CAI Program Research Articles

Development of Dynamic Computer Aided Instruction for the Least Learned Topics in National Certificate II Animation

The K-12 program of the Department of Education ensures that a grade 12 students are equipped with life-long learning skills after graduation. Thus, they undergo an assessment test in Technical Vocational Livelihood Development Authority (TESDA) to enforce quality of acquired skills. Animation NC II is one of the specialization courses offered by schools. Urdaneta City National High School had encountered a low passing rate in the said course. The researchers developed a Computer Aided Instructions that would help students learn the course. The descriptive and developmental research design was used to develop and validate the CAI. The respondents were comprised of 15 animation students in the school year 2018-2019 and the 3 Animation teachers. A Likert-type perception instrument was used to determine the least leaned topics in Animation NC II and perceived delivery mode of lessons. The following conclusions can be drawn based on results from the study. First the least learned topics found in Animation in NC II were important competencies that a student should have to pass the National Assessment for NC II. Consequently, this was due to the students' low passing rate. Second, adequate delivery of learning should be established. This would assist them in improving their abilities. Learners and the teachers had very positive evaluations about some aspects of the CAI program: the content of the program, design, and learner’s interaction with the CAI program.

Identification of biomarkers for childhood obesity based on expressional correlation and functional similarity.

The aim of the current study was to identify potential biomarkers of childhood obesity, and investigate molecular mechanisms and candidate agents in order to improve therapeutic strategies for childhood obesity. The GSE9624 gene expression profile was downloaded from the Gene Expression Omnibus database. The differentially expressed genes (DEGs) in omental adipose tissues were analyzed with limma package by comparing samples from obese and normal control children. Two-way hierarchical clustering was applied using the pheatmap package. The co-expression (CE) analysis was performed using online CoExpress software. Subsequent to functional classification via the GOSim package, the gene network enriched by DEGs was visualized using the Cytoscape package. The codon usage bias of the DEGs was then examined using the CAI program from the European Molecular Biology Open Software Suite. In total, 583 DEGs (273 upregulated genes and 310 downregulated genes) were observed in the omental adipose tissues between samples from obese and normal control children. Hierarchical clustering identified a significant difference between samples from obese and normal control children. Subsequent to CE analysis, 130 DEGs, which were classified into 4 clusters, were selected. The following 3 upregulated and 2 downregulated genes were identified to be significant: Upregulated genes, microtubule-associated protein tau (MAPT), destrin (actin depolymerizing factor) (DSTN) and spectrin, β, non-erythrocytic 1 (SPTBN1); downregulated genes, Rho/Rac guanine nucleotide exchange factor 2 (ARHGEF2) and spindle and kinetochore associated complex subunit 1 (SKA1). The top 3 amino acids were identified to be glycine, leucine and serine with a high bias. The DEGs MAPT, DSTN, SPTBN1, ARHGEF2 and SKA1 are suggested to be candidate biomarkers for childhood obesity.

概念の階層性に着目した数学学習用CAI : LICAI-IIシステムについて

概念の階層性に着目した数学学習用CAI : LICAI-IIシステムについて

薄層クロマトグラフィーの原理に関する CAI プログラム(コンピュータソフトウェア紹介)

薄層クロマトグラフィーの原理に関する CAI プログラム(コンピュータソフトウェア紹介)

初級における基礎的な聴解力養成のためのCAI : ハイパーカードによるコースウェア(授受表現)の一例

初級における基礎的な聴解力養成のためのCAI : ハイパーカードによるコースウェア(授受表現)の一例

ゲーム・シミュレーション型CAIプログラム「力と運動」

ゲーム・シミュレーション型CAIプログラム「力と運動」

The effectiveness of a computer‐assisted math learning program

AbstractComputer‐assisted instruction (CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature review that pays special attention to the existing causal evidence of computer‐assisted programs on learning outcomes. The paper relies on a rich data set consisting of (i) pupil‐level information on the use of a Dutch computer‐assisted program and (ii) detailed school‐level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently CAI programs. This suggests that they use CAI programs to catch up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI program, making more exercises leads to higher test results. Working with a CAI program seems therefore effective.

Characterization of Synonymous Codon Usage in the R1 Gene of Duck Enteritis Virus

In this paper, a corresponding analysis of the codon usage bias in the large subunit of ribonucleotide reductase (R1), encoded by UL39 gene from duck enteritis virus (DEV) CHv strain (Assigned Accession No.: EU071042) and 33 other reference herpesviruses was performed by using CAI, CHIPS and CUSP program of EMBOSS, aims to provide a basis for understanding the evolution and pathogenesis of DEV and for selecting appropriate host expression systems. The results showed that codon usage bias of DEV R1 gene strongly preferred to the synonymous with A and T at the third codon position; the phylogentic analysis revealed that DEV had a close evolutionary relationship with the avian Alphaherpesvirinae. In addition, the codon usage bias of DEV R1 gene was compared with those of E.coli, yeast and human. There are 17 codons showing distinct usage differences between DEV and E.coli, 13 codons between DEV and yeast, 20 codons between DEV and human. Therefore, the yeast expression system is more suitable for the target gene’s expression. The extent of codon usage bias in the DEV R1 gene was highly correlated with the gene expression level, therefore the results may provide useful information for the study of classification and function of the target gene.

Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study

This study examines the effects of a new CAI program designed to remediate text comprehension difficulties in less skilled comprehenders at the beginning of learning to read. In a randomized control trial design, two groups of second grade children experiencing comprehension difficulties were selected and trained using two CAI programs. One of these was designed to assist comprehension processes (experimental group) whereas the other encouraged word decoding (control group). Four tasks were administered using a classical pre-test/training/post-test design: listening comprehension, reading comprehension, vocabulary and comprehension monitoring. In addition, two post-test sessions were conducted: one just after the training and one 11 months later. The experimental group exhibited a greater level of progress in both listening and reading comprehension, with notable lasting effects. In contrast, the results relating to the vocabulary and comprehension monitoring tasks were more mixed. The results are discussed in the light of the possible use of CAI when training higher-level skills such as text comprehension.

Analysis of Synonymous Codon Usage in the UL14 Gene of Duck Enteritis Virus

The codon usage of DEV UL14 gene was analyzed by using CAI, CHIPS and CUSP program of EMBOSS. The results showed that codon usage bias in the DEV UL14 gene was a high level of diversity in codon usage bias towards the synonymous with C and G at the third codon position existed for coding the Glu, Gly, Asn and Tyr amino acids. The cluster analysis demonstrated that the codon usage bias of DEV UL14 gene has a very close relationship with its gene function and gene type. In addition, the E.coli expression system is more suitable for heterologous expression of the DEV UL14 gene.

Characterization of Codon Usage Bias in UL21gene from Duck Enteritis Virus

In this paper, the comprehensive analysis of codon usage bias of Duck enteritis virus (DEV) UL21 gene was performed by using CAI, CHIPS and CUSP program of EMBOSS. Our study showed that codon usage bias of DEV UL21 had strong bias towards the A-ended or T-ended codons, and GC3s contents of the codon usage bias in DEV UL21 gene were significantly varied compared with those of other 27 reference herpesviruses. The CAI, ENC value of DEV CHv strain UL21 gene is 0.615 and 55.167, respectively, indicating that the codon usage bias of this gene is weak and lowly expressed. The plot of ENC versus GC3S content revealed that DEV UL21 gene is subject to GC compositional constraints. The phylogentic analysis about amino acids codon usage bias of DEV UL21 and the27 reference herpesviruses showed that DEV was evolutionarily closer to herpesviruses Mardivirus. In addition, the codon usage bias of DEV UL21 gene was compared with those of E. coli, yeast and humans. There are 42, 45, 39 same codons usage bias between the DEV UL21 to E.coli, Yeast, H.sapiens, respectively, indicaiting that UL21 gene of DEV may be more efficiently expressed in the yeast system.

Factors affecting synonymous codon usage bias in the gC gene of DPV CHv strain

The aim was to identify the factors affecting synonymous codon usage bias in the newly discovered gC gene of duck plague virus (DPV) CHv strain and a comparative analysis of the codon usage bias in the gC genes of 27 other reference herpesviruses was performed by using CAI, CHIPS and CUSP program of EMBOSS. The results showed that base composition, mutational bias and natural selection were the major determinants of the codon usage variation in the DPV gC gene. The primary codon usage trends in the DPV gC gene showed obvious difference with a strong bias towards the synonymous codons with A and T at the third codon position. Characterization of nucleotide composition in the DPV gC gene was related to dinucleotide usage bias characterized by the variation of CpG islands. The ENc-plot and GC12s-GC3s revealed that the genetic heterogeneity in the gC genes of the 28 herpesviruses were constrained by G + C content. Moreover, the phylogenetic analysis demonstrated that codon usage patterns of the DPV gC gene were phylogenetically conserved and similar to the gC genes of the avian alphaherpesvirinae. Furthermore, comparisons of the codon preferences in the DPV gC gene with those of Escherichia coli, yeast and human revealed that there was a statistically positive correlation between DPV and yeast (r = 0.646, P < 0.05). The above results could provide useful information for the synonymous codons usage bias of the DPV gC gene and promote the relevant mechanism for evolution, pathogenesis and functional studies in the area of DPV research and possibly studies with other herpesvirus viruses. Key words: Duck plague virus (DPV), gC gene, codon usage bias.

A Study on the Effectiveness Verification of CAI Program for Speech Discrimination to Children with Hearing Impairment

A Study on the Effectiveness Verification of CAI Program for Speech Discrimination to Children with Hearing Impairment

대안가설이 도입된 인지갈등 전략에서 인지갈등 및 상황흥미와 학습 과정 변인이 개념변화에 미치는 영향

이 연구에서는 변칙사례와 대안가설에 의해 유발된 인지갈등과 상황흥미 및 주의집중, 상태 학습 전략이 개념변화에 미치는 영향을 조사했다. 중학교 1학년 학생 486명을 대상으로 선개념 검사를 실시했다. 변 칙사례 제시 후, 대안가설을 제시하기 전과 후에 변칙사례에 대한 반응 및 상황흥미 검사를 하였다. 밀도에 대 한 개념 학습은 CAI를 통한 개별 학습으로 진행했고, 사후 검사로 주의집중 및 상태 학습전략, 개념 검사를 실 시했다. 선개념 검사에서 밀도에 대한 오개념을 가진 것으로 판별된 197명의 학생을 대상으로 분석한 결과, 변 칙사례에 대한 인지갈등 점수는 대안가설 제시 전(사전 인지갈등)보다 대안가설 제시 후(사후 인지갈등)에 유 의미하게 높았다. 그러나 변칙사례에 의해 유발된 상황흥미(사전 상황흥미) 점수는 대안가설 제시 후의 상황 흥미(사후 상황흥미) 점수와 유의미한 차이가 없었다. 사전 인지갈등은 사후 인지갈등에만 직접적인 영향을 주 었지만, 사후 인지갈등은 개념이해에 직접적인 영향 및 주의집중을 통한 간접적인 영향을 주었다. 사전·사후 상황흥미는 모두 주의집중을 매개로 개념이해에 영향을 미쳤다. 주의집중은 개념 학습 과정 중에 사용된 심층 적 학습전략에는 긍정적 영향을, 피상적 학습전략에는 부정적 영향을 주었으나 상태 학습전략이 개념이해에 미 치는 영향은 상대적으로 작은 것으로 나타났다. In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

An Estimate of CAI Exercise Effects upon Education of Mechanics of Materials Using Neural Computer.

To learn and understand the mechanics of materials in the curriculum of mechanical engineering the students are expected to be experienced to solve the exercises, however it is difficult at the present situation to expect the almost students to exercise spontaneously and positively. Therefore the authors have developed CAI program to assist the students to be interested in the study of the mechanics of materials through the exercise via CAI. In order to evaluate the progress of the students in understanding of the mechanics of materials through the CAI exercise the authors introduced a neural computer whose neural network was programmed to correlate the results between the CAI exercises and the past examinations of the mechanics of materials, therefore the students can estimate a test score at the next examination according their results of the CAI exercise using the neural computer. Comparison of the average test scores between the students with and without the experience of the CAI exercise, i.e. the students experienced the CAI exercise obtained 10's points in average better than the another students, verified that the CAI program proposed in the present paper is available to improve the education of the mechanics of materials.

表計算データＣＡＩ教材化プログラムおよびデータ集の作成

表計算データＣＡＩ教材化プログラムおよびデータ集の作成

Development of an effective CAI program to facilitate learning and transfer of the vectorconcept : Analysis of the relative effectiveness of CAI system against simulationgame type CAI on highschool students&apos; learning.

Development of an effective CAI program to facilitate learning and transfer of the vectorconcept : Analysis of the relative effectiveness of CAI system against simulationgame type CAI on highschool students&apos; learning.

CAI Program of Potasium Courseware

CAI Program of Potasium Courseware

A CAI program for instructing text analysis and modelling of word problems to educable mentally retarded children

Educable mentally retarded children prove to be poor mathematic word-problem solvers. This study is aimed at improving the poor word-problem solving ability of these children. In doing so, a computerised training programme was developed in which instruction focused on the construction of adequate problem representations. This was accomplished by both instructing the children to analyse the problem text thoroughly and by having them represent the problem situation described. The efficacy of this training procedure was demonstrated in a multiple-baseline design across five subjects after some data were removed (p < 0.05). It was assumed that the complexity of the training procedure and shortcomings in the feed back mechanism used obscured the overview of the problem-solving strategy. Suggestions are offered concerning the revision of this training procedure.

The Leaning Effects by Repeat Learning with CAI Program for Arithmetic Assignment Statement : for Understanding an Internal Storage of a Real and an Integer Variables

The Leaning Effects by Repeat Learning with CAI Program for Arithmetic Assignment Statement : for Understanding an Internal Storage of a Real and an Integer Variables