Computer-Assisted Scoring of Short Responses: The Efficiency of a Clustering-Based Approach in a Real-Life Task

2014 ◽  
pp. 298-310 ◽  
Author(s):  
Magdalena Wolska ◽  
Andrea Horbach ◽  
Alexis Palmer
Keyword(s):  
Real Life ◽  
Computer Assisted

Ambulatory Assessment

2009 ◽  
Vol 14 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Ulrich W. Ebner-Priemer ◽  
Timothy J. Trull
Keyword(s):  
Real Time ◽  
Clinical Psychology ◽  
Real Life ◽  
Ambulatory Assessment ◽  
Computer Assisted ◽  
Affective Valence ◽  
Time Data ◽  
Physiological Processes ◽  
Context Specific ◽  
Questionnaire Studies

Convergent experimental data, autobiographical studies, and investigations on daily life have all demonstrated that gathering information retrospectively is a highly dubious methodology. Retrospection is subject to multiple systematic distortions (i.e., affective valence effect, mood congruent memory effect, duration neglect; peak end rule) as it is based on (often biased) storage and recollection of memories of the original experience or the behavior that are of interest. The method of choice to circumvent these biases is the use of electronic diaries to collect self-reported symptoms, behaviors, or physiological processes in real time. Different terms have been used for this kind of methodology: ambulatory assessment, ecological momentary assessment, experience sampling method, and real-time data capture. Even though the terms differ, they have in common the use of computer-assisted methodology to assess self-reported symptoms, behaviors, or physiological processes, while the participant undergoes normal daily activities. In this review we discuss the main features and advantages of ambulatory assessment regarding clinical psychology and psychiatry: (a) the use of realtime assessment to circumvent biased recollection, (b) assessment in real life to enhance generalizability, (c) repeated assessment to investigate within person processes, (d) multimodal assessment, including psychological, physiological and behavioral data, (e) the opportunity to assess and investigate context-specific relationships, and (f) the possibility of giving feedback in real time. Using prototypic examples from the literature of clinical psychology and psychiatry, we demonstrate that ambulatory assessment can answer specific research questions better than laboratory or questionnaire studies.

scholarly journals Development of a diagnostic decision tree for obstructive pulmonary diseases based on real-life data

2016 ◽  
Vol 2 (1) ◽  
pp. 00077-2015 ◽  
Author(s):  
Esther I. Metting ◽  
Johannes C.C.M. in ’t Veen ◽  
P.N. Richard Dekhuijzen ◽  
Ellen van Heijst ◽  
Janwillem W.H. Kocks ◽  
...  
Keyword(s):  
Primary Care ◽  
Decision Tree ◽  
Pulmonary Disease ◽  
External Validation ◽  
Real Life ◽  
Computer Assisted ◽  
Obstructive Pulmonary Disease ◽  
Primary Care Population ◽  
Interaction Detection ◽  
Primary Care Patients

The aim of this study was to develop and explore the diagnostic accuracy of a decision tree derived from a large real-life primary care population.Data from 9297 primary care patients (45% male, mean age 53±17 years) with suspicion of an obstructive pulmonary disease was derived from an asthma/chronic obstructive pulmonary disease (COPD) service where patients were assessed using spirometry, the Asthma Control Questionnaire, the Clinical COPD Questionnaire, history data and medication use. All patients were diagnosed through the Internet by a pulmonologist. The Chi-squared Automatic Interaction Detection method was used to build the decision tree. The tree was externally validated in another real-life primary care population (n=3215).Our tree correctly diagnosed 79% of the asthma patients, 85% of the COPD patients and 32% of the asthma–COPD overlap syndrome (ACOS) patients. External validation showed a comparable pattern (correct: asthma 78%, COPD 83%, ACOS 24%).Our decision tree is considered to be promising because it was based on real-life primary care patients with a specialist's diagnosis. In most patients the diagnosis could be correctly predicted. Predicting ACOS, however, remained a challenge. The total decision tree can be implemented in computer-assisted diagnostic systems for individual patients. A simplified version of this tree can be used in daily clinical practice as a desk tool.

The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment

ReCALL ◽  
2020 ◽  
Vol 32 (3) ◽  
pp. 232-249 ◽  
Author(s):  
Julian ChengChiang Chen
Keyword(s):  
Language Production ◽  
Real Life ◽  
Computer Assisted ◽  
Task Planning ◽  
World Knowledge ◽  
Oral Performance ◽  
Efl Learners ◽  
Linguistic Performance ◽  
L2 Learners

AbstractPrior research on pre-task planning examines its effects on the quality of second language (L2) learners’ planned output. Planning mitigates the cognitive overload placed upon L2 learners’ oral performance, thus improving language production. Despite the pedagogical benefits, studies on pre-task planning on L2 learners’ oral output are conducted mostly in a lab or class setting. Whether or not similar effects of pre-task planning can be evidenced in three-dimensional (3D) multi-user virtual environments (MUVEs), such as Second Life (SL), is still less explored. Hence, this study investigates whether pre-task planning could enhance the quality and quantity of English as a foreign language (EFL) learners’ task-oriented, voice-based outcomes in SL. Nine EFL learners worldwide participated in this 10-session virtual class. Data were collected through students’ oral presentations in performing real-life simulated tasks related to their home cultures and interests. Yuan and Ellis’s (2003) framework of T-units measures was adopted to analyze their linguistic performance measured by complexity and accuracy. Results indicated that EFL learners showed statistically significant improvement on grammatical complexity on the levels of syntactic complexity and variety (but not on lexical variety) and on linguistic accuracy across all measured levels (error-free clauses/T-units/verb forms). It is suggested that pre-task planning can be seeded in task-based instruction either in a classroom-based or 3D MUVE setting to optimize the quality of learners’ linguistic performance. Tasks that are real-world oriented and targeting learners’ cultural repertoires and world knowledge also positively impact their virtual learning experiences. These significant implications add new research and pedagogical dimensions to the field of computer-assisted language learning.

Feedback In Het Computerondersteund Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 64-70
Author(s):  
Elisabeth van der Linden
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Essential Difference ◽  
Huge Amount ◽  
Level Of Knowledge ◽  
The Individual ◽  
Univer Sity

One of the most important questions that has to be answered before we can start developing courseware for computer assisted language learning concerns the role feedback could or should play in this type of courseware. This question is the more important because in the last few years two tendencies seem to be developing in CALL: -one that stimulates and elaborates 'traditional' CALL-programmes, adapted as much as possible to the characteristics of the individual learners, taking into account the level of knowledge of the learner and providing feedback that is specifically adapted to the learners' responses; -other CALL-developers tend to propagate 'open-ended' programmes like adventures, simulations, that they consider more interesting and more motivating because they are closer to real-life situations. Making the first type of programme requires a huge amount of work: foreseeing and analyzing learners' responses and developing adequate feedback. The second type of programme is available and ready for use, no programming is necessary - but individual control and correction are not possible. Moreover, it is not very clear what learners do learn when working with these programmes. An essential difference between the two types of programmes is in the feedback they provide. If we want to be able to make a choice between these two approaches to CALL, we should know more about the role of feedback. That is what the project at the Univer-sity of Amsterdam described here wants to achieve.

scholarly journals Intraprocedural Artificial Intelligence for Colorectal Cancer Detection and Characterisation in Endoscopy and Laparoscopy

2021 ◽  
pp. 155335062199776 ◽  
Author(s):  
Niall P Hardy ◽  
Pól Mac Aonghusa ◽  
Peter M Neary ◽  
Ronan A Cahill
Keyword(s):  
Artificial Intelligence ◽  
Colorectal Cancer ◽  
Real Life ◽  
Computer Assisted ◽  
Technological Evolution ◽  
Exciting Field ◽  
Rapid Phase ◽  
Boom And Bust ◽  
Human Decision ◽  
Boom And Bust Cycle

In this article, we provide an evidence-based primer of current tools and evolving concepts in the area of intraprocedural artificial intelligence (AI) methods in colonoscopy and laparoscopy as a ‘procedure companion’, with specific focus on colorectal cancer recognition and characterisation. These interventions are both likely beneficiaries from an impending rapid phase in technical and technological evolution. The domains where AI is most likely to impact are explored as well as the methodological pitfalls pertaining to AI methods. Such issues include the need for large volumes of data to train AI systems, questions surrounding false positive rates, explainability and interpretability as well as recent concerns surrounding instabilities in current deep learning (DL) models. The area of biophysics-inspired models, a potential remedy to some of these pitfalls, is explored as it could allow our understanding of the fundamental physiological differences between tissue types to be exploited in real time with the help of computer-assisted interpretation. Right now, such models can include data collected from dynamic fluorescence imaging in surgery to characterise lesions by their biology reducing the number of cases needed to build a reliable and interpretable classification system. Furthermore, instead of focussing on image-by-image analysis, such systems could analyse in a continuous fashion, more akin to how we view procedures in real life and make decisions in a manner more comparable to human decision-making. Synergistical approaches can ensure AI methods usefully embed within practice thus safeguarding against collapse of this exciting field of investigation as another ‘boom and bust’ cycle of AI endeavour.

scholarly journals Influenza and influenza-like syndromes: the subjects’ beliefs, the attitude to prevention and treatment, and the impact in Italian general population

2019 ◽  
Vol 13 ◽  
Author(s):  
Roberto W. Dal Negro ◽  
Alessandro Zanasi ◽  
Paola Turco ◽  
Massimiliano Povero
Keyword(s):  
Health Care ◽  
General Population ◽  
Influenza Vaccination ◽  
Cultural Beliefs ◽  
Real Life ◽  
Computer Assisted ◽  
Cross Sectional Survey ◽  
Common Procedure ◽  
Prevention And Treatment ◽  
The Impact

Background: Influenza and influenza-like syndromes (I-LSs) are infectious diseases occurring on a seasonal basis which can lead to upper (URTI) and lower respiratory tract illness (LRTI) of different severity. The approach to these disorders is unfortunately not uniform. Aim of the study was to investigate real-life people beliefs, the attitude to  their prevention and treatment, and their impact in general population. Methods: A cross-sectional survey via Computer Assisted Telephone Interview (CATI) was carried out using a specific questionnaire investigating influenza episode rates, subjects behavior in case of influenza and I-LSs, and prescribed therapy. Results: 1,202 subjects completed the questionnaire: median age was 46, 49% male, 20% active smokers. 57% of respondents experienced at least one episode of influenza or I-LS in the previous 12 months; episodes were usually homemanaged, shorter than 2 weeks and more frequent in fall and winter (73% of the total). GP resulted the first health-care option (56%); almost 3% of respondents referred to the emergency room, and hospitalization occurred in 1%. Mucolytics resulted the most prescribed drugs (55%) followed by antibiotics and aerosol therapy (37–38%). Even if more than 70% of subjects considered vaccination essential, only 14% received influenza vaccination yearly and almost 60% had never received vaccination. Approximately 36% of respondents regarded homeopathy (namely Oscillococcinum) as an helpful alternative because of perceived as safer. Conclusions: Seasonal prevalence of I-LSs and influenza partially overlap. As virus identification is not a common procedure in daily practice, only a clinical discrimination is possible. Antibiotic prescription is still too high and largely inappropriate. Influenza vaccination is strongly encouraged, but different strategies are also used. Other approaches are receiving increasing attention in general population, and subjects’ willingness to spend out-of-pocket for effective remedies is also increasing. The discrepancy between subjects’ beliefs and health care actions likely reflects the insufficiency of institutional preventive strategies. In general, the approach to influenza and I-LSs appear variable and highly dependent of subjects’ and their GPs’ cultural beliefs.

scholarly journals Web-Based Language Learning for Enhancing Students’ Soft Skills in Mount Kenya University

2019 ◽  
Vol 10 ◽  
pp. 1555-1563
Author(s):  
Anashia Ongonda ◽  
Mary Nguvi Muindi
Keyword(s):  
Language Learning ◽  
Soft Skills ◽  
Language Teaching ◽  
Real Life ◽  
Control Group ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Visual Aids ◽  
Web Based

The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively.  Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills. The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively.  Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills.

Selecting Goals For An Introductory Computer Programming Course

1973 ◽  
Vol 66 (7) ◽  
pp. 599-603
Author(s):  
David Moursund
Keyword(s):  
Computer Programming ◽  
Mathematics Classroom ◽  
Real Life ◽  
Computer Assisted ◽  
Student Knowledge ◽  
Life Problems ◽  
Instructional Use ◽  
Assisted Instruction ◽  
Introductory Computer Programming ◽  
Drill And Practice

The instructional use of computers in the secondary schools is growing rapidly, One can divide instructional uses of Computers into two categories—those that require student knowledge of computer programming and those that do not. In the latter category, one typically finds com-puter-managed instruction, various forms of computer-assisted instruction (such as drill and practice, tutorial, and gaming and simulation), and use of canned programs to do the computations involved in solving particular problems. Computer programming, on the other hand, is a fundamental tool in general problem solving. That is, the computer is an essential tool to many people who attempt to apply mathematics to “real life” problems. Thus it is natural that computing should come into the mathematics classroom, and that mathematics teachers should get involved in the teaching of computer programming.

Sustainability of U-CALL

2018 ◽  
Vol 7 (2) ◽  
pp. 30-38
Author(s):  
Katerina Gajdáčová Veselá
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Real Life ◽  
Language Education ◽  
Foreign Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Ubiquitous Learning ◽  
Sustainable Education ◽  
E Learning

Abstract This paper shows that the flexibility of time as a potential of Computer Assisted Language Learning (CALL) proves the sustainability of its latest stage – Ubiquitous CALL. Firstly, the ideas of the Third Millennium Pedagogy are combined with the ethical and philosophical principles of sustainable education. One of the descriptors of the sustainable education – its durability is then compared with the principle of time flexibility in e-learning. On this theoretical base, the ideas of Ubiquitous Learning in general and Ubiquitous CALL (U-CALL) in particular are developed. Two comparable cases of the research aimed at the time flexibility of e-learning in foreign language education are described. The former one was conducted in 2016, the later in 2008. Similar results in time flexibility prove that e-learning in language education can be omnipresent, fulfilling the demands on Ubiquitous CALL. The durability of time flexibility proven by the real-life examples indicates the sustainability of U-CALL.

A New Way of Teaching Statistics

1995 ◽  
Vol 24 (2) ◽  
pp. 181-187 ◽  
Author(s):  
Xenia Coulter
Keyword(s):  
Problem Solving ◽  
Statistical Tests ◽  
Journal Article ◽  
Real Life ◽  
Computer Assisted ◽  
Positive Experience ◽  
Simulation Techniques ◽  
Life Problems ◽  
The Subject ◽  
Teaching Statistics

Teaching statistics through computer-assisted simulations eliminates the constraints and challenges associated with teaching the course using mathematics. It also provides students with a practical means for solving real-life problems and a solid conceptual grasp of the problem-solving nature of the discipline. A text that deemphasizes mathematics and introduces simulation as a means of understanding concepts, along with software designed for computer-intensive statistical methods and a workbook of journal article selections provide the foundation materials for such a study of statistics. A special course guide also was developed to provide a clear introduction to the software for naive users, show how the software and the text are related, and connect the simulation techniques to standard statistical tests. Altogether these materials not only provide a positive experience for students studying statistics, but they allow them to study the subject independently and at a distance.

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