The Learning Path

1991 ◽  
Author(s):  
Loretta Todd ◽  
James Cullingham ◽  
Peter Raymont
Keyword(s):  
Author(s):  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad

Engaging students in language activities can sometimes be challenging for language educators. One of the ways to engage students in language activities is through language games. Language games can motivate students to communicate, strengthens their ability to comprehend the language and enhance their problem-solving and cognitive skills. Language games also have a vast potential to increase engagement of the students, thus lead to the creation of the Conquer & Score: The Derivational Island. It is a word formation enrichment game catering to students learning lexicology and linguistics. The topic was chosen based on the result of an online quiz on the types of morphemes. The game focuses on the derivational morphemes used to form the English language words. The game requires knowledge of morphology as well as basic lexical analysis skills. The game provides educators a fun and engaging reinforcement activity for the students. Gamification elements used in the game such as rewards, flexible learning path and progress indicator offer a safe environment for competition, which can motivate students to outdo each other to win the game. This paper also highlights some important aspects of games in learning.


Energies ◽  
2021 ◽  
Vol 14 (8) ◽  
pp. 2163
Author(s):  
Tarek Berghout ◽  
Mohamed Benbouzid ◽  
Leïla-Hayet Mouss

Since bearing deterioration patterns are difficult to collect from real, long lifetime scenarios, data-driven research has been directed towards recovering them by imposing accelerated life tests. Consequently, insufficiently recovered features due to rapid damage propagation seem more likely to lead to poorly generalized learning machines. Knowledge-driven learning comes as a solution by providing prior assumptions from transfer learning. Likewise, the absence of true labels was able to create inconsistency related problems between samples, and teacher-given label behaviors led to more ill-posed predictors. Therefore, in an attempt to overcome the incomplete, unlabeled data drawbacks, a new autoencoder has been designed as an additional source that could correlate inputs and labels by exploiting label information in a completely unsupervised learning scheme. Additionally, its stacked denoising version seems to more robustly be able to recover them for new unseen data. Due to the non-stationary and sequentially driven nature of samples, recovered representations have been fed into a transfer learning, convolutional, long–short-term memory neural network for further meaningful learning representations. The assessment procedures were benchmarked against recent methods under different training datasets. The obtained results led to more efficiency confirming the strength of the new learning path.


2021 ◽  
Vol 11 (13) ◽  
pp. 6048
Author(s):  
Jaroslav Melesko ◽  
Simona Ramanauskaite

Feedback is a crucial component of effective, personalized learning, and is usually provided through formative assessment. Introducing formative assessment into a classroom can be challenging because of test creation complexity and the need to provide time for assessment. The newly proposed formative assessment algorithm uses multivariate Elo rating and multi-armed bandit approaches to solve these challenges. In the case study involving 106 students of the Cloud Computing course, the algorithm shows double learning path recommendation precision compared to classical test theory based assessment methods. The algorithm usage approaches item response theory benchmark precision with greatly reduced quiz length without the need for item difficulty calibration.


Coding Art ◽  
2021 ◽  
pp. 245-251
Author(s):  
Yu Zhang ◽  
Mathias Funk
Keyword(s):  

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