Wrong Answers Research Articles

PATTERN OF SEMIOTIC REASONING IN SOLVING TWO-DIMENSIONAL SHAPE PROBLEMS: A MULTIMODAL ANALYSIS

The process of drawing conclusions in semiotic reasoning based on objects, signs, students' interpretation of the meaning of signs is reflected through written, verbal, and gestural answers (multimodal). Therefore, this research aims to describe the patterns of students' semiotic reasoning in solving two-dimensional shape problems based on a multimodal analysis. This study was conducted qualitatively using an exploratory descriptive approach. The research was conducted by involving two participants from the third grade of Muhammadiyah Elementary School (MES), Malang. The instruments used were observations, interview guidelines, and written exam questions. Observations were made when the participants solved problems in writing and during interviews. The interviews were conducted to confirm the written answers. The written test consisted of one question about the perimeter of a two-dimensional shape. The research results of the two third-grade students were analyzed using four stages of data transcription, sorting and selecting appropriate data, data presentation, and drawing conclusions. The research obtained two patterns of semiotic reasoning used by the participants. The first pattern was analysis, analysis-generalization, integration, and justification. The second pattern was analysis, analysis-generalization, integration, analysis, integration, integration, and justification. In addition, it was found that the first pattern gave the wrong final answer. In the first pattern, especially at the stage of implementing the problem-solving plan, the participant made a mistake in the integration indication, resulting in a wrong answer. Follow-up research needs to be carried out to determine the quality of students' reasoning ability when solving multimodal-based mathematical problems.

Duolingo and Learner Autonomy: Investigating The Role of Personalization and Gamification in Promoting Self-directed Language Learning

The purpose of this research is to investigate and seeks to explore how these features promote learner autonomy, and how these features can be optimized to enhance the effectiveness of language learning platforms. The kind of the research is mix-methods and the type is using explanatory sequential design. The data quantitative is taken first after that data qualitative. How to collect data through 2 types : (1) questionnaire about the participants' use of personalization and gamification features in Duolingo, autonomy, and language learning outcomes (2) interview about the participants' perceptions of how personalization and gamification features have affected their autonomy and learning outcomes. The research subjects consisted of 32 respondents from grade 7 students at SMPN 2 Sukowono while for interviews, 3 students were selected to be interviewed based on the score of the questionnaire that received the highest score. Based on the results of the questionnaire, shows that students are at mediate level. So the impact of personalization in self-directed language learning namely the students agree that in the heart feature where if the user makes a mistake their life will run out to play Duolingo again so the user will rest and review the previous lesson before continuing to get another heart. Another impact of personalization was today's review feature on Duolingo. The students agreed that the feature was easier to find out mistakes and correct wrong answers when working on practice questions. Then the impact of gamification in self-directed language learning namely the students strongly agree that the leaderboard feature made them target score and ranking on Duolingo. The second impact was the students agree that were sure to do exercises in Duolingo without a dictionary and translation feature on Duolingo. Next, the students agreed that after using Duolingo, they can know the correct grammar as well. And the last impact was the students agree that they have difficulty in several levels of Duolingo.Students’ perceptions of the use of personalization and gamification on Duolingo in self-directed language learning some of the features that helped them while using Duolingo, such as the translation feature, included the use of gamification in self-directed language learning. They found the translation function helpful in helping them learn new vocabulary. Along with the translation feature, Duolingo players can also develop their speaking and listening skills. They can pronounce the appropriate words and understand what the narrator was saying throughout the talk. Users can view their ranking on the leaderboard within Duolingo. Further, users can set a daily score value. Several of the students in this interview had set goals for their Duolingo grades, while one had not.

EXPLORING THE USE OF PYTHON-BASED LANGUAGE LEARNING SOFTWARE TO IMPROVE THE VOCABULARY OF ENGINEERING STUDENTS

The paper examines the feasibility of using Python-based language learning software to improve the vocabulary of engineering students as a secondary language. The purpose of the paper is to investigate the following key parameters such as time frame, repeatability, ease of use of the software, and limited time for learning. Two student groups participated in this study – the first-year and the second-year students of engineering faculty. They showed a fluctuating trend in both groups, with the accuracy rate remaining the same for the first six weeks and then increasing as the students learned new words. Software like this could be used as a soft skill-based learning method to improve the language absorption of engineering-based students for non-English speaking student groups. The results indicated that both student groups increased the average vocabulary and had only 20 percent wrong answers by the end of the study programs compared to the 80 percent and 50 percent mistakes at the beginning of the study.

Effects of incorporating a two-tier assessment-based guiding mechanism into contextual games on students’ learning achievement and behaviors in horticultural education

ABSTRACT Digital games have been used in various disciplines to enhance students’ learning interest and effectiveness through the gaming contexts. However, most of the digital educational games use multiple-choice questions to confirm students’ learning status, implying the challenge of understanding the actual learning status of students. Also, the gaming system cannot analyze the possible reasons for students’ wrong answers and so provide suggestions. Therefore, this study proposed a two-tier assessment-based contextual gaming (TTA-CG) approach to confirm whether students correctly answer the questions based on the right reasons as well as identifying the reasons for students’ wrong answers. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a horticulture course. Two classes of first-year vocational high school students were recruited as the participants. One class with 35 students was the experimental group learning with the TTA-CG approach; the other class with 35 students was the control group adopting the conventional contextual gaming (C-CG) approach. The experimental results showed that the TTA-CG approach was more effective than the C-CG approach in terms of enhancing students’ learning achievement, motivation, and self-efficacy. In addition, there was no significant difference between the two groups in terms of cognitive load .

Hypothetical mistakes: hedging wrong answers with conditional language in initiation-response-evaluation (IRE) sequences in an American high school classroom

Abstract This article analyzes American high school students hedging incorrect responses to teacher-initiated questions in IRE (Initiation-Response-Evaluation) format using conditional language and hypotheticals in ways that facilitate an affiliative stance between students and their teacher. Scholarship on hedging details its use to approximate responses as a shield against doubt and criticism or as collaborative communication, whereas stance is a grammatically encompassed expression of attitudes related to the content of a message. This study brings together theories of stance, hedging, and conditional language use to outline how errors can be a student-initiated pedagogical tool to deepen explanations and engagement. To broaden understanding of the form and function of both incorrect answers and hedging as a structure expanding traditional IRE turntaking for managing classroom discourse, this article outlines seven examples total where students hedge what they know to be incorrect answers drawn from recordings made in forty, fifty-minute high school level Latin lessons over the 2019–2020 academic year. This study presents a model and impacts of students creatively reconfiguring evaluative responses along with their teacher during instruction through hedging incorrect information in conditional, and sometimes hypothetical, formats.

Some thoughts about artificial stupidity and artificial dumbness

In a recently published book, the French writer and comedian François Rollin has discussed various aspects of the notion of stupidity, including artificial stupidity, the stupid counterpart of artificial intelligence. His claim is that a system of artificial stupidity is a system that provides wrong answers to any task it should solve, leading to absurd solutions in most cases. We believe that this claim is (at least partially) false and that designing artificial stupidity is not as trivial as it seems. In this article, we discuss why and how one could design a system of artificial stupidity. We believe that such a reflection on (artificial) stupidity can bring about some interesting insights about (artificial) intelligence.

Childminder knowledge of shaken baby syndrome and the role played by childminders in prevention: An observational study in France

BackgroundShaken baby syndrome (SBS) triggers negative short- and long-term outcomes. In France, registered childminders are the principal source of daycare. They may encounter SBS imparted by caregivers or simply excessive infant crying. The aim of the study was to explore childminder knowledge on SBS, the source of information, the responses to infant crying, how childminders perceived their roles in terms of caregiver SBS prevention, and the factors associated with a good knowledge of SBS. MethodsThe participants were registered childminders working in the French department of Gironde who had email accounts. This observational study employed an anonymous online questionnaire distributed by the maternal and child health services unit of the Gironde department over 5 weeks from 16 September 2021. Data on childminder characteristics, knowledge on SBS, responses to infant crying, and perceptions of their roles in SBS prevention were collected. The knowledge score ranged from 0 (all wrong answers) to 30 (all correct answers). ResultsA total of 779 registered childminders participated; 43.9 % had learnt about SBS during their initial training and 75 % before (other training) or after initial training. The median knowledge score was 19/30 (interquartile range [16; 21]). A higher educational level, previous other professional experience, training on SBS, and responsibility for few children were associated with higher scores. Ten reported that they did not advise caregivers who complained of infant crying. ConclusionChildminders require training on SBS and SBS prevention.

ESSAY ANSWER CLASSIFICATION WITH SMOTE RANDOM FOREST AND ADABOOST IN AUTOMATED ESSAY SCORING

Automated essay scoring (AES) is used to evaluate and assessment student essays are written based on the questions given. However, there are difficulties in conducting automatic assessments carried out by the system, these difficulties occur due to typing errors (typos), the use of regional languages , or incorrect punctuation. These errors make the assessment less consistent and accurate. Based on the dataset analysis that has been carried out, there is an imbalance between the number of right and wrong answers, so a technique is needed to overcome the data imbalance. Based on the literature, to overcome these problems, the Random Forest and AdaBoost classification algorithms can be used to improve the consistency of classification accuracy and the SMOTE method to overcome data imbalances.The Random Forest method using SMOTE can achieve an F1 measure of 99%, which means that the hybrid method can overcome the problem of imbalanced datasets that are limited to AES. The AdaBoost model with SMOTE produces the highest F1 measure reaching 99% of the entire dataset. The structure of the dataset is something that also affects the performance of the model. So the best model obtained in this study is the Random Forest model with SMOTE.

Multigranularity Pruning Model for Subject Recognition Task under Knowledge Base Question Answering When General Models Fail

In general knowledge base question answering (KBQA) models, subject recognition (SR) is usually a precondition of finding an answer, and it is a common way to employ a general named entity recognition (NER) model such as BERT-CRF to recognize the subject. However, in previous researches, the difference between a NER task and a SR task is usually ignored, and a wrong entity recognized by the NER model will certainly lead to a wrong answer in the KBQA task, which is one bottleneck for KBQA performance. In this paper, a multigranularity pruning model (MGPM) is proposed to answer a question when general models fail to recognize a subject. In MGPM, the set of all possible subjects in the Knowledge Base (KB) is pruned by 4 multigranularity pruning submodels successively based on the constraint of relation (domain and tuple), string similarity, and semantic similarity. Experimental results show that our model is compatible with various KBQA models for both single-relation and complex questions answering. The integrated MGPM model (with the BERT-CRF model) achieves a SR accuracy of 94.4% on the SimpleQuestions dataset, 68.6% on the WebQuestionsSP dataset, and 63.7% on the WebQuestions dataset, which outperforms the original model by a margin of 3.6%, 8.6%, and 5.3%, respectively.

EFL Students’ Difficulties on Using Subject-Verb Agreement

The purpose of this study is to determine the common subject-verb agreement difficulties that students encounter in the English Education Study Program at the University of Bengkulu. This study adopted a qualitative methodology. The population was the sixth semester of the 2022/2023 a English Education Study Program. The sample of this study was 33 students consisting of 11 males and 22 females. Data collection was done through validated and reliable tests consisting of 30 items representing 6 subject-verb agreements; full verbs, linking verbs, modals, auxiliary be, auxiliary have, and auxiliary do. Furthermore, this study used simple statistics (percentage and average) to analyze the data. In accordance to the study's findings, the majority of learners have struggles using subject-verb agreements. Found 540 obstacles in the test. The students' own difficulties were difficulties using Full Verbs (18%), Linking Verbs (21.5%), Modals (23%), Auxiliary be (16.5%), Auxiliary have (14%), and Auxiliary do (7%). Modal becomes the dominant difficulty for students. It was possible that students have difficulty understanding patterns in modals and did not know the term modals themselves. Moreover, students also could not identify the subject and verb in the sentence, lacked vocabulary, did not practice often, and did not recheck wrong answers. This result suggests that an appropriate method is still needed to improve understanding with subject-verb agreement.

Large Field Surveys and Short Items Sets: Estimating Reasoning Skills among Distinct Samples in Malawi and Zambia

Raven’s Progressive Matrices measure logical reasoning and are often included in large multi-topic surveys in low and middle-income countries. The matrices are image-based items that do not require formal knowledge of language or math to complete. As such, they are attractive items to measure logical reasoning in international development contexts. Many of these large field surveys include short item Raven’s sets because space is too limited to fit a full suite. However, short sets can result in restricted variation in terms of test scores. In this paper, we use a nominal response model (NRM) form of item response theory (IRT) to uncover hidden variation in right and wrong answers using short-item Raven’s tests from two large field surveys in Malawi and Zambia. We also analyze relationships between a set of other variables, comparing performance of different versions of the logical reasoning scores as both independent and dependent variables, checking the validity of the new scores. The new NRM-estimated logical reasoning scores follow a more normal distribution in both samples. Validity checks suggest that when relationships are less strong, NRM-estimated scores can capture more nuance than summed scores or even 2 parameter logistic IRT-estimated scores. NRM can uncover differences that are not apparent when using simple summed scores.

Gender differences in multiple-choice questions and the risk of losing points

I study the gender differences in performance in multiple-choice questions in a setting where wrong answers are penalized and the objective is to score as high points as possible. I exploit data from an undergraduate level microeconomics course at a Finnish university across a six-year period of 2010 and 2012-2016. The course consists of two equally weighted exams that include both multiple-choice and open-ended questions. The results show that, when controlling for the performance in the first exam, women omit more multiple-choice question items (MCQ) in the second exam than men which, in turn, translates to fewer points. Women do not do worse in open-ended questions that are similar to the MCQ, neither is the probability of them answering incorrectly to the MCQ higher. Hence, gender differences in test results might reflect differences in behavior in a very particular test setting rather than genuine differences in skills.

Examining the voice verification system resistance developed for banking to attacks employing the voice cloning

The developed system for verifying the speaker identity in banking branches is based on voice biometrics employing DeepSpeaker neural network model. The testing of its resistance to a potential attack using voice cloning also employed neural networks, such as SV2TTS, Tacotron, WaveRNN, and GE2E. Subjective listening tests indicated that people might easily get confused and point out cloned recordings as an original sample. Nearly 50% of respondents pointed to the wrong answer, confusing the synthesized recording with the original one. Subjects in most cases declared that the quality of cloned and original recordings is similar (Good or Fair according to ITU-R BS.1534 recommendation) and, in some cases, even better than the original (graded as Good for synthesized sample, Fair for original one). Meanwhile, nearly all verification attempts with cloned samples failed (98.8% of samples were rejected). It proves that voice biometrics based on deep neural networks can identify cloned samples better than human listeners. Methods and results of testing the resistance of the developed voice biometrics system to voice cloning attacks are discussed in thepaper. This research was funded from the budget of project No.POIR.01.01.01-0092/19 subsidized by the Polish National Centre for Research and Development (NCBR).

An Eye-Tracking Study of GBL Motivators and Learner Behavior

Despite the significant positive characteristics game-based learning offers to pupil learning and assessment, preserving pupils’ interest and keeping them engaged in an educational game is still a challenge. To this end, the study and implementation of motivation mechanisms in educational games are considered crucial. Typical examples of motivators in electronic games include points (coins), avatar icons, visualization of achievement levels, NPCs (non-player characters) giving helpful information to users, children-friendly graphics and sound effects, comparison with classmates, and leaderboards. In this paper, we conduct a preliminary study of the effectiveness of these GBL motivators in MG, an educational game for practicing and assessing multiplication skills. The study combined eye-tracking with a short, semi-structured interview session with the four elementary school students that took part in the experiment. Eye-tracking provides detailed monitoring and visualization of gaze behavior in the form of fixation (point and duration of visual focus) and saccade sequences. Given that the way users allocate their visual focus is spontaneous, the data collected and analyzed by eye-tracking are unbiased and give a new spectrum of insight into how users perceive a visual stimulus. In this study, we investigate how users visually respond to the implemented motivators and their visual behavior when deciding between two or more available answers and when given feedback after a wrong answer. The paper discusses useful eye-tracking metrics, provides adequate visualizations of the main findings, and concludes with the ways eye-tracking can help education scientists and practitioners gain a better understanding of the behavior of users of GBL applications and the motivation mechanisms they support.

Knowledge about recommendations for physical activity and personal practices of primary health care professionals

Since the recommendations of moderate-to vigorous physical activity (PA) for health constitute important information to be shared in counseling practice, the present study was aimed to evaluate the level of knowledge of health professionals about the international PA recommendations for adults and elderly and to verify if there are associations between PA motivation with leisure time PA, readiness to change behavior and body mass index (BMI) of these professionals. In 2021, a questionnaire was applied remotely with health professionals from Brazilian health system. The survey had 34 participants, who answered sociodemographic and health questions, knowledge about international PA recommendations for adults and the elderly, PA duration, behavioral stage and motivations for PA practice. Of the five questions that assessed the knowledge of professionals, three had the highest prevalence of wrong answers, and professionals who have a more internal motivation to practice PA showed a significant association with reaching the minimum PA and eutrophic BMI recommendations. Professional qualification is important, together with encouragement to practice PA, through contents that consider internal motivations.

Assessing the knowledge of medical undergraduates on oral anticoagulation therapy.

Oral anticoagulant drugs, such as warfarin, are widely used for preventing and treating vascular and thromboembolic disease in patients with chronic atrial fibrillation, venous thrombosis, and coronary heart disease. As oral anticoagulant therapy has such a narrow therapeutic range, complications in administering these drugs can prove to have a detrimental effect on patients such as life-threatening bleeding might occur. It is therefore necessary to have an adequate knowledge about its actions and its interactions with other dietary factors or any other medication involved. This study was therefore formulated in order to evaluate the knowledge as well as to impart proper awareness to the medical undergraduate students about oral anticoagulation therapy such as to prevent any untoward situation that may arise from the process. A cross-sectional descriptive study was used to assess the knowledge on oral anticoagulant therapy among the medical undergraduates of a tertiary care hospital. A pre-validated structured questionnaire consisting of 28 questions was adopted, and a separate questionnaire was used for each student. Timing of answering the questionnaire was set at 30 minutes. Scores were evaluated such as a correct answer was given a score of one and wrong answer awarded as zero. Adequate knowledge sore was set above 70% and inadequate knowledge at less than 40%. The response rate was found out to be 67.33% with gender distribution observed to be 71% females and 29% males. From the answers evaluated, overall average score of 67.3 ± 15.9 was obtained indicating that most of the respondents have adequate knowledge about the different mechanism, drug-drug interactions, drug-food interactions, and side effects of anticoagulant therapy, and 100% of the students are well aware about the complications and procedures involved to dissipate information about warfarin therapy. Adequate exposure of students to clinical cases will further help them to focus on the importance of anticoagulation and strengthening their knowledge regarding anticoagulant drug therapy. This will influence the process of physician-patient communication for improving anticoagulation outcome.

Letter to the Editor: Money is the Wrong Answer to the Question

Letter to the Editor: Money is the Wrong Answer to the Question

Accuracy of ChatGPT-Generated Information on Head and Neck and Oromaxillofacial Surgery: A Multicenter Collaborative Analysis.

To investigate the accuracy of Chat-Based Generative Pre-trained Transformer (ChatGPT) in answering questions and solving clinical scenarios of head and neck surgery. Observational and valuative study. Eighteen surgeons from 14 Italian head and neck surgery units. A total of 144 clinical questions encompassing different subspecialities of head and neck surgery and 15 comprehensive clinical scenarios were developed. Questions and scenarios were inputted into ChatGPT4, and the resulting answers were evaluated by the researchers using accuracy (range 1-6), completeness (range 1-3), and references' quality Likert scales. The overall median score of open-ended questions was 6 (interquartile range[IQR]: 5-6) for accuracy and 3 (IQR: 2-3) for completeness. Overall, the reviewers rated the answer as entirely or nearly entirely correct in 87.2% of cases and as comprehensive and covering all aspects of the question in 73% of cases. The artificial intelligence (AI) model achieved a correct response in 84.7% of the closed-ended questions (11 wrong answers). As for the clinical scenarios, ChatGPT provided a fully or nearly fully correct diagnosis in 81.7% of cases. The proposed diagnostic or therapeutic procedure was judged to be complete in 56.7% of cases. The overall quality of the bibliographic references was poor, and sources were nonexistent in 46.4% of the cases. The results generally demonstrate a good level of accuracy in the AI's answers. The AI's ability to resolve complex clinical scenarios is promising, but it still falls short of being considered a reliable support for the decision-making process of specialists in head-neck surgery.

Распознавание эмоций по лицевой экспрессии при химической зависимости: пилотажное исследование

<p style="text-align: justify;">Emotion recognition by facial expression is one of the components of the system of cognitive–emotional connections, and its study allows us to expand our understanding of emotion regulation disorders as a key link in the mechanism for the formation of addictive behavior. The aim of the study is to research the features of emotion recognition in people with chemical dependence. <strong>Methods. </strong>The study involved 36 people, including 18 participants with chemical dependence and 18 participants in the healthy controls. The experimental procedure for emotion recognition by facial expression was developed based on the Emotional Fascial Expression database (KDEF–dyn data base) and allows us to evaluate 6 basic emotions (happiness, sadness, anger, fear, disgust, surprise) in the dynamics of their display, the percentage of correct and wrong answers. Hierarchical multiple linear regression using gender, age, education level, level of anxiety and depression (HADS), general level of impulsivity (BIS–11) as control variables was used. <strong>Results.</strong> It has been shown patients with chemical dependence are characterized by impaired recognition of sadness and have misattributing disgust in the direction of sadness.<strong> Conclusion.</strong> The data obtained confirm the presence of emotion recognition disorders in chemical dependence in the Russian-speaking sample and can be used in the framework of psycho-corrective programs with an emphasis on interpersonal interaction.</p>

Perilaku Perokok Terhadap Kesadaran Kesehatan Lingkungan Dalam Perspektif Fatwa Mui

One of the public health problems is smoking behavior that occurs in various circles of society in Indonesia, including among students or high school students, therefore it is necessary to conduct counseling to provide awareness of the dangers of smoking to health. The purpose of this community service activity is so that students understand efforts to anticipate the catastrophe of smoking on health, also able to disseminate it to the family environment, learning environment and community. The stages of the community service method are carried out with Preparation, Implementation and Evaluation activities. Furthermore, the acquisition of service activities is conveyed descriptively and narratively. The results of the service activities showed that the measurement results before the counseling activities of the participants gave an understanding value of 80.88% from 130 participants. There are 15 question points, the most wrong answer responses to questions related to the catastrophe of smoking, smoking behavior in daily association and activities that are beneficial to support physical health. After the presentation of the material, measurements were made with the same questionnaire before counseling with the aim of knowing the transformation of students' knowledge after getting advice and counseling. The measurement results gave a value of 95.50% from 130 participants. There was an increase in knowledge by 14.62%. It is recommended that the school conduct further guidance in the field of public health on an ongoing basis so that students can be trained to become facilitators or health agents both at school and in their place of residence and also increase the role of school health efforts (UKS) in following up on various health problems that can be handled including smoking at school and according to an Islamic perspective, Smoking law is widespread in today's society, namely makruh. This then motivates smokers to justify their actions assuming acceptance of religion is that in Islam cigarette consumption does not occur including something illegal. As most of you probably know Indonesians follow Islam, which also means the majority of smokers are Muslims. In addition, it was later announced that smoking laws were haram (Purnawan et al. 2022).