Learning Habits Research Articles

The Network Effect of Internet+Education Models in English Collaborative Learning Across Locations

Abstract This paper establishes an English off-site collaborative learning system based on B/S architecture so that English learning is no longer restricted by time and space. This study investigates the influencing factors of network effects by introducing continuous learning behaviors in an online English off-site collaborative learning platform, and explores how course network size, course network diversity, and course strong linkage factors affect network effects. Two language classes in the College of Foreign Languages of a university were selected as research subjects to conduct an empirical study to test the effectiveness of the off-site collaborative learning teaching model. The results showed that the correlation coefficients of course network size, course network diversity, and course strong ties in the learning process were 0.341, 0.394, and 0.263, respectively, all of which were positively related to persistent behavior. In further testing the hypotheses, the main effects of course network size, course network diversity, and course strong ties were all significant (p<0.001). English off-site collaborative learning can improve students’ English performance and interest, which can develop their learning habits in the direction of making.

The Application and Innovation of Data Mining Technology in College English Speaking Teaching

Abstract College English speaking, as an important part of English teaching, is getting more and more attention from many scholars. Data mining technology has brought new opportunities for teaching spoken English in universities. The article builds a portrait and analyzes students through the data generated in the process of teaching spoken English at university in order to understand their relevant attributes and learning habits. Then, the decision tree model is used to predict several scenarios of students’ oral English performance. Finally, 2 classes of a university majoring in English were selected as the empirical research subjects to be tested. In the analysis of the changes in the oral English scores, the mean score of the pre-test of the control class was 21.43. The mean score of the pre-test of the experimental class was 21.29, which led to a small difference in the mean scores of the pre-tests of the two classes. In contrast, after the experiment, the mean score of the post-test of the control class was 27.51, and the mean score of the post-test of the experimental class was 30.85. The experimental class’s mean score increased by 3.34 points, and the overall English-speaking performance saw a more significant improvement.

Colossus from Algebron – Gamification as a Tool to Engage Students in Learning Mathematics

Gamification is a tool that allows for high engagement in performing tasks that have been previously considered difficult or uninteresting. It works exceptionally well in education as it supports students in developing habits of learning and provides them with a visual representation of their progress in acquiring knowledge and skills. Skillful design of gamified academic courses enables the achievement of the educational goals set by both the students and the academic teachers. Gamification is helpful for subjects that seem challenging, require a significant amount of effort, or are simply perceived by students as uninteresting or useless. The purpose of this paper is to discuss various aspects of engaging students in the process of learning mathematics by the gamification of linear algebra.

On the Application of Zhimi APP in English Vocabulary Learning in Junior Middle School

The popularity of mobile devices and the emergence of English vocabulary APPs have greatly enriched English learners’ vocabulary learning approaches. However, there are various vocabulary APPs in the current market, with different functional positioning and learning effects. This study takes Zhimi APP as the research object, focusing on the effect of its application in junior high school English vocabulary learning. Guided by Informal Learning Theory and Multimodal Theory, the author explores the influence of Zhimi APP on students’ English vocabulary learning by setting up experimental class and control class. English vocabulary learning based on Zhimi APP can effectively improve students’ vocabulary learning effect and help them develop good learning habits, which is worth recommending to English learners as an extracurricular auxiliary tool for vocabulary learning.

Exploring the Potential of Generative AI in Shaping Engineering Education: Opportunities and Challenges

Abstract—Engineering education equips students with the necessary knowledge and skills to thrive in rapidly evolving field of engineering and computer science. However, updating the curriculum to be current with the latest advancements can be challenging for educators. The curriculum and activities (both cocurricular and extra-curricular) activities must be designed such way as to educate a global engineer with multidimensional attributes. The faculty and administrators must be willing to adapt to the fast changes in technology and learning habits of our students. In this day and age of ChatGPT, Bard, Perplexity and other generative AI tools, educators have to adapt and focus on creative ways of engaging students towards lifelong learning with strong work ethics and professional skills. This paper explores the potential of generative artificial intelligence (AI) in revolutionizing engineering education by designing and offering up-to-date content. It examines specific examples in various engineering domains and discusses the benefits of generative AI in accreditation efforts and faculty time allocation. Keywords—engineering education; generative AI; prompt engineering.

Advancing computer science in education: integrating digital music technology into elementary school music programs

This article explores the transformative impact of integrating computer music technology into education, synthesizing evidence from diverse studies. The results underscore the positive influence on student engagement, skill development, and classroom dynamics. Innovative pedagogical approaches, incorporating interactive software, gamified learning experiences, and collaborative projects, empower students to actively participate in the learning process, fostering a dynamic and inclusive environment. Teachers play a pivotal role as facilitators in this paradigm shift, adapting their roles to guide students through technology-driven, personalized learning journeys. Despite the evident benefits, challenges such as limited access to technology and varying levels of technical proficiency present ongoing considerations for educators. Long-term impact assessments reveal the continuity of learning outcomes, trajectories of skill development, and the enduring influence on students’ lifelong learning habits. The synthesis of these findings contributes to a comprehensive understanding of the multifaceted effects of computer music technology in education. Future research directions should focus on refining strategies to address challenges, exploring sustained impacts on lifelong learning, and informing robust educational policies to harness the full potential of technology in shaping the future of music education.

Analysis of Factors Influencing the Quality of Teaching Mathematics and Applied Mathematics under the Orientation of OBE Philosophy

Abstract Mathematics, recognized as a foundational subject, is marked by its high level of abstraction, rigorous logic, and extensive applicability, necessitating effective reforms. This article proposes a results-based teaching model for mathematics by integrating the Outcome-Based Education (OBE) concept with fundamental mathematical principles. The study utilizes a university in GD province as a case study to implement this OBE-based teaching model. Employing factor analysis and structural equation modeling, the research explores factors influencing the quality of teaching. Descriptive and correlational analyses were conducted on the variables involved, followed by structural equation modeling to test the proposed hypotheses. The findings revealed significant positive relationships among study habits, learning ability, interest motivation, learning resistance, teaching environment, and learning environment, with correlation coefficients positive at a 0.01 confidence level. The standardized path coefficients were 0.241, 0.143, 0.255, 0.153, 0.175, and 0.124 for learning habits, learning ability, interest motivation, learning resistance, teaching environment, and learning environment, respectively. These influences significantly and positively impact the effectiveness of the mathematics teaching model, demonstrating their beneficial effects on educational outcomes.

Unlocking Success: Exploring Diverse Learning Habits in Medical English Language Acquisition

This study investigates the varied learning preferences among dentistry and medicine students in a single higher education centre regarding medical English language acquisition. Through a detailed survey, students’ inclinations towards different learning methods for mastering medical English vocabulary and concepts were examined. The findings reveal a diverse spectrum of learning preferences, including visual aids, interactive exercises, collaborative learning, and technological integration. Notably, the research highlights the importance of tailoring teaching strategies to accommodate individual learning styles, emphasising the value of using technology and real-world medical contexts in language learning activities.

Multimodal Discourse Analysis of English Teaching Materials in Colleges and Universities from the Perspective of Ecological Philosophical Perspective

Abstract English teaching materials serve as a critical vehicle for instruction, with well-designed materials fostering positive learning habits and interests among students. This study employs an ecological philosophy approach and multimodal discourse analysis to examine the modal shifts in college English textbooks. It utilizes the BiFPN network model to capture image features within these materials. Furthermore, the TF-IDF method extracts key terms from the textbook text, while the integration of a CNN-GRU model facilitates the classification of these terms. Additionally, this research introduces relevant computational formulas from text readability theory to evaluate the difficulty levels of these textbooks. The analysis focuses on the “New Vision College English Textbook” series, volumes Compulsory 1 through Compulsory 4. It explores the semantic relationships between text and graphics, chapter-specific reading challenges, and overall text readability indices. Findings indicate that the average proportion of graphic-text equality relations stands at 58.30%, with the highest occurrence of images depicting detailed relationships totaling 217. The Grade Level index for Compulsory 4 reaches 1.61, signifying a high complexity, whereas the Flesch Reading Ease (FRE) score for Compulsory 1 peaks at 75.42, suggesting easier comprehension. In contrast, Compulsory 2 and Compulsory 4 exhibit lower readability scores. Through multimodal discourse analysis, the study delineates the varying difficulty levels across college English textbooks, advocating for a graded approach to textbook development that aligns with students’ evolving competencies. This strategy is poised to significantly boost students’ engagement and facilitate more effective learning.

Astrocytic Regulation of Endocannabinoid-Dependent Synaptic Plasticity in the Dorsolateral Striatum.

Astrocytes are pivotal for synaptic transmission and may also play a role in the induction and expression of synaptic plasticity, including endocannabinoid-mediated long-term depression (eCB-LTD). In the dorsolateral striatum (DLS), eCB signaling plays a major role in balancing excitation and inhibition and promoting habitual learning. The aim of this study was to outline the role of astrocytes in regulating eCB signaling in the DLS. To this end, we employed electrophysiological slice recordings combined with metabolic, chemogenetic and pharmacological approaches in an attempt to selectively suppress astrocyte function. High-frequency stimulation induced eCB-mediated LTD (HFS-LTD) in brain slices from both male and female rats. The metabolic uncoupler fluorocitrate (FC) reduced the probability of transmitter release and depressed synaptic output in a manner that was independent on cannabinoid 1 receptor (CB1R) activation. Fluorocitrate did not affect the LTD induced by the CB1R agonist WIN55,212-2, but enhanced CB1R-dependent HFS-LTD. Reduced neurotransmission and facilitated HFS-LTD were also observed during chemogenetic manipulation using Gi-coupled DREADDs targeting glial fibrillary acidic protein (GFAP)-expressing cells, during the pharmacological inhibition of connexins using carbenoxolone disodium, or during astrocytic glutamate uptake using TFB-TBOA. While pretreatment with the N-methyl-D-aspartate (NMDA) receptor antagonist 2-amino-5-phosphonopentanoic acid (APV) failed to prevent synaptic depression induced by FC, it blocked the facilitation of HFS-LTD. While the lack of tools to disentangle astrocytes from neurons is a major limitation of this study, our data collectively support a role for astrocytes in modulating basal neurotransmission and eCB-mediated synaptic plasticity.

Reform of Teaching Methods in Auditing: Design of Blended Online and Offline Teaching

In the era of "Internet plus", information technology has changed the accounting environment, and the accounting profession has undergone subversive changes. In this context, the key issues that need to be addressed in curriculum and teaching reform are how to match the course content with the knowledge, abilities, and literacy of current graduates, how to use internet platforms to innovate teaching methods, reform assessment and evaluation systems, and change students' learning habits. Implement student-centered approach. The content of auditing is relatively obscure and difficult to understand. This article aims to reform teaching methods and use a blended online and offline teaching approach, in order to make students truly the main body of the classroom, improve their participation in teaching, and cultivate their ability to think independently.

Habit and persistence.

Voluntary behaviors (operants) can come in two varieties: Goal-directed actions, which are emitted based on the remembered value of the reinforcer, and habits, which are evoked by antecedent cues and performed without the reinforcer's value in active memory. The two are perhaps most clearly distinguished with the reinforcer-devaluation test: Goal-directed actions are suppressed when the reinforcer is separately devalued and responding is tested in extinction, and habitual behaviors are not. But what is the function of habit learning? Habits are often thought to be strong and unusually persistent. The present selective review examines this idea by asking whether habits identified by the reinforcer-devaluation test are more resistant to extinction, resistant to the effects of other contingency change, vulnerable to relapse, resistant to the weakening effects of context change, or permanently in place once they are learned. Surprisingly little evidence supports the idea that habits are permanent or more persistent. Habits are more context-specific than goal-directed actions are. Methods that make behavior persistent do not necessarily work by encouraging habit. The function of habit learning may not be to make a behavior strong or more persistent but to make it automatic and efficient in a particular context.

Analysis of “Teaching” and “Learning” in Interdisciplinary Learning

After the release of the new curriculum plan, interdisciplinary learning has emerged as a pivotal aspect of curriculum reform in compulsory education. This shift has necessitated a corresponding reform in the teaching and learning methods of fundamental education courses. The implementation of interdisciplinary learning has consequently become a pressing challenge in educational practice. To successfully execute interdisciplinary learning, several key preparations are imperative. Firstly, educators must recognize the significance of interdisciplinary teaching. Secondly, they should clearly understand that the essence of interdisciplinary learning lies in the enhancement of students’ core qualities. Thirdly, teachers need to prioritize their professional development, cultivating a robust understanding of interdisciplinary knowledge and bolstering their proficiency in interdisciplinary teaching. Lastly, students themselves must foster a diverse range of interests, cultivate high-level thinking abilities, and develop effective learning habits across multiple fields.

The Roles of Machine Translation in Learning Among K-12 Students at the International Schools in the Great Bay Area, China

Intercultural foreign language learning among K -12 students at international schools involves the cross-cultural discovery of the changing habits of people whose mother tongue might be different instructive languages at schools. Bilingual education is essential in bridging the gap between the mother tongue and instructive languages. However, it needs effective strategies that combine in-classroom language learning with new technology. Several language learning and teaching trends concerning the digital environment and innovative technologies such as machine translation or digitalization are currently challenging K-12 schools and families. This research investigates the role of machine translation in learning among K-12 students at international schools in the cities of Shenzhen, Guangzhou, and Zhuhai. It aims to identify these gaps in existing research and propose innovative strategies for boosting learning outcomes to recognize the learning habits they developed as young learners in the 21st century and their cultural motivations. Bilingual surveys are being handed out to K-12 families. These surveys are written in both English and Chinese. In total, 221 of them were collected. The data was analyzed to examine how helpful machine translation is for academic learning in both languages. The strengths and weaknesses were summarized among K-12 students using machine translation, highlighting strategies used with it at international K-12 schools.

Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates' Academic Engagement and Achievement

Covid-19 is a pandemic that can change the culture of the learning process, which Covid-19 pandemic brought transformation and new habits, and these new habits had to be adjusted based on the rules and regulations that apply in the country. Globally, Covid-19 made educators have to quickly adapt to new teaching methods, and students faced difficulties with internet access, digital literacy, and maintaining motivation in a remote environment. However, around 2021, in quartile 3 to be precise, in Indonesia changes have occurred again to adapt to new habits, namely the post-Covid-19 recovery period, where the education system has again transformed from online learning habits to offline learning. This study aims to find out how interest in studying and learning outcomes affect undergraduate students of physics education in the post-COVID-19 era. The research method is carried out quantitatively, which consists of filling out a questionnaire for interest in studying which consists of five aspects; (1) Exploration; (2) Curiosity; (3) Boredom; (4) Attention; and (5) Enjoyment. This study used two groups namely pre covid-19 and post covid-19 with a total of 67 samples used, then processing of learning outcomes data prerequisite tests such as normality and homogeneity tests were carried out then hypothesis testing using independent sample t-test and Cohen's D Effect Size to know the how big the difference between two groups, then a deep interview is conducted to know deeply. This research found results in which undergraduate physics education students in the post-COVID-19 era experienced low interest in studying and learning outcomes due to the shock culture and the influence of student organizations which they thought were more interesting than academic activities.

PERSPEKTIF MAHASISWA TERHADAP FAKTOR NON KOGNITIF PASCA PEMULIHAN PANDEMI COVID-19

During the Covid 19 pandemic, there were many changes in learning patterns and habits, both those carried out by lecturers and students. Most lectures were conducted online during the Covid 19 pandemic to avoid the spread of the Covid virus. After the pandemic, courses changed again, namely some offline, some online, and some blended learning. After the Covid-19 pandemic, lecturers needed to know the non-cognitive state of students in adjusting to post-covid-19 recovery conditions. This study aims to analyze the perspective of non-cognitive factors in lectures after recovering from COVID-19. The method used in this research is descriptive with a quantitative approach. The subjects in this study were 69 students from a private university in West Java. Instruments used include questionnaires and interview guidelines. The results showed that students' perceptions of non-cognitive factors after the Covid-19 pandemic had: student motivation in lectures and doing assessments increased after the Covid-19 pandemic; non-cognitive factors that were important for students included motivation, self-confidence, perseverance, tenacity, the concept of self, and anxiety.

Session-Based Time-Window Identification in Virtual Learning Environments

Students organize and manage their own learning time, choosing when, what, and how to study due to the flexibility of online learning. Each person has unique learning habits that define their behaviours and distinguish them from others. To investigate the temporal behaviour of students in online learning environments, we seek to identify suitable time-windows that could be used to investigate their temporal behaviour. First, we present a novel perspective for identifying different types of sessions based on individual needs. The majority of previous works address this issue by establishing an arbitrary session timeout threshold. In this paper, we propose an algorithm for determining the optimal threshold for a given session. Second, we use data-driven methods to support investigators in determining time-windows based on the identified sessions. To this end, we developed a visual tool that assists data scientists and researchers to determine the optimal settings for session identification and locating suitable time-windows.

On the Ethical Issues Posed by the Exploitation of Users’ Data in MOOC Platforms: Capturing Learners’ Perspectives

Due notably to the emergence of massive open online courses (MOOCs), stakeholders in online education have amassed extensive databases on learners throughout the past decade. Administrators of online course platforms, for instance, possess a broad spectrum of information about their users. This information spans from users’ areas of interest to their learning habits, all of which is deduced from diverse analytics. Such circumstances have sparked intense discussions over the ethical implications and potential risks that databases present. In this article, we delve into an analysis of a survey distributed across three MOOCs with the intention to gain a deeper understanding of learners’ viewpoints on the use of their data. We first explore the perception of features and mechanisms of recommendation systems. Subsequently, we examine the issue of data transmission to third parties, particularly potential recruiters interested in applicants’ performance records on course platforms. Our findings reveal that younger generations demonstrate less resistance towards the exploitation of their data.

The impact of information communication technology adoption on rural labourers’ off-farm employment: an analysis based on China family panel studies

ABSTRACTRural family income growth in China depends significantly on off-farm employment. Using data from the China Family Panel Studies, this research examines the influence of information and communication technology (ICT) on off-farm employment of rural workers and the underlying mechanism. We find that ICT has a positive impact on promoting off-farm employment among rural workers. Furthermore, the analysis suggests that ICT affects off-farm employment of rural workers by enhancing their risk preferences. Specifically, rural workers with higher risk preferences are more likely to engage in off-farm employment. In addition, the positive impact of ICT on off-farm employment is more pronounced among rural workers with stronger learning abilities, active learning habits, and higher learning frequency and social frequency of Internet use. This study provides valuable insights on how to improve off-farm employment opportunities for rural workers, thereby reducing the income gap between urban and rural areas.

I am therefore, I do: a fit perspective of decision-making styles and business intelligence usage

ABSTRACT Individual differences affect how Business Intelligence (BI) systems are used and utilised. Decision-making styles which were regarded as learned habits of how individuals make a decision were believed to be described by two main important aspects including information use and focus are chosen as individual differences in this research. Two view of fit were drawn from the theory to explain how individual differences predict BI usage; Fit as Matching and Fit as Moderation. A total of 122 valid responses were collected. The results of empirical data analyses show that only the rational decision-making style and BI usage is found to be fit as matching. When taking a fit perspective as moderating, the analyses show interesting results. Computer self-efficacy was found to positively moderate the relationship between the avoidant decision-making style and BI usage. Task equivocality was also found to positively moderate the relationship between the spontaneous decision-making style and BI usage. The findings imply different alternative actions for organisation to motivate the use of BI system for individuals with different decision-making styles.