Learner models are used to support the implementation of personalization features in Adaptive Instructional Systems (AISs; e.g., adaptive sequencing of activities, adaptive feedback), which are important aspects of Intelligent Adaptive Systems. With the increased computational power, more advanced methodologies, and more available data, learner models include a variety of Artificial Intelligence techniques. These techniques have different levels of complexity, which influence interpretability and explainability of learner models. Interpretable and explainable learner models can facilitate appropriate use of (...) the learner modeling information in AISs, their adoption, and scalability. This chapter elaborates on the definitions of interpretability and explainability, describes interpretability and explainability levels of different models, elaborates on the levels of explainability to produce needed information for teachers and learners, and discusses implications and future work in this aera. (shrink)

Understanding the beliefs held by the learners about learning a language, and the way they utilize their thoughts about knowledge and learning seem essential for planning a constructive language program. Following this line of research, this paper aims at testing a hypothetical model of the relationship between epistemic beliefs and subscales of language-learning strategies through the mediating role of learners' self-efficacy. To this end, a sample of 300 Iranian high school students, taking regular courses, completed three survey questionnaires. At (...) this stage, correlational analysis and structural equation modeling were employed to probe the interconnections, analyze the model, and outline the conceptual framework. The results revealed that the LSE framework can adequately account for the learners' LLSs. In particular, the results indicated that efforts, persistence, and imitation positively and significantly influenced LLSs. However, EBs with the mediating role of LSE were known to be a significant factor in demoting the LLSs. Notably, knowledge and learning agents were the negative predictors of LLSs. This paper suggests that LSE has higher explanatory power than EBs in predicting LLSs. The findings of this study suggest that teachers and material developers should pay serious attention to the learners' self-efficacy as they were known to influence LLSs. (shrink)

The overall aim of this article is to discuss how the MUSIC Model of Motivation can be applied to L2 instruction in a manner that is consistent with positive psychology, which emphasizes individuals’ strengths and the conditions in which they thrive. The article begins by describing the MUSIC model, which is a research-based framework that organizes strategies that instructors can use to motivate students to engage in learning. The MUSIC model can be used by L2 instructors to (...) create learning experiences that consider learners’ cognition, affect, needs, and desires in order to foster their motivation and engagement in L2 classes. The article also provides teaching strategies related to the MUSIC model and presents an assessment tool (the MUSIC Model of Academic Motivation Inventory) that can be used by L2 instructors to measure students’ MUSIC perceptions of their class. The assessment tool provides feedback to instructors that can be used to improve their instruction by incorporating strategies that allow their students to flourish. Examples of how the MUSIC Inventory can be used to assess L2 instruction are provided. Although researchers have examined the use of the MUSIC model in L2 classes, this research is underdeveloped, and many questions related to its use in L2 classes remain. The article concludes by proposing unanswered questions that could lead to more effective uses of the MUSIC model in L2 classes. (shrink)

Against a backdrop of an international trend to shift from a teacher-centred to a learner-centred education, this article explores a Confucian conception of education. Focusing on an ancient Chinese text Xueji, the essay examines its educational ideals and practices based on the principles of ‘choice’, ‘doing’ and ‘power relationship’. It is argued that the educational model in the Xueji does not fit the description of a learner-centred education as commonly understood in the Western literature. Rather, the Xueji (...) advocates a ‘teacher-directed and learner-engaged’ approach by giving the teacher control over the curriculum and authority over the learners while encouraging the learners to participate actively in the learning process. In proposing a conception that is not exactly learner-centred, the Xueji challenges the assumption that ‘good’ education must necessarily be learner-centred. (shrink)

This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant (...) effect on initial values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement. (shrink)

Predicting suspended sediment load in water resource management requires efficient and reliable predicted models. This study considers the support vector regression method to predict daily suspended sediment load. Since the SVR has unknown parameters, the observer-teacher-learner-based Optimization method is integrated with the SVR model to provide a novel hybrid predictive model. The SVR combined with the genetic algorithm is used as an alternative model. To explore the performance and application of the proposed models, five input combinations (...) of rainfall and discharge data of Cham Siah River catchment are provided. The predictive models are assessed using various numerical and visual indicators. The results indicate that the SVR-OTLBO model offers a higher prediction performance than other models employed in the current study. Specifically, SVR-OTLBO model offers highest Pearson correlation coefficient, Willmott’s Index, ratio of performance to IQ, and modified index of agreement and the lowest relative root mean square error in comparison with SVR-GA and SVR models, respectively. (shrink)

Open peer commentary on the article “Constructivist Model Building: Empirical Examples From Mathematics Education” by Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton. Upshot: I concur with Ulrich et al. that second-order models can be powerful tools for investigating students’ mathematical learning. I argue for a role that a dynamic, learner-centered perspective on context could play in constructivist model building.

Our analysis reveals two major types of "Community of Learners" (COL) projects: instrumental and ontological. In instrumental COL, the notion of community is separated from instruction in order to reach some preset endpoints: curricular or otherwise. We notice three main instrumental COL models: relational, instructional, and engagement. Ontological COL redefines learning as an ill-defined, distributed, social, multi-faceted, poly-goal, agency-based, and situated process that integrates all educational aspects. We will consider two ontological COL projects into: narrowly dialogic and polyphonic.

Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our (...) approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real-time feedback and to model data from an existing educational game. (shrink)

The Global Positioning System has been used as an experiential educational tool for nearly twenty years. Innovative educators have expanded the educational use of GPS devices beyond the geocache. This essay uses Leopold’s land ethic as a philosophical framework for relational education, and outlines the practical application of the GPS ecocache. The experiential, place-based ecocache has learners navigate to sites of ecological significance, where they must answer a question or riddle related to this site. We discuss the contradictory nature of (...) using a gadget to connect with the outdoors, and integrate the GPS ecocache with Kolb’s model of experiential education. Ultimately, we hope to cultivate the values of Leopold’s land ethic through the use of a ubiquitously available device, and for learners to engage in relational pedagogy relevant to ecology, geography, environmental ethics, philosophy of science, philosophy of education and other courses concerned with human-nature connection and the nature of space. (shrink)

My advocacy is teachers’ continuing professional growth, the practice and beliefs of which must be constantly fine-tuned with the school’s philosophy. One must purposely get out of the comfort zone to get a more philosophical view. I teach in a learner-centered school, which puts the learner at the center of the educative process. Some pedagogical techniques are recognized as more learner-centered than others, but other methods could be transformed as well. It helps to consult literatures on how (...) to grow more learner-centered. In this article, I share how I used McCombs and Miller’s attributes of learnercentered leaders and best teachers, and Blumberg’s model for transitioning to learner-centered instruction. I realize that I have yet to improve on sharing the responsibility in learning with my students. I anticipate pleasure and pain in shifting my beliefs on the boundary between teacher and students. The exercise demonstrates that the learner-centered mindset compels planning and adapting; preparing the classroom, lessons and instruction; and seeking new information and technology, all for making a teaching moment more helpful to each learner. For this reason, the learner-centered pedagogy contributes not only to the learner’s growth but also to the teacher’s growth in his or her own pedagogy. (shrink)

This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase meta‐awareness and mitigate prolonged experiences of TUTs. Learners can potentially redirect their focus by engaging in iterative cycles of metacognitive monitoring and control when (...) thoughts inevitably drift toward TUTs. Foundational concepts explored include metacognition, meta‐awareness, and the COPES facets. By synthesizing theoretical connections, processes are proposed through which learners’ self‐regulatory capacities may influence TUT experiences via enhanced meta‐awareness. This lays the groundwork to guide future inquiries on self‐regulation dynamics underlying effective learning. Empirical research is recommended to investigate the viability of this theorized mechanism linking self‐regulation processes to experiences of TUT and research agendas following from this theoretical framework are outlined. (shrink)

Adult learners demand teaching innovations that are ever more rapid and attractive. As a response to these demands and the challenges of skills training, this article presents a conceptual analysis that introduces competitive debate as an impact training model. The aim is to learn whether debate can be considered to fall within the frame of gamification, so that the full potential of debate as gamification can be exploited. There is a significant research gap regarding competitive debate as a game, (...) with the training mechanics for adult learners remaining practically unexplored. Through a conceptual analysis of game, game experience, and gamification, and their respective characteristics, we conclude that competitive debate is an ideal instrument for gamification. (shrink)

Policy and technological transformation have coalesced to usher in massive changes to educational systems over the past two decades. Teachers’ roles, subjectivities and professional identities have been subject to sweeping changes enabled by sophisticated forms of governance. Simultaneously, students have been recast as ‘learners’; like teachers, learners have become subject to new forms of governance, through technological surveillance and datafication. This paper focuses on the intersection of the metrics driven approach to education and the political as a way to re-think (...) the future of schooling in more explicitly philosophical terms. This exploration starts with a critical examination of constructions of teachers, learners and the digital data-driven educational culture in order to explicate the futures being generated. The trajectory of this future is explored through reference to the techno-educational models currently being developed in Silicon Valley. Drawing on Deleuze’s notion of control societies we contribute to the ongoing philosophical investigation of the datafication of education; a necessary discussion if we are to explore the future implications of schooling in a technologically saturated world. We present consideration of the past, present and future, as three ways of considering alternatives to a datafied education system. Alternative conceptualisations of the future of schooling are possible which offer ways of understanding and politicising what happens when we impose data-driven accountabilities into people’s lives. (shrink)

This study investigated the psychometric properties of an adapted Chinese version of Motivated Strategies for Learning Questionnaire using exploratory factor analysis and confirmatory factor...

It has been widely acknowledged that exemplifi cation plays a very signifi cant role in foreign language learning. Many studies have been conducted on dictionary examples, but little attention has been paid to how examples can assist a specifi c group of foreign learners engaged in a specifi c learning activity. The present study is intended to fi ll this gap by investigating how to optimize examples in English learners’ dictionaries to help Chinese learners with writing in English. The functional (...) theory of lexicography will be employed in this study. This investigation will be carried out in two stages. The fi rst one consists in identifying the lexicographic needs of foreign learners engaged in the task of English writing and consulting dictionary examples. The second stage is a demonstration of some proposals for exemplifi cation in learners’ dictionaries through model articles. The purpose of this study is to give new insights into exemplifi cation in learners’ dictionaries for future lexicographic research and practice. (shrink)

Over the last decade, iterated learning studies have provided compelling evidence for the claim that linguistic structure can emerge from non‐structured input, through the process of transmission. However, it is unclear whether individuals differ in their tendency to add structure, an issue with implications for understanding who are the agents of change. Here, we identify and test two contrasting predictions: The first sees learning as a pre‐requisite for structure addition, and predicts a positive correlation between learning accuracy and structure addition, (...) whereas the second maintains that it is those learners who struggle with learning and reproducing their input who add structure to it. This prediction is hard to test in standard iterated learning paradigms since each learner is exposed to a different input, and since structure and accuracy are computed using the same test items. Here, we test these contrasting predictions in two experiments using a one‐generation artificial language learning paradigm designed to provide independent measures of learning accuracy and structure addition. Adults (N = 48 in each study) were exposed to a semi‐regular language (with probabilistic structure) and had to learn it: Learning was assessed using seen items, whereas structure addition was calculated over unseen items. In both studies, we find a strong positive correlation between individuals' ability to learn the language and their tendency to add structure to it: Better learners also produced more structured languages. These findings suggest a strong link between learning and generalization. We discuss the implications of these findings for iterated language models and theories of language change more generally. (shrink)

Retrieval practice—the process of actively calling information to mind rather than passively studying materials—has been proven to be a highly effective learning strategy. However, only recently, researchers have started to examine differences between learners in terms of the optimal conditions of retrieval practice in applied educational settings. In this study (N = 118), we focus on learners with dyslexia. We compare their performance to the performance of typical learners in an adaptive retrieval practice task using both typing-based and speech-based response (...) conditions. We find that typical learners outperform learners with dyslexia when they are asked to respond by typing, but that this difference disappears when learners respond by speech. Using a mathematical model to decompose response times, we demonstrate that this typing-specific disadvantage in learners with dyslexia is mainly a consequence of processing delays, rather than poorer memory performance. These findings contribute to a better understanding of the mechanisms underlying declarative learning in dyslexia, and they can be used to tailor educational technology toward the needs of neurodiverse learners. (shrink)

Measuring Chinese character recognition ability is essential in research on character learning among learners of Chinese as a second language. Three methods are typically used to evaluate character recognition competence by investigating the following properties of a given character: pronunciation, meaning, and pronunciation and meaning. However, no study has explored the similar or dissimilar outcomes that these three measurements might yield. The current study examined this issue by testing 162 CSL learners with various L1 backgrounds and Chinese proficiency levels. Participants' (...) performance in character recognition measured using a phonological method, a semantic method, and a PS method was compared, which led to two major findings. In terms of similarity, participants' performance in character recognition and the influence of L1 background and Chinese proficiency level on character recognition was similar across the three methods. As for differences, the semantic method could yield a character recognition test with better quality than the other two methods, and the three methods yielded different best fitting models and showed different predictions for Chinese proficiency across different L1 groups. Theoretical and practical implications of these findings are proposed. (shrink)

Successful learning is based on a reciprocal relationship between instructor and student that, in turn, requires the instructor to have a deep understanding of the student’s background, interests, fears and resistances. In fact, many beginning philosophy instructors have a rather limited understanding of what their students bring to the educational interaction. The conclusion is that training in pedagogy must be more than teaching techniques but should also include more exposure to an understanding of the experience of contemporary college students. An (...) experimental graduate student teacher preparation at Villanova University is presented as a model to stimulate further thought. (shrink)

To make a lasting impact, redefine your leadership. Discover a new model of educational leadership, one that ensures growth for all students in both core academic content and 21st-century skills. With practical examples, stories from the field, and numerous activities and reflective questions, this insightful book takes you step-by-step through the work of the learning leader, helping you meet the unique learning needs of staff and students—and get the biggest impact from your own limited time. You’ll also find ways (...) to: Ensure clarity in strategic planning Establish coherence throughout the system Enact system-wide capacity-building processes Craft your personal leadership skills. (shrink)

At present, there are so many learners in online classroom that teachers cannot master the learning situation of each student comprehensively and in real time. Therefore, this paper first constructs a multimodal emotion recognition model based on CNN-BiGRU. Through the feature extraction of video and voice information, combined with temporal attention mechanism, the attention distribution of each modal information at different times is calculated in real time. In addition, based on the recognition of learners’ emotions, a prediction model (...) of learners’ achievement based on emotional state assessment is proposed. C4.5 algorithm is used to predict students’ academic achievement in the multi-polarized emotional state, and the relationship between confusion and academic achievement is further explored. The experimental results show that the proposed multi-scale self-attention layer and multi-modal fusion layer can improve the achievement of ER task; moreover, there is a strong correlation between students’ confusion and foreign language achievement. Finally, the model can accurately and continuously observe students’ learning emotion and state, which provides a new idea for the reform of education modernization. (shrink)

This chapter presents a discussion of the manner many theories and models of human learning utilise sets of dimensions. The dimensionality of elements/aspects of learning is analysed to lay the basis for the introduction of a key conceptualisation of this book, that of a proposal to embrace a Four-Dimensional model of human learners, (Lifelong, Lifewide, Lifedeep and LifeTech) as a necessity for the twenty-first century Learning.

Translation equivalents for cognates in different script systems share the same meaning and phonological similarity but are different orthographically. Event-related potentials were recorded during the visual recognition of cross-script cognates and non-cognates together with concreteness factors while Chinese learners of English performed a lexical decision task with the masked translation priming paradigm in Experiment 1 and Experiment 2. N400 effect was found to be closely related to priming effects of cross-script cognate status and concreteness in Experiment 1; and in Experiment (...) 2, N150 and N400 effects were related to priming effects of cross-script cognate status and concreteness, and greater priming effects of cross-script cognate status in cognates than in non-cognates for abstract words were found in the time window of 100–200 ms. Meanwhile, the asymmetry of translation directions was observed in smaller priming effects in forward translation than in backward translation in the time window of 100–200 ms for abstract cognates, and in larger priming effects in forward translation than in backward translation in the time window of 350–550 ms for each type of words. We discussed the roles of phonological activation and concreteness effects in view of the function of N150 and N400 components as well as the relevant models, mainly the Distributed Feature Model and Bilingual Interactive Activation model. (shrink)

Purpose: This study aims to uncover the primary factors contributing to online Chinese language learning anxiety among learners in South America, investigate how anxiety differs across groups with varying backgrounds, and provide empirical evidence to inform the optimization of Chinese language teaching strategies and cross-cultural instructional practices. Methodology: Data were gathered via an online questionnaire, yielding 182 valid responses. Descriptive statistical analysis, correlation analysis, and multiple linear regression models were employed, complemented by subsample regression analyses to assess the impact of (...) key variables on Chinese language learning anxiety. Results: The findings indicate that perceived learning ability and age each exert a significant positive impact on anxiety, whereas higher perceived learning achievement and perceived importance can effectively alleviate it. Further subsample regression analysis shows that learners with Chinese heritage differ from those without such heritage in terms of what drives their anxiety, especially with regard to age, perceived difficulty, and perceived importance. Conclusion: Emphasizing real-world applications of Chinese, systematically addressing challenges related to tones and characters, and enhancing interactive engagement are all crucial steps to alleviate anxiety and foster more positive learning experiences in online settings. (shrink)

This study adopted a mixed-method study design to investigate the acquisitional features of English existential constructions at the syntax-pragmatics interface by Chinese learners, and explore the factors for non-native performance from the perspective of the Interface Hypothesis. A questionnaire was administered online to 300 Chinese learners of English and 20 English natives at a university in China, which included a picture description test and a context-matching test. Follow-up interviews were conducted with 30 Chinese learners. The experimental data were conducted using (...) comparing means and generalized linear mixed model. Results showed that Chinese learners overproduced existential constructions and reached a native-like level until the advanced stage. Moreover, Chinese learners displayed different preference patterns for existential constructions from English natives, and basically reached a native-like level by the intermediate stage. The qualitative data provided possible explanations for non-native performance. The analysis revealed that non-native performance in production attributed to L1 negative transfer and input frequency, while that in comprehension resulted from underspecification of form-function mapping, input frequency and contexts. Based on the findings, some implications on syntax-pragmatics teaching and L2 interface studies are provided. (shrink)

To reduce the workload of paper evaluation and improve the fairness and accuracy of the evaluation process, a writing assistant scoring system for English as a Foreign Language (EFL) learners is designed based on the principle of machine learning. According to the characteristics of the data processing process and the advantages and disadvantages of the Browser/server (B/s) structure, the equipment structure design of the project online evaluation teaching auxiliary system is further optimized. The panda method is used to read the (...) data, the clean method is used to realize the data preprocessing, the model test is carried out, the cross validation method is selected, the data is divided in advance, and the process of programming the problem scoring system is further optimized, the automatic scoring technology is constructed by English teaching recognition module, feature extraction module and scoring module, the table structure of programming problems is designed, the auxiliary evaluation program of English writing is designed, and the design of writing auxiliary scoring system is completed. The analysis of the experimental results shows that the accuracy of the system is close to 90%, and the total average difference is 0.56. The system can normally take out a variety of test papers. Considering the subjectivity of manual scoring and the impact of key code setting on scoring, the carefully set key code can effectively improve the scoring accuracy of the system. The scoring strategy of the automatic scoring system is effective and the scoring effect is good, and it can be used in practical application. (shrink)

Resumen: Este estudio examina la frecuencia de colocaciones gramaticales verbo + preposición en aprendientes anglófonos de Español como Lengua Extranjera de nivel A2 y B1 bajo el modelo de Análisis Contrastivo de la Interlengua. Para ello se implementa una tipología colocacional sustentada en un criterio de fijación intermedia de estas unidades. Los resultados muestran mayor frecuencia en el nivel B1, pero no en la variedad de unidades, y un mayor número de usos correctos que en A2. Respecto de las diferencias (...) encontradas según el patrón sintáctico-semántico, las variables competencia, complejidad del patrón y temáticas aparecen como factores importantes para explicarlas en el contexto del corpus de aprendientes examinado. Este trabajo aporta al estudio de las ColGram v+p, y de otros tipos en ELE.: This study examines the frequency of grammatical collocations verb + preposition in L1-English learners of Spanish as a Foreign Language of levels A2 and B1 under the model of Interlanguage Contrastive Analysis. To this end, a collocational typology based on a criterion of intermediate fixedness was implemented. The results show higher frequency in level B1, but not in the variety of the units, and a greater number of correct uses than in A2. Regarding found differences according to syntactic and semantic pattern, the variables of competence, pattern complexity and theme appear to play an important role in their explanation in the context of the learners’ corpus examined. This work contributes to the study of GramCol v+p and other types in SFL. (shrink)

Open peer commentary on the article “Learning about Learning with Teachers and Young Children” by Chrystalla Papademetri-Kachrimani. Upshot: The activities that Papademetri-Kachrimani presents in her stories create situations that lead to unexpected results, thus opening the potential for learning about learning in teachers’ professional development. These integrate modeling-based learning - arguably a form of constructionism -, and allow learners to move back-and-forth between representations in order to develop strategies and rules.

The purpose of this study was to establish the personal impact that managing sexually abused learners had on primary school educators working in an East London (South Africa) community. In addition, the researchers sought to establish what support these educators felt they needed in order to help alleviate the personal impact that managing sexually abused learners might have on them. A phenomenological approach was employed to address the research questions. Using availability-sampling methods, four educators from a local primary school were (...) interviewed and the data systematically analysed in accordance with Morrisette’s (1999) seven–step procedural model. The present study confirmed the finding of Skinner (1999) and Mzamo (2003) that managing cases of sexually abused learners had a profound personal effect on the participants. What was most commonly felt was a sense of frustration with the justice system, as well as a sense of personal responsibility. In addition, the participants felt that they needed support structures to assist them in managing sexual abuse cases in the school. In particular, they felt that they needed a forum where they could share their own experiences and feelings, as well as receive guidance on how to deal with problems in their class. A need for more support from professional psychologists was also expressed, as well as a need for counselling skills training and general training in the area of child sexual abuse. It is hoped that these findings will prove useful in providing guidelines for the development of appropriate support structures for educators managing cases of child sexual abuse in South African schools. More research on the subject needs to be conducted within South Africa, however, in order to ensure that the support structures implemented address context-specific needs. (shrink)

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the (...) class='Hi'>learner’s judgement of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role. (shrink)

States are beginning to restructure their U.S. history assessments from previous multiple-choice based assessments to include written-response questions that have higher levels of academic language demands. These higher-order thinking and analytical items pose challenges to linguistically and culturally diverse students. The purpose of the current study is to investigate how the restructuring of a U.S. history state assessment is associated with English Learners’ (ELs) achievement over time. The author incorporates 3 years of data from the Tennessee Department of Education, and (...) utilizes multi-level modeling (Hierarchical Linear Modeling) to examine and compare the association between school percentage ELs and U.S. history achievement on Tennessee's (TN) U.S. history state assessment. Findings indicate that the restructuring of the TN U.S. history state assessment in the 2015–16 school year is significantly and inversely associated with ELs’ achievement on this assessment. At the same time, there are no significant associations for the 2012–13 and the 2013–14 school years. This suggests a negative inverse association between the restructuring of the TN U.S. history state assessment and ELs’ performance. In addition, this suggests that ELs’ lack of U.S. history reading and writing ability may have contributed to the negative association. (shrink)

Computational models of infant word‐finding typically operate over transcriptions of infant‐directed speech corpora. It is now possible to test models of word segmentation on speech materials, rather than transcriptions of speech. We propose that such modeling efforts be conducted over the speech of the experimental stimuli used in studies measuring infants' capacity for learning from spoken sentences. Correspondence with infant outcomes in such experiments is an appropriate benchmark for models of infants. We demonstrate such an analysis by applying the DP‐Parser (...) model of Algayres and colleagues to auditory stimuli used in infant psycholinguistic experiments by Pelucchi and colleagues. The DP‐Parser model takes speech as input, and creates multiple overlapping embeddings from each utterance. Prospective words are identified as clusters of similar embedded segments. This allows segmentation of each utterance into possible words, using a dynamic programming method that maximizes the frequency of constituent segments. We show that DP‐Parse mimics American English learners' performance in extracting words from Italian sentences, favoring the segmentation of words with high syllabic transitional probability. This kind of computational analysis over actual stimuli from infant experiments may be helpful in tuning future models to match human performance. (shrink)

Cognitive Science, Volume 46, Issue 8, August 2022.

With the rapid development of information technology and data science, as well as the innovative concept of “Internet+” education, personalized e-learning has received widespread attention in school education and family education. The development of education informatization has led to a rapid increase in the number of online learning users and an explosion in the number of learning resources, which makes learners face the dilemma of “information overload” and “learning lost” in the learning process. In the personalized learning resource recommendation system, (...) the most critical thing is the construction of the learner model. Currently, most learner models generally have a lack of scientific focus that they have a single method of obtaining dimensions, feature attributes, and low computational complexity. These problems may lead to disagreement between the learner’s learning ability and the difficulty of the recommended learning resources and may lead to the cognitive overload or disorientation of learners in the learning process. The purpose of this paper is to construct a learner model to support the above problems and to strongly support individual learning resources recommendation by learning the resource model which effectively reduces the problem of cold start and sparsity in the recommended process. In this paper, we analyze the behavioral data of learners in the learning process and extract three features of learner’s cognitive ability, knowledge level, and preference for learning of learner model analysis. Among them, the preference model of the learner is constructed using the ontology, and the semantic relation between the knowledge is better understood, and the interest of the student learning is discovered. (shrink)

Intelligent Guided Learning System is a computer system that uses computers to imitate the experience and methods of teaching experts to assist in teaching; ITS provides learners with personalized learning resources and adaptive teaching methods, thus reducing students’ dependence on teachers and realizing independent learning. After years of research and development, and with the help of artificial intelligence technology, ITS has basically formed a stable structure and unified implementation specifications and has given birth to many excellent products in disciplines such (...) as basic computer, language, medicine, and mathematics. Based on the above background, this paper takes the system structure of universal ITS as the basis, combines the characteristics of music sight-singing subject in teaching contents and teaching methods, researches the intelligent guidance system model of music sight-singing, and completes the design of the overall system architecture. The specific strategies and implementation methods of the teaching methods, resource recommendation, and ability assessment components of the teaching model are studied. The research includes the definition of the difficulty characteristics of the score, the design of the score recommendation algorithm, the design of the sight-singing scoring algorithm, and the experimental analysis of each algorithm. It is proposed that the difficulty feature-based score recommendation algorithm is the core component of resource recommendation in the teacher model, and the sight-singing scoring algorithm is the basis for ability assessment and learner model update. (shrink)

This study compared shifts in learners’ attitudes under two instructional strategies: technology-enhanced Van Hiele phased instruction (TVHPI) and conventional Van Hiele phased instruction (CVHPI). A quasi-experimental design was used with 245 learners in the CVHPI group and 238 learners in the TVHPI group. Owing to non-normal data distribution, non-parametric tests were applied. The Wilcoxon signed-rank test revealed significant improvements in attitudes from pre-test to post-test in both groups (p < 0.001), with CVHPI showing a strong effect (rβ = 0.970) and (...) TVHPI demonstrating an even larger shift (rβ = 0.998). Further analysis using the Mann–Whitney U-test and a difference-in-differences model confirmed that TVHPI led to a greater positive change in attitudes than CVHPI. These findings extend the Van Hiele theory beyond its traditional focus on geometric reasoning by demonstrating its potential to influence learners’ attitudes positively, an effect that is further amplified through integrating technology, such as GeoGebra, into phased instruction. Thereby supporting technology-enhanced, learner-centred approaches aligned with Uganda’s Competency-Based Curriculum. -/- . (shrink)

The present study is the first to empirically test a hierarchical, positive-oriented model of self and its relationship to the second language (L2) achievement motivation, and compare it in three different cultural contexts of Japan, U.S. and Taiwan. Based on the L2 self model (Lake, 2016), three levels of constructs were developed: Global Self (i.e., Flourishing, Curiosity, and Hope); Positive L2 domain self (i.e., interested-in-L2 self, harmonious passion for L2 learning, and mastery L2 goal orientation); and L2 Motivational (...) Variables (i.e., reading, speaking and listening self-efficacy). A total of 667 students participated in this study, including 181 first-year college students in Japan, 159 high school students in Taiwan, and 327 college students in the U.S. All the participants were learning a L2 in school. Results showed that the measures of positive global self, L2 domain self, and L2 motivational self all had a stronger relationship within their respective levels, and progressively weaker relationships as level of generality/specificity became more distal. Furthermore, the relationships among measures varied in the differing cultural contexts with the Japan-based student participants relatively lower on all measures. (shrink)

Design models and tools provide essential support, particularly for educators new to digital learning. The offer–usage model illustrates the teacher–learner relationship, specifically how the digital learning environment created by the teacher is utilized by learners. Procedural models further support the development of digital learning environments by guiding teachers through key steps that can be enhanced with supplementary tools. The design phase, in particular, is complex due to trade-offs between competing goals. Educational design models help clarify the interaction between (...) core components, deepening the design process and ensuring a more comprehensive learning experience. (shrink)