Intellectual Learning Research Articles

RETRACTED: Simulation of sports cooperative learning model based on computer hardware system and dynamic image sampling

The motivation behind this article is to introduce significant teaching methods of physical education, tactical games, learning, and real education co-learning. Organized learning uses a hypothetical structure and the link between physical education, tactical games, learning, and collaborative learning. Intensive learning as an alternative to physical education, tactical games, learning, and an educational program rather than a collaborative learning system, as an educator concentrated on directing the educational curriculum where support is considered. Promote learning and training of teachers, it is all-encompassing social progress, going to school is impossible to mix physical and intellectual learning outcomes understudies. Including an excessive focus on education and the learning process is dynamic detection of the rotation. Holding on to the instructions and learning the actual assumptions of clear assumptions, Sports Education (SE) Tactical Games (TG), and Cooperative Leruiiirlg (CL) now act like a three-fold bench focus as learn. Use SE, TG, and CL educational outcomes to focus on the promotion of climate learning to consider as an alternative to filling Thor's coach Lu. The educator is deliberately busy with learning to move on the duty bench, truly significant, mistakes.

Understanding productivity effects of hydraulic fracturing in unconventional natural gas deposits and implications for adoption in the developing world

AbstractHydraulic fracturing (HF) has transformed the North American oil and gas industry, leading to increased consumer surplus and reduced carbon emissions. While HF may have similar potential for the developing world, adoption has been limited to date, plausibly because of perceptions of potential local costs and the need to develop technical proficiency. We empirically evaluate the incremental contribution of HF in the United States. We find considerable evidence of differences in application and productivity across operating firms and vertical pairings of firms, suggesting intellectual property and learning by doing may both play important roles. At the same time, secrecy regarding the chemical composition of fluids used in HF is a potential deterrent to its application for fear of local costs. Developing countries must accommodate these characteristics if adoption of HF is to help meet energy demands and achieve climate policy goals.

РАЗРАБОТКА ИНСТРУМЕНТАЛЬНО-МЕТОДИЧЕСКОГО ОБЕСПЕЧЕНИЯ ДЛЯ ОЦЕНИВАНИЯ ЗНАНИЙ УЧАЩИХСЯ ПО МАТЕМАТИКЕ В РАМКАХ ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ ОБУЧАЮЩЕЙ СРЕДЫ

The article is devoted to the development of an integrated complex of knowledge base and artifi-cial intelligence tools for assessing students' knowledge in mathematics within the framework of a hybrid intellectual learning environment. In accordance with the structural diagrams of mod-els of intellectual assessment of knowledge and creative potential of schoolchildren in mathe-matics, the structure of the corresponding knowledge base is formalized. The knowledge base is developed within the framework of data mining methods to create a module for monitoring and assessing knowledge in mathematics. As a methodological basis for the development of a knowledge base, the idea of V.P. Bespalko about the representation of the possible structure of human activity in the form of suc-cessive levels of assimilation, reflecting the development of the student's experience in a given subject in the learning process. The levels of assimilation (student, typical, heuristic, research) are determined through the ability to solve problems of the corresponding type. A formalized in-dicator of a student's achievement of a particular level of assimilation of educational material (level of training) is the coefficient of assimilation; assessment of the assimilation of material on a specific topic or section is provided for both at each of the above levels, and in general. The examples of the formation of a knowledge base for assessing the skills and abilities of schoolchildren in algebra are considered. To model the educational process, we propose methods for solving clustering, dimen-sionality reduction and classification problems based on machine learning and artificial neural networks. The foundations for the development of integrated complexes of knowledge bases and artificial intelligence tools to ensure the educational process are presented. The results obtained are aimed at creating methods that provide the processes of operational learning, control and assessment of knowledge, competencies and procedures, the level of formation of subject and professional competencies of students in the information and educational intellectual environment.

ОРГАНИЗАЦИОННО-МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ РАЗВИТИЯ ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ ШКОЛЬНИКОВ В ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ

At the present stage of society's development, there is an increasing need for highly qualified specialists who are ready for continuous updating of knowledge and skills, solving research problems in their professional activities. In this regard, one of the important tasks of the implementation of educational programs is the achievement of a high level of research competence by graduates. Teaching mathematics opens up unlimited opportunities for the development of the intellectual sphere and research skills of schoolchildren. However, the insufficient development of pedagogical technologies focused on the implementation of psychodidactic patterns of research activity development is a negative factor that prevents the realization of the developing potential of mathematical disciplines. The article presents the author's approach to the organization of research activities of high school students, based on the idea of integrating the process of educational cognition and modern digital technologies. As a key aspect of personal development in teaching mathematics, we consider the activity of mastering complex knowledge in the course of performing ordered, forming a single motivational and applied integrity of the complex tasks of a research nature, in the process of which there is an active mastery of knowledge, deeper penetration into the essence of mathematical concepts,methods, ideas. At the same time, intelligent management of research activities of high school students is carried out within the framework of using the functionality of a hybrid learning environment that integrates the functions of artificial neural networks, genetic algorithms, fuzzy logic, expert systems, providing individualization of learning, synthesis of mathematical and computer modeling of the content of knowledge and procedures. The paper describes the content and functionality of the basic modules of the intellectual learning system, describes the theoretical, methodological, and technological aspects of the organization of research activities of high school students to master complex mathematical knowledge.

МЕТОДОЛОГИЧЕСКОЕ ЕДИНСТВО И ОСНОВЫ ИНТЕЛЛЕКТНОГО УПРАВЛЕНИЯ ПРОЦЕССОМ ОБУЧЕНИЯ В ТРИАДЕ «ПЕДАГОГ – КОМПЬЮТЕР – ОБУЧАЮЩИЙСЯ»

The formation of digital reality causes a significant change in the methodology of the educational process, so the subject of the content analysis of this study was the current state, problematic issues and promising areas of digital transformation of education. A comprehensive analysis and revision of the basic principles and guidelines, scientific and methodological approaches to improving the information and educational space in the context of designing and developing hybrid intelligent learning systems based on artificial intelligence methods and tak-ing into account the individual typological characteristics of the subjects of the educational pro-cess is an urgent task. The article formulates and substantiates a system of basic and special principles of designing and developing an intellectual learning environment, considered in the context of the unity and mutual influence of the three components of the structure of the information and educational space: a set of digital educational platforms and technologies; digital interaction infrastructure in the context of the interactive triad “teacher-computer-student” of the educational process; digital information and educational content. For the first time, the au-thor's principles of designing intelligent learning systems are formulated: hybridity; fuzzification of the information flow; intelligibility of management; prismaticity; coherence; consistency of technologies and tool environments; flexibility and adaptability of the organizational structure; resonance-wave effect; expert system in the mode of supporting research activities; motivational-synergetic effect. The conducted research integrates the previously obtained results of scien-tists from various fields of knowledge – digital didactics and theory and methods of teaching, psychology of the virtual environment, informatization and technical sciences, on the basis of which innovative aspects related to the possibility of creating intellectual environments of subject learning, taking into account the individual characteristics of students, intellectual support of educational and research activities of schoolchildren are revealed

Построение дифференциальных математических моделей, используемых при разработке гибридной интеллектуальной обучающей среды, с учетом запаздывания и управляющих воздействий

Построение дифференциальных математических моделей, используемых при разработке гибридной интеллектуальной обучающей среды, с учетом запаздывания и управляющих воздействий

Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.

Taste of Honey

The production and consumption of honey have inspired linguistic and visual metaphors in letters, folk customs, and the plastic arts. The images conveying the honey metaphor in medieval and modern Jewish art emphasized the operations with and about honey: the human or animal appetite for it and enjoyment in its consumption, as well as its mysterious production and courageous protection by the bees. The natural phenomenon of bee honey and bodily reactions to it was symbolically projected to represent human intellectual learning. Visual implementations of the honey metaphor in Hebrew books and synagogues and on Jewish ritual objects moralized nature in order to propagate aspiration for divine wisdom.

Adapting a Hybrid Intelligent Reinforcement Learning Environment

Learning is seen as the process of interaction between two sides. First one is a virtual teacher - an intellectual learning environment that accumulates in its base the didactically and methodically structured material of the specific discipline for transferring it to the student. The other side is the student who is “absorbed” by his consciousness in the learning environment and actively perceived material transferred to him, i.e. not just putting it in his mind (memory), but also conducive to the rational organization of the learning process. This article outlines the principles of organizing a hybrid intelligent learning environment, integrating models based on knowledge of the production type, and neural network technologies for decision-making based on two learning strategies: the self-navigation strategy of the student through the discipline material and the strategy of his complete submission to the intellectual learning environment. This helps to support the important role of the student in the formation of learning scenario and facilitates the solution of the problems of adapting the intellectual learning environment to the individual characteristics of the student, not only adapting with reinforcement, but also with the teacher, to a certain extent, in the role of which the student acts.

Covid-19 and the Epigenetics of Learning

Covid-19 is a natural phenomenon that has rapidly upended much of the cultural infrastructure of societies across the globe. Education, which in recent years increasingly tied itself to notions of global culture and markets, is deeply threatened by these changes to the natural environment. This paper makes the case that the relationship between nature and culture in education requires a deep level analysis of the biological and physical substrate of human learning. Only with a sufficiently fundamental level of analysis can society reorganise its systems of learning and scientific inquiry to this rapidly changing environment. Drawing on evolutionary biology, we argue that institutional and individual structures and processes are recapitulations of evolutionary cellular development. Understanding the impact of Covid-19 on cells presents an invitation to consider the larger-scale cultural recapitulations of similar mechanisms and structures, and this has implications for the ways education might most effectively deploy technology. Whilst universities seek to maintain their existing structures, practices and business models, a cellular evolutionary approach points to the necessity for fundamental rethinking of intellectual life and learning. We consider the parameters of effective educational organisation in a post-Covid-19 world. As the richness and variety of the physical campus is removed, viable educational relationships will necessitate deeper intellectual connections and personal inquiries than are currently permitted in the transactional processes of education.

Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

The low mathematics learning achievement of students due to the less than optimal use of innovative learning models makes it difficult for students to understand the learning material as the reason why this study was conducted. The purpose of this study was to analyze the effect of the application of Somatic, Auditory, Visual and Intellectual (SAVI) learning. This type of this study was expresearcherimental research, with quantitative data. This study used the experimental design of The Non-Equivalent Group Design. The population of this study were all students of class V, amounting to 61 students. The technique in determining the research sample is random sampling. Test and interview methods were used in collecting research data. The results of data analysis showed that the average mathematics learning achievement of students in the group given the SAVI learning model got 83.6 results while the average mathematics learning achievement of students in the conventional taught group got 61.66 results. The difference can also be seen from the average N gain, namely the experimental class is 0.68 in the quite effective category, while for the average N gain, and the control class is 0.22, in the ineffective category. Thus, there is a significant difference in students' mathematics learning achievement between the experimental class that uses the SAVI learning model and the control class that does not use the SAVI learning model.

The impact of AI and robotics on physical, social‐emotional and intellectual learning outcomes: An integrated analytical framework

AbstractThis qualitative study examines the use of artificial intelligence (AI) and robotics in learning designs from the perspective of learning sciences. The literature on the topic indicates that there is not enough research on including diverse learning outcomes in the designs for learning. Therefore, the purpose of this study was to understand how AI and robots impact physical, social‐emotional and intellectual learning outcomes through the implementation of learning designs that are guided by selected design principles. In this study, the design‐based research (DBR) methodology was employed for investigating learning in naturalistic contexts. The intervention was implemented in a primary school in which learners used educational robots. The main findings reveal that the development of an integrated analytical framework, which considers a broader spectrum of human potential, allows for analyzing students’ learning outcomes in a more integral, inclusive and balanced way. This, in turn, promotes students’ learning by using AI and robots. Another finding reveals that the impact of using AI and robotics on learning designs is reflected in learners’ personal trajectories having different pathways and paces. Finally, the lessons learned and the challenges to be overcome are summarized, and recommendations are made for future research for the enhancement of learning experiences that use AI and robotics.

Cognitive and social/emotional influences on adaptive functioning in children with FASD: Clinical and cultural considerations

ABSTRACT Fetal Alcohol Spectrum Disorder (FASD) is one of the leading causes of intellectual disability and learning difficulties around the world. Children with FASD often have extremely low adaptive behavior due to the severity of brain impairment, however there is limited understanding as to the important predictors of adaptive behavior. In a study of 39 children with FASD and 29 comparison children, we found that social cognition (specifically recognizing emotions) was the only significant independent predictor of teacher-rated adaptive functioning even after including IQ, executive functioning, and adverse childhood experiences into the model. In this current study, Māori (Indigenous people of Aotearoa New Zealand) were overrepresented; therefore, the research was supported by a strong partnership with Te Wāhanga Hauora Māori (Māori Health Service). Aotearoa New Zealand’s colonized history is recognized and findings are discussed with regard to both the psychological literature and a Te Ao Māori worldview.

МЕТОД АДАПТАЦІЇ ПОВЕДІНКИ АГЕНТІВ В ІНТЕЛЕКТУАЛЬНІЙ НАВЧАЛЬНІЙ СИСТЕМІ ПІДГОТОВКИ ДИСПЕТЧЕРІВ УПРАВЛІННЯ ПОВІТРЯНИМ РУХОМ

В рамках агентно-орієнтованого підходу з метою підвищення варіативності середовища підготовки диспетчерів управління повітряним рухом у статті удосконалено метод адаптації поведінки агентів навчального середовища інтелектуальної навчальної системи, що ґрунтується на знаннях про результати взаємодії агентів. На етапі внесення змін до параметрів підсистеми планування при настоюванні систем моделювання поведінки агентів запропоновано використовувати механізм самонастроювання. Для управління процесом самонастроювання поведінки інтелектуальних агентів в статті розроблено інструментарій адаптації системи планування поведінки агента. Застосування моделей поведінки агентів із методами планування дозволить збільшити показник успішності реалізації очікуваної поведінки агентів при побудові інтелектуальних навчальних систем. Запропонований у статті підхід адаптації поведінки агентів навчального середовища інтелектуальної навчальної системи дозволить підвищити його варіативність. Як наслідок, така інтелектуальна навчальна система дозволить вивести на якісно новий рівень підготовку диспетчерів управління повітряним

Semiótica e aprendizagem inclusiva: um estudo que envolve a cegueira

A pretensão deste estudo foi tratar da educação matemática inclusiva no que se refere à aspectos da aprendizagem de objetos de saber geométricos para o estudante cego. A educação inclusiva, no geral, deixou de ser uma questão distanciada da realidade das classes de ensino regular. Atualmente vários países, entre eles o Brasil, já adotam políticas fortes de inclusão e, com isso, é comum que em classes de ensino regular, os professores depararem-se com alunos com algum tipo de necessidade de inclusão. Utilizou-se, como aporte teórico, os estudos semio-cognitivos de Raymond Duval relacionados à aprendizagem intelectual em uma abordagem qualitativa do tipo Estudo de Caso para buscar a compreensão sobre a aprendizagem de uma estudante cega congênita na apreensão de objetos de saber em geometria. Abordou-se aqui uma parte dessas preocupações de acesso ao objeto que é o acesso às imagens e às figuras geométricas. Asseverou-se que elementos semio-cognitivos precisam ser considerados pelos professores que ensinam matemática, uma vez que os meios comuns de produção desses objetos são de acesso confuso e nada fácil ao estudante cego congênito.

The impact of learning using adaptive intellectual learning systems on the psychological well-being of the learner

In the article, the theoretical approaches as to the description of the phenomenon of psychological well-being are analyzed. Besides, the peculiarities of the adaptable intellectual educational systems (AIES) are explored. Also, the possibility of the positive influences of the usage of adaptable intellectual educational systems on the psychological well-being of the individual who strives for education is displayed. In addition, the questions on the further examination with the usage of the information and communication technologies on such topics as mental health and physiological health of a human being as the components of the productive life are raised as well.

Noetic dispositions: A model for intellectual excellence

ABSTRACT A burgeoning body of literature discusses the process of being and becoming a doctoral scholar, suggesting that graduate students should move beyond performing the role of ‘good student’ and transform into doctoral scholars and stewards of the profession. More recently, research has been conducted to identify more commonly held competencies and attributes doctoral scholars should develop. Even so, clear models for developing scholarly identity and specific habits-of-mind are more difficult to identify. The literature ranges from discussing this process as a form of transformation or identity development, as a form of socialisation, as regulative epistemology, or as the development of a scholarly habitus. While it would be fruitful to derive a new model for scholarly dispositions, we look to perennial wisdom and metaphors of intellectual excellence and lifelong learning that already exist. In this paper we illuminate three Confucian notions, elaborating the development of scholarly dispositions and cultivating particular habits of mind, values, and ways of being. Confucian philosophy sets forth ideal ways of being, valuing, and knowing that are highly developed in their own right and add a more holistic understanding to the conversation of scholarly identity development.

Mathematical reasoning abilities: The Impact of Novick's Learning and Somatic, Auditory, Visual, Intellectual Learning Styles

Every life needs a very important role especially the role in education. Improving the quality of education can be pursued by the use of appropriate learning models so as to improve students' reasoning abilities. The purpose of this study was to determine the differences in the influence of Novick's learning model and the learning model that is centered on educators on students' mathematical reasoning abilities, Knowing the interaction between learning models and SAVI learning styles (Somatic, Auditory, Visualization, Intelectually) on mathematical reasoning abilities learners. This research uses the Quasy Experiment Design method. The results obtained from this study are that learning by using Novick's learning model is more effective against mathematical reasoning for students, there is no interaction between Novick's learning model and SAVI learning style on mathematical reasoning abilities.

КОГНІТИВНІ ТА ЕРГОНОМІЧНІ АСПЕКТИ ВЗАЄМОДІЇ ЛЮДИНИ З КОМП’ЮТЕРОМ

The article is devoted to little-studied aspects of human-computer interaction, which determines the behavior of a complex dynamic system in extreme conditions. The viability of its elements, including humans, is influenced by a variety of environmental stress factors and activities. Their combination can lead to unpredictable technical failures and psychophysiological breakdowns, as well as to systemic management problems. The main goal of this work is to justify the need to actualize the study of the extreme principles of physics and their use in the interdisciplinary "Engineering of human factors", as well as in special courses in engineering and technology.An analysis of the methods of system dynamics, synergetics, and cognitive ergonomics indicates that the source of most problems of digitalization of dynamic systems, on the one hand, is an increase in the diversity in the methods of processing information flows, types of visualization and methods of their analysis, and on the other, the variability of psychophysiological capabilities restrictions and cognitive perception by a human operator, (designer, etc.) the variety of information on the basis of which system decisions are made. It is proposed to expand interdisciplinary connections related to the extreme principles of dynamics (electrodynamics, thermodynamics, optics, and others), integrative indicators of orderliness, energy balance, and the entropy criteria of dynamic stability. It is proposed to expand the knowledge base by transforming the dynamics of digitizing information flows of various nature into structural patterns of the cognitive space of probable events. Its use in the engineering of human factors allows a) to develop an intellectual learning support system; b) apply an interdisciplinary convergent methodology in training. All this will contribute to a more effective interaction between the student and the computer and the development of his critical thinking and intuition, and will increase the ergonomic quality of dynamic systems even at the design stage. Attention is drawn to the influence of the psychophysiological state of a person on the cognitive perception of information flows of various nature, as well as on cognitive bias in making systemic decisions. Therefore, an interdisciplinary view of the possibilities and limitations of human-computer (machine) interaction under the influence of stress factors of the environment and activity is very important at all stages of the graduate design of computer systems.

Comparison of Somatic, Auditory, Visual, and Intellectual Learning Models and Snowballing Against Numerical Ability of Students

Numerical ability in learning mathematics is an important thing for students to facilitate teaching and learning process. SAVI and SNAWBALLING are learning models that can facilitate the development of numerical abilities of students. The purpose of this study is to determine the effect of SAVI and SNOWBALLING learning models on the numerical ability of students. This research is a type of research Quasy Experimental Design. The sampling technique used was class random technique with row and series material. The instrument used to collect data was a numerical ability test in the form of a description item. The data analysis technique of this study used the T-Test analysis technique. The results of this study are that the two models do not have the same numerical ability of students, meaning that there are differences in the impact given by the SAVI learning model and the SNOWBALLING learning model on numerical ability. The numerical ability of students using the SAVI learning model is better than using the SNOWBALLING learning model.