Concept Of Learning Research Articles

Predicting the success of startups using a machine learning approach

Successful investment in early-stage companies has high uncertainty. More specifically, the tools available to investors need to be more robust to reduce the risk and manage the uncertainty of startups. This research aims to use machine learning methods to design a prediction solution to identify successful startups for investors. In order to design the predicting solution and provide policies, classification, and clustering algorithms have been utilized to predict the success of startups and perform feature importance analysis based on the SHAP and permutation methods. Subsequently, the performance of four classification algorithms, such as Random Forest, Gradient Boost, Multilayer Perceptron, Logistic Regression and Support Vector Machine, are compared to predict business success. Meanwhile, Random Forest and Gradient Boosting algorithms showed the best accuracy, which was equal to 82% and 80%, respectively. Based on the feature importance of Random Forest and Gradient Boosting, which is obtained from the SHAP method, indicated that the higher values of “Number of followers on LinkedIn”, “Number of employees on LinkedIn”, “Number of followers on Twitter”, and “Last raised amount” have higher SHAP values and a more significant impact on the model output. Three clustering algorithms including hierarchy, K-means, and DBSCAN were also compared. Among them, the K-means algorithm performs best with 72% silhouette, and K-means was employed to explain each cluster’s characteristics. Finally, an effective artificial intelligence-based prediction solution has been proposed to show the way for investors to apply machine learning concepts to predict the success of startups.

Parents' use of sustained shared thinking during joint mathematics activities with young children: Aninvestigation of its measurement, antecedents, and outcomes.

There is currently a dearth of tools to assess parents' use of effective interactive strategies for supporting early mathematics learning. One potential such strategy is sustained shared thinking. This study therefore constructed and validated a scale for measuring parents' use of sustained shared thinking during joint mathematics activities with young children, and examined its antecedents and outcomes. Four hundred and sixty-six parents completed a questionnaire about their conceptions of mathematics teaching and learning, home practices, as well as their kindergarten children's approach and avoidance motivation to learn mathematics. Additionally, the children were tested on numeration skills. Results showed that our new scale has three factors: exchanging ideas with children about mathematical problem-solving processes, creating a child-centred atmosphere for mathematics learning, and engaging children in mathematical thinking. Parents' uses of these three strategies were predicted by their constructivist conception of mathematics teaching and learning, and were differentially associated with the children's numeration skills, approach, and avoidance motivation to learn mathematics. Potential uses of our new scale in future home mathematics environment research are discussed.

Review of Deep Learning in High-Energy Heavy-Ion Collisions

The hot deconfined matter called quark–gluon plasma (QGP) can be generated in relativistic heavy-ion collisions (HICs). Its properties under high temperatures have been widely studied. Since the short-lived QGP is not directly observable, data-driven methods, including deep learning, are often used to infer the initial-state properties from the final distributions of hadrons. This paper reviews various applications of machine learning in relativistic heavy-ion collisions, explains the fundamental concepts of deep learning, and discusses how the properties of HIC data can be interpreted using efficient machine learning models.

The correlation between medical students’ clinical dishonesty, psychological distress, and moral intelligence

IntroductionClinical dishonesty is one of the components of academic dishonesty that deals with the unprofessional behavior of students in hospital and clinic environments (medical students, nursing students, etc.). Psychological distress and low moral intelligence among students can be known as predisposing factors in performing dishonest clinical behaviors. The present research addresses a gap in the scientific literature by investigating dishonest behavior among medical students.MethodsThis cross-sectional study examined medical students’ clinical dishonesty, psychological distress, and moral intelligence. Rafati et al.‘s questionnaire was used to investigate clinical dishonesty, Kessler’s Psychological Distress Questionnaire (K6) was used for psychological distress, and Lenik and Keil’s (2005) questionnaire was used to determine moral intelligence. Cochran’s formula was used to calculate the sample size and the simple random sample (SRS) method was used for sampling. Data were statistically analyzed in SPSS version 27 (SPSS Inc., Chicago, IL, United States). a P-value less than 0.05 was considered significant.Results317 medical students were included in this study, of which 176 (55.5%) were male and 141 (44.5%) were female. We found a direct and significant statistical correlation between clinical dishonesty and students’ distress (Correlation Coefficient: 0.162, P-value < 0.001). In addition, there was a statistically significant inverse correlation between clinical dishonesty and moral intelligence (Correlation Coefficient: -0.241, P-value: 0.004). Moreover, there was a higher rate of clinical dishonesty among senior medical students (P-value < 0.001). Moreover, the most dishonest clinical behaviors are as follows: [1] Disclosure of patient information in public or with non-medical personnel (76%), Incorrect examination of vital signs and physical examinations (69.4%), Not reporting incidents or errors of others involving patients (41.6%).ConclusionFinally, most students have experienced engaging in at least one clinically dishonest behavior. Such actions increase with the progress of the educational level so that it reaches its peak at the internship stage. Moral intelligence is a learnable concept, and mental distress also has its own treatments. Therefore, improving these two factors can reduce clinical dishonesty among medical students.

Exploration of Blended Teaching Mode for Ideological and Political Courses in Universities

In the era of “Internet plus,” the hybrid teaching model has injected new vitality into the reform of ideological and political education in colleges and universities, promoted the connection between online and offline teaching, built an air cloud classroom, promoted the sharing of high-quality educational resources, and enabled the reform of ideological and political education, which is conducive to stimulating students’ interest in learning ideological and political courses and improving the quality of ideological and political education. College ideological and political education teachers should actively learn the concept of blended learning, create micro lessons based on teaching content, introduce current political news, and use micro lessons to guide students’ pre-class preparation. Universities can carry out online live teaching, conduct interactive sessions, group discussions, and online testing to improve the quality of online teaching, collect online teaching data, conduct precise offline teaching, and optimize the connection between in-class and out-of-class teaching, utilizing big data to conduct teaching evaluation, collect student teaching suggestions, and comprehensively improve the quality of blended learning in ideological and political courses.

The Concept of Flexible Learning for Teaching Art Disciplines in Elementary Schools for National Minorities in modern PR China

The concept of flexible learning is increasingly important in contemporary education systems, particularly for teaching art and aesthetic disciplines. In China, this approach is especially relevant in schools serving national minorities, where diverse cultural and linguistic backgrounds necessitate a more adaptable and inclusive educational framework. This article aims to explore the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, focusing on the experiences and strategies used to organise the educational process for representatives of national minorities. When writing the article, the methods typical for researching papers in the field of general education and pedagogical comparative studies were used, in particular: literature review, case studies, document analysis, comparative analysis, observation. The article results. Flexible learning refers to educational approaches that provide students with choices regarding how, what, when, and where they learn. It emphasises adaptability to individual learning needs, preferences, and cultural contexts. Implementing flexible learning in art and aesthetic disciplines involves several strategies to accommodate the unique needs of national minority students (such as cultural and artistic integration, use of technology, community involvement and flexible learning environments) and is widely used in PR China in regions with significant populations of national minorities, providing valuable results. However, implementing flexible learning for art and aesthetic disciplines in schools for national minorities comes with challenges, including resource limitations and the need for special programs of teacher training activities including cultural sensitivity, which are the point of constant attention of the Chinese government. The study concludes that the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, particularly for national minorities, demonstrates a commitment to inclusivity and adaptability in education. By integrating bilingual education, technology, community involvement, and flexible learning environments, these schools can provide a more personalised and culturally relevant education for their students. Despite the challenges, the benefits of this approach are significant and include promoting cultural preservation, artistic expression, and social cohesion.

Organizational Strategies for Providing Foreign Language Education Services to Adults Over 45: International Practices and Approaches

Organizing educational services for people over the age of 45 is essential for their personal development, economic participation, social inclusion, and mental well-being. International and local legislation supports these initiatives, aiming to provide equitable and inclusive educational opportunities for all ages and to use the benefits of these people being fruitfully involved in the economic and social life of a country. The article aims to examine the strategies for providing educational services to adult learners (citizens over the age of 45) in different countries (European countries, the USA, Australia, China, Ukraine, Brazil, and Japan), with a focus on whether this process is integrated into social services and formal and informal education systems within the framework of the concept of lifelong learning. The methods included literature review on databases such as Google Scholar, JSTOR, and ERIC; comparative analysis of educational policy documents; case studies and reports from different nations; meta-analysis; field observations; and others typical to the field of comparative education and general education. They were utilized to provide a comprehensive and well-rounded analysis of how different countries organize and implement foreign language education services for adults over the age of 45. The findings reveal that the approaches to providing foreign language education for adults over 45 varies widely across different countries, reflecting each nation's unique historical traditions, cultural values, and current societal needs. This diversity in practice can be categorized into four main groups: services provided by social services; formal education systems; informal education systems; and self-organized services to present the prevailing approach to providing foreign language education for individuals over 45 in each country. The study concludes that the provision of foreign language learning services for individuals over 45 varies significantly across countries, reflecting diverse historical traditions, cultural attitudes, and current needs. Whether through social services, formal education systems, informal educational channels, or self-organization, each country’s approach highlights the importance of adapting educational services to meet the needs of an adult population seeking continued personal and professional growth.

Comparison Between Gans and Diffusion Models in the Generation of Synthetic Images for Enhancing Tree Species Recognition

Objective: This study investigates the application of Generative Adversarial Networks (GANs) and Diffusion Models in data augmentation to improve the classification of tree species images, which is essential for sustainable forest management. Theoretical Framework: Fundamental concepts of machine learning, generative and classifier networks, as well as data augmentation techniques through synthetic image generation, are presented, establishing a solid foundation for the research. Method: The research utilized 2,178 images of cross-sections of wood from 18 species, applying Deep Convolutional GAN (DCGAN) and U-Net with diffusion on a rare species, evaluated using FID and IS metrics. The generated images were used to train and validate classification models, assessed by F1-score. Results and Discussion: The results revealed that Diffusion Models generated more realistic images and performed better in the classification of the rare species. The discussion contextualizes these results in light of the theoretical framework, exploring their implications for environmental management. Limitations, such as the impact of indiscriminate addition of synthetic data, are also addressed. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of forest management and environmental management. These implications may cover areas such as sustainable innovation and biodiversity conservation. Originality/Value: This study contributes to the literature by demonstrating the potential of Diffusion Models to outperform GANs in generating synthetic images for sustainable forest management purposes. The relevance and value of this research are evidenced by its practical application in promoting innovative and sustainable practices in environmental management.

The role of artificial intelligence in the management of liver diseases.

Universal neonatal hepatitis B virus (HBV) vaccination and the advent of direct-acting antivirals (DAA) against hepatitis C virus (HCV) have reshaped the epidemiology of chronic liver diseases. However, some aspects of the management of chronic liver diseases remain unresolved. Nucleotide analogs can achieve sustained HBV DNA suppression but rarely lead to a functional cure. Despite the high efficacy of DAAs, successful antiviral therapy does not eliminate the risk of hepatocellular carcinoma (HCC), highlighted the need for cost-effective identification of high-risk populations for HCC surveillance and tailored HCC treatment strategies for these populations. The accessibility of high-throughput genomic data has accelerated the development of precision medicine, and the emergence of artificial intelligence (AI) has led to a new era of precision medicine. AI can learn from complex, non-linear data and identify hidden patterns within real-world datasets. The combination of AI and multi-omics approaches can facilitate disease diagnosis, biomarker discovery, and the prediction of treatment efficacy and prognosis. AI algorithms have been implemented in various aspects, including non-invasive tests, predictive models, image diagnosis, and the interpretation of histopathology findings. AI can support clinicians in decision-making, alleviate clinical burdens, and curtail healthcare expenses. In this review, we introduce the fundamental concepts of machine learning and review the role of AI in the management of chronic liver diseases.

A Qualitative Study on Self-Regulated Learning of Chinese as a Second Language

The characteristics and challenges of learning Chinese as a second language (CSL) warrant a deeper understanding of the learning process from various perspectives to promote learning development. In the domain of second language acquisition research, the concept of self-regulated learning (SRL) has been gaining increased attention from researchers. SRL encompasses a broader and more profound connotation than previous models, as it emphasizes the strategic application of learning techniques to facilitate language development. This theoretical shift has yielded fruitful research results in the field. By investigating SRL, we can examine the dynamic and cyclical process of CSL learning from multiple dimensions and identify learning problems from the learners’ perspective, ultimately finding solutions. This study aims to conduct qualitative research on SRL among five CSL learners with different cultural and educational backgrounds, utilizing qualitative study methods. The research focuses on exploring the characteristics and patterns of SRL among CSL learners, offering insights for teaching practices. The study will employ semistructured interviews and reflective journals to gather in-depth data on the learners’ SRL processes. Key questions include how SRL impacts CSL learning outcomes, the distinctive characteristics of applying SRL theory to CSL learning, and the effective implementation of SRL strategies to enhance learning. By addressing these questions, the research aims to fill the gap in existing literature and provide practical insights for educators to support the development of autonomous, self-regulated Chinese language learners. This, in turn, will contribute to improving instructional methods and promoting better academic achievements in CSL learners.

Investigating the impact of three levels of representation-based visual media on students’ mental models

Abstract This study examines the effect of visual media on students’ mental models regarding battery functions and electrical resistance concepts. The study presents a novel visual media approach consisting of phenomena videos, dynamic analogies, and microscopic models. The development of the visual media followed the ADDIE model. The research subjects were 25 12th-grade students from a private senior high school in Bandung, West Java. Students’ mental models were assessed using open-ended test that examined four concepts: (1) electromotive force (EMF) in batteries; (2) electrical resistance; (3) resistors in series; and (4) resistors in parallel. The test were administered as both pre-tests and post-tests.The pre-test results revealed that the majority of students had initial mental models regarding battery functions and electrical resistance concepts. By the end of the study, most students had developed synthetic mental models. However, the majority successfully achieved scientific mental models concerning electrical resistance concepts. In other concepts, only a few students achieved scientific mental models. Overall, the visual media had a significant positive effect on students’ mental models, with corrections observed in 92% of students for EMF in batteries, 96% for electrical resistance, 80% for resistors in series, and 84% for resistors in parallel.These findings encourage physics teachers and researchers to develop innovative visual media focused on correcting students’ mental models in scientific concept learning.

Leveraging how animals learn in conservation science: Behavioral responses of reintroduced bison to management interventions

AbstractReintroduction programs have increased amid unprecedented biodiversity loss, yet the success of these programs lag. A prominent reason for program failure is dispersal beyond the planned range of the population. Management techniques, such as hazing, can be used to prevent movement beyond set boundaries, but to be effective long‐term, the animals must learn to avoid the areas where they are hazed. Although concepts of animal learning have been used to improve reintroduction programs, learning is not often explicitly tested or used as an indicator of program success. We used a conservation behavior framework to evaluate how a range of management techniques influenced learning in a reintroduced population of bison in Banff National Park, Canada. We hypothesized exposure to stronger negative stimuli would enhance learning, leading to more pronounced behavioral responses. Specifically, we tested the degree to which management actions (i.e., drift fence encounters, foot, horseback, helicopter, and combined hazing) elicited behavioral responses and how they facilitated learning. Consistent with our predictions, drift fence interactions and foot and horseback hazing elicited fewer behavioral responses of a smaller magnitude than helicopter hazing or combined methods, suggesting these techniques cause less disturbance to the bison. Bison continually returned to locations where they encountered management actions that caused the least disturbance, demonstrating a lack of associative learning. Bison appeared to form negative associations with locations where they were hazed via helicopter or combined methods, however, and rarely returned to these locations. Evaluating management techniques is essential for improving conservation success. We demonstrate that by bridging the fields of conservation biology and animal learning, we can understand how management techniques influence learning and behavior thereby facilitating effective conservation plans that incorporate disruption levels of the animals, financial costs, and overall effectiveness. Effective conservation plans, in turn, improve our likelihood of successfully managing and recovering species.

Developmental Sensemaking for Transformative Action Taking: The Constructive Motion of Emotion

The article refreshes the concept of learning from experience, by emphasizing how experience is primarily anchored by emotion not rational thinking alone. It then inquires into the potential value of engaging emotions as a resource that gives vitality to action research. The proposition is that by including disappeared and denied emotions, perhaps especially at this moment when we confront planetary crisis, we may find greater perspective and imagination in co-creating response with stakeholders. Insights from two bodies of literature, action-oriented psychology and constructivist adult development are brought to flesh out the argument. A rich learning chronicle from a large scale, successful action research at the Port of Los Angeles is used to illustrate. The relevance of this chapter for action researchers engaged in territorial development lies in the provocation that more action researchers enrich capacity for helping transformations happen by leveraging the motion of emotions at this time of ecosocial crisis.

Como os saberes da neurociência da aprendizagem podem contribuir com o ensino da graduação e com as escolhas pedagógicas docentes?

In Brazil, University teaching is generally a responsibility of professors who are required to postgraduate training, generally master's and Ph.D. degrees, in specific areas, depending on the discipline taught. Rarely is there a concern with teacher pedagogical training in stricto sensu courses – when there is, it does not usually include neuroscience of learning concepts. In fact, neuroscience has a limited presence even in the initial training of teachers. On the other hand, it is clear that understanding how the brain learns and the factors that can influence this learning is crucial for teachers' performance. In this article, we present reflections on this topic and share our experiences in teaching Human Physiology, which confirm the potential contribution of the neuroscience of learning in updating and teaching teachers' pedagogical choices.

Collaborative Online International Learning With Prelicensure Nursing Students: Teaching Family-Centered Care Through a Global Perspective.

A Collaborative Online International Learning (COIL) experience was designed for prelicensure nursing students taking a pediatric course in the United States and in Brazil, to teach family-centered care to develop inclusive, global nursing practices. The purpose of this study is to describe prelicensure nursing student learning of family-centered care concepts facilitated by COIL. For data collection, six focus groups with 37 students were conducted across both universities. Data were analyzed using inductive qualitative analysis by each country separately and as a global team. Major themes included understanding the needs of families of children with chronic conditions as impacted by health systems, assigning meanings to family care of children with chronic conditions, applying concepts of family-centered care and self-reflection. Results suggest COIL is a feasible way for prelicensure nursing students to learn family-centered nursing care by operationalizing concepts, from real experiences and increasing cultural awareness.

‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy?

The past decades have seen a plethora of TV reality talent shows emerge. The viewing population likes nothing more than seeing a ‘class’ of bakers, sewers, potters or dancers develop their skills and face the scrutiny of judges before being whittled down to a winner. The popularity of these shows says something about the national psyche but, aside from the entertainment value, may also carry conceptions of teaching, learning, assessment and feedback. By applying a metalinguistic thematic analysis to judges’ feedback, this paper seeks to examine how one UK show in particular, ‘ Strictly Come Dancing,’ presents feedback and, using a feedback framework, how this is understood. This feedback framework is notable for the links made to self-regulation, an area that continues to influence UK education policy. This paper will argue that when popular TV shows such as Strictly Come Dancing are viewed through a pedagogical lens, they reveal models of feedback which are not necessarily valued. Furthermore, analysis reveals the spectacle of normalised and broader educational neoliberalism policy reflected back at us.

Development of a Joyful Learning-Based Instructional Model in Javanese Script

Learning Javanese script is considered an outdated and boring lesson. This paradigm of boring and obsolete Javanese script lessons must be changed into a modern, interesting, and enjoyable learning experience. One way to do this is by developing a Joyful Learning-based model for Javanese language instruction. Joyful Learning is a concept of enjoyable learning. The development of a Joyful Learning-based model for Javanese language instruction is urgent and necessary because the learning model currently used by students needs to employ the principles of Joyful Learning, resulting in students feeling bored, tired, and unmotivated to learn. Additionally, Javanese language instruction is viewed as a good means to develop the character of the nation's children, as it contains values of morality and politeness. The research design used is the ADDIE Research and Development design, with the steps of analyzing, designing, developing, implementing, and evaluating. This study uniquely integrates traditional games into the Joyful Learning model. The result of the study is creating a Joyful Learning-based model for Javanese script instruction. The components of this model include the social system, reaction principles, support system, instructional and incidental impacts, and syntagmatic. The syntagmatic model of Joyful Learning-based Javanese script instruction includes an introduction, material delivery, games for writing sentences, games for reading paragraphs in Javanese script, formative assessment, and reflection. The learning model has been tested at SMPN 12 Semarang. The results of the school trial indicate that the Joyful Learning-based Javanese script instruction model is effective for learning.

Unifying Principles of Generalization: Past, Present, and Future.

Generalization, defined as applying limited experiences to novel situations, represents a cornerstone of human intelligence. Our review traces the evolution and continuity of psychological theories of generalization, from its origins in concept learning (categorizing stimuli) and function learning (learning continuous input-output relationships) to domains such as reinforcement learning and latent structure learning. Historically, there have been fierce debates between approaches based on rule-based mechanisms, which rely on explicit hypotheses about environmental structure, and approaches based on similarity-based mechanisms, which leverage comparisons to prior instances. Each approach has unique advantages: Rules support rapid knowledge transfer, while similarity is computationally simple and flexible. Today, these debates have culminated in the development of hybrid models grounded in Bayesian principles, effectively marrying the precision of rules with the flexibility of similarity. The ongoing success of hybrid models not only bridges past dichotomies but also underscores the importance of integrating both rules and similarity for a comprehensive understanding of human generalization.

Preservice physical education teachers’ perceptions of initial teacher education

The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.

Educational Method to Promote Recognition, Diagnosis, and Treatment of Eating Disorders: A Cluster-Randomized Study of the Effects of Retrieval Practice Amongst Medical Trainees.

Background Eating disorder (ED) education during medical training is lacking.Few medical trainees feel comfortable managing EDs, and an alarming 78% of healthcare providers report feeling insecure in treating EDs.Recognizing EDs early is crucial as the standardized mortality ratio for patients with anorexia nervosa is more than five times higher than that of the general population.Retrieval practice is a powerful tool in producing meaningful learning of complex concepts in education.We investigated the effectiveness of retrieval practice in ED education among medical trainees to improve recognition, diagnosis, and treatment of EDs among adolescent patients. Methods This exploratory, prospective, cluster-randomized trial enrolled residents and medical students over 14, four-week blocks. Participants were randomized by block to either the conventional lecture-based format (control group) or the retrieval-based educational format (intervention group). The control group received case-based lectures. The intervention group received education via 21 case-based quiz questions over the block with immediate feedback. Groups completed nine-item, multiple choice pre (T1)- and post (T2)-rotation knowledge tests, covering recognizing, diagnosing, and treating EDs.All participants also completed pre- and post-rotation surveys designed to measure self-perceived comfort, confidence in training, knowledge, and skills on the topic of EDs. Results The study's primary outcome was the difference between T1 and T2 scores between study groups. The intervention group showed greater improvement from T1 to T2 (5.8 to 7.4, respectively) than the control group (5.1 to 6.0, respectively). The difference between mean T1 and T2 scores in the control group versus the intervention group was significant (p=0.020).Despite the control group reporting improvements in confidence regarding training on EDs, this increased confidence was inversely correlated with scores on T2 (r=-0.502, p=0.011). Conclusions Trainees benefit from retrieval practice to improve knowledge acquisition regarding EDs.Standard lectures may confer false confidence to learners, which may not accurately align with actual knowledge acquisition.