scholarly journals Inferring learners’ affinities from course interaction data

2022 ◽  
Author(s):  
Maria Osipenko
Keyword(s):  
Interaction Data

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

scholarly journals Learner attention to form in ACCESS task-based interaction

2016 ◽  
Vol 21 (4) ◽  
pp. 454-479 ◽  
Author(s):  
Phung Dao ◽  
Noriko Iwashita ◽  
Elizabeth Gatbonton
Keyword(s):  
Second Language ◽  
Group Size ◽  
Task Complexity ◽  
Language Teaching ◽  
Past Tense ◽  
Interaction Data ◽  
Self And Other ◽  
Linguistic Item ◽  
Task Modeling ◽  
Task Features

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners’ approach to tasks on the incidence and characteristics of LREs.

scholarly journals MOSAIC: a chemical-genetic interaction data repository and web resource for exploring chemical modes of action

2017 ◽  
Vol 34 (7) ◽  
pp. 1251-1252 ◽  
Author(s):  
Justin Nelson ◽  
Scott W Simpkins ◽  
Hamid Safizadeh ◽  
Sheena C Li ◽  
Jeff S Piotrowski ◽  
...  
Keyword(s):  
Genetic Interaction ◽  
Data Repository ◽  
Interaction Data ◽  
Chemical Genetic ◽  
Web Resource ◽  
Modes Of Action ◽  
Genetic Interaction Data

Evaluation of Herbal–Drug Interaction Data in Tertiary Resources

2004 ◽  
Vol 39 (2) ◽  
pp. 149-160 ◽  
Author(s):  
Jenny R. Meyer ◽  
Joyce A. Generali ◽  
Julie L. Karpinski
Keyword(s):  
Drug Interaction ◽  
Interaction Data ◽  
Herbal Drug
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