Learning Habits Research Articles

Research on the Construction and Application of an Intelligent Education Learner Model Based on the UTAUT Theory

With the rapid development of computer technology, a new educational model, the innovative education learner model, has emerged as a product of the deep integration of technology and education. In this paper, we will begin by organizing the theories and models related to technology acceptance. We will select the UTAUT model, known for its high explanatory power, as the theoretical framework. Subsequently, we will comprehensively analyze the dataset and conduct in-depth habit mining. The effectiveness of applying K-means concepts to address the classification of clusters of learners’ learning habits is confirmed. The feasibility of the LSTM algorithm in predicting learners for exercise responses is also demonstrated. Next, a learning cluster construction method based on intelligent learner clustering is proposed. The methods of MDS+K-means and spectral clustering are selected for clustering. Learning clusters are constructed, and the performance of the two types of algorithms is compared and analyzed. Finally, the enhanced text feature extraction algorithm is utilized to design and implement the corresponding system for the practical application of the innovative educational learner model. The final experiment proves that the text features extracted by the model are effective, with an error rate of only about 2.8%, thus demonstrating that the intelligent educational learning model in this paper is reasonable.

Learning path planning methods based on learning path variability and ant colony optimization

With the advancement of education information, the scale of online education has been expanding, which brings challenges to students' learning path planning, i.e., course and learning method planning. To address the limitations of learning path planning such as insufficient personalization, the study proposes a learning path planning method based on learning path variability and ant colony optimization. First, dynamic time regularization is used to obtain learning path variability, and the K-means algorithm is used to classify students' learning types. Subsequently, an ant colony optimization algorithm is used to generate learning paths. Finally, the effectiveness of the method is tested. The results show that the loss value of the ant colony optimization algorithm converges to a minimum value of 0.1, which has the best stability of the loss function curve and the fastest convergence speed compared to other algorithms. Under the same experimental environment, the accuracy of the algorithm is as high as 0.9, which is conducive to the search for the optimal solution. The path planning method designed by the research can effectively grasp the learning characteristics and habits of students, and the accurate classification degree can reach 96.6%. With this learning path planning method, the average video learning time of students reaches a maximum of 80 min, while the average completion rate of students' course objectives is stable at 90%, which is about 20% higher than that of the GA-based learning path planning method. The method can significantly improve academic performance and educational outcomes. The method thus grasps the type of student learning, stimulates students' interest in learning, improves the effect of online learning, helps to promote education informatization and provides a boost to the deep reform of education.

Habit Learning in OCD: Preliminary Data from a Spanish Sample

IntroductionInstrumental learning involves goal-directed and habitual systems. The Slips-of-Action Task (SOAT) is extensively used to measure habit tendencies and the likelihood of making erroneous responses for devalued outcomes. The SOAT provides a Devaluation Sensitivity Index (DSI), a measure of the balance between relative goal-directed and habitual learning. Individuals with Obsessive-Compulsive Disorder (OCD) often engage in repetitive actions, suggesting a potential deficit in goal-directed control and an increased reliance on habitual learning. Previous literature has shown that medicated OCD adults performed worse on the SOAT task than healthy controls.ObjectivesTo compare habit learning performance in an unmedicated sample:-Goal 1: Between OCD and Healthy Controls (HC)-Goal 2: Across four groups: adult OCD, adult HC, children OCD, and children HC MethodsParticipants: Eighty-three participants (44 OCD patients and 38 healthy controls) completed the study with usable task data. The 44 OCD patients comprised 17 adults (mean age: 26.76 years, SD: 8.61 years) and 27 children/adolescents (mean age: 12.84 years, SD: 2.59 years). The 38 healthy controls included 17 adults (mean age: 30 years, SD: 7.49 years) and 21 children/adolescents (mean age: 14.1 years, SD: 2.19 years). All participants were unmedicated. Measures: Participants completed an adapted version of the “Fabulous Fruit Game”, which included an instrumental training phase to learn Stimulus-Response-Outcomes (S-R-O) associations and a SOAT to assess the strength of learned S-R-O associations. DSI was calculated by subtracting the percentage of responses made toward devalued outcomes from the percentage of responses made toward still valuable outcomes. Behavioral Analyses: Student’s t-test comparing individuals with OCD to HC and a ONEWAY ANOVA to examine group differences across multiple categories.ResultsGoal 1: DSI comparison between individuals with OCD and HC revealed a significant difference, with HC demonstrating superior performance (t (60.9) = 2.60, p = .012, Cohen’s d = .546). Goal 2: The overall DSI comparison across adult OCD, adult HC, children OCD, and children HC showed a non-significant difference (F(3) = 3.407, p = 0.22). However, post hoc analysis revealed significant differences between Adult HC and Youth OCD (I-J Scheffe = 28.82, p = .033), indicating superior performance in adult HC.ConclusionsThis study highlights altered Habit Learning in unmedicated OCD individuals, supported by significant DSI differences compared to HC. Age-related distinctions were observed, emphasizing the need for age-sensitive interventions in understanding and addressing habit-related challenges in OCD.Disclosure of InterestNone Declared

A Study on the Effectiveness of Online Learning under Complex Dynamic System Theory

With the acceleration of informatization and the rapid development of Internet information and communication technology, mankind has gradually entered the "Internet +" era. The development of online media has led to continuous innovation in education methods, the speed of knowledge dissemination is increasing day by day, and the breadth of knowledge dissemination is also expanding. As an emerging learning model, online learning is a complete system consisting of teaching and learning, teaching content, learning habits and learning methods, platforms and approaches, and the management of learning resources. A systematic review method was utilized to examine the current state of online learning and make recommendations based on the theory of complex dynamic systems. The study discovered that online learning is complex and systematic, requiring the cooperation of many parties throughout the entire educational system; that it is dynamic and variable, necessitating that teachers update their teaching philosophies and methods for disseminating knowledge; and that its variation of online learning, advising that teachers use stratified teaching to increase students' autonomy and learning effectiveness.

The Impact of Organizational Learning on Organizational Resilience in Construction Projects

In an increasingly volatile environment, organizational learning plays a crucial role in helping organizations turn crises into opportunities and enhance organizational resilience. However, the existing research remains unclear on how organizational learning affects the formation of organizational resilience. The aim of this study is to explore the pathways by which organizational learning impacts organizational resilience. An in-depth understanding of the learning within project organizations was initially obtained through field research and interviews. This investigation identified two distinct methods of learning within these organizations: acquisitive learning and experimental learning. A significant impact of managerial cognition on the process of organizational learning was also discovered. Subsequently, building upon the existing literature and research, a cognitive measurement scale for project managers was developed and validated through two iterations of questionnaire collection. Lastly, data pertaining to various variables were gathered via designed questionnaires, and a structural equation model was established to explore the interplay between organizational learning, managerial cognition, and organizational resilience. The findings reveal that organizational learning can enrich the cognition of managers, thereby enhancing the resilience of the organization. Managerial cognition plays a mediating role in the relationship between organizational learning and organizational resilience. In practice, it is recommended that organizations attach importance to the establishment of a learning-oriented organizational culture and foster a habit of proactive learning among their members. They should also strengthen the management of internal knowledge resources and pay attention to the iterative refinement of organizational management norms.

Sleep satisfaction, and its correlates with stress, health and happiness in university students: cultural and gender issues

IntroductionSleep plays an important role in preserving mental health. University students’ learning activity, habits and cultural background may negatively affect the duration and quality of sleep.ObjectivesTo determine the correlations of sleep satisfaction with the level of stress, health and happiness in university students of different gender and cultural backgroundsMethodsWe have surveyed 134 university students (77 domestic students and 57 foreign students). The numbers of male and female students were the same (67 students).To determine the levels of stress, health, happiness, and sleep quality satisfaction, we used a self-rating questionnaire (Nikolaev, 2023).ResultsThe general indicator of sleep satisfaction with all the respondents made up 6.22±2.4 points. We have not revealed any valid statistic differences between the satisfaction levels of males and females, domestic and foreign students (p>.05). The males have shown a higher level of stress than females (р=.0004). The higher level of health assessment was revealed by foreign students as compared with domestic students (р=.0137), and by males in comparison with females (р=.0.0054). We did not determine any cultural and gender differences in other parameters. (p>.05). According to the final correlation analysis, all the respondents showed that their level of sleep satisfaction was positively correlated with the level of health (r=.40) and happiness (r=.37), but negatively with the level of stress (r=-.23). Similar interrelations were seen in the male group (r=.40; r=.36; r=-.28). Females revealed correlations of their sleep satisfaction with health (r=.38) and happiness (r=.38), but there was no evidence of correlation with the level of stress (p>.05).ConclusionsUniversity health development programs aimed at improving their students’ sleep quality, which take into account the complex of cultural and gender issues, may help enhance the students’ health potential.Disclosure of InterestNone Declared

TINGKAT STRES MAHASISWA FAKULTAS KESEHATAN ANGKATAN 2021 PADA MASA PANDEMI COVID-19

On March 11, 2020, the World Health Organization (WHO) declared the Coronavirus Disease 2019 (Covid-19) a global pandemic. The government provides a policy of limiting activities outside the home, so school activities are suspended. Several studies have shown that this change in teaching and learning habits creates obstacles that will trigger stress in students. New students have their own stress load, such as adjusting to the environment and lecture activities.To describe the stress level of students in the 2021 batch of learning activities at the Faculty of Health Sciences, Duta Bangsa University during the Covid-19 Pandemic. This study used an observational-descriptive method with a cross sectional approach. The data used is primary data, taken from the Indonesian version of the Medical Student Stressor Questionnaire (MSSQ). The research population is the entire batch of 2021 with a total sampling technique of sampling. This study found the results that the majority of students experienced moderate stress as many as 45 people (54.22%), 15 people mild stress (18.07%), 22 people stressed (26.51%) and very stressed 1 person. (1.20%). In this study, most of the 2021 students of the Faculty of Health Sciences, Duta Bangsa University experienced moderate stress.

한자 초급 학습자를 위한 한자지도법 모색

The purpose of this article was to explore new ways of teaching Chinese characters based on the cognitive patterns that learners have in advance. To this end, we identified the cognitive patterns of beginners who first encountered Chinese characters and presented teaching Chinese character and contents to suit their cognitive styles.
 The learning habits of most beginners who first encountered Chinese characters is familiar with the learning habits of acquiring Hangeul and English. It is very difficult to expand the learning habits by adjusting the existing learning habits. Based on these points, the school devised a way to start Chinese character education in the existing learning habits framework. The method is to start Chinese character education by using strokes. The stroke can serve as the alphabet of Hangeul and the alphabet of English, making it a material for learners to easily access Chinese characters with a priori learning habits. In this article, the author suggested that strokes be classified into 20 categories and each stroke should be named and used for teaching Chinese character.
 It is important to determine the learner's step-by-step learning according to the curriculum of education. It could be a way of teaching Chinese characters to teach them first when they first start Chinese characters. Still, strokes education is still unfamiliar as an educational method for Chinese characters. However, we hope that it will be a way for beginners who are new to Chinese characters to gain easier access to learning them.

한자 초급 학습자를 위한 한자지도법 모색

The purpose of this article was to explore new ways of teaching Chinese characters based on the cognitive patterns that learners have in advance. To this end, we identified the cognitive patterns of beginners who first encountered Chinese characters and presented teaching Chinese character and contents to suit their cognitive styles.
 The learning habits of most beginners who first encountered Chinese characters is familiar with the learning habits of acquiring Hangeul and English. It is very difficult to expand the learning habits by adjusting the existing learning habits. Based on these points, the school devised a way to start Chinese character education in the existing learning habits framework. The method is to start Chinese character education by using strokes. The stroke can serve as the alphabet of Hangeul and the alphabet of English, making it a material for learners to easily access Chinese characters with a priori learning habits. In this article, the author suggested that strokes be classified into 20 categories and each stroke should be named and used for teaching Chinese character.
 It is important to determine the learner's step-by-step learning according to the curriculum of education. It could be a way of teaching Chinese characters to teach them first when they first start Chinese characters. Still, strokes education is still unfamiliar as an educational method for Chinese characters. However, we hope that it will be a way for beginners who are new to Chinese characters to gain easier access to learning them.

Promoting Linear Algebraic Reasoning among Students: Affordances and Challenges

As students transition from the mathematics they learn in school years, including their first-year calculus courses, to the first course in linear algebra, they experience discontinuities in their perspective of what mathematics is. Their propensity to continue applying the same habits of learning in the face of this change leads to failure and frustration. The failure manifests itself in the quality of understanding basic concepts as well as in the lack of linear algebraic reasoning. Instructional treatments applied in my teaching experiments to foster students’ ability to reason linear algebraically resulted in mixed success – some of the treatments were successful, others less so. The latter are accounted for by the structural complexity of the subject matter and students’ background knowledge. The pedagogical approaches offered in this paper are oriented within a particular theoretical framework for the learning and teaching of mathematics, called DNR. Reflections and broader implications are addressed through the lenses of this framework.

A Book Review of Becoming a Reading Teacher: Connecting Research and Practice

The book Becoming a Reading Teacher: Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit. To bridge the gap between teachers and researchers, this book is structured around four parts: reading as a linguistic process, reading as a personal experience, reading as a collective experience, and reading as a classroom practice. The definition of a reading teacher can be interpreted in two ways: the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers, but who is a reader themselves. Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners, eventually creating a reading culture beyond the classroom. However, the necessity for reading teachers to participate in the research may be explained as follows. Firstly, new research may change one’s mind. What’s more, research allows teachers to turn their difficulties, surprises, and challenges into questions, and to seek answers to those questions. In addition, research helps teachers overcome the challenges in teaching by discovering new strategies. Research can also help to prove teachers’ choices and decisions in teaching. Secondly, research allows teachers to see the role they play in the bigger picture. Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences. Last but not least, research informs and promotes changes in policy, thinking, and so on.

Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule‐based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT‐enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self‐regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule‐based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notesWhat is already known about this topic AI technologies have been used to support student self‐regulated learning (SRL) across subjects. SRL has been identified as an important aspect of student learning that can be developed through technological support. Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback. What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students. The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule‐based AI chatbot. The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits. Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL. Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses. It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching.

Didactical Obstacles for Junior High School Students in Post-Pandemic Mathematics Learning

Face-to-face learning has been re-implemented by several schools after 2 years offline, and this has caused several obstacles when implementing it. Especially mathematics learning, which tends to require more effort to deliver material. Post-pandemic learning causes didactical obstacles to student and teacher learning during the teaching and learning process. So the purpose of this study is to analyze student barriers to post-pandemic learning. The research method used in this study is qualitative-descriptive, with data collection techniques such as survey methods, observation results, questionnaires, and interviews. The object of this study was 19 grade VIII–4 students and senior teachers at SMP Negeri 1 Cihampelas. This research uses several instruments for students, and the results can be analyzed for obstacles to the post-pandemic learning process. Based on the results of the study, it shows that post-pandemic learning barriers for Grade VIII–4 students are adaptation to a new environment; understanding the material is more difficult and ineffective because the learning process does not involve technology, conventional learning methods, psychological changes, or habits when online learning is still carried over so that it affects face-to-face learning, where students are not ready to get the next material due to the material they previously did not understand due to the lack of maximum understanding of students when learning online. Not only students, but teachers also have their own obstacles when learning after this pandemic, so teachers also need time to be able to adapt to face-to-face meetings that run according to mutual expectations.

Challenges of learning English in late adulthood: The case of online learning

Foreign language learning has been found effective in helping older people improve cognitive functioning and provide opportunities at psychological and social levels. This study examines the difficulties older adult English as a Foreign Language (EFL) learners and their instructors encounter within the online learning and instruction framework. To achieve this objective, seven EFL learners over 60 and two English teachers were included as participants in the study. The collection of qualitative data occurred over six weeks during an English course. The objective was achieved by submitting participants' weekly self-reflection reports, interviews with learners and instructors, and the researchers' observations. A content analysis was conducted to examine the qualitative data. The study's findings indicate that learners aged 60 and over have several cognitive and physical obstacles when participating in online English courses. Additionally, they rely on their previous learning habits, potentially impacting their overall learning experience. This study provides insights into the pedagogical implications of teaching English to older adults and recommendations for traditional face-to-face classroom instruction and online learning modalities.

The Impact Of Learning Habits And Social Support On The Learning Climate Of Package C At PKBM Delima Bandara Padang Pariaman Regency

ABSTRACTThe aim of this research is to investigate the impact of learning habits and social support on the learning climate of Package C learners at PKBM Delima Bandara, located in Padang Pariaman Regency. Employing a quantitative explanatory research approach, the study utilizes multiple regression analysis techniques. The population consists of all Package C students at PKBM Delima Bandara, totaling 77 individuals, with a sample size of 43 chosen through simple random sampling. The instrument is using questionnaires. The findings indicate that both learning habits and social support, both individually and collectively, have a positive and statistically significant influence on the learning climate of Package C. This suggests that improved learning habits and access to social support positively contribute to the creation of a conducive learning environment at PKBM Delima Bandara. Hence, it is recommended that learners focus on developing effective learning habits and leverage available social support networks to enhance the overall learning climate. Keywords: learning habits, social support, learning climate, package C

A NARRATIVE INQUIRY OF CAREER CHANGE: HOW A FORMER EFL TEACHER BECAME A VIRAL SKETCH ARTIST

This article presents the results of a study on the experience of one participant, a former teacher of English, who transformed herself into a viral sketch artist. The study was part of a larger research project that explored the factors influencing the career-change decision-making process, which collected data from a sample of 10 alumni in two years. The article reveals that further attention is paid to supporting teachers, especially the less-experienced ones, at their workplace. Some recommendations and strategies for mitigating teacher burnout are also provided. Furthermore, the findings suggest that in addition to providing professional knowledge and developing specific skill sets, tertiary education should nurture a growth mindset, life-long learning habits and skills, and resilience. In this way, a tertiary education can build a strong foundation, capable of launching students into success after graduation.

Promoting student’s habits of mind and cognitive learning outcomes in science education

: Learning must be able to develop knowledge, skills, and mindsets so that the graduates produced have attitudes, abilities and knowledge that are integrated and skilled in life. One way to achieve learning can be done through habits of mind because the success of learning is strongly influenced by habits of mind. The purpose of this study is to as certain how habits of mind and cognitive learning outcomes in biology are affected by learning process oriented guided inquiry learning with blended learning support. A pretest-postest design wih a non-equivalent control group was employed in this study. The trial ran from February to June 2022. Utilizing the habits of mind questionnaire, pupils’ thought patterns were assessed. Essay tests are also used to evaluate the results of cognitive learning. In this study, google form, LMS, and google meet were used for data collection. Statistical Product and Service Solutions software version 23 is used for data analysis and the results of covariance analysis (ANCOVA) showed a p value < 0,005, meaning that POGIL-supported blended learning can empower habits of mind and cognitive learning outcomes in biology learning. There is a substantial difference between the outcomes of the least significant difference and increasing habits of mind and cognitive learning outcomes. As a result, POGIL with moodle support can be used to enhance students’ habits of mind and cognitive learning results in biology classes.

Effects of Drugs and Substance Abuse on Students’ Academic Performance in Secondary Schools in Turkana County, Kenya: Research Methodology Formulation

The problem of drug abuse in secondary schools has various adverse effects on student learning, performance and moral habits. Unless this menace of drug abuse is minimized, the schools would become unmanageable since indiscipline cases would become very overwhelming. Investigation of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya is still extremely limited. This paper discusses in detail drug and substance abuse in Kenya focusing on its causes, forms and effects on secondary school students. Some previous research studies were cited and presented to support the aforementioned. Various strategies of addressing the associated problems were presented using results from previous studies as yardsticks. This paper succinctly discusses on the research methodology formulations for the future study of drug abuse and its effects on academic performance in secondary school students in Turkana County, Kenya. Questionnaire and other relevant tools shall be the instruments for investigation. The study will target County Director of Education, principals, non-teaching staff, teachers/teaching staff and students in public secondary schools in Turkana County. The thorough investigation is expected to be carried out between August - November 2024 using the formulated questionnaires and interview schedules as data collection tools. In conclusion, the research methodology formulation is expected to be applicable to handle the research objectives.

AN ANALYSIS OF LEARNING HABITS OF JUNIOR HIGH SCHOOL’S STUDENTS IN ONLINE LEARNING AT GATAK REJO DISTRICT, DRONO, NGAWEN, KLATEN IN THE ACADEMIC YEAR OF 2020/2021

The aims of this study are : 1) to describe learning habits of junior high school’s students in Gatak Rejo, Drono, Ngawen, Klaten, 2) to find out what factors support and hinder students in online learning, 3) to find solutions to online learning problems in order to form students positive learning habits. The research method used is descriptive qualitative. Data collecyion techniques used in this study were observation, interviews and documentation.In data collection, observations werw made by observing the daily life subject, than continued with interviews with the subject, parents and peers, then strengthened by research documentation. The result of this study explain that there is a change in junior high school students learning habits in online learning. Students habits at the beginning of online learning are in the low chategory. In changing students learning habits, it is found that the supporting and inhibiting factors of online learning today are found. Key Words: Habits in online learning

Metode Menghafal Al-Qur’an untuk Anak Tunalaras dengan Metode Fasih Al-Qur’an (Studi Kasus di Pondok Pesantren Ainul Yakin Yogyakarta)

A unique technique is needed for some people to memorize the Qur'an, especially children who struggle emotionally. Certain techniques designed for Qur'anic memorization are inapplicable to children with impairments. Therefore, understanding the Qur'an requires a unique approach, just as it does for children in general. Ainul Yakin Islamic Boarding School Yogyakarta gives children with disabilities a special method to be applied in memorizing the Qur'an called the "Fasih Al-Qur'an" method. This study aimed to find out the "Fasih Al-Qur'an" method to learn the Qur'an for students with emotional disorders at the Ainul Yakin Islamic Boarding School in Yogyakarta. This research is field research with qualitative research methods. Data collection techniques with three steps observation, interview, and documentation. Field qualitative data processing and analysis techniques using four methods data collection, data reduction, data presentation, and conclusion. The results of this paper show that the method of memorizing the Qur'an for children with disabilities, the "Fasih Al-Qur'an" method is proof of the ease of remembering the Qur'an because the Qur'an is for all humans without any differences, especially children with emotional disorders. Habitual learning in boarding schools makes children accustomed to memorizing the Qur'an, and negative behavior will be reduced.