on TG-C4.5 algorithm

The emergence of Internet information technology has led to the development of MOOC-based online teaching methods. The study uses the traditional C4.5 algorithm for data mining to improve teaching quality and simplifies and quantifies it with the Taylor series and GINI index. The study also considers the uncertainty of data changes and the characteristics of MOOC teaching to design a parallel processing system of the HD-TG-C4.5 algorithm under the framework of the Hadoop platform. The experimental results show that the minimum data classification error of the algorithm is 2%, and the maximum recommendation accuracy of teaching resources is 92.6%. Moreover, the response time and resource search time of this algorithm system are significantly better than traditional algorithms in terms of system debugging. The average login response time is less than 0.87 s, and the success rate of system debugging reaches 90%. The probability value of students mastering teaching resource knowledge points is also above 0.7. The MOOC teaching system based on TG-C4.5 algorithm can effectively mine learner behavior data and reduce the complexity and consumption of C4.5 algorithm. The MOOC teaching system based on TG algorithm can provide technical support for the decision-making information of teaching participants and provide early warning information for predicting learning behavior.

IDENTIFICATION OF PROBLEMATIC BEHAVIORS AMONG LEARNERS IN CLASSROOMS BY TEACHERS IN PRIMARY SCHOOLS SOUTH AFRICA

The study explored the identification of problematic behaviors of learners in the classroom by teachers in Midrand in the Gauteng province of South Africa. This study was informed by Bandura’s Social Cognitive theory. The multiple case study design was chosen for this study. The participants comprised fifteen teachers (15) who teach grade four in the three public primary schools in Midrand. This study employed semi-structured interviews for data collection. Thematic analysis was adopted to analyze the qualitative data. The results of the study indicated that teachers identified the problem behaviors by observing learners in and out of class, observing disruptive behaviors, observing uncooperative learners, observing disobedience behaviors, and assessing learning difficulties. The study recommends that Life orientation teachers should teach learners to be aware of the practical skills that are required in times of crisis, when they are experiencing emotional stress, instead of acting out by displaying problem behavior.

The Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms

Background: In English-medium instruction (EMI) classrooms, goal orientations, strategies, and communication play pivotal roles in facilitating effective learning. Achievement goal orientations (AGOs) guide and control learner competence-relevant behavior in academic performance. Communication strategies (CSs) are communication aids for learners to cope with problems or breakdowns while speaking the target language. Strategic competence is an indispensable affective-cognitive factor that promotes learners’ willingness to communicate (WTC) in a target language.
 Purpose: This study aims to investigate the role of AGOs and CSs in predicting WTC and the effect of English proficiency on AGOs and CSs in EMI classrooms.
 Methods: An online questionnaire survey regarding the perception of AGOs, CSs, and WTC was conducted with 595 university students taking one EMI course in social science and humanity domains in Taiwan. The items were on a 6-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree’. Hierarchical multiple regression was adopted to predict WTC in EMI classrooms. One-way between-group MANOVAs were adopted to examine the individual and joint effect of English proficiency on the AGOs and CSs.
 Results: The hierarchical multiple regression model showed that task goal orientations and social affective strategies strongly and positively predicted the university students’ WTC in the EMI classroom. Performance-avoidance goal orientations and message reduction and alteration strategies were found to negatively predict WTC in EMI settings. Students’ English proficiency neither predicted their WTC nor affected their AGOs in the EMI classroom. High-proficiency students adopted accuracy-oriented, fluency-oriented, and negotiation for meaning while speaking strategies more frequently than low-proficiency students.
 Conclusion: It is suggested that a supportive and dynamic classroom environment with higher-order learning tasks involving cooperation, reflection, and objective assessment criteria can be incorporated into EMI programs. Besides, instruction in CSs and the use of multimedia teaching aids can facilitate EFL learners’ comprehension of subject-specific materials and encourage them to engage more in EMI classrooms.

An Eye-Tracking Study of GBL Motivators and Learner Behavior

Despite the significant positive characteristics game-based learning offers to pupil learning and assessment, preserving pupils’ interest and keeping them engaged in an educational game is still a challenge. To this end, the study and implementation of motivation mechanisms in educational games are considered crucial. Typical examples of motivators in electronic games include points (coins), avatar icons, visualization of achievement levels, NPCs (non-player characters) giving helpful information to users, children-friendly graphics and sound effects, comparison with classmates, and leaderboards. In this paper, we conduct a preliminary study of the effectiveness of these GBL motivators in MG, an educational game for practicing and assessing multiplication skills. The study combined eye-tracking with a short, semi-structured interview session with the four elementary school students that took part in the experiment. Eye-tracking provides detailed monitoring and visualization of gaze behavior in the form of fixation (point and duration of visual focus) and saccade sequences. Given that the way users allocate their visual focus is spontaneous, the data collected and analyzed by eye-tracking are unbiased and give a new spectrum of insight into how users perceive a visual stimulus. In this study, we investigate how users visually respond to the implemented motivators and their visual behavior when deciding between two or more available answers and when given feedback after a wrong answer. The paper discusses useful eye-tracking metrics, provides adequate visualizations of the main findings, and concludes with the ways eye-tracking can help education scientists and practitioners gain a better understanding of the behavior of users of GBL applications and the motivation mechanisms they support.

Commenting on learning Korean on TikTok and YouTube

ABSTRACT Online informal language learning has surged due to the growing interaction on social networking sites, such as TikTok and YouTube. One vital interaction method is through comments, revealing insights into learner behaviors and thoughts. Concurrently, the Korean Wave has made Korean a sought-after language. This study examined comments under Korean language learning hashtags on TikTok and YouTube in English and Spanish. From 570 comments, three themes were discerned: (1) those oriented towards the video creator, (2) those focused on the community, and (3) those highlighting Korean language understanding. Findings indicate that these comments foster a supportive environment for sharing experiences and resources while addressing content inaccuracies or linguistic uncertainties. However, there was no interaction in Korean within these comments. Hence, while videos provide linguistic input, comments mainly facilitate metalinguistic reflection, but not a space for interactive Korean language use.

Perceptions of Tutors on Learner Behaviors Utilizing Computer Programs: Focusing on Off-Task Behaviors of Students with Dyslexia

Perceptions of Tutors on Learner Behaviors Utilizing Computer Programs: Focusing on Off-Task Behaviors of Students with Dyslexia

ACADEMIC PERFORMANCE AND SCHOOL BEHAVIORS OF GRADE 7 OVERSEAS FILIPINO WORKERS’ CHILDREN IN TAGUDIN NATIONAL HIGH SCHOOL

This study aimed to assess the academic performance and school behavior of the children of Overseas Filipino Worker (OFW) enrolled at Tagudin National High School during the school year, 2022-2023. Specifically, it sought to answer the following: 1. What is the profile of the learners along a. Sex; b. Medium of communicating with parents; and c. Frequency of communicating with parents? 2. What is the level of academic performance of the Overseas Filipino Workers (OFWs) children? 3. What is the level of school behavior of Grade 7 OFW children along Hyperactive, Withdrawn, Poor attention/Concentration, Aggressive, Uncooperative, Disruptive, Manipulative, and Inappropriate Social Behavior; 4. Is there a significant relationship between the profile of the OFW children and the level of academic performance? 5. Is there a significant relationship between the level of performance of the OFW parents and children's level of school behavior 6. What plan can be proposed to improve the behavior of learners? 7. What is the level of acceptability of the action plan? The researcher used a descriptive correlational research design. The Grade 7 OFW children of will be the respondents. The study was conducted among the 91 OFW children enrolled at Tagudin National High School during the school year 2022- 2023. A total enumeration of the children of OFW enrolled were used as respondents. Based from the salient findings, the following conclusions are draw: 1. The respondents have distinct profiles from one another and no two individuals are exactly alike; 2. Classroom behaviors of the OFW children differ from one another but they execute favorable and unfavorable behaviors inside the class; 3. Sex affects the disruptive and uncooperative school behaviors of the OFW children of TNHS; 4. An action plan is a helpful material that contains strategies to improve the school behaviors of the TNHS OFW children; and 5. The developed action plan is simplified and down to earth but carries solutions to gauged problems of OFW children. From the findings and conclusions drawn, the following recommendations are hereby offered: 1. It is suggested that OFW children should be given more kindness and understanding as to their unfavorable behaviors yet they should establish a closer bonding with their OFW parents through the help of the social media's chat or messenger; 2. Misdemeanors conducted inside the class should be immediately settled by the teacher or guidance counselor with the guardian but teachers should possess many strategies to address issues and concerns like poor attention and low academic performance; 3. It is suggested that male students should be given roles inside the classroom to feel their importance and to deviate from untoward behaviors; 4. The action plan developed for the purpose of helping the OFW children focus their attention to their studies should be brought to the principal's office and when found worthwhile, be endorsed to all teachers of TNHS for their benchmark of their own classroom action plan; and 5. The action plan is timely and appropriate and it is a nice material to be used as benchmark to improve the school behaviors of OFW children.

Best Practices and Educator Strategies for Facilitating a Flipped Classroom in Graduate Medical Education.

Effective flipped classroom (FC) education fosters learner engagement, promoting higher-level cognitive skills. FC learning in graduate medical education (GME) has increased, but few educators have significant experience with FC facilitation. There are no evidence-based practices to support professional development of FC facilitation skills in GME. The objective of this study is to identify best practices for effective FC facilitation in GME. We conducted a mixed-methods, cross-sectional study of faculty educators who participated in a randomized controlled trial (RCT) using FC for physiology education in neonatal-perinatal medicine. Educators completed a 25-question survey about effective strategies for FC facilitation. A subset of educators participated in interviews to share their FC facilitation experiences and strategies to maximize learner engagement. Quantitative survey data were analyzed with descriptive statistics. Qualitative survey and interview data were coded and analyzed inductively to identify themes. Seventy-five educators completed the survey (75/136, 55% response rate), and 11 participated in semistructured interviews. While educators facilitated a median of two FC sessions (interquartile range: 1, 5) during the RCT, 43 (57%) had not received prior training in FC facilitation. Qualitative data analyses generated five themes that aligned with quantitative survey results: (1) educator preferences, (2) unique FC facilitation skills, (3) learning environment optimization, (4) subject matter expertise, and (5) learner behavior management. Sixty-two educators (83%) felt they were well prepared to lead FC sessions. Thirty-six educators (48%) reported that unprepared learners disrupt the learning environment, and the provision of clear expectations and adequate time to prepare for FCs improves learner preparation. Strategies to facilitate effective FC sessions included creating a safe learning environment and engaging learners in critical thinking. Educators highlighted faculty development needs, strategies, and actions to promote effective FC facilitation. Further exploration through learner interviews will provide additional evidence for the development of best practices and resources for FC facilitation. · Educators prefer the FC educational modality over traditional didactic lectures.. · Prior experiences in simulation debriefing provide foundational skills for new FC facilitators.. · Setting learner expectations and ensuring safe space in the classroom encourage learner engagement.. · Educator and learner preparation for FC is essential to optimize the learning experience.. · Unique approaches in facilitation are required to support all types of learners..

The influence of the "Six Precepts of Learning Songs" of "Gu Mislu" on history, art and cultural education

"Gu Mislu" by Wang Dehui and Xu Yuanlan of the Qing Dynasty is a historical and art collection, which discusses the singing methods and theoretical knowledge of Qing dynasty opera art. Among them, "Six Precepts of Learning Qu" is the main content of "Gu Mislu", which expounds the six precepts in learning music to restrain the learning behavior of opera art learners and help learners better learn the knowledge of qu art. This paper takes "Gu Mislu" as the research object, deeply analyzes the characteristics of the "Six Precepts of Learning Songs", and studies its influence and value on history, art, culture and education.

The acquisition of Hindi split-ergativity and differential object marking by Dutch L1 speakers: systematicity and variation

ABSTRACT We investigated the acquisition of Hindi split ergativity (zero or -ne marking) and Hindi differential object marking (DOM; zero or -ko marking) by L1 speakers of Dutch. Both grammatical phenomena are conditioned by multiple syntactic and semantic features. On a descriptive level, the study aims to examine when and how Dutch-speaking learners acquire and apply the conditional features associated with -ne and -ko marking in Hindi as a foreign language (HFL). A specific learner corpus was created based on a picture description task that elicited semi-spontaneous oral production data from 15 Dutch-speaking learners of Hindi, from four cross-sectional stages of the Hindi course trajectory. We annotated the corpus data for multiple features associated with -ne and -ko marking. Using a mixed-effects logistic regression analysis, we found an increase in the use and accuracy of each case marker over the different years of study, but individual learner profile analyses revealed considerable intersubject differences in learner behavior. We argue that the developmental stages for the emergence of -ne and -ko marking are in line with predictions based on Processability Theory. We additionally include mastery level analysis to account for a combined perspective on language development. Our findings reveal that HFL learners reach higher mastery levels for split ergativity than for DOM, even though DOM (-ko marking) emerges before split ergativity (-ne marking). We conclude that developmental stages and between-learner variation are not mutually exclusive.

Psychological factors and production behaviors of Chinese undergraduate EFL learners.

Psychological factor have received much attention in education research. The present mixed-methods study focuses on the effect of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) on production behaviors among 182 Chinese English as a foreign language (EFL) learners in FL teaching classes. The major findings are as follows: (1) Chinese university students prefer written production behaviors to oral ones, and personal or pair-work oral practice to onstage oral demonstrations due to foreign language classroom anxiety (FLCA); (2) gender does not affect foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), or production behaviors; (3) language competence or test scores did not directly affect students' decisions to speak English or not; (4) Team cooperation, classroom atmosphere, attitude towards English, and interesting materials mediated FLE and FLCA, thus affecting the students' readiness for language output or production behaviors. Of these above-mentioned variables, team cooperation and classroom atmosphere are two most important factors in enhancing positive emotion and production behaviors. The implications of the study are to help teachers optimize their classroom activities o harness the emotions of learners, boost their FLE and lower their FLCA, and improve their willingness to speak a foreign language.

Pro-environmental behavior of learners using CADMIACA model

This research provides clear perspective with broad spectrum on the pro-environmental behavior (PEB) of learners. It sought to determine the level of awareness, attitudes, intention, motivation, environmental social interaction, environmental education and green behavior of learners, and the significant relationship and significant difference among the variables. The researcher utilized the descriptive-qualitative survey method; through the use of a questionnaire backed up with Key Informant Interview (KII) and triangulated by Focus Group Discussion (FGD). CADMIACA, the model of this research, are from the theories of Comprehensive Action Determination Model (CADM) Motivational, Interpersonal ones (MI) and the Action Competence Approach (ACA). For the empirically causal relationship among variables, structural equation methodology (SEM) was initiated. The study included 384 learners from junior and senior high school of NDDU-IBED Lagao, General Santos City, school year 2017-2018. Overall, there is no significant difference on the PEB of junior and senior high school learners; they had a moderate energy-saving behavior and high level of environmental education. On the other hand, there is a significant difference in the attitude and global warming of students. Another study is recommended, using other respondents from a subdivision or barangay to determine whether social status might affect the totality of PEB of an individual.

Learning Speaking Strategies by ESP Learners in English for Theology Classroom to Enhancing Self-Efficacy

Speaking is a skill that requires learners to have good self-efficacy. Self-efficacy can influence the behavior of learners. Learners with high self-efficacy will learn speaking easily, but learners with low self-efficacy will face the difficulties. In this case, there were ESP learners who were afraid of mispronouncing, avoiding assignments, lacking enthusiasm, and lack of confidence. This study aimed to find out the speaking learning strategies used by ESP learners in enhancing self-efficacy in English for Theology Classroom. This research was conducted at Institut Agama Kristen Negeri (IAKN) Toraja using a qualitative descriptive method. Data were collected through semi-structured interviews and observation. It involved twenty one students as research informants. The data obtained were then analyzed using a qualitative descriptive approach. The results showed that the speaking learning strategies used by ESP Learners in enhancing self-efficacy were cognitive strategy, affective strategy, memory strategy, social strategy, and metacognitive strategy. Of the five strategies that can be found, the most widely or dominantly used strategies are cognitive strategy and affective strategy.

Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners.

The Influence of Gadgets on The Development of The Early-Age Learners’ Behavior and Character

This article aims to determine the effect of gadgets on the development of early-age behavior and character, as well as the implementation of its solutions. Gadgets are modern communication tools and make it easier for human communication. There are many types of gadgets: mobile phones, iPad or tablets, netbooks, digital cameras, laptops or computers, and smartwatches. Early age is children aged 0 to 6 years. The research method used is a literature study. The results of the study show that gadgets have an influence on the development of behavior and character of early-age learners. Excessive use of gadgets has a negative impact on the development of children's behavior and character, the children become introverted individuals, less interact with others, don't care about their surroundings, don't know social ethics, and essay gets angry and even have tantrums. Solutions for gadget addiction to the development of the child’s behavior and character include limiting usage time, giving a schedule, not giving full access, setting a good example, setting a gadget-free area at home, and informing about the dangers of using gadgets for too long so that gadgets don't have a bad effect on the development of behavior and character of the children

User anonymity versus identification in computer-supported collaborative learning: Comparing learners' preferences and behaviors

Previous research on the effect of anonymity on computer-supported collaborative learning has reported mostly positive results, as well as some negative results. Scholars have indicated that anonymity can promote more participation among members; however, it can also promote off-task behavior and spam. Although the concept has been investigated in different contexts (peer assessment, writing, debating, etc.) and from different perspectives (for example, social psychology, computer mediated communication), students' preferences and whether these preferences align with students' actual behavior during collaborative learning remain uncertain. In this study, we compared students' opinions with their technology-mediated conversations when they collaborated while anonymized versus while identified. Our results were derived from a survey and content analysis of conversation logs that included 186 university students. These findings suggest that anonymity promotes a less productive atmosphere, though students seem to prefer it. We present our findings about how anonymity affects the quantity and quality of collaboration, a group's work balance, and spam messages' role, among other factors. Moreover, we contribute new knowledge about the social component of the social identity model of deindividuation effects (SIDE). Finally, we propose new features for computer-supported collaborative learning tools that could help optimize anonymity to maximize its potential benefits.

A Learning-Embedded Attributed Petri Net to Optimize Student Learning in a Serious Game

Serious games (SGs) are a practice of growing importance due to their high potential as an educational tool for augmented learning. However, little effort has been devoted to address student learning optimization in an SG from a systematic point of view. This article tackles this challenge by developing a learning-embedded attribute Petri net (LAPN) model to represent game flow and student learning decision-makings. The dynamics of learner behaviors in game are then addressed through the incorporation of learning mechanisms (i.e., reinforcement learning (RL) and random forest classification) into the Petri net model for knowledge reasoning and learning. Finally, an algorithm based on LAPN is proposed, aiming to guide learners to achieve a faster and better solution to problem-solving in game. The benefit of the proposed model and algorithm is then demonstrated in the SG <i>Gridlock</i>.

Perubahan perilaku belajar melalui penggunaan media komik Pada Siswa Sekolah Dasar

Education is a facility in improving the ability to meet various needs. Education in Indonesia has formal, informal, and non-formal education. The research conducted focused on formal education, namely elementary school education. Basic education is the basis of education that is the foundation for students in pursuing higher formal education. Students at the elementary school education level are the stages of child development who still need concrete objects or at the concrete operational stage. This stage is more about learning that uses concrete or real objects, so that students will get meaningful learning. Learning at the concrete operational stage requires a medium that facilitates learners in learning, especially in the use of image-space or visual-spatial intelligence. This intelligence can be built through learning that uses pictorial media and has meaning. If the media used is not suitable, there will be problems or problems planned. The research conducted will determine changes in behavior when learning to use comics at SDN Nagrog, Bandung Regency.. The research method carried out is to use the Class Action Research (PTK) method with the Elliot model which has several implementation cycles. The resulting research results are that there are changes in the level of student practice seen from the learning outcomes of cycle I, cycle II, and cycle III. Each stage has an improved level of learning outcomes, and conducive and active classroom conditions. Therefore, the regular use of comics on materials in elementary grades is very effective in changing the behavior of learners, so learning outcomes will improve.&#x0D; Keywords: concrete operations, behavior change, comic media

Educators’ Perceptions and Approaches to Environmental Education and Pro-Environmental Behaviour in South African Secondary Schools

Environmental education is taught within the geography curriculum in the basic education system of South Africa. However, owing to various contextual challenges faced in 21st century South African schools, the teaching of environmental education has remained largely paper based. This poses a challenge to educators who are assigned the responsibility to teach environmental education and foster pro-environmental behaviour in learners. The objective of this study was to investigate how geography educators understand environmental education, as well as determining the possible reasons for the gap between content knowledge of environmental education principles and learners’ pro-environmental behaviour. This study was conceptualised and articulated using the Tbilisi Principles of Environmental Education (TPEE) of 1978. An interpretivist paradigm was utilised for this study as it supports the qualitative approach of the study. This study was guided by phenomenology. Five geography educators from five non-fee-paying schools were sampled from a population of educators in the Kwa-Mashu Circuit of the Durban Pinetown educational district of KwaZulu-Natal, South Africa. Data was acquired through voice recordings of five semi-structured interviews, which were consequently transcribed non verbatim to eliminate redundancies in the data. The data was analysed thematically according to the Tbilisi Principles, and discussed according to the research questions they satisfy. The findings indicate that educators are failed by a lack of resources to teach environmental education, as well as a curriculum which does not accommodate the teaching of environmental education constructively. The results of this study further revealed obstacles such as a lack of interest from geography learners, which then increases educators’ challenges when teaching environmental education. It is recommended that the National Curriculum and Assessment Policy Statement (CAPS) document be revised to include environmental education constructively within grade 11 geography. This can be done by allocating teaching time specifically for environmental education, as well as ensuring that assessment methods are specific and allocated with resources.

An Integrated Model to Assess EFL Learners' Online Learning Behaviour

Bilibili is a widely popular video-sharing application in China. This study aims to develop a comprehensive model to investigate the behavior of Chinese English learners on Bilibili, based on the theory of planned behavior, technology acceptance model, past experience, and past behavior. Fifteen hypotheses were proposed and tested using smart partial least squares (smart PLS) with data collected from 223 participants. The findings revealed that learners' past experience and behavior influenced their subjective norms and perceived behavioral control of learning English in Bilibili. Perceived ease of use was found to be influenced by perceived usefulness. Subjective norms, perceived behavioral control, and perceived usefulness were identified as significant factors influencing learners' intention. However, attitude did not significantly influence intention. Furthermore, behavioral intention significantly impacted learners' actual behavior but perceived behavioral control did not. Future research could focus on refining the combination model in the online learning domain.