Properties Of Learners Research Articles

Factors influencing the performance of Dynamic Decision Network for INQPRO

There has been an increasing interest in employing decision-theoretic framework for learner modeling and provision of pedagogical support in Intelligent Tutoring Systems (ITSs). Much of the existing learner modeling research work focuses on identifying appropriate learner properties. Little attention, however, has been given to leverage Dynamic Decision Network (DDN) as a dynamic learner model to reason and intervene across time. Employing a DDN-based learner model in a scientific inquiry learning environment, however, remains at infant stage because there are factors contributed to the performance the learner model. Three factors have been identified to influence the matching accuracy of INQPRO’s learner model. These factors are the structure of DDN model, the variable instantiation approach, and the weights assignment method for two consecutive Decision Networks (DNs). In this research work, a two-phase empirical study involving 107 learners and six domain experts was conducted to determine the optimal conditions for the INQPRO’s dynamic learner model. The empirical results suggested each time-slice of the INQPRO’s DDN should consist of a DN, and that DN should correspond to the Graphical User Interface (GUI) accessed. In light of evidence, observable variables should be instantiated to their observed states; leaving the remaining observable nodes uninstantiated. The empirical results also indicated that varying weights between two consecutive DNs could optimize the matching accuracy of INQPRO’s dynamic learner model.

Attitude towards computer-based learning: determinants as revealed by a controlled interventional study

Curriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL. Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple-choice questions (pre- and post-test). Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only 'average', which may contribute to the lower post-test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self-study towards CBL. The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum-wide implementation of CBL might be hampered by the discouragement of users.

The value of clitics in non-native Spanish

One of the tasks of second language acquisition research is to determine the ‘linguistic’ nature of interlanguage systems. To achieve this goal it is mandatory to formulate the properties of learners' grammars in terms of the theoretical constructs proposed by linguistic theory. I have proposed elsewhere (Liceras, 1985) that, permeability, one of those properties, is related to parameter setting. In this paper, it is hypothesized that the location of a given process in the different components of the grammar may also be relevant in the determination of permeability. In the light of conflicting evidence provided by the Spanish interlanguage of French and English speakers with respect to the value of clitics in the non-native grammar, it is suggested that, due to the nature of ‘intake’, L2 learners of Spanish may locate clitics in the lexicon (as affix-like elements) or postlexically (as words in the syntax) rather than giving them a unidimensional value. I have also suggested that non-native clitics may not share all the properties that are assigned to Modern Spanish clitic pronouns.