Pairs Of Cards Research Articles

Improving Students Learning Outcomes through Implementing Make-a-Match Cooperative Model on Human Respiratory System Topic

The make-a-match cooperative model is a learning model in which the teacher prepares cards containing questions or problems and prepares answer cards, and then students look for their card pairs. The direct involvement of learners in the learning process will lead to the formation of knowledge and skills that will improve learning outcomes. Implementing the make-a-match learning model is more directed to the game because each learner can search for answers or pairs of question cards obtained more freely and actively. Science learning at MTs Negeri I Kubu Raya still needs to provide a pleasant learning experience. Students' interest in participating in science learning still needs to be higher. It impacts unsatisfactory learning outcomes, as seen from the many student learning outcomes below the Minimum Completion Criteria set by the school. This condition requires science learning that can encourage students to be directly involved and play an active role during learning so that the learning process can run well. The cooperative model of the match type is predicted to increase collaborative learning and student participation in a fun learning situation wrapped in a game situation. This model requires students to find question-answer pairs through interaction with friends in one class. This study aims to measure the improvement of students' learning outcomes in class VIII B MTs Negeri I Kubu Raya on the material of the human respiratory system using the make-a-match cooperative model. The research was conducted over two cycles, and each cycle consisted of two meetings with four stages: planning, action, observation, and reflection. The research subjects totalled 32 people, all of whom were female. Data collection techniques include observation and tests using observation sheet instruments and learning outcomes test questions that have been previously validated. The improvement in learning outcomes focused on this research is the improvement of cognitive learning outcomes. The data was presented as a percentage score of observation of the learning process of the match cooperative model and classical completeness. The results showed that the achievement of implementing the learning process using the make-a-match cooperative model was 100% in both the first and second cycles. The average learning outcome of students on human respiratory system material in the first cycle was 79.68 and increased to 84.84 in the second cycle. Activities carried out by students also increased in each cycle. The increase leads to the activeness or participation of students during learning. Based on the study's results, it can be concluded that learning using the make-a-match cooperative model can improve learning outcomes and students' activeness.

On the existence of Spot It! decks that are not projective planes

Abstract The game Spot It! is played with a deck of cards in which every pair of cards has exactly one matching symbol and the aim is to be the fastest at finding the match. It is known that finite projective planes correspond to decks in which every card contains n symbols and every symbol appears on n cards. In this paper we relax the hypothesis on the number of cards on which a symbol appears: we study symmetric decks in which every symbol appears the same number of times and we introduce the concept of maximal deck, providing a sufficient condition for a deck to have this property. We also produce various examples of interesting decks which do not correspond to projective planes.

Remote App‐Based Assessment of Memory and Executive Functioning in Aging and Pre‐Clinical Alzheimer’s Disease in a Diverse Sample of Older Adults

AbstractBackgroundMobile, valid and engaging cognitive assessments are essential for detecting and tracking change in research participants and patients at risk for Alzheimer’s Disease and Related Dementias (ADRDs). This pilot study aims to determine the feasibility and generalizability of at‐home, app‐based cognitive assessments included in the mobile cognitive app performance platform (mCAPP), to detect cognitive changes associated with aging and preclinical AD.MethodThe mCAPP includes three gamified tasks (Figure 1): (1) a “concentration” memory task that includes learning and matching hidden card pairs with increasing memory load, pattern separation features (lure vs. non‐lure), and spatial memory (2) a stroop‐like task (“brick drop”) with speeded word and color identification and response inhibition components and (3) a digit‐symbol coding‐like task (“space imposters”) with increasing pairs and incidental learning components. Participants completed the NACC UDS3 and additional paper and pencil tests. Participants used the mCAPP at home for two weeks. Participants included sixty older adults (73% female; age = 71.9±4.6, education = 16.6±2.4; 50% White, 48% Black/African American, 2% Multiracial) without cognitive impairment enrolled in the Penn ADRC cohort.ResultParticipants played 12±5.1 sessions over two weeks for 11.5±2.8 min/session, with 68% playing more than the assigned sessions. Almost all participants (98%) used a smartphone and 62% played games on their phone. Usability rating was 6.3±0.8 (1‐7 scale) and most participants reported task difficulty was just right (70%‐95%). 68% reported preferring mobile device based cognitive assessment to standard in‐person cognitive batteries. All tasks showed lower performance with increasing cognitive load (p’s<.05). Age and education correlated with both mCAPP and traditional cognitive measures. Concentration performance correlated with UDS3 memory measures and the PACC overall (p’s<.05), however when examined by self‐identified racial group, relationships remained significant in White participants, but not in Black/African American participants (Figure 2). Brick drop performance correlated with the Stroop task (p<.05) and space imposters performance correlated with the Digit Symbol Substitution Test (p<.001) within all groups.ConclusionThis pilot study shows app usability for at‐home use in a diverse cohort of older adults. Performance across measures indicate initial reliability and validity of mCAPP with attention needed to differences in performance across participants with diverse sociodemographic backgrounds.

Remote App‐Based Assessment of Memory and Executive Functioning in Aging and Pre‐Clinical Alzheimer’s Disease in a Diverse Sample of Older Adults

AbstractBackgroundMobile, valid and engaging cognitive assessments are essential for detecting and tracking change in research participants and patients at risk for Alzheimer’s Disease and Related Dementias (ADRDs). This pilot study aims to determine the feasibility and generalizability of at‐home, app‐based cognitive assessments included in the mobile cognitive app performance platform (mCAPP), to detect cognitive changes associated with aging and preclinical AD.MethodThe mCAPP includes three gamified tasks (Figure 1): (1) a “concentration” memory task that includes learning and matching hidden card pairs with increasing memory load, pattern separation features (lure vs. non‐lure), and spatial memory (2) a stroop‐like task (“brick drop”) with speeded word and color identification and response inhibition components and (3) a digit‐symbol coding‐like task (“space imposters”) with increasing pairs and incidental learning components. Participants completed the NACC UDS3 and additional paper and pencil tests. Participants used the mCAPP at home for two weeks. Participants included sixty older adults (73% female; age = 71.9±4.6, education = 16.6±2.4; 50% White, 48% Black/African American, 2% Multiracial) without cognitive impairment enrolled in the Penn ADRC cohort.ResultParticipants played 12±5.1 sessions over two weeks for 11.5±2.8 min/session, with 68% playing more than the assigned sessions. Almost all participants (98%) used a smartphone and 62% played games on their phone. Usability rating was 6.3±0.8 (1‐7 scale) and most participants reported task difficulty was just right (70%‐95%). 68% reported preferring mobile device based cognitive assessment to standard in‐person cognitive batteries. All tasks showed lower performance with increasing cognitive load (p’s<.05). Age and education correlated with both mCAPP and traditional cognitive measures. Concentration performance correlated with UDS3 memory measures and the PACC overall (p’s<.05), however when examined by self‐identified racial group, relationships remained significant in White participants, but not in Black/African American participants (Figure 2). Brick drop performance correlated with the Stroop task (p<.05) and space imposters performance correlated with the Digit Symbol Substitution Test (p<.001) within all groups.ConclusionThis pilot study shows app usability for at‐home use in a diverse cohort of older adults. Performance across measures indicate initial reliability and validity of mCAPP with attention needed to differences in performance across participants with diverse sociodemographic backgrounds.

98 Remote App-Based Assessment of Memory and Executive Functioning in Aging and Pre-Clinical Alzheimer’s Disease

Objective:Mobile, valid, and engaging cognitive assessments are essential for detecting and tracking change in research participants and patients at risk for Alzheimer’s Disease and Related Dementias (ADRDs). This pilot study aims to determine the feasibility and performance of app-based memory and executive functioning tasks included in the mobile cognitive app performance platform (mCAPP), to remotely detect cognitive changes associated with aging and preclinical Alzheimer’s Disease (AD).Participants and Methods:The mCAPP includes three gamified tasks: (1) a memory task that includes learning and matching hidden card pairs and incorporates increasing memory load, pattern separation features (lure vs. non-lure), and spatial memory (2) a stroop-like task (“brick drop”) with speeded word and color identification and response inhibition components and (3) a digit-symbol coding-like task (“space imposters”) with increasing pairs and incidental learning components. The cohort completed the NACC UDS3 neuropsychological battery, selected NIH Toolbox tasks, and additional cognitive testing sensitive to pre-clinical AD, within six months of the mCAPP testing. Participants included thirty-seven older adults (60% female; age=72±4.4, years of education=17±2.5; 67% Caucasian, 30% Black/AA, 3% Multiracial) with normal cognition who are enrolled in the Penn Alzheimer’s Disease Research Center (ADRC) cohort. Participants completed one in-person session and two weeks of at-home testing, with eight scheduled sessions, four in the morning and four in the afternoon. Participants also completed questionnaires and an interview about technology use and wore activity trackers to collect daily step and sleep data and answered questions about mood, anxiety, and fatigue throughout the two weeks of at-home data collection.Results:The participants completed an average of 11 at-home sessions, with the majority choosing to play extra sessions. Participants reported high usability ratings for all tasks and the majority rated the task difficulty as acceptable. On all mCAPP tasks, participant performance declined in accuracy and speed with increasing memory load and task complexity. mCAPP tasks correlated significantly with paper and pencil measures and several NIH Toolbox tasks (p<0.05). Examination of performance trends over multiple sessions indicates stabilization of performance within 4-6 sessions on memory mCAPP measures and 5-7 sessions on executive functioning mCAPP measures. Preliminary analyses indicate differences in mCAPP measures and imaging biomarkers.Conclusions:Participants were willing and able to complete at-home cognitive testing and most chose to complete more than the assigned sessions. Remote data collection is feasible and well-tolerated. We show preliminary construct validity with the UDS3 and NIH Toolbox and test-retest reliability following a period of task learning and performance improvement and stabilization. This work will help to advance remote detection and monitoring of early cognitive changes associated with preclinical AD. Future directions will include further evaluation of the relationships between mCAPP performance, behavioral states, and neuroimaging biomarkers as well as the utility of detection of practice effects in identifying longitudinal change and risk for ADRD-related cognitive decline.

89 Performance and Usability of a Remote App-Based Assessment of Cognition Among Older Adult Mobile Game Players and Non-Players

Objective:Mobile, valid, and engaging cognitive assessments are essential for detecting and tracking change in research participants and patients at risk for Alzheimer’s Disease and Related Dementias (ADRDs). The mobile cognitive app performance platform (mCAPP) includes memory and executive functioning tasks to remotely detect cognitive changes associated with aging and preclinical Alzheimer’s disease. This study assesses participants’ comfort and subjective experiences with mCAPP as the potential utility and advantage of mobile app-based assessments for remote monitoring among older adults will depend upon usability and adoptability of such technology.Participants and Methods:The mCAPP includes three gamified tasks: (1) a memory task involving learning and matching hidden card pairs (“Concentration”) (2) a stroop-like task (“Brick Drop”), and (3) a digit-symbol coding-like task (“Space Imposters”). Participants included 37 older adults (60% female; age=72±4.4; years of education=17±2.5; 67% White) with normal cognition enrolled in the Penn ADRC cohort. Participants completed one baseline session of mCAPP in-person, followed by two weeks of at-home use with eight scheduled sessions. Information on prior experience with mobile technology and games was collected, and usability of mCAPP was measured at baseline and after 2-weeks of use with the IBM Computer Usability Satisfaction Questionnaire and the mHeath App Usability Questionnaire (MAUQ) respectively. Feedback on perceived difficulty, enjoyment, and likelihood to play mCAPP games again on their own was collected.Results:Participants completed on average 11±4.9 sessions over 2 weeks, with each session lasting 11.5±2.5 minutes. 59% of participants reported using their mobile device to play games (“mobile game players”). Performance on mCAPP tasks was slower at baseline for non-players, with trend-level differences on higher-load blocks of Space Imposters (p=.057 and .059). No differences in game performance were seen between groups after playing 8 sessions at-home. There were no differences in usability of mCAPP between groups, with average usability 8.2±1.5 (IBM, 0-9 scale) at T1 and 6.2±0.8 (MAUQ, 1-7 scale) after completion of two weeks of at-home use (TLast). Reported enjoyment was moderate to high for both groups at baseline and increased over time. Likelihood to play Concentration and Brick Drop again trended lower among nonplayers at T1 (p=.061 and .054), but not at TLast. Further, change in likelihood to play mCAPP from T1 to TLast was positive among non-players, with change for Concentration significantly higher for non-players than for players (p=.037).Conclusions:Participants were willing and able to complete at-home cognitive testing and most completed more than the assigned sessions. While participants who do not play games on their own mobile device were slower on some tasks at baseline, these differences dissipated with further play at-home. Usability and enjoyment of mCAPP games were high regardless of mobile game-playing status, and non-players demonstrated increased willingness to play mCAPP games again at the end of participation compared to baseline. This pilot study shows preliminary feasibility and adoptability of mobile app-based assessment regardless of prior experience with mobile games.

Efektivitas Metode Index Card Match Dalam Meningkatkan Pemahaman Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam (PAI) Di SMP Tahfidz Qur’an Al-Fatih Bengkalis

The researcher discusses the Index Card Match Method (looking for pairs of cards) which is a fun learning method used to repeat material previously provided. This type of research is field research with a quantitative approach, namely a research method based on the philosophy of positivism. Data collection uses a questionnaire, observation and interviews. After the data was collected, the researcher used the prodact moment formula in order to find out alternative success scores for learning using the index card match method. From the percentage results, the recapitulation of the results of the questionnaire respondents answered the effectiveness of the lecture method in increasing students' learning understanding in Islamic Religious Education (PAI) subjects. has a less good and less high value, because the alternative answers yes are fewer than the alternative no, the percentage result is 44.65. While the research results from the recapitulation of the questionnaire regarding the index card match method in increasing students' learning understanding in the subject of Islamic Religious Education has a value of 89%. This is included in the very good criteria, which means that H0 is rejected, thus the Alternative Hypothesis (Ha) is accepted

Simulations of Solving a Single-Player Memory Card Game with Several Implementations of a Human-Like Thinking Computer Algorithm

The memory card game is a game that probably everyone played in childhood. The game consists of npairs of playing cards, whereas each card of a pair is identical. At the beginning of the game, the deck of cards is shuffled and laid face down. In every move of the game, the player flips over two cards. If the cards match, the pair of cards is removed from the game; otherwise, the cards are flipped back over. The game ends when all pairs of cards have been found. The game could be played by one, two, or more players. First, this paper shows an optimal algorithm for solving a single-player memory card game. In the algorithm, we defined four steps where the user needed to remember the earlier shown pairs of cards, which cards were already shown, and the locations of the revealed cards. We marked the memories related to these steps as M1, M2, M3, and M4. Next, we made some simulations as we changed the M1, M2, M3, and M4 memories from no user memory (where the player does not remember the cards or pairs of cards at all) to a perfect user memory (where the player remembers every earlier shown card or pair of cards). With every memory setting, we simulated 1000 gameplays. We recorded how manycards or pairs of cards the player would need to remember and how many moves were required to finish the game. Finally, we evaluated the recorded data, illustrated the results on graphs, and drew some conclusions.

Epilepsy and sleep characteristics are associated with diminished 24-h memory retention in older adults with epilepsy.

Individuals with epilepsy often have memory difficulties, and older adults with epilepsy are especially vulnerable, due to the additive effect of aging. The goal of this study was to assess factors that are associated with 24-h memory retention in older adults with epilepsy. Fifty-five adults with epilepsy, all aged >50 years, performed a declarative memory task involving the recall of the positions of 15 card pairs on a computer screen prior to a 24-h ambulatory electroencephalogram (EEG). We assessed the percentage of encoded card pairs that were correctly recalled after 24 h (24-h retention rate). EEGs were evaluated for the presence and frequency of scalp interictal epileptiform activity (IEA) and scored for total sleep. Global slow wave activity (SWA) power during non-rapid eye movement sleep was also calculated. Forty-four participants successfully completed the memory task. Two were subsequently excluded due to seizures on EEG. The final cohort (n = 42) had a mean age of 64.3 ± 7.5 years, was 52% female, and had an average 24-h retention rate of 70.9% ± 30.2%. Predictors of 24-h retention based on multivariate regression analysis when controlling for age, sex, and education included number of antiseizure medications (β = -.20, p = .013), IEA frequency (β = -.08, p = .0094), and SWA power (β = +.002, p = .02). In older adults with epilepsy, greater frequency of IEA, reduced SWA power, and higher burden of antiseizure medications correlated with worse 24-h memory retention. These factors represent potential treatment targets to improve memory in older adults with epilepsy.

Implementasi Model Pembelajaran Make a Match pada Pembelajaran Sejarah Kebudayaan Islam Kelas XI di MAN 4 Agam Kec. Tanjung Raya

This research is motivated by the implementation of the make a match learning model which has not been running properly. The make a match model (looking for pairs of cards) requires media in the form of cards containing questions and answers. Question and answer card material that should have been made by the teacher was in fact made by the students. This causes some students to be less precise in making questions. They also asked each other about the questions and answers they made, so they already knew the questions and answers beforehand. Determination of time and student confidence are also needed so that students do not carelessly match cards without being guided by the topic of the material being studied. The purpose of this study was to determine the implementation of the make a match model in class XI SKI learning at MAN 4 Agam Kec. Tanjung Raya. The type of research used is field research (field research). This research is descriptive qualitative which aims to describe the research results in accordance with the actual data. The informants in this study were divided into two, namely key informants and supporting informants. The key informants were class XI SKI teachers, while the supporting informants were class XI MIPA 2 students and Waka. Curriculum MAN 4 Religion. Data collection techniques using observation, interviews, and documentation. The results of the research can be stated that the implementation or implementation of the make a match model used by the teacher in the material "Reform Movement in Islam" has been carried out properly and correctly. This can be seen from the steps of the make a match model carried out by the teacher in SKI learning in the right class.

Memory-card vowel training for child and adult second-language learners: A first report.

Japanese adults and Spanish-Catalan children received auditory phonetic training for English vowels using a novel paradigm, a version of the common children's card game Concentration. Individuals played a computer-based game in which they turned over pairs of cards to match spoken words, drawn from sets of vowel minimal pairs. The training was effective for adults, improving vowel recognition in a game that did not explicitly require identification. Children likewise improved over time on the memory card game, but not on the present generalisation task. This gamified training method can serve as a platform for examining development and perceptual learning.

At‐Home Data Collection with an App‐Based Cognitive Assessment for Detecting Memory and Executive Functioning Changes in Aging and Pre‐Clinical AD

Mobile, valid and engaging cognitive assessments are essential for detecting and tracking change in research participants and patients at risk for Alzheimer's Disease and Related Dementias (ADRDs). This pilot study aims to determine the feasibility of at-home, app-based memory and executive functioning tasks included in the mobile cognitive app performance platform (mCAPP), to detect cognitive changes associated with aging and preclinical AD. The mCAPP includes three gamified tasks (Figure 1): (1) a "concentration" memory task that includes learning and matching hidden card pairs with increasing memory load, pattern separation features (lure vs. non-lure), and spatial memory (2) a stroop-like task ("brick drop") with speeded word and color identification and response inhibition components and (3) a digit-symbol coding-like task ("space imposters") with increasing pairs and incidental learning components. Participants also completed the NACC UDS3, additional paper and pencil tests, and NIH Toolbox measures. Participants used the mCAPP at home for two weeks. Participants included sixteen older adults (56% female; age=71.4±5.0, education=16.4±3.1; 63% White, 31% Black, 6% Multiracial) without cognitive impairment enrolled in the Penn ADRC cohort. Participants played 12.1±4 times over two weeks, with 15/16 playing more than the assigned sessions. Almost all participants (88%) used a smartphone, but few (31%) played games on their phone. Usability rating was 6.2±0.7 (1-7 scale) and most participants reported task difficulty was just right (75%-81%). All tasks showed lower performance with increasing age and brick drop inhibition and space imposters also correlated with education (p's<0.05). Concentration performance correlated with UDS3 memory measures (p's<0.05, Figure 2). Brick drop performance correlated with measures of attention and executive functioning (p's<0.05, Figure 3). Space imposters correlated with the Digit Symbol Substitution Test (p<0.001, Figure 4). Some participants performed similarly across AM and PM sessions, while others showed differential performance. Initial change scores from the first to second session and from the 2nd to the last sessions did not show significant change. This pilot study shows acceptability and usability of the app for at-home use. Performance across measures indicate initial reliability and validity of mCAPP with continued data collection with a larger sample needed.

Upaya Meningkatkan Hasil Belajar Mata Pelajaran Pendidikan Kewarganegaraan Materi Pancasila dengan Metode Make a match

The importance of choosing the right learning method in accordance with the material taught by the teacher will determine the success of the teaching and learning process in the classroom. There are several learning methods that can be used by teachers in the teaching and learning process. The make a match learning method is one method that can be used in the teaching and learning process. This learning method was developed by Lorna Curran to overcome various limitations in the teaching and learning process and can also be used to improve student learning outcomes. The purpose of this research is to find out the effectiveness of efforts in realizing fun learning and can improve student learning outcomes. The teacher explains the rules for playing make a match using learning card media, the teacher starts calling students randomly, the teacher instructs students to choose a make a match game card randomly, then the students read the cards he chose, then students look for card pairs. SMA Negeri 2 Pekalongan in Pancasila material in Citizenship Education lessons can increase. Learning with the Make a match learning model is very effectively used to improve student learning outcomes.

Upaya Meningkatkan Hasil Belajar Mata Pelajaran Pendidikan Kewarganegaraan Materi Pancasila dengan Metode Make a match

The importance of choosing the right learning method in accordance with the material taught by the teacher will determine the success of the teaching and learning process in the classroom. There are several learning methods that can be used by teachers in the teaching and learning process. The make a match learning method is one method that can be used in the teaching and learning process. This learning method was developed by Lorna Curran to overcome various limitations in the teaching and learning process and can also be used to improve student learning outcomes. The purpose of this research is to find out the effectiveness of efforts in realizing fun learning and can improve student learning outcomes. The teacher explains the rules for playing make a match using learning card media, the teacher starts calling students randomly, the teacher instructs students to choose a make a match game card randomly, then the students read the cards he chose, then students look for card pairs. SMA Negeri 2 Pekalongan in Pancasila material in Citizenship Education lessons can increase. Learning with the Make a match learning model is very effectively used to improve student learning outcomes.

Application of the Make a Match Method to Create Fun Learning in Al-Qur'an Hadith Subjects for Mad Reading Law

This study aims to discover the steps in creating fun learning on Al-Qur'an Hadith subjects in class VI MI Salafiyah Syafi'iyah Putri. Applying the Make a Match method to Al-Qur'an Hadith subjects in class VI MI Salafiyah Syafi'iyah Putri. This research uses Classroom Action Research (CAR) while data collection techniques are carried out by Observation, Questionnaire, Interview and Documentation. Moreover, data analysis is done by giving meaning to the data collected. The results of this study are 1. The application of the Make a Match method for class VI MI, the first step is that all students are given pieces of cards containing the subject matter and look for pairs of cards held, students who find pairs of the cards then the students gather with a group and present it in front of them in turn. 2. This method can create a fun learning for class VI MI students; it can be seen from the results of the activities of researchers and students in cycles I and II, which have increased. The percentage of teacher activity observations in the first cycle was initially 76.47%, increasing to 87%. Likewise, the percentage of student activity observations initially 60% increased to 82.6%.

A property of most of the known non-reconstructible digraphs

For a graph/digraph G, the multiset {G–v| v∈V(G)} is called the deck (Deck(G)) and its members, the cards of G. If H has the same deck as G, it is called a hypomorph of G. Reconstruction conjecture (RC) (Ulam, 1960) claims that all hypomorphic graphs are isomorphic. Graphs/digraphs that satisfy RC are called reconstructible. Intersection of two cards in a hypomorph of G is “defined” as a pasting of them. RC is open whereas there are ten infinite families of pairs (Xp, Xp*) of non-reconstructible digraphs. For nine of them we prove the following. 1. Deck(Xp) has a pair of cards such that all their pastings in hypomorphs of Xp are isomorphic. 2. Xp* is the only nonisomorphic hypomorph of Xp and vice versa. 3. For the exceptional family, Deck(Xp) has no pair of cards with all their pastings as members of Deck(Xp) isomorphic and the existence of a digraph other than Xp and Xp* with Deck(Xp) as its deck is possible. An attempt to prove an extension of RC to digraphs which claims that “all digraphs G are reconstructible from the collection {(G–v, (od(v),id(v)))| v∈V(G)}” using the method of contradiction has to start from the existing non-reconstructible digraph pairs.

A Card Game for Collecting Human-Perceived Similarity Data of Artwork Images

In this paper, we propose a card game system named “Lottery” for collecting similarity data of artwork images. It is built based on the concept of game design called “Audience Participation Game With a Purpose (APGWAP),” which is to outsource computational steps in a given task to humans via a game that allows audiences to participate in a meaningful way. The game system is streamed on Twitch. In this game system, two Artificial Intelligence (AI) players match two cards that are most similar from a set of cards in their turn and discard them. The audiences can choose their roles between Assistant and Jury. Assistant helps the AI player of a given turn choose such a pair of cards, while Jury gives a score telling how similar a chosen pair is. In the experiments, different methods for providing rewards to audiences are investigated: equal reward, random reward, and performance-based reward. Experimental results show that the performance-based reward significantly promotes personal gratification and provides a better gaming experience on several other factors. In addition, it was found in our experiment that different groups of humans provided similar similarity scores for all the pairs of images, indicating that collecting promises reliable human data that are consistent through several trials is possible using our game system.

Identification of Metro-Bikeshare Transfer Trip Chains by Matching Docked Bikeshare and Metro Smartcards

Metro-bikeshare integration, an important way of improving the efficiency of public transportation, has grown rapidly during the last decades in many countries. However, most previous analysis of metro-bikeshare transfer trips were based on limited sample size and the number of recognized metro-bikeshare trips were not sufficient. The primary objective of this study is to derive a method to recognize metro-bikeshare transfer trips. The two data sources are provided by Nanjing Metro Company and Nanjing Public Bicycle Company over the same period from 9–29 March 2016. The identifying method includes three steps: (1) Matching Card Pairs (2) Filtering Card Pairs and (3) Identifying Card Pairs. The case study indicates that the Support Vector Classification (SVC) performs best with a high prediction accuracy of 95.9% using seamless smartcards. The identifying method is then used to recognize the transfer trips from other types of cards, resulting in 17,022 valid metro-bikeshare transfer trips made by 2948 travelers. Finally, travel patterns extracted from the two groups of identified transfer trips are analyzed comparatively. The method proposed presents new opportunities for analyzing metro-bikeshare transfer trip characteristics.

Development and pilot data for an app‐based cognitive assessment for detecting memory and executive functioning changes in aging and pre‐clinical AD

AbstractBackgroundMobile, valid and engaging cognitive assessments are essential for detecting and tracking change in research participants and patients at risk for Alzheimer’s Disease and Related Dementias (ADRDs). This pilot study aims to determine the feasibility and psychometric properties of app‐based memory and executive functioning tasks included in the mobile cognitive app performance platform (mCAPP), to detect cognitive changes associated with aging and preclinical Alzheimer’s Disease (AD).MethodThe mCAPP includes three gamified tasks: (1) a memory task that includes learning and matching hidden card pairs and incorporates increasing memory load, pattern separation features (lure vs. non‐lure), and spatial memory (2) a stroop‐like task (“brick drop”) with speeded word and color identification and response inhibition components and (3) a digit‐symbol coding‐like task (“space imposters”) with increasing pairs and incidental learning components. The cohort is also assessed with the NACC UDS3 or T‐Cog neuropsychological battery within six months of the mCAPP testing. Participants included nine older adults (44% female; age=73.9±5.4, years of education=16.6±2.3; 77% Caucasian) with normal cognition who are enrolled in the Penn ADRC cohort. In addition to in‐lab testing, a cohort of participants will also use the mCAPP at home for two weeks and remotely collected data will be presented.ResultOn the brick drop task, performance was significantly slower and less accurate on the inhibition task compared to the word and color identification tasks (p&lt;.05). On the space imposters task, increased reaction time and decreased accuracy was observed as the number of digit‐symbol pairs increased, but the difference was not significant. Correlations with UDS 3.0 measures showed significant relationships between the brick drop word/color identification and trail making test A (TMTA) and category fluency (p&lt;.05) as well as between the response inhibition task and category fluency and olfactory function (p&lt;.05). The space imposters task correlated with the TMTA (p&lt;.05). Data will also be presented on home‐based collection of all three mCAPP tasks.ConclusionThis pilot study shows feasibility and validity of app‐based tests of executive functioning and will also examine detection of subtle cognitive differences associated with preclinical AD through burst testing, home‐based data collection and on all three mCAPP measures.

UPAYA MENINGKATKAN PRESTASI BELAJAR IPS MELALUI PEMBELAJARAN KOOPERATIF TEKNIK MAKE A MATCH SISWA KELAS V MI MIRAQITTA’LIMAT BAKAN

Efforts to Improve Social Studies Learning Achievement Through Cooperative Learning Make A Match Techniques for Class V MI Miraqitta'limat Bakan Students. The background of this research is the low social studies learning achievement of the fifth grade students of MI Miraqitta'limat Bakan in the first semester of the 2020/2021 academic year, which is caused by the monotonous way of teaching social studies subject teachers, less attractive and less active for all students in the learning process so that students become less motivated to learn and have difficulty understanding social studies subject matter. The problems in this research are: How are the Efforts to Improve Social Studies Learning Achievement through Cooperative Learning of Make A Match Techniques for MI Miraqitta'limat Bakan Class Students for the 2020/2021 Academic Year. This study aims to improve the social studies learning achievement of the fifth grade students of MI Miraqitta'limat Bakan for the 2020/2021 academic year through Cooperative Learning of the Make A Match Technique. This study involved 19 fifth grade students as subjects. The indicator of achievement in this research is if the learning achievement in the cognitive aspects of students increases from cycle I to cycle II. The results of the observation of teaching and learning activities have increased from each cycle. In the process of learning the technique of looking for a partner, students are grouped heterogeneously, students are divided into two groups, namely the question card holder group and the answer card holder group. Students group according to the pairs of cards they get. Group members discuss solving problems assigned by the teacher then students are randomly selected to explain the results of their group discussions in front of the class. Student learning achievement in the cognitive aspect has increased from the previous cycle, namely in the first cycle, 68.2% increased to 89.4% in the second cycle and in the psychomotor aspect observed through student learning activities also experienced an increase from the previous cycle, from 80 categorized as very active. to 94 in the very active category. Thus Cooperative Learning of the Make A Match Technique can Improve Social Studies Learning Achievement in Class V MI Miraqitta'limat Bakan Students for the 2020/2021 Academic Year.