Comparison Of Learning Performance Research Articles

From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

AbstractGenerative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy‐six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings. Practitioner notesWhat is already known about this topic Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning. Producing instructional videos is costly and burdensome. Generative AI has great potential for generating educational content. What this paper adds An AI‐generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video. Students perceived no significant differences between the AI‐generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI‐generated instructional video group reported slightly lower values. Despite AI‐generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance. Implications for practice and/or policy We recommend using the AI‐generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience. The findings indicate the equivalence principle in AI‐generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.

A comparison of learning performance in two-dimensional Q-learning by the difference of Q-values alignment

In this article, we examine the learning performance of various strategies under different conditions using the Voronoi Q-value element (VQE) based on reward in a single-agent environment, and decide how to act in a certain state. In order to test our hypotheses, we performed computational experiments using several situations such as various angles of rotation of VQEs which are arranged into a lattice structure, various angles of an agent's action rotation that has 4 actions, and a random arrangement of VQEs to correctly evaluate the optimal Q-values for state and action pairs in order to deal with continuous-valued inputs. As a result, the learning performance changes when the angle of VQEs and the angle of action are changed by a specific relative position.

액터-크리틱 퍼지 강화학습을 이용한 기는 로봇의 제어

최근에 강화학습 기법은 기계학습 분야에서 많은 관심을 끌어왔다. 강화학습 관련 연구에서 가장 유력하게 사용되어 온 방법들로는 가치함수를 활용하는 기법, 제어규칙(policy) 탐색 기법 및 액터-크리틱 기법 등이 있는데, 본 논문에서는 이들 중 연속 상태 및 연속 입력을 갖는 문제를 위하여 액터-크리틱 기법의 틀에서 제안된 알고리즘들과 관련된 내용을 다룬다. 특히 본 논문은 퍼지 이론에 기반을 둔 액터-크리틱 계열 강화학습 기법인 ACFRL 알고리즘과, RLS 필터와 NAC(natural actor-critic) 기법에 기반을 둔 RLS-NAC 기법을 접목하는 방안을 집중적으로 고찰한다. 고찰된 방법론은 기는 로봇의 제어문제에 적용되고, 학습 성능의 비교로부터 얻어진 몇 가지 결과가 보고된다. Recently, reinforcement learning methods have drawn much interests in the area of machine learning. Dominant approaches in researches for the reinforcement learning include the value-function approach, the policy search approach, and the actor-critic approach, among which pertinent to this paper are algorithms studied for problems with continuous states and continuous actions along the line of the actor-critic strategy. In particular, this paper focuses on presenting a method combining the so-called ACFRL(actor-critic fuzzy reinforcement learning), which is an actor-critic type reinforcement learning based on fuzzy theory, together with the RLS-NAC which is based on the RLS filters and natural actor-critic methods. The presented method is applied to a control problem for crawling robots, and some results are reported from comparison of learning performance.

Ein Vergleich des Lernerfolges von Zwergziegen bei simultaner Zweifach- oder Vierfachwahlmöglichkeit in visuellen Differenzierungsaufgaben

Abstract. Title of the paper: A comparison of learning Performance of dwarf goats in Visual discrimination tasks with two or four simultaneously offered Stimuli A comparison of learning Performance of dwarf goats in visual discrimination tasks with two or four simultaneously offered Stimuli (two-choice and four-choice design) was carried out with the automatic learning device 'Field Monitor'. One S+ Stimulus and three identical S- Stimuli by the four-choice design, and one S+ Stimulus and one S− Stimulus (the same patterns as by four choice) by two-choice design were offered. In both experimental designs the positions of Stimuli (simple geometric figures) on the screen changed pseudo-randomly after each choice. Since the seventh test day the proportion of successfully learning kids by the four-choice design was substantially higher than that for the two-choice design. Our finding makes it questionable whether the internationally accepted two-choice design is really optimal. In our further experiments in which over 200 animals have been examined for several months the four-choice design has been involved providing a very successful learning.