Learning Process Research Articles

A structural model of pre-service teachers’ attitude, acceptance, and continuance intention towards mobile augmented reality

The increasing prevalence of mobile augmented reality (MAR) has garnered attention in contemporary times. However, its application within educational settings remains largely untapped, primarily due to its predominant utilization in entertainment domains. MAR presents opportunities for augmenting learning experiences, fostering enhanced adaptability in educational methodologies, and enriching students’ academic endeavors. Therefore, this study aims to enhance the use of MAR and formulates a model of MAR usage for pre-service teachers. In the context of this study, MAR learning cardiovascular (MARLCardio) serves as an experimental tool for exemplifying the features of MAR. This study integrates the Unified Theory of Acceptance and Use of Technology (UTAUT), Technology Acceptance Model (TAM), and Expectation Confirmation Model (ECM) as underpinning theories. This study was undertaken to determine factors that influence pre-service teachers’ attitude, acceptance, and their intention to continue using MAR in the learning process. Responses from 456 pre-service teachers through a survey were analyzed using structural equation modelling. Findings in this study found that pre-service teachers agree that facilitating condition play a crucial role in shaping pre-service teachers’ positive attitude and influencing their intention to continue using MAR. Meanwhile, performance expectancy plays a major role in ensuring pre-service teachers’ acceptance of using MAR in their learning process. It was anticipated that the formulated MAR structural model would offer insights and support forthcoming research endeavors aimed at fostering the sustainability of MAR utilization.

Perspectives on online learning: Advantages and challenges in higher education

Online learning in higher education has established itself as a key educational strategy that transforms the teaching and learning process in universities. In this context, it is crucial to examine the different effects that this method can generate in order to identify both the opportunities and challenges that teachers face when adopting this modality. The aim of this research is to analyse the perspectives of online learning, focusing on the advantages and challenges it presents in higher education. The information was collected through semi-structured interviews with 47 teachers from the University of Cadiz and the University of Seville. The analysis of the data obtained highlights the benefits that online learning offers, such as flexibility and accessibility, as well as the difficulties related to technical problems and access to technology. The results underline the significant opportunities that online learning offers to improve the educational process, provided that the necessary teacher support and training is available. This study also provides valuable recommendations to guide future teachers and researchers in the effective integration of this method in higher education.

Bayesian Optimization for Sparse Neural Networks With Trainable Activation Functions.

In the literature on deep neural networks, there is considerable interest in developing activation functions that can enhance neural network performance. In recent years, there has been renewed scientific interest in proposing activation functions that can be trained throughout the learning process, as they appear to improve network performance, especially by reducing overfitting. In this paper, we propose a trainable activation function whose parameters need to be estimated. A fully Bayesian model is developed to automatically estimate from the learning data both the model weights and activation function parameters. An MCMC-based optimization scheme is developed to build the inference. The proposed method aims to solve the aforementioned problems and improve convergence time by using an efficient sampling scheme that guarantees convergence to the global maximum. The proposed scheme has been tested across a diverse datasets, encompassing both classification and regression tasks, and implemented in various CNN architectures to demonstrate its versatility and effectiveness. Promising results demonstrate the usefulness of our proposed approach in improving models accuracy due to the proposed activation function and Bayesian estimation of the parameters.

Examining Parents' Views on Parental Involvement in Preschool English Teaching

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

Teaching first-degree equations to students with dyslexia

The teaching of first-degree equations is a key point in secondary school curricula and requires the careful planning and selection of appropriate teaching materials. On the other hand, dyslexia, a specific learning disability, is increasingly common in the classroom. Thus, in the context of inclusion, the teaching methodology used by the mathematics teacher to present the concept of equation is a crucial factor for ensuring the equal and active participation of all students in the educational process. In this article, we present a two-month teaching intervention on first-degree equations that we carried out with forty students with dyslexia randomly divided into two classes, who were attending a special vocational high school in Greece. In one group, we used manipulative materials, while in the other group, we used traditional teaching methods. The results, which are derived from a combination of quantitative and qualitative methods, showed that the students in the first group achieved better results in the final test than did the students in the second group, while at the same time, they showed increased engagement in the learning process and, to some extent, improved their social skills and gained confidence.

Unsupervised Meta-Testing With Conditional Neural Processes for Hybrid Meta-Reinforcement Learning

Unsupervised Meta-Testing With Conditional Neural Processes for Hybrid Meta-Reinforcement Learning

The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment

This study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall's tau-b were employed for a comprehensive analysis. The data analysis revealed that a majority of respondents identified as auditory learners, expressing agreement with the flipped classroom model and demonstrating excellent performance within this learning environment. Significantly, the positive attitude and excellent performance exhibited no significant differences across various learning styles. Clear evidence emerged indicating that a positive attitude toward the flipped classroom correlated with exceptional academic achievements. Consequently, the study implies that the flipped classroom proves effective in catering to diverse learning styles while maintaining students' excellent academic performance. Furthermore, it could be concluded that their positive attitude in a flipped classroom model have boosted their academic performance in general. Understanding the connection between students' attitudes toward particular pedagogical approaches and their academic performance offers important insights that can greatly enhance the processes of teaching and learning, resulting in better educational outcomes fostering a positive learning environment.

Factors Influencing Task-Based Learning Motivation in English for Presentation Course among Thai Undergraduates

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context.

Enhancing the vision-language foundation model with key semantic knowledge-emphasized report refinement.

Recently, vision-language representation learning has made remarkable advancements in building up medical foundation models, holding immense potential for transforming the landscape of clinical research and medical care. The underlying hypothesis is that the rich knowledge embedded in radiology reports can effectively assist and guide the learning process, reducing the need for additional labels. However, these reports tend to be complex and sometimes even consist of redundant descriptions that make the representation learning too challenging to capture the key semantic information. This paper develops a novel iterative vision-language representation learning framework by proposing a key semantic knowledge-emphasized report refinement method. Particularly, raw radiology reports are refined to highlight the key information according to a constructed clinical dictionary and two model-optimized knowledge-enhancement metrics. The iterative framework is designed to progressively learn, starting from gaining a general understanding of the patient's condition based on raw reports and gradually refines and extracts critical information essential to the fine-grained analysis tasks. The effectiveness of the proposed framework is validated on various downstream medical image analysis tasks, including disease classification, region-of-interest segmentation, and phrase grounding. Our framework surpasses seven state-of-the-art methods in both fine-tuning and zero-shot settings, demonstrating its encouraging potential for different clinical applications.

The Analysis of PLOICE Model Application to Develop Science Process Skills: On the Coffee Learning Process

The STEM approach is a learning approach that is in line with learning needs to face the challenges of the 21st century. Then, the use of the STEM approach is highly recommended. It is needed an innovation to facilitate the application of the STEM approach such as integrating the STEM approach with the learning model. So, an integration of the PBL model and the STEM approach is created and then arranged which is known as the PLOICE learning model. The PLOICE learning model is a learning model that has the following syntax: Problematize, Learn, Organize, Investigate, Create, and Evaluate. In this research, students will be involved in scientific investigations on the management of shade-grown coffee to increase coffee production. Student participation in determining the management of shade-grown coffee can help develop students' science process skills. The research implemented a quasi-experiment where two classes received different treatments, namely the experimental and control classes. The experimental class received treatment using PLOICE and control using conventional treatment. In the results that the application of the PLOICE model had a significant effect on the development of students' science process skills. In implementing the PLOICE model, students are more active in discussions and questions and answers.

A Task-Guided, Implicitly-Searched and Meta-Initialized Deep Model for Image Fusion.

Image fusion plays a key role in a variety of multi-sensor-based vision systems, especially for enhancing visual quality and/or extracting aggregated features for perception. However, most existing methods just consider image fusion as an individual task, thus ignoring its underlying relationship with these downstream vision problems. Furthermore, designing proper fusion architectures often requires huge engineering labor. It also lacks mechanisms to improve the flexibility and generalization ability of current fusion approaches. To mitigate these issues, we establish a Task-guided, Implicit-searched and Meta-initialized (TIM) deep model to address the image fusion problem in a challenging real-world scenario. Specifically, we first propose a constrained strategy to incorporate information from downstream tasks to guide the unsupervised learning process of image fusion. Within this framework, we then design an implicit search scheme to automatically discover compact architectures for our fusion model with high efficiency. In addition, a pretext meta initialization technique is introduced to leverage divergence fusion data to support fast adaptation for different kinds of image fusion tasks. Qualitative and quantitative experimental results on different categories of image fusion problems and related downstream tasks (e.g., visual enhancement and semantic understanding) substantiate the flexibility and effectiveness of our TIM.

Math Anxiety and Poor Math Competence: A Longitudinal Investigation of Students Failing to Achieve the Math Skills Required by School Curricula

ABSTRACT Mathematics anxiety (MA) has emerged as a significant concern in recent years, recognized for its potential to interfere with learning processes. Our study delved into exploring the relationship between the presence and level of MA and the ability to acquire math skills required by the school curriculum. For this purpose, secondary school students were monitored during their first year of study. A questionnaire designed to assess MA and a math skills assessment test were administered on two separate occasions: initially at the end of the first term and subsequently at the conclusion of the second term. The results of the end-of-year tests indicated that students with high levels of MA, assessed at the beginning of the school year, showed a significantly greater risk of failing to achieve the required competence. These findings seem to support the notion that a high level of MA can significantly contribute to hindering the acquisition of educational outcomes.

Pivotal Role of Organization Culture in Teaching Learning Process: Monitoring Secondary Schools of Dir Upper, Pakistan

Pivotal Role of Organization Culture in Teaching Learning Process: Monitoring Secondary Schools of Dir Upper, Pakistan

Digital Tools for Reaching Young People’s Diversity

<p>Youth is not a homogeneous group. With this motto in mind, the project ANONYMIZED aims to study youth, their engagement with news and digital citizenship dynamics. The team set out to develop a digital newsroom, a space for meeting and exploring digital citizenship and news, considering the significant disparities that characterise individuals in this group. This article explores the outcomes of mapping literature regarding youth, news, diversity, and different methodological approaches, and the contributions to the Design Thinking (DT) process that preceded the digital newsroom development. Furthermore, we discuss the potential of engaging young people in self-discovery and transformative learning processes through media creation and the challenges of considering youth from various backgrounds through pillars such as co-creation or inclusive design. Findings underscore the challenges of inclusivity and diversity and the need for tailored interventions that consider cultural differences, socio-economic factors and evolving technological landscapes. They also highlight the difficulties, as well as the positive results of using digital tools and strategies to trigger learning and motivational processes for diverse audiences – digital tools that rely on media creation, creativity, critical thinking, and collaboration can promote the empowerment and inclusion of youth from distinct backgrounds, bridging the gap between their realities and citizenship experiences. For research teams, involvement in collaborative, immersive and participatory processes encourages them to distance themselves from preconceptions while bringing them closer to research participants.</p>

Evaluasi Proses Pembelajaran Pendidikan Agama Islam di SMK Muhammadiyah 4 Glenmore Kabupaten Banyuwangi

This article aims to find out the results of the evaluation and follow-up from the evaluation of the Islamic Religious Education learning process at Muhammadiyah Glenmore Vocational School with the CIPP Model developed by Stufflebeam. This research uses a qualitative approach and evaluative research type with the CIPP (Context, Input, Process and Product) evaluation model. The research data sources are school principals, PAI subject educators and student representatives. The main data from this research was obtained through descriptive analysis, with a data collection process through observation, interviews and documentation. Then the data was analyzed by data reduction, data presentation, and drawing conclusions. Based on the results of the research that has been carried out, the following results were obtained which were analyzed and adapted to the evaluation instrument for the implementation of national education standards. In the context evaluation by assessing aspects of curriculum components and program management planning, good results were obtained with a percentage score of 81.25%; In the input evaluation with an assessment in terms of procurement aspects, the condition of infrastructure and academic facilities for educators and students, a good percentage of 75% was obtained; In the process evaluation by assessing aspects of the equipment, learning process and teacher competency, good results were obtained with a percentage of 83.33; In product evaluation by assessing implementation aspects, the results of the assessment and competency of graduates obtained good results in the field with a percentage of 75%. These results show that the evaluation of the PAI learning process using the CIPP model at SMK Muhammadiyah 4 Glenmore is in the good category.

Artificial intelligence in academic writing: composing a for-and-against essay

Over the past years, Artificial Intelligence (AI) and Chat Generative Pre-Trained Transformer (ChatGPT) as its type have been extensively investigated and proved to be effectually employed within various spheres including education, offering promising opportunities for enhancing teaching and learning processes. However, the realization of these opportunities within the realm of Academic Writing (AW) instruction have not yet been thoroughly studied. Therefore, this article addresses this matter and exposes the results of a conducted analysis of the potential for integrating ChatGPT into AW instruction within the University curriculum. Specifically, it focuses on the issue of teaching master students how to create a successful for-and-against academic essay. Besides, the aim of this article is to develop an overarching framework for the incremental incorporation of ChatGPT into the AW course. To achieve this aim, the article resorts to such methods as theoretical positioning, comparative analysis, and qualitative research. Accordingly, the presented study expounds on the phenomenon of ChatGPT, its attributes, merits, and shortcomings, while also outlining the notion, features, key elements, and stages of producing for-and-against academic essays. In addition, it delineates the possibilities of ChatGPT’s application at various stages of essay writing, which may appear challenging for students. Furthermore, it recognizes potential drawbacks of ChatGPT, such as the risk of its overutilization and overreliance, which may result in obliterating students’ cognitive capabilities and AW skills. The presented study also underscores the necessity for additional immersion in the matter under discussion to address the issue related to long-term effects of integrating ChatGPT into AW instruction. Ultimately, the article sheds light on the AI’s dynamic integration in modern educational settings and provides implications for further research in this field.

Decision dynamics and landscape approach by individuals and collective groups: the case of Japanese rural land use in agricultural, forest, and boundary areas in an era of population decline

Establishing a decision-making scheme for multiple land use types in a shrinking society is an urgent and persistent task. In particular, residents and governments face the complexity of cross-sectoral visions over concerned landscapes. This study examined the preference of residents for future visions and the effects of group deliberation in a Japanese rural community to enhance the current understanding of decision and learning processes on cross-sectoral land use types (i.e., agricultural land, forest land, and boundary areas) across ages and groups. This study posed the following questions: (i) what types of interactions do residents find among options on cross-sectoral land uses? and (ii) how do group deliberation influence the individual preferences of residents for land use? In the survey, the residents disclosed their preferences for the prepared visions over three land use types. The survey also enabled the comparison of choices before and after group deliberation. Regarding question (i), the residents’ choice prior to the deliberation demonstrated thematic coherence through land use categories. Smart technology and potential productivity improvement were selected across agriculture and forests. However, regarding question (ii), thematic coherence decreased after the group deliberation. The residents could communicate disagreements during group deliberation and consider the issues relatively independently over land use types, which separately views agriculture lands and forests. The choice after group discussions became increasingly embedded and influenced by residential areas and land ownership of residents. These findings provide unique insights into the group discussion on how individual decisions are affected. In summary, the preferences of cross-sectoral land use types did not converge but tended to diverge.

For preschoolers, word knowledge falls on a continuum: A novel framework for capturing the incremental process of word learning

For preschoolers, word knowledge falls on a continuum: A novel framework for capturing the incremental process of word learning

Implementasi Augmented Reality untuk Pengenalan Bangun Ruang

Solid Geometry is a part of mathematics learning that has various forms and types. The diversity of spatial shapes has area and volume formulas so that you can know the number of sides and area of each spatial shape. By utilizing Augmented Reality technology to introduce spatial structures, it makes it interesting to study. The aim of this research is to create an AR application for solid geometry in an Android-based 3D model so that it can facilitate learning in a fun way. This AR application was created using Vuforia, Unity and a marker to be able to call up the space that has been created. From this research, it is hoped that the interim results can help the learning and teaching process on spatial building materials. Application research results that can be used for the learning stage.

Aprender a ver y sentir lo invisible:

This article describes a progressive somatic learning process that aims to produce a body sensitive enough to interact with the non-human agents promoted in New Age and neopagan spiritual practices. Contemporary rituals organized at the archeological site in Carnac, France, are the empirical research subject of this ethnography. These rituals are approached as spaces for sensory learning where participants tune into their body in order to verify the effectiveness of the techniques. As shown in the analysis, the core elements of the somatic learning applied in the rituals include the incorporation of an alternative sensory language, body techniques, visualization, and somatic imaginaries.