The consistency of least-square regularized regression with negative association sequence

2018 ◽  
Vol 16 (03) ◽  
pp. 1850019 ◽  
Author(s):  
Fen Chen ◽  
Bin Zou ◽  
Na Chen
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Negative Association ◽  
Least Square ◽  
Learning Performance ◽  
Regularized Regression ◽  
Identical Distribution ◽  
Na Sequence ◽  
Mixing Sequences ◽  
Dependent Samples

In the last few years, many known works in learning theory stepped over the classical assumption that samples are independent and identical distribution and investigated learning performance based on non-independent samples, as mixing sequences (e.g., [Formula: see text]-mixing, [Formula: see text]-mixing, [Formula: see text]-mixing etc.), they derived similar results with the investigation based on classical sample assumption. Negative association (NA) sequence is a kind of significant dependent random variables and plays an important role in non-independent sequences. It is widely applied to various subjects such as probability theory, statistics and stochastic processes. Therefore, it is essential to study the learning performance of learning process for dependent samples drawn from NA process. Obviously, samples in this learning process are not independent and identical distribution. The results in classical learning theory are not applied directly. In this paper, we study the consistency of least-square regularized regression with NA samples. We establish the error bound of least-square regularized regression for NA samples, and prove that the learning rate of least-square regularized regression for NA samples is [Formula: see text], which is tend to [Formula: see text] when [Formula: see text] arbitrarily close to 0, where [Formula: see text] denote the number of the samples. The simulation experiment of convergence rate on NA samples reveals that the least-square regularized regression algorithm for NA samples is consistent. This result generalizes the classical result of independent and identical distribution.

scholarly journals Effects of Visual Communication on Memory Enhancement of Thai Undergraduate Students, Kasetsart University

2020 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Patchara Vanichvasin
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Visual Communication ◽  
Learning Performance ◽  
Online Course ◽  
Memory Enhancement ◽  
Research Findings ◽  
Dependent Samples ◽  
Positive Results ◽  
Analyze Data

Memory is important in a learning process. The more students can memorize or retain information from a learning process, the greater possibility students can perform better in their learning. Therefore, this research aimed to explore visual communication in terms of its effectiveness and effects on memory enhancement with 19 Thai undergraduate students by using a communication skills online course with visual communication, an evaluation questionnaire of the selected course, an effectiveness questionnaire of visual communication, and a memory test on the selected course. Mean, standard deviation, content analysis and a t-test for dependent samples were used to analyze data collected from all research instruments. The research findings indicated that using visual communication produced positive results in enhancing student memory and thus generating greater student learning, which can be concluded that visual communication has high potential to be implemented in class as an effective tool for teaching courses to enhance student memory and thus create better learning performance.

The performance of semi-supervised Laplacian regularized regression with the least square loss

2017 ◽  
Vol 15 (02) ◽  
pp. 1750016 ◽  
Author(s):  
Baohuai Sheng ◽  
Daohong Xiang
Keyword(s):  
Convergence Rate ◽  
Learning Process ◽  
Learning Algorithm ◽  
Learning Rate ◽  
Least Square ◽  
Learning Approach ◽  
Regularized Regression ◽  
Scale Parameters ◽  
Hypothesis Space ◽  
Suitable Structure

The capacity convergence rate for a kind of kernel regularized semi-supervised Laplacian learning algorithm is bounded with the convex analysis approach. The algorithm is a graph-based regression whose structure shares the feature of both the kernel regularized regression and the kernel regularized Laplacian ranking. It is shown that the kernel reproducing the hypothesis space has contributions to the clustering ability of the algorithm. If the scale parameters in the Gaussian weights are chosen properly, then the learning rate can be controlled by the unlabeled samples and the algorithm converges with the increase of the number of the unlabeled samples. The results of this paper show that choosing suitable structure the semi-supervised learning approach can not only increase the learning rate, but also finish the learning process by increasing the number of unlabeled samples.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

scholarly journals CONTEMPORARY THEORIES OF ADULT LEARNING

2015 ◽  
Vol 1 ◽  
pp. 450
Author(s):  
Ludmila Babajeva
Keyword(s):  
Adult Learning ◽  
Critical Theory ◽  
Learning Theory ◽  
Learning Process ◽  
Adult Learning Theory ◽  
Three Dimensions ◽  
Modern View ◽  
Dimensions Of Learning ◽  
Conditions Of Learning

<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical conditions of learning, whereas Brookfield discusses an adult in the context of social, political and democratic concept.</p>

scholarly journals Basic of Learning Theory

2020 ◽  
Vol 1 (1) ◽  
pp. 37-42
Author(s):  
Muhajirah Muhajirah
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
General Sense ◽  
Conscious Effort ◽  
Is Theory

In general, the term learning is understood as the teacher's conscious effort to help students so that they can learn according to their interests and needs. The more aware and professional a teacher is in educating, the better the quality of students and vice versa. Another term that is combined with learning in this article is theory. In a general sense, the method is often associated with a set of concepts, ideas, and procedures that can be learned, analyzed, and verified. So, learning theory is a collection of thoughts, ideas, systems in which how to practice the learning process between teacher and student and other elements related to learning activities. Learning theory itself can be interpreted as a theory that contains procedures for how a teacher applies teaching and learning activities, which will later be used to students both inside and outside the classroom.

Habermas' Reconceptualization of Historical Materialism as a Social Evolutionary Learning Theory

2018 ◽  
pp. 72-84
Author(s):  
Michael R. Welton
Keyword(s):  
Human Evolution ◽  
Learning Theory ◽  
Learning Process ◽  
Historical Materialism ◽  
Evolutionary Learning

In this chapter, the authors examine how Habermas recasts Marx's historical materialism as a social evolutionary learning theory. The argument closely examines how Habermas transforms Marx's key ideas into a new way of understanding human evolution as a learning process.

The Learning Style of Gamers

2018 ◽  
pp. 106-129
Author(s):  
Francisco Jurado ◽  
Pilar Rodriguez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Experimental Analysis ◽  
User Profile ◽  
Learning Performance ◽  
Learning Methods ◽  
Interesting Approach ◽  
Teaching Learning

The use of gamification has shown to be an interesting approach to engage users in MOOCs. In this context, different game strategies, elements, and mechanics are applied to help to improve the teaching/learning process. When designing teaching/learning methods, teachers must take into account both gamification techniques and learning styles in order to encourage students and to improve their learning performance, respectively. However, while applying gamification and at the same time keep taking into account the corresponding learning styles, we may find some kinds of incompatibilities. Thus, what this chapter covers is the conducted experimental analysis aimed at exploring the viability of merging gamer's profiles and learning styles in a single multidimensional user profile. The obtained results expose that, with this approach, we are able to identify groups of students so that, while designing teaching/learning methods, we can take into account both learning styles to improve the learning performance and gamification techniques to motivate and encourage the student.

End-User Quality of Experience-Aware Personalized E-Learning

2011 ◽  
pp. 281-301
Author(s):  
Cristina Hava Muntean ◽  
Gabriel-Miro Muntean
Keyword(s):  
Learning Process ◽  
User Satisfaction ◽  
Quality Of Experience ◽  
Learning System ◽  
Learning Performance ◽  
End User ◽  
Delivery Performance ◽  
E Learning ◽  
Result Analysis

Lately, user quality of experience (QoE) during their interaction with a system is a significant factor in the assessment of most systems. However, user QoE is dependent not only on the content served to the users, but also on the performance of the service provided. This chapter describes a novel QoE layer that extends the features of classic adaptive e-learning systems in order to consider delivery performance in the adaptation process and help in providing good user perceived QoE during the learning process. An experimental study compared a classic adaptive e-learning system with one enhanced with the proposed QoE layer. The result analysis compares learner outcome, learning performance, visual quality and usability of the two systems and shows how the QoE layer brings significant benefits to user satisfaction improving the overall learning process.

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