Context Of Support Research Articles

The Next Generation of Learning: AI Mentorship for a Transformative Educational Experience

Developers of this augmented reality-based artificial intelligence education program aim at augmenting student engagement in learning through the incorporation of virtual mentors and the overall experience being made engaging, efficient, and personalized. Therefore, the application provides contextual support, tailored learning pathways, and real-time feedback that significantly enhance users' understanding of complex AI concepts with customized AI avatars and augmented reality technologies. These artificial intelligence mentors and assistants act as learning facilitators for both engineering and non-engineering students while enhancing the educational experience. The software features natural language processing to enable smooth communication; it introduces gamification into the courseware, adds quizzes, and provides rewards for a better learning experience, among other features

Remembering Australian Constitutional Democracy

For many years, historical accounts of Australian Federation ignored the distinctive ideological origins of the Australian Constitution. From the mid 1980s until the 2000s, however, a generation of historians remembered how the Australian drafters built a distinctive constitutional democracy that combined trust in parliament with a direct constitutional role for a plural ‘people’: the people of Australia and the people of the states. Drawing on Chartist and American ideas of popular sovereignty, this system of popular political constitutionalism textually guarantees that ‘the people’ can ‘directly’ choose both houses of parliament, break deadlocks between these houses and make constitutional law. The definition of ‘the people’ in this distinctive form of constitutional democracy was, however, racially exclusive. In particular, First Australians were excluded from the plural people of Australia. This intellectual history of the Australian Constitution, however, has had remarkably little impact on constitutional interpretation and discourse. This paper will begin the process of examining those implications. First, it will show how this history provides important contextual support and direction to the implied limitations on parliamentary power that stem from the constitution’s guarantee of representative democracy in sections 7 and 24 of the Constitution. Second, it will demonstrate how it aids in better understanding Australia’s unique constitutional system. To date, this system has remedied the racist roots of the original constitutional definition of the people largely through legislative reform. The constitutional recognition of First Australians is a critical step in acknowledging that First Australians are a distinct part of the plural Australian people. In the aftermath of the failure of the First Nations Voice to Parliament proposal, meaningful constitutional recognition for First Australians must address their structural exclusion from the plural Australian people.

Antecedents of Perceived Learning: Role of Contextual Support, Learning Self-Efficacy and Race

Antecedents of Perceived Learning: Role of Contextual Support, Learning Self-Efficacy and Race

When prospective information conflicts with current information

ABSTRACT We examined the impact of prospective information on the processing of information occurring within the present timeline of narrative stories. Participants read target sentences that were consistent with events occurring within a protagonist’s present timeline but inconsistent with events in the protagonist’s future. When prospective information was readily available and/or received strong contextual support, processing difficulties were immediate, (i.e. they occurred on the target sentence). When the prospective information was backgrounded and/or not supported with additional contextual information, processing disruptions were delayed until the spillover sentence. Results are discussed within memory-based theories, specifically the RI-Val model.

On the scalarity of nu‐V constructions in Taiwan Mandarin

AbstractThis paper investigates three puzzles concerning scalar nu‐V constructions in Taiwan Mandarin: (a) a scalar nu‐V construction is incompatible with state/achievement verbs, irrespective of the presence of a quantity phrase; (b) when combined with activity verbs, the inclusion of a quantity phrase appears obligatory for scalar nu‐V constructions in an out‐of‐the‐blue context; (c) under appropriate contextual support, bare nouns and demonstrative phrases can replace the typically obligatory quantity phrases to form a grammatical scalar nu‐V construction with an activity verb. We argue that the solutions to these puzzles lie in three core meaning components of scalar nu‐V constructions: (a) scalar presupposition; (b) association with focus; (c) volitional requirement. Specifically, we propose that (a) scalar nu is a scalar verbal modifier that forms a verbal compound with its following verb; (b) scalar nu introduces a scalar presupposition (based on the scalar associate) and the volitional requirement in scalar nu‐V constructions. If our analysis is correct, it suggests that the scalarity of a construction may come from a verbal modifier (e.g., scalar nu) in the formation of a compound verb, thereby enhancing our understanding of the compositionality of compound verbs in natural language.

Organizational and contextual support in the interest in STEM careers. Gender differences.

Organizational and contextual support in the interest in STEM careers. Gender differences.

Dynamically predicting comprehension difficulties through physiological data and intelligent wearables

Comprehending digital content written in natural language online is vital for many aspects of life, including learning, professional tasks, and decision-making. However, facing comprehension difficulties can have negative consequences for learning outcomes, critical thinking skills, decision-making, error rate, and productivity. This paper introduces an innovative approach to predict comprehension difficulties at the local content level (e.g., paragraphs). Using affordable wearable devices, we acquire physiological responses non-intrusively from the autonomous nervous system, specifically pulse rate variability, and electrodermal activity. Additionally, we integrate data from a cost-effective eye-tracker. Our machine learning algorithms identify ’hotspots’ within the content and regions corresponding to a high cognitive load. These hotspots represent real-time predictors of comprehension difficulties. By integrating physiological data with contextual information (such as the levels of experience of individuals), our approach achieves an accuracy of 72.11% ± 2.21, a precision of 0.77, a recall of 0.70, and an f1 score of 0.73. This study opens possibilities for developing intelligent, cognitive-aware interfaces. Such interfaces can provide immediate contextual support, mitigating comprehension challenges within content. Whether through translation, content generation, or content summarization using available Large Language Models, this approach has the potential to enhance language comprehension.

The making of an outdoor educator: a mixed methods study of identity through voice and discourse

ABSTRACT While research has identified the myriad benefits of outdoor learning, the voice of the outdoor educators (OEs) who play an integral role in developing this programming is often backgrounded, leaving a dearth of information regarding their professional contributions within informal and nonformal educational spaces. To begin to fill this gap, the present study utilises an embedded mixed methods approach to investigate the development of OEs positional identity within the environmental education field. We developed and validated a survey instrument using structural equation modelling (SEM), distributed to 211 OEs. To provide contextual support to the quantitative findings, we conducted interviews with nine OEs across the United States. Results indicate that OEs more strongly identify with their connection to nature than with the scientific community and that OEs share the common goal of supporting learners’ social-emotional development through outdoor learning. The OEs attribute their connection with nature as the driving force for their professional and pedagogical decisions. Our findings uncover that OEs have a strong desire to be a complementary, cross-curricular resource to formal educators to support learners’ development and connection to the biosphere yet feel a lack of recognition and legitimacy within the educational discourse.

Exercises for developing civil‐military collaboration capability: A constructive alignment analysis

AbstractFollowing the Cold War, Sweden adopted a doctrine promoting perpetual peace, resulting in significant reductions in military defense capabilities and the dismantling of civil defense infrastructure. However, geopolitical events such as the Russian invasion of Georgia in 2008 and the annexation of Crimea in 2014 prompted Sweden to reassess its security posture in 2015, leading to the reconstruction of total defense, and an emphasis on collaboration between the civilian and military defense sectors. Exercises have been instrumental in fostering civil‐military collaboration capability. This study aims to investigate whether these exercises are effective in enhancing capability for civil‐military collaboration. Data collection involved participant observation during seven exercises and was analyzed using constructive alignment (CA). Findings indicate that the exercises did not yield discernible learning outcomes, and this is attributed to the Swedish principles of responsibility, deficiencies in CA, contextual support, and entrenched defensive routines.

Addressing Data Absenteeism and Technology Chauvinism in the Use of Gamified Wearable Gloves Among Older Adults: Moderated Usability Study.

Digital health technologies have the potential to improve health outcomes for older adults, especially for those recovering from stroke. However, there are challenges to developing these technologies, such as data absenteeism (where older adults' views are often underrepresented in research and development) and technology chauvinism (the belief that sophisticated technology alone is the panacea to addressing health problems), which hinder their effectiveness. In this study, we aimed to address these challenges by developing a wearable glove integrated with culturally relevant exergames to motivate older adults to exercise and, for those recovering from stroke, to adhere to rehabilitation. We conducted a moderated usability study with 19 older adults, of which 11 (58%) had a history of stroke. Our participants engaged in a 30-minute gameplay session with the wearable glove integrated with exergames, followed by a quantitative survey and an in-depth interview. We used descriptive analysis to compare responses to the System Usability Scale between those who had a history of stroke and those who did not. In addition, we analyzed the qualitative interviews using a bottom-up thematic analysis to identify key themes related to the motivations and barriers regarding the use of wearable gloves for rehabilitation and exercise. Our study generated several key insights. First, making the exergames exciting and challenging could improve exercise and rehabilitation motivation, but it could also have a boomerang effect, where participants may become demotivated if the games were very challenging. Second, the comfort and ease of use of the wearable gloves were important for older adults, regardless of their stroke history. Third, for older adults with a history of stroke, the functionality and purpose of the wearable glove were important in helping them with specific exercise movements. Our findings highlight the importance of providing contextual support for the effective use of digital technologies, particularly for older adults recovering from stroke. In addition to technology and usability factors, other contextual factors such as gamification and social support (from occupational therapists or caregivers) should be considered to provide a comprehensive approach to addressing health problems. To overcome data absenteeism and technology chauvinism, it is important to develop digital health technologies that are tailored to the needs of underserved communities. Our study provides valuable insights for the development of digital health technologies that can motivate older adults recovering from stroke to exercise and adhere to rehabilitation.

CQuAE: A new Contextualized QUestion Answering corpus on Education domain

Generating education-related questions and answers remains an open issue while being useful for students, teachers, and teaching aids. Given textual course material, we are interested in generating non-factual questions that require an elaborate answer (relying on analysis or reasoning). Despite the availability of annotated corpora of questions and answers, the effort to develop a generator using deep learning faces two main challenges. Firstly, freely accessible and qualitative data are insufficient to train generative approaches. Secondly, for a stand-alone application, we do not have explicit support to guide the generation toward complex questions. To tackle the first issue, we propose a new corpus based on education documents. For the second point, we propose to study several retargetable language algorithms to produce answers by extracting text spans from contextual documents to help the generation of questions. We particularly study the contribution of deep neural syntactic parsing and transformer-based semantic representation, taking into account the question type (according to our specific question typology) and the contextual support text span. Additionally, recent advances in generation models have proven the efficiency of the instruction-based approach for natural language generation. Consequently, we propose a first investigation of very large language models to generate questions related to the education domain.

The Effect of Multimedia on Vocabulary Learning and Retention

Acquiring vocabulary is essential for learning a foreign language. Comparing multimedia approaches that combine text, graphics, audio, and video with standard text-only methods may improve vocabulary learning. The impact of multimedia on vocabulary learning and retention is examined in this study. Fifty undergraduate English learners were split into two groups using a mixed experimental design. Video clips, graphics, and text were used to teach vocabulary to the experimental group. All participants completed pre post vocabulary tests to assess learning and retention. Multimedia instruction led to significantly higher vocabulary gains on the immediate test compared to text-only instruction. Moreover, multimedia learning promoted greater long-term retention based on higher scores on the post test. These findings were consistent across different categories of concrete and abstract words. Additional analysis found multimedia was particularly beneficial for learners with lower verbal working memory capacity. The results suggest multimedia capitalizes on dual coding and provides contextual support which enhances both initial vocabulary learning and retention. This multimedia effect persisted over time, indicating potential pedagogical benefits. The study contributes to theories of multimedia learning and vocabulary.

Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support

This study examines the degree to which low and high proficiency English as a foreign language (EFL) learners’ knowledge of base words (e.g. develop) overlaps with knowledge of their derivational forms (e.g. developer, redevelop) when reading. Low and high proficiency learners’ comprehension of derivational forms is also explored in relation to the frequency of occurrence of derivational forms and whether the derivational forms are presented with or without semantic context. A battery of meaning-recall tests measuring knowledge of base words and their derivational forms of varying frequencies of occurrence (high, mid, and low) in semantically contextualized and non-contextualized conditions were administered to 150 Japanese EFL learners. Results showed that learner knowledge of base words was not strongly indicative of equivalent knowledge of those base word’s derivational forms (i.e. low knowledge overlap). The analysis of knowledge overlap (Jaccard’s Index) showed that when participants knew a base word, they were likely to know its derivational form on average a little over 50% of the time. Mixed-effects ANOVA indicated that derivational forms’ frequency of occurrence in a written corpus strongly moderated their meaning recall. Learners’ lexical knowledge, however, only provided a negligible effect. Further, for both low and high proficiency learners, test items containing semantic context did not enhance learners’ meaning recall of derivational forms when reading.

Effects of risk perceptions and contextual support on entrepreneurial intention: Evidence from the Covid-19 Era

This paper contributes to the entrepreneurial intention (EI) literature by applying an extension of the theory of planned behaviour (TPB) in an under-researched Zambian context. Specifically, this study examines the influence of risk perceptions and contextual support during COVID-19 on the entrepreneurial intentions (EI) of university students. To achieve this aim, the study employed a quantitative correlational research design to collect data from public and private university students in Copperbelt, Zambia. The study collected data from 401 undergraduate students in Zambia’s second-largest city, Kitwe. Despite the sample emanating from only one city, the findings imply that risk perceptions and contextual support together with the theory of planned behaviour (TPB) elements effectively predict Zambian undergraduates' entrepreneurial intention during COVID-19. This has many training and entrepreneurial support implications for educators, policymakers and scholars.

Hardiness in Stroke: An in Depth Concept Analysis with Walker & Avant’s Framework

Background: Hardiness encourages people to create effective coping mechanisms when faced with difficulty. Hardiness evaluation techniques are still up for discussion, and understanding of Hardiness in stroke patients is still limited. Purpose: The purpose of this concept analysis was to deepen the understanding of hardiness in individuals who have had stroke. Methods: Concept analysis was conducted using the Walker and Avant method. The terms "stroke patient," "hardiness," and "concept analysis" were used to search the databases of PubMed, MEDLINE, and the Cumulative Index to Nursing and Allied Health Literature. Results: The defining traits of hardiness were split into internal psychological traits and external contextual support in stroke patients. Physical, mental, familial, and societal limitations brought on by the illness were the causes, and excellent adaptation—which included taking an active role in rehabilitation programs, thinking positively, setting goals, and adhering to optimism for the future—was the result. Conclusion: The essence of hardiness is complex and varied. Optimism and positivism, problem-solving abilities, adaptation, and family and societal support can all aid in readjusting or restoring the equilibrium between physically and emotional health when a stroke patient is experiencing problems. In order to develop effective interventional treatment methods, future research should concentrate on the critical factors influencing the hardiness of stroke patients

Development and psychometric properties of the supporting mental health in sport instrument

Mental health conditions are a significant global health concern. To address this concern, sport settings are increasingly being viewed as environments in which to support individual mental health and wellbeing. Not all sports settings are, however, conducive to supporting mental health. Efforts to improve mental health in sport settings are likely to be less effective if the club culture, policy, and environment do not promote behaviors known to support mental health. Understanding the extent to which sport clubs offer environments conducive to mental health and wellbeing is important for mental health initiatives targeting sport clubs. Currently and to our knowledge, there is no known instrument that captures member/participant perceptions of how supportive the sport setting is regarding mental health and wellbeing. This study explored the content validity, internal construct validity and external construct validity of the Supporting Mental Health in Sport Instrument (SMHSI) intended to measure the extent to which sport clubs provided a supportive environment for mental health promotion. A process of reliability analysis, principal component analysis and Rasch analysis was conducted confirming the psychometric fit of the items to the overall construct. The instrument could distinguish between two sport club environments providing different levels of mental health support, demonstrating external construct validity. The instrument can be used to evaluate the effectiveness of the sport club context to support mental health, to identify suitable club targets for mental health programs, to better determine training needs, or to better understand the impact of mental health programs on wider club contexts. Lay summary: Mental health promotion in sport clubs is becoming increasingly popular. The effectiveness of these promotion efforts may be compromised by the contexts in which they are delivered. This paper describes the properties of the Supporting Mental Health in Sport Instrument designed to measure the contextual support for the promotion of mental health in sport clubs.

Prospective Aspect and Current Relevance: A Case Study of the German Prospective Stehen vor NP Light Verb Construction

The paper presents a detailed corpus-based analysis of the German prospective stehen vor NP light verb construction. The starting point of the analysis is the claim that the construction is restricted to change-of-state nouns in the NP-internal position (Fleischhauer & Gamerschlag 2019, Fleischhauer et al. 2019). Based on corpus data, I demonstrate that although the construction shows a strong preference for such nouns, other semantic types of nouns (such as state nouns or process nouns) occur in the construction as well. I argue that process nouns in particular require contextual support to be licensed within the construction. In the paper, I present an analysis of the prospective light verb construction in terms of current relevance. This analysis accounts for the observed preference for change-of-state NP-internal nouns as well as for the need to provide contextual support for process nouns. The notion current relevance is frequently employed in the analysis of the perfect aspect; the current paper represents the first attempt to extend this notion to the prospective aspect.*

Making universal education a priority for sustainable development: The EU, Vietnam and education

AbstractThis article highlights the need to bring education to the forefront of EU policies to promote sustainable development in Vietnam. The EU is increasingly concerned with promoting sustainable development worldwide. It does this in its aid policies, and since 2010, it has included in its trade agreements provisions on labour, environmental and gender rights. But what about education rights? This article analyses the role of the EU and the Vietnamese government in the field of education. It argues that both actors could pay more attention to education, and in particular to the problem of unequal access to education for poor and minority children in Vietnam. To improve educational opportunity, both direct funding for the system and contextual support for students are needed. In remote and poor areas, Vietnam and the EU should provide increased salaries for teachers to reduce corruption, funding to support families, local social enterprises and improved local infrastructure. The article ‘double‐decenters’ the study of European foreign policy by (1) focusing first on education policy issues in the targeted state and then on EU policy and (2) listening not only to the government but also the citizens of Vietnam.

Between Restriction and Liberation: Women’s Career Aspirations in Terms of Culture Perspectives in Asia

Women in Asia still experiencing difficulties in flourishing their career aspirations optimally due to strong cultural perspectives. This systematic literature review aims to explore the factors that influence Asian women’s career aspirations in various cultural settings. PRISMA 2018 was used in this study. Through Scopus, ScienceDirect, Springer, and Ebsco Host databases, we found eight articles that met the inclusion criteria after passing the article selection. This study resulted women’s career aspirations in Asia are influenced by internal enabler factors (including self-efficacy, career orientation, abilities and knowledge, need for usefulness, desire for family cohesion, and marriage prospects expectation), external enabler factors (including education, social support, contextual support, and cultural support), internal barrier factors (including fear of marriage prospects, beliefs on choice restrictions, and awareness of domestic roles), and external barrier factors (including social pressure, gender stereotype, peer conformity, financial hardship, and career consequences). Future research to examine women’s career aspirations in the wider cultural setting of various countries in Asia is needed.

Retracted: Research on English Hybrid Assisted Teaching System Using Contextual Support of R-CNN

Retracted: Research on English Hybrid Assisted Teaching System Using Contextual Support of R-CNN