Specific Learning Processes Research Articles

Early Caregiver Predictability Shapes Neural Indices of Statistical Learning Later in Infancy.

Caregivers play an outsized role in shaping early life experiences and development, but we often lack mechanistic insight into how exactly caregiver behavior scaffolds the neurodevelopment of specific learning processes. Here, we capitalized on the fact that caregivers differ in how predictable their behavior is to ask if infants' early environmental input shapes their brains' later ability to learn about predictable information. As part of an ongoing longitudinal study in South Africa, we recorded naturalistic, dyadic interactions between 103 (46 females and 57 males) infants and their primary caregivers at 3-6 months of age, from which we calculated the predictability of caregivers' behavior, following caregiver vocalization and overall. When the same infants were 6-12-months-old they participated in an auditory statistical learning task during EEG. We found evidence of learning-related change in infants' neural responses to predictable information during the statistical learning task. The magnitude of statistical learning-related change in infants' EEG responses was associated with the predictability of their caregiver's vocalizations several months earlier, such that infants with more predictable caregiver vocalization patterns showed more evidence of statistical learning later in the first year of life. These results suggest that early experiences with caregiver predictability influence learning, providing support for the hypothesis that the neurodevelopment of core learning and memory systems is closely tied to infants' experiences during key developmental windows.

Herbal plant leaves classification for traditional medicine using convolutional neural network

<p>The classification of herbal plant leaves can be implemented in agriculture and traditional medicine. Primarily, sorting leaves was done before it was processed into medicinal ingredients. Currently, the sorting was still done manually by writing it on notes. Sometimes there were errors in the selection of leaves for medicinal ingredients. Herbal plants had various forms and are very greatly. Artificial intelligence technology was needed to have fast-paced time efficiency in sorting leaves. In the field of artificial intelligence, there was a specific or detailed learning process known as deep learning. The objective of this research was to classify herbal plant leaves images by applying and combining the convolutional neural network (CNN) deep learning method with data augmentation methods without the pre-trained architecture such as MobileNet and LeNet. This technique consisted of 4 main stages such as collecting data, preprocessing or normalizing data, building a model, and evaluating. The dataset used in this research were 4 types of herbal plants that do not flower and do not bear fruit including gulma siam, piduh, sirih, and tobacco. Each class had 250 images with total dataset used in this research was 1,000 images of herbal plant leaves and divided into 2 data, namely 80% data training 20% data testing, and validation. The data was trained with the epoch of 100 for the best training. It had an accuracy score of 98.74%. Without the data augmentation process it had an accuracy score of 91.43%.</p>

The selective serotonin reuptake inhibitor sertraline alters learning from aversive reinforcements in patients with depression: evidence from a randomized controlled trial.

Selective serotonin reuptake inhibitors (SSRIs) are first-line pharmacological treatments for depression and anxiety. However, little is known about how pharmacological action is related to cognitive and affective processes. Here, we examine whether specific reinforcement learning processes mediate the treatment effects of SSRIs. The PANDA trial was a multicentre, double-blind, randomized clinical trial in UK primary care comparing the SSRI sertraline with placebo for depression and anxiety. Participants (N = 655) performed an affective Go/NoGo task three times during the trial and computational models were used to infer reinforcement learning processes. There was poor task performance: only 54% of the task runs were informative, with more informative task runs in the placebo than in the active group. There was no evidence for the preregistered hypothesis that Pavlovian inhibition was affected by sertraline. Exploratory analyses revealed that in the sertraline group, early increases in Pavlovian inhibition were associated with improvements in depression after 12 weeks. Furthermore, sertraline increased how fast participants learned from losses and faster learning from losses was associated with more severe generalized anxiety symptoms. The study findings indicate a relationship between aversive reinforcement learning mechanisms and aspects of depression, anxiety, and SSRI treatment, but these relationships did not align with the initial hypotheses. Poor task performance limits the interpretability and likely generalizability of the findings, and highlights the critical importance of developing acceptable and reliable tasks for use in clinical studies. This article presents research supported by NIHR Program Grants for Applied Research (RP-PG-0610-10048), the NIHR BRC, and UCL, with additional support from IMPRS COMP2PSYCH (JM, QH) and a Wellcome Trust grant (QH).

Implementasi Aplikasi Setara Daring Dalam Pembelajaran Pendidikan Agama Islam Pada Program Paket C di PKBM Bangkit Semarang

The online seTARA application is a Learning Management System application, a technological development in the form of software that functions to conduct, plan, and also provide assessments in specific learning processes. This research is of a qualitative descriptive type with the type of data used in the form of primary data and secondary data. Primary data is data obtained from the field by researchers, secondary data is data obtained from primary data. This article aims to describe the Implementation of Online Equivalent Applications in Learning Islamic Religious Education in the Package C Program at PKBM Bangkit Semarang. The results showed that PKBM Bangkit chose applications provided by the directorate of community education and special education, namely online equivalent applications. The advantage in using the application is that the online SeTARA application makes it easier for tutors and residents to learn in the learning process, while the disadvantages are visible: The low relationship between tutors and residents learning so that it will affect the formation of character in the teaching and learning process

Understanding tertiary EFL teacher learning and identity development: a cultural-historical activity theory perspective

Though current scholarship has conducted much research on teacher learning and teacher identity respectively, there are limited empirical studies examining the combination of these two constructs. This study, drawing upon cultural-historical activity theory, aims at exploring two tertiary EFL teachers’ specific learning processes and how they develop their identities through learning. Data sources include observations, interviews, informal communications and artifacts concerning the two participants’ learning and identity constructions. The findings reveal that teacher learning is an expansive learning process that starts with triggering events, and reflection permeates all the phases of teachers’ expansive learning. Besides, teacher learning is driven by multiple contradictions. Faced with these contradictions, teachers exert their agency, negotiate with significant others and cross various boundaries in their learning activities, which eventually promotes their identity development. The findings provide implications for further explorations of teacher learning and teacher identity.
 FUNDING INFORMATION. This work was supported by the [Youth Fund for Humanities and Social Sciences Research of the Ministry of Education] under Grant [22YJC740041]; [General Project of Philosophy and Social Science Research in Colleges and Universities] under Grant [2022SJYB2210]; [Chinese Scholarship Council] under Grant [202208320214]; and [Higher Education Reform Research Project of Jiangsu University] under Grant [2021JGYB081].

The use of ICT in the education of students with dyscalculia

Students with learning disabilities are a heterogeneous group due to the variation they present in terms of their skills and their ability to receive and understand knowledge. Thus, the educational approach must be focused on the learning difficulty faced by each student, adopting the appropriate pedagogical methods in a special framework of its overall approach. Learning disabilities are the largest category of educational needs. New technologies and educational technology are now part of the educational process and have radically changed the way and format of teaching. Educational software for people with special learning disabilities has been created to help students with the difficulties they face in specific learning processes.

Practice and Challenges of Project-based Learning in Physics Education

Physics is a subject with strong practicality, and in the specific learning process, it is usually carried out in real situations, which further highlights the practical characteristics of physics knowledge in human life. Carrying out project-based learning in biology teaching is to enable students to independently construct project-based activities based on new situations around a certain concept, experiment, process, link, etc. In the activity, students are divided into project teams to break down disciplinary barriers and integrate their knowledge to complete specific sub project tasks. Although project-based learning emphasizes students' independent exploration, it does not mean that teachers can be separated from students' learning activities. Teachers need to develop and design project content based on teaching objectives. In the process of project-based learning, students discuss the driving issues and sub problems of the project in a collaborative learning manner. Students can practice by collecting and organizing data, designing exploration plans, or creating plans, thereby building their own understanding of knowledge and problems.

Store product classification using convolutional neural network

Stores sells consumer goods, mainly food products and other household products at retail. The products sold in stores vary greatly, in order to be time efficient in the fast-paced era and the current technological era requires artificial intelligence technology. In the artificial intelligence branch, there is a specific or detailed learning process known as deep learning. One of the branches of deep learning is the convolutional neural network(CNN). This research intends to employ a CNN architecture to facilitate and streamline the time and cost of the store’s product sorting process. The test is conducted with 1,050 product images divided into 35 labels and divided into three data, namely 80% data training 10% data validation and 10% data test. The image used is preprocessed with a size of 256×256 pixels. The data was trained with six convolution layers and an epoch of 50 with an execution time of 33 minutes so as to achieve an accuracy of 91.37%.

Case Report-Driven Medical Education in Rural Family Medicine Education: A Thematic Analysis.

Case-based education (CBE) is a teaching method in which learners work on real-life cases to learn and apply concepts and skills they have been taught. Case report-driven medical education using the CBE framework can effectively facilitate student and resident learning, and entice them to become involved in actual clinical practice. Specific case report-driven medical education methods and learning outcomes are not clarified. This study aimed to clarify the specific learning processes and outcomes of case report-driven medical education in rural community-based medical education. Using a qualitative design based on a thematic analysis approach, data were collected through semi-structured interviews. The study participants were medical students and residents in training at a rural Japanese community hospital. Fifty-one case reports were completed and published in Cureus from April 2021 to March 2023. Participants learned about various difficulties related to volatility, uncertainty, complexity, and ambiguity (VUCA) in the medical care of various older patients, which increased their interest in family medicine. They appreciated the importance of case reports in academic careers and how their responsibilities as researchers increase with collaboration. Case report-driven medical education in community hospitals can drive medical students' and junior residents' learning regarding family medicine in the VUCA world.

Experts' perspectives on how to promote implicit and explicit motor learning in children: A mixed-methods study.

Little is known about how motor learning strategies (MLSs) can promote implicit and explicit motor learning processes. This study aimed to explore experts' perspectives on therapists' use of MLSs to promote specific learning processes in children with and without developmental coordination disorder (DCD). In this mixed-methods study, two consecutive digital questionnaires were used to ascertain the opinions of international experts. Questionnaire 2 explored the findings of Questionnaire 1 in greater depth. In order to reach a certain level of agreement about the classification of MLSs as promoting either (more) implicit or (more) explicit motor learning, 5-point Likert scales were used in addition to open-ended questions. The open-ended questions were analysed with a conventional analysis approach. Open coding was performed by two reviewers independently. Categories and themes were discussed within the research team, taking both questionnaires as one dataset. Twenty-nine experts from nine different countries with different backgrounds in research, education and/or clinical care completed the questionnaires. The results of the Likert scales showed large variation. Two themes emerged from the qualitative analyses: (1) Experts found it difficult to classify MLSs as promoting either implicit or explicit motor learning, and (2) experts stressed the need for clinical decisionmaking when choosing MLSs. Insufficient insight was gained into how MLSs could promote (more) implicit or (more) explicit motor learning in children in general and in children with DCD specifically. But this study demonstrated the importance of clinical decisionmaking to model and adapt MLSs to child, task and environment, with therapists' knowledge of MLSs being an important prerequisite. Research is needed to better understand the various learning mechanisms of children and how MLSs can be used to manipulate these mechanisms.

Obstetric simulation as a tool in the training of Family and Community Nursing residents

Introduction: The unplanned and out of hospital labor (birthing) is an obstetric emergency that causes a stressful situation and that can entail significant risks to the health of the mother and the newborn. Scientific evidence shows us that the effectiveness on the learning and the acquisition of skills are better performed when high-fidelity simulators are integrated into the training of future professionals. This activity requires knowledge and training from the instructors themselves who carry it out, and therefore represents a challenge for instructors in the training of this specialized nursing: the acquisition of a type of family and community nursing for emergency births outside the hospital. The main aim: to incorporate in the teachings of family and community nurses a specific learning process with a high-tech simulator for the care of unplanned family out-of-hospital births. Methodology: A simulation activity was performed in five scenarios outside of hospital with ten resident students in their second year using an obstetric simulator Victoria S2200. Two professionals undergoing training were involved in the scenarios during which the check list created for the activity is completed. An evaluation activity of the debriefing is performed in health (EDSS). Results and Discussion: 100% of the participants were satisfied with the activity. The performing instructor’s evaluation gives us feedback for the improvement of other future learning activities. As numerous studies show, the acquisition of the procedure via a simulator allows to the novel professional a high range of achievement and an improvement of competences.

A Bibliometric Study : Recommendation based on Artificial Intelligence for iLearning Education

Since most students begin their studies online, the LMS platform is frequently used. Universities and colleges play a crucial role in adopting many of its LMS platforms. A web-based application software package called Bibliometrics is used to design, test, and evaluate specific learning processes. LMS will be the dominant artificial intelligence-based solution for managing eLearning starting in early 2021. The principal objective of this project is to develop an artificial intelligence-powered LMS portal that enables students to continue studying and receive the most recent lessons from their teachers. Using the Communicate cloud software and Dialog Flow, a chatbot plugin system connected to the Google platform, and based on current needs, research bibliometrics was developed as an LMS project system. Students can interact with the chatbot anytime to satisfy their learning needs as long as they have an internet connection and a student ID card to access the dashboard. The LMS Platform, which was developed utilizing Bibliometrics and Artificial Intelligence approaches to help students access resources and complete teacher tasks, is a novelty in this work, according to earlier publications that have been evaluated.

Goal-setting in support of learning during search: An exploration of learning outcomes and searcher perceptions

We present a crowdsourced study (N=120) that investigated the role of goal-setting on learning during search. To study the role of goal-setting, we developed a tool called the Subgoal Manager (SM). The SM was designed as a simple tool to help searchers deconstruct a learning-oriented search task into smaller subgoals, take notes with respect to specific subgoals, and mark subgoals as completed. During the study, participants completed one learning-oriented search task that focused on learning about the concepts of diffusion and osmosis. After the search task, participants completed a multiple-choice test that measured deep understanding of diffusion and osmosis. The study used a between-subjects design with three subgoal conditions. In the SelfSetSubgoals condition, participants had access to the SM and set their own subgoals. Participants were instructed to set high-quality subgoals that included a specific action, content, standard, and time. In the AssignedSubgoal condition, participants had access to the SM with pre-written, high-quality subgoals. Participants could take notes with respect to specific subgoals and mark subgoals as completed, but could not edit, delete, nor add new subgoals during the search session. Finally, in the NoSubgoals condition, participants were not instructed to generate subgoals and were simply provided with a text editor tool to take notes. We investigate the effects of the subgoal condition on learning outcomes and perceptions of: the task, support for specific self-regulated learning processes, the quality of subgoals pursued during the task, and engagement. Our results found that participants had the best outcomes in the SelfSetSubgoals condition. Additionally, within the SelfSetSubgoals condition, outcomes were even better when participants set high-quality subgoals.

Teacher Development from the Perspective of an English Teacher: A Narrative Inquiry

Teacher development (TD) has become an essential pathway for teachers to develop themselves and their teaching, and to enhance their students’ achievement. This study examines a relatively new area that has emerged from the growing body of teacher development literature. It focuses on a teacher’s perceptions and beliefs regarding teacher development values, specifically in five sub-components: teacher development as a moral process; teacher research values; career development values; marginality and advocacy values; and teacher education values in English language teaching. Semi-structured interviews were conducted to explore the participants’ views on, and experiences of, the topics. The data analysis employed an interactive model consisting of data collection, display, condensation, and conclusion-drawing. The results indicate that the teacher undergoes specific teaching and learning processes within each component, contributing to his belief in teacher development. This study also recommends that solid communication and collaboration among teachers, students, and officials lead to a better quality of education.

Microbiota-Gut-Brain Axis Regulation of Adult Hippocampal Neurogenesis.

The birth, maturation, and integration of new neurons in the adult hippocampus regulates specific learning and memory processes, responses to stress, and antidepressant treatment efficacy. This process of adult hippocampal neurogenesis is sensitive to environmental stimuli, including peripheral signals from certain cytokines, hormones, and metabolites, which can promote or hinder the production and survival of new hippocampal neurons. The trillions of microorganisms resident to the gastrointestinal tract, collectively known as the gut microbiota, also demonstrate the ability to modulate adult hippocampal neurogenesis. In doing so, the microbiota-gut-brain axis can influence brain functions regulated by adult hippocampal neurogenesis. Unlike the hippocampus, the gut microbiota is highly accessible to direct interventions, such as prebiotics, probiotics, and antibiotics, and can be manipulated by lifestyle choices including diet. Therefore, understanding the pathways by which the gut microbiota shapes hippocampal neurogenesis may reveal novel targets for non-invasive therapeutics to treat disorders in which alterations in hippocampal neurogenesis have been implicated. This review first outlines the factors which influence both the gut microbiome and adult hippocampal neurogenesis, with cognizance that these effects might happen either independently or due to microbiota-driven mechanisms. We then highlight approaches for investigating the regulation of adult hippocampal neurogenesis by the microbiota-gut-brain axis. Finally, we summarize the current evidence demonstrating the gut microbiota's ability to influence adult hippocampal neurogenesis, including mechanisms driven through immune pathways, microbial metabolites, endocrine signalling, and the nervous system, and postulate implications for these effects in disease onset and treatment.

Implementing Artificial Intelligence Chatbot in Moodle Learning Management System

Learning Management System (LMS) is a software application or web-based technology that is used to develop, implement, and evaluate a specific learning process. KYP has implemented an e-Learning Management System (e-LMS) using Moodle since early 2021. The main features already implemented in this e-LMS is course details and it should also support the communication process between lecturers and students where currently, the KYP e-LMS lack of. Usually, students will ask the same question to their lecturer in person and cause the lecturer to have to give the same answers repeatedly. This results in a waste of time for both parties in answering and receiving answers. To overcome the problem, there is a need to replace the manual way of getting answers to any kind of academic or course related questions repeatedly. The main objective of the project is to develop an intelligence Chatbot which can help students finding academic related information without the need to ask their instructors or spent more time browsing menus in e-LMS. E-LMS has been developed based on Rational Unified Process (RUP) approach. In this project, the Moodle system is fully implemented by integrating with Kommunicate, one of the Cloud software and Dialog Flow, which is a chatbot plugin system connected with Google Could Platform. An AI Chatbot able to interact with students and can provide answer to students' queries instantly despite of the place, date and time zone of the student as well as enhances interaction which provides a feel of support to the students.

Youth invisible work: the sociocultural and collaborative processes of online search and brokering between adolescents and English-language learning families

PurposeThis study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations.Design/methodology/approachFor this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks.FindingsFrom a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges.Research limitations/implicationsAn intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families.Practical implicationsDesigners need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work.Social implicationsThe authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources.Originality/valueThis study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

The Implementation of Flipped Classroom by Using LMS (Learning Management System) at SMA NEGERI 6 Tanjungpinang in the Academic Year 2020/2021

This study aimed to describe how the implementation of flipped classroom by using LMS (Learning Management System) at SMA NEGERI 6 Tanjungpinang. The research design in this study was descriptive qualitative research. The participants of this study were the English teacher and students of XI MIPA class in the English subject at SMA NEGERI 6 Tanjungpinang in the academic year of 2020/2021. The instruments for collecting the data were questionnaires and interviews. The questionnaires in this study was developed by Song (2010) there were 5 indicators, namely students’ interest, ease of access, perceived usefulness, perceived instruction delivery, and students’ satisfaction. Then, the interviews in this study was developed by Almrashdeh (2011) there were 3 indicators, namely planning of specific learning process, implementation of specific learning process, and assessment of specific learning process. The results of data analysis revealed that the implementation of flipped classrooms by using LMS (Learning Management System) at SMA NEGERI 6 Tanjungpinang was quite good.

The transformative tourism learning model

This conceptual paper addresses gaps in transformative learning and tourism literature. We argue for a more complete integration of Transformative Learning Theory within tourism literature, in order to better understand tourism learning as both a process and a product. The Transformative Tourism Learning Model is proposed as a framework for understanding how to intentionally plan and design tourism learning experiences with specific learning processes and outcomes in mind. This paper offers a synthesis of transformative literature within tourism contexts and the proposes the Transformative Tourism Learning Model to provide researchers and practitioners with a guiding framework in both the design and analysis for tourism learning and behavior change.

Boundary-Crossing Movements: A Resource for Student Learning

This paper focuses on the learning processes of students involved in a pedagogical design bridging in-class and out-of-class activities. As academic teachers–researchers, we designed a semester-long course in which academic and out-of-university activities interact and overlap. The data were collected at the end of the course from student reports (diaries) and audio-recorded semi-structured interviews inspired by the elicitation interview technique. This technique involves a fine-grained description of the lived experience. We present selected excerpts in which students described their boundary-crossing movements between academic and out-of-university activities. Data were evaluated using a purpose-built analysis approach comprising two macro-categories and three sub-categories of students’ boundary-crossing movements. The results showed that specific learning processes emerged and developed through these movements. Implications for teaching and learning are highlighted.