Learning Gain Research Articles

Integrating Ensemble Learning and Information Gain for Malware Detection based on Static and Dynamic Features

The rapid advancement of malware poses a significant threat to devices, like personal computers and mobile phones. One of the most serious threats commonly faced is malicious software, including viruses, worms, trojan horses, and ransomware. Conventional antivirus software is becoming ineffective against the ever-evolving nature of malware, which can now take on various forms like polymorphic, metamorphic, and oligomorphic variants. These advanced malware types can not only replicate and distribute themselves, but also create unique fingerprints for each offspring. To address this challenge, a new generation of antivirus software based on machine learning is needed. This intelligent approach can detect malware based on its behavior, rather than relying on outdated fingerprint-based methods. This study explored the integration of machine learning models for malware detection using various ensemble algorithms and feature selection techniques. The study compared three ensemble algorithms: Gradient Boosting, Random Forest, and AdaBoost. It used Information Gain for feature selection, analyzing 21 features. Additionally, the study employed a public dataset called ‘Malware Static and Dynamic Features VxHeaven and VirusTotal Data Set’, which encompasses both static and dynamic malware features. The results demonstrate that the Gradient Boosting algorithm combined with Information Gain feature selection achieved the highest performance, reaching an accuracy and F1-Score of 99.2%.

Social Practices of Literacy and Numeracy Through Culturally Responsif Teaching (CRT) Approach in Sociology Learning

Purpose of Study: This study aims to identify social practices of literacy and numeracy using the CRT approach in Sociology learning. Methodology: This research uses a descriptive qualitative approach with a phenomenology type. The data source consists of focus group discussion (FGD) results, observation, and document analysis. FGD involves sociology teachers in Soloraya, with the purposive sampling technique used to select informants. Observation was carried out directly by observing the sociology learning process in the class. Document analysis includes teaching modules, sociology learning gain, student worksheets, and other learning sets. Data validity was tested using source and method triangulation. Data analysis was done using Interpretative Phenomenology Analysis, encompassing four stages: bracketing, intuiting, analyzing, and describing. Main Findings: The result of the research shows that teachers get a support system from government regulation, the Merdeka Mengajar platform, the learning community, the supervisor, and the subject teacher working group. Each of the parties plays a role that supports CRT-based literacy and numeracy learning. The learning activity can be identified in three things. Firstly, teachers hold the authority to accustom the students to using numeric data in the context of local culture. Secondly, teachers integrate numeric data from local cultures to make learning more relevant and contextual. Thirdly, teachers create an inclusive learning environment by accommodating numeric data in the context of local culture. Novelty/Originality of Study: By applying CRT, sociology teachers teach literacy and numeracy skills and help students see the relevance of these skills in understanding and participating in social change.

Development of the concept-process model and metacognition via FAR analogy-based learning approach in the topic of metabolism among second-year undergraduates

Abstract Metacognition is a critical cognitive skill in learning science. Numerous studies indicate that learners with high metacognitive abilities tend to excel in scientific skills, such as their capacity to construct scientific models. This study aims to compare students’ ability to construct concept-process models before and after participating in analogy-based learning using the Focus-Action-Reflection (FAR) method on the topic of metabolism. Additionally, the study investigates the relationship between students’ ability to construct conceptual process models and their metacognitive skills. The sample consisted of 137 second-year students enrolled in a basic biochemistry course, selected through cluster sampling. The research instruments included a process model construction assessment and the Metacognitive Awareness Inventory (MAI). The data were analyzed using paired sample t-tests and correlation analysis. The results showed significant improvement in students’ ability to construct conceptual process models, with an average learning gain of 16.5 %. Statistical analysis indicated a significant increase in test scores after the instructional activities. Furthermore, Spearman’s correlation analysis revealed a positive relationship between learning progress and metacognitive skills, particularly in the use of information management strategies (IMS) and debugging strategies (DS). These findings emphasize the importance of integrating metacognitive skill development into science education, particularly in fostering students’ ability to construct conceptual process models – an essential tool for enhancing science learning outcomes.

Effect of feedback-integrated reflection, on deep learning of undergraduate medical students in a clinical setting

BackgroundReflection fosters self-regulated learning by enabling learners to critically evaluate their performance, identify gaps, and make plans to improve. Feedback, in turn, provides external insights that complement reflection, helping learners recognize their strengths and weaknesses, adjust their learning strategies, and enhance clinical reasoning and decision-making skills. However, reflection alone may not produce the desirable effects unless coupled with feedback. This study aimed to investigate the impact of feedback integrated reflection on meaningful learning and higher order MCQ score among under-grade medical students.ObjectiveTo evaluate the impact of feedback-integrated reflection versus reflection alone on higher-order MCQ scores among undergraduate medical students in a gynecology clinical setting.MethodsA randomized controlled trial was conducted with 68 final-year medical students randomly assigned to a study group (feedback-integrated reflection) and a control group (reflection alone). Both groups completed a pre-test, followed by six daily teaching sessions on gynecology topics. Participants engaged in written reflections after each session, and the study group additionally received individualized feedback. Independent sample t-tests were used to compare pre and post-test scores between the groups, while paired t-tests assessed within-group improvements.ResultsPre-test scores were comparable between the study group (11.68 ± 2.60, 38.93%) and the control group (11.29 ± 2.38, 37.15%; P = 0.52). Post-test scores showed a significant improvement in the study group (20.88 ± 2.98, 69.32%) compared to the control group (15.29 ± 2.66, 51.00%; P = 0.0001). The percentage gain in learning was 35.43% for the control group (reflection alone) and 78.77% for the study group (feedback-integrated reflection). The normalized learning gain (NLG) was calculated to compare the effectiveness of the intervention (feedback-integrated reflection) with that of the control (reflection alone). The study group demonstrated a mean normalized learning gain of 69.07%, compared to 29.18% in the control group. The net learning gain, calculated as the difference in normalized learning gains between the study and control groups, was found to be 39.89%.ConclusionThe findings highlight the effectiveness of feedback-integrated reflection versus reflection alone in fostering deeper learning by improving higher-order MCQ scores in a gynecologic setting in the undergraduate medical education.Trial registrationThis trial was registered retrospectively on 27th July 2024. Trial registration no is CTU/07/2024/010/RMU.

Learn math through motion: a technology-enhanced embodied approach with augmented reality for geometry learning in K-12 classrooms

ABSTRACT Despite the growing attention to the technology-enhanced embodied learning approach in mathematics education and its pedagogical potential, much remains unexplored regarding its implementation in real-world classroom contexts and student engagement in embodied learning activity. Addressing this gap, we introduce an embodied learning game leveraging computer vision and Augmented Reality (AR) techniques. We implemented the embodied AR game into fourth-grade classrooms to explore its impact on students’ geometry understanding, attitudes, and engagement patterns. Our analysis revealed significant enhancements in students’ geometry understanding from pre- to post-test, whereas their attitudes remained unchanged. A multiple regression analysis on students’ in-game log and hand gesture data showed that only time spent on making-angle activities predicts students’ cognitive learning gain, suggesting that not all hand gestures were meaningful to students’ learning. In addition to demonstrating the pedagogical benefits of cost-effective AR-based embodied learning in classroom settings, our findings highlight the importance of thoughtfully designing embodied actions that are both educational and engaging.

Assessing the impact of clinically relevant medicinal chemistry teaching: Learning gains from case study approach

Abstract Considering the unique role of medicinal chemistry in the pharmacists’ formation, in this work we assessed the impact of medicinal chemistry teaching on the interpretation of a clinical situation using statistical and learning gain analysis. Lectures were conducted with or without medicinal chemistry information about the drugs involved, and pre and post-tests were applied. Pharmacy students (n = 35) were divided into two experimental groups (control and test) and presented with a case report selected from literature involving statin-related myopathy when a pre-test was applied. A lecture containing pharmacological information on statins was delivered to the students from the control group. In contrast, the test group received the same information, but medicinal chemistry elements of statins were inserted, and afterward post-test was applied. The scores from the pre-test and post-test were statistically evaluated and used to calculate Cohen’s d, Hake’s, and Dellwo’s G learning gains to compare the performance of the students from both groups. The results showed that students from the test group obtained significantly higher performance in the post-test and higher learning gain values. In summary, medicinal chemistry elements provided important knowledge to unveil the reported clinical situation and to provide skills for adequate drug selection to avoid statin-related myopathy.

How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes?

IntroductionMonitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these self-regulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, which is a crucial part of the monitoring loop. Therefore, we developed a form of co-regulation between the student and the ALT with goal-setting prompts and monitoring support.MethodThis experimental study compared an experimental condition in which primary school students worked with the co-regulation intervention while practicing mathematics problems in the ALT to a control condition where they only practiced with the ALT. Firstly, we examined the effects of co-regulation with ALTs on regulation of practice behavior and learning outcomes by comparing the experimental and control conditions. Secondly, to gain further insight into students' goal-setting behavior in co-regulation, we examined how the experimental condition set their goals and attained them.ResultsResults showed that students in the experimental condition were more effective in regulating their practice behavior, shown by more problems solved and higher accuracy than the control condition. Similar learning gain was found in both conditions on the easy and intermediate learning topics. For the hard learning topic, the control condition showed a higher learning gain. Higher week goals than day goals on all three learning topics and similar goals were set between the learning topics. Students' goal attainment was less for the easy compared to the hard learning topic.DiscussionCombined, these results indicate that co-regulation with an ALT positively affects students' regulation of practice behavior and goal- setting behavior but does not yet increase learning gain. A practical implication is that teachers could support students by explicitly providing students with goal-setting opportunities.

Surgical video course receives better evaluation than participation in the operating room as part of student teaching

Imparting knowledge in the operating room represents aparticular challenge in student teaching. Participation in the operating room was compared with teaching via a surgical video course as part of the block practical course in ophthalmology at the University of Lübeck. All students took part in both observation in the operating room and in the video course. Thereafter, they were surveyed on both forms of teaching using the same items taken from a catalogue of questions. Based on the evaluation of these answers, we carried out adirect comparison between participation in the operating room and teaching with surgical videos. Teaching of the surgical content and steps (p < 001), the underlying clinical picture (p < 001), the surgical indication (p < 001), and the surgical outcome (p < 001) was rated better in the surgical video course than for participation in the operating room. The assessment of learning gain (p < 001) was also higher in the surgical video course. Only the interest in ophthalmic surgery (p = 0.62) was rated similarly between participation in the operating room and teaching with surgical videos. The video format is well suited for pure knowledge transfer. However, it does not replace participation in the operating room, where not only the operation itself can be followed but also the preparation and post-processing of the surgery. We therefore prefer acombination of both parts of the course and will retain the structure presented. In addition, we will use the knowledge gained to further improve teaching in the operating room.

Cognitive engagement as a predictor of learning gain in Python programming

The relationship between cognitive engagement and learning gains in computer programming has not been well-studied. This study examined the relationship between students’ cognitive engagement and learning gains in the context of Python programming. Cognitive engagement, defined by the Interactive, Constructive, Active, Passive (ICAP) framework, refers to the level and depth of mental effort and involvement a learner invests in an educational activity. In this paper, we provide details about how students’ actions were classified into three levels of cognitive engagement. We studied these actions’ frequency and duration differences and performed regression analysis. The results revealed significant student diversity regarding frequency and time allocation to these engagement categories and highlight the complex interplay between students’ cognitive activities and their corresponding time investments. Further, the regression analysis results showed that the constructive and passive levels of engagement were significant predictors of students’ learning gains in the case of Python programming.These findings offer actionable insights into why some students may have lower learning gains. By examining the specific levels of cognitive engagement that lead to better learning outcomes, this study hopes to inform the development of more effective learning environments that support student engagement and improve programming education.

Comparison of WhatsApp® and Face-to-Face case based learning in undergraduate dental students: A randomized controlled trial.

The study compares two different interfaces of CBL (WhatsApp® and Face-to-Face) in undergraduate dental students and examines WhatsApp's effectiveness as a teaching tool. A Randomized Controlled Trial (RCT) was conducted from May 2023 to October 2023 at Ayub College of Dentistry, Orthodontic Department, Abbottabad, involving 30 participants randomly assigned to control (Face-to-Face) Group-1 and experimental (WhatsApp®) Group-2. The six-week study utilized pre-validated questionnaires and Multiple-Choice Questions assessments, comparing post-test scores. Assessment of the intervention involved evaluating Kirkpatrick levels one and two, with responses being rated using a five-point Likert scale. Statistical analysis employed Students' t-tests for group comparisons and paired t-tests for MCQ results before and after the intervention for each group. A p-value less than 0.05 indicated statistical significance, with SPSS version 23 used for analysis. The study involved 30 participants with a mean age of 23.23±0.67 years, encompassing both males (53.3%) and females (46.7%). All survey participants (100%) used WhatsApp, highlighting its popularity. Everyone had internet access, with 73.3% using smartphones and 26.7% using laptops for mobile internet. Post-intervention, both control and experimental groups exhibited improved post-test scores (p<0.001), but the comparison between groups showed no statistically significant difference (p>0.50). Over 50% of students expressed satisfaction with WhatsApp as a teaching tool, resulting in a learning gain of 36.18%. The study concluded that both WhatsApp® and Face-to-Face CBL effectively improved dental students' learning, with WhatsApp® yielding results comparable to traditional methods.

Evaluating students' learning achievements using the formative assessment technique: a retrospective study.

Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method. This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021-2022 academic year. In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63-22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01). The formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education.

Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.

Making teamwork work: enhancing teamwork and assessment in higher education.

The ability to work in teams is one of the most sought-after graduate skills by employers. However, team-based learning activities, and especially team-based assessments, are commonly disliked (even actively avoided) by students. Team-based assessments are often problematic for students, mostly due to logistical problems and interpersonal difficulties. These difficulties often lead to dissatisfaction with the process and poor satisfaction responses in quality assessments of their teaching. This review takes a four-way approach to evaluate current approaches to team assessment aimed at enhancing student engagement, satisfaction and learning gain. Firstly, we identify why team-based activity is so important to include in our overall pedagogy in Higher Education. Secondly, we examine evidence from the literature on students' reactions to team-based activities (especially focusing on assessment) and the reasons for both positive and negative perceptions. The third focus is on identifying the root of the problem from a pedagogic perspective and highlighting the deficiencies in approaches to team-based activities that might lead to negative student perceptions. Finally, we discuss examples from the literature of where team-based learning and assessment activities have been successful. Approaches to team-based activities need to be more proactive and supportive so that students understand the dynamics of teams, how to plan team-based activities, and how to deal with interpersonal issues positively and productively. Team-based learning is arguably the least well-taught element of our curricula, yet it is important and straightforward to address.

Data-Driven Robust Finite-Iteration Learning Control for MIMO Nonrepetitive Uncertain Systems.

This work considers three main problems related to fast finite-iteration convergence (FIC), nonrepetitive uncertainty, and data-driven design. A data-driven robust finite-iteration learning control (DDRFILC) is proposed for a multiple-input-multiple-output (MIMO) nonrepetitive uncertain system. The proposed learning control has a tunable learning gain computed through the solution of a set of linear matrix inequalities (LMIs). It warrants a bounded convergence within the predesignated finite iterations. In the proposed DDRFILC, not only can the tracking error bound be determined in advance but also the convergence iteration number can be designated beforehand. To deal with nonrepetitive uncertainty, the MIMO uncertain system is reformulated as an iterative incremental linear model by defining a pseudo partitioned Jacobian matrix (PPJM), which is estimated iteratively by using a projection algorithm. Further, both the PPJM estimation and its estimation error bound are included in the LMIs to restrain their effects on the control performance. The proposed DDRFILC can guarantee both the iterative asymptotic convergence with increasing iterations and the FIC within the prespecified iteration number. Simulation results verify the proposed algorithm.

Effectiveness of video-based teaching in surgery residents: A randomized control trial.

To determine the effectiveness of video-based teaching in surgery residents by comparing it to the routine operating room traditional teaching. The randomized control trial was done at four institutions from September 2022 to March 2023. Interventional group underwent video-based instruction of basic surgical skills whereas the control group was taught through traditional operating room teaching. Pre and post-test mean scores were analyzed on SPSS version 20 through paired t-test. Learning gain was calculated. Supervisors' perceptions were recorded on survey form regarding direct observations and recorded video evaluations of resident skills on post-test. Out of sixty (n=60), fifty-five newly inducted surgical residents completed the study including both females (n=13) and male residents (n=42). Video intervention Group (27.93±3.72) and control group (23.07±4.62) both showed improvements in their post-test scores as compared to pretest scores of 13.68±3.25 and 13.52±3.60 respectively. Mean score difference improvement was more in video intervention group (13.9±3.8) in comparison to control group (9.5±4.3) provided both groups exhibits improvements in all seven domains of the global rating system (reflected by the p <0.0001). However, learning gain of 65% was observed in intervention group as compared to learning gain (41%) of control group. Evaluators(n=5) observed that recorded video evaluations helped to provide integrated feedback, despite being time (40%) and resource intensive (60%). Video-based teaching has higher learning gain irrespective of the fact that both groups exhibit statistically significant results in all seven domains of the global rating system. Recorded video evaluation was found feasible and reliable tool for formative assessment.

Inclusivity, Gender, and Learning Gains: Are Online Education Platforms the Answer?

Inclusivity, Gender, and Learning Gains: Are Online Education Platforms the Answer?

Subjective learning gain from a simulation-based health management course: a mixed methods study.

Simulations are increasingly being offered as part of the educational experience of healthcare students. We used a Health Management Scenario Simulation system to create a course. This study aimed to evaluate learning gains before and after the course. Based on the learning strategies of framing, simulation, and debriefing, the Health Management Scenario Simulation course lasted 4 weeks and was conducted online. Learning gain was assessed using a comparative self-assessment questionnaire administered electronically at the beginning and end of the course. We organized focus group interviews and collected quantitative data after students completed the simulations and the questionnaire. These data were subjected to descriptive statistical analysis and thematic grouping using frequency counting. There were 195 health management students enrolled in the course. In total, 265 anonymously completed questionnaires were received, 141 (72.31%) on the pre-simulation and 124 (63.59%) on the post-simulation. All questionnaire item gain values were positive, except the item "I can identify common health risk factors," which showed no change. The skills domain showed the highest learning gain, ranging from 16 to 22%. Six students participated in the focus-group study. The main themes that emerged from students' reflections were learner-centeredness, competencies, and career development. Students acquired health management skills through the simulation, which contributed to the development of basic attitudes and skills in their professional careers. Students' comments highlighted the value of practicing health management skills in a simulated environment.

A robust iterative learning control for linear system with variable initial state and trail length

AbstractTo address the variable initial state and trail length this paper first presents a robust PD‐type open‐closed‐loop iterative learning control (ILC) law for a multiple‐input‐multiple‐output (MIMO) linear discrete‐time system. It is demonstrated that the convergence condition is dependent on the PD‐type feed‐forward learning gains, while an appropriate feedback learning gain can improve the ILC convergence performance. As a special case of PD‐type open‐closed‐loop ILC law, P‐type and D‐type open‐closed‐loop ILC laws are deduced. The three developed ILC laws ensure that as the number of iterations approaches infinity, the expectation of ILC tracking error will be constrained within a limited range, where the boundary is proportional to the initial state variation. Through a numerical simulation, the effectiveness of the proposed ILC laws is illustrated.

Short-Term Student Exchange in Nursing Education: A Descriptive Pilot Study

This descriptive pilot study investigates and evaluates nursing students’ perceptions of their learning gains and the factors contributing to academic integration within a one-week Intensive Programme (IP) course, part of the Nordplus Programme. Nordplus encourages mobility and curriculum development across Nordic and Baltic higher education. The study used a short-term mobility program involving eight nursing education institutions as its setting. Students’ experiences were captured using an evaluation form inspired by the Student Assessment of Learning Gains (SALGs) questionnaires. The results reveal positive student responses to the IP course, particularly regarding interactions with peers and teachers. The study underscores the potential of short-term IP courses in providing concentrated learning experiences, broadening nursing topics, and fostering active engagement. The implications suggest that nursing education institutions should consider incorporating more short-term mobility programs to enhance student learning and intercultural experiences. By investing in such initiatives, institutions can cultivate an enriching and supportive learning environment.

Determining the value of Treatment Planning as a Threshold Concept through learning gain in Radiotherapy teaching

Determining the value of Treatment Planning as a Threshold Concept through learning gain in Radiotherapy teaching