Smarter Crossing Analytics System to Predict and Anticipate the Student Behavior for Self Automatic Adaptation of Academic Learning

Advances in Intelligent Systems and Computing - Advanced Intelligent Systems for Sustainable Development (AI2SD’2019) ◽

10.1007/978-3-030-36653-7_20 ◽

2020 ◽

pp. 199-209

Author(s):

Abderrahim El Yessefi ◽

Mostafa Ezziyyani ◽

Loubna Cherrat ◽

Mohammed Rida Ech-Charrat

Keyword(s):

Student Behavior ◽

Academic Learning ◽

Automatic Adaptation

Download Full-text

Academic Learning Time—Physical Education (ALT-PE) of Students with Mild Intellectual Disabilities in Regular Victorian Schools

Adapted Physical Activity Quarterly ◽

10.1123/apaq.16.1.64 ◽

1999 ◽

Vol 16 (1) ◽

pp. 64-74 ◽

Cited By ~ 5

Author(s):

Viviene A. Temple ◽

Jeff W. Walkley

Keyword(s):

Physical Education ◽

Intellectual Disabilities ◽

Student Behavior ◽

Academic Learning ◽

Systematic Observation ◽

Learning Time ◽

Observation Instrument ◽

Academic Learning Time ◽

Total Data ◽

And Gender

The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.

Download Full-text

Alternative Technologies for Measuring Academic Learning Time in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.4.4.271 ◽

1985 ◽

Vol 4 (4) ◽

pp. 271-285 ◽

Cited By ~ 2

Author(s):

Michael Metzler ◽

James DePaepe ◽

Glenn Reif

Keyword(s):

Physical Education ◽

Data Collection ◽

Student Behavior ◽

Process Variable ◽

Academic Learning ◽

Collection System ◽

Learning Time ◽

Alternative Technologies ◽

Academic Learning Time ◽

Near Future

The purpose of this article is to present a battery of three new systems for measuring Academic Learning Time-Physical Education. All three systems incorporate updated features and unique observational technologies for coding this student process variable in physical education. The first system uses analogue chronometry to make duration recordings of student behavior. The second system uses the Data Myte 801 electronic recorder for data collection. The third system introduces the first microcomputer-based data collection system for ALT-PE, considered to be the forerunner of many more such systems in the near future.

Download Full-text

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000447 ◽

2018 ◽

Vol 34 (2) ◽

pp. 87-100 ◽

Cited By ~ 6

Author(s):

Gino Casale ◽

Robert J. Volpe ◽

Brian Daniels ◽

Thomas Hennemann ◽

Amy M. Briesch ◽

...

Keyword(s):

Measurement Invariance ◽

Student Behavior ◽

Cross Cultural ◽

Cross Cultural Comparison ◽

School Based ◽

Cultural Research ◽

Universal Screener ◽

Confirmatory Factor ◽

The Us ◽

The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

Download Full-text