scholarly journals Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Esteban Vázquez-Cano ◽  
Santiago Mengual-Andrés ◽  
Eloy López-Meneses
Keyword(s):  
Learning Process ◽  
Latent Dirichlet Allocation ◽  
Distance Matrix ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Pairwise Distance ◽  
Control Group ◽  
Quantitative Methodology ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group / mean: 32.1346 / control group / mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching–learning process in three dimensions: greater “support” and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater “feedback” and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.

scholarly journals Uso De Geogebra Y Su Incidencia En El Proceso Enseñanza- Aprendizaje De Grafica De Funciones En El Nivel Superior

2018 ◽  
Vol 14 (21) ◽  
pp. 1
Author(s):  
Coronel Maji Franklin Marcelo ◽  
Guilcapi Mosquera Jaime Rodrigo ◽  
Vargas Guambo Juan Mario
Keyword(s):  
Learning Process ◽  
Positive Impact ◽  
Control Group ◽  
Support Tool ◽  
First Semester ◽  
Electronic Engineering ◽  
Intervention Plan ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

The objective of the research was to determine the incidence of the use of GeoGebra in the learning process of graph of functions of the subject of Mathematics 1 in the students of the first semester of the School of Electronic Engineering in Telecommunications and Networks of the Polytechnic School of Chimborazo. The research is bibliographic, descriptive and quasi-experimental, to which a hypothesis to be demonstrated was proposed. A curricular plan was considered which was developed by a control group (traditional method - 38 students) and an experimental group (use of GeoGebra - 37 students). The groups were evaluated in 2 parts, in the (Pre) and (Post) phases through an evaluation rubric composed of different activities. An intervention plan was applied for the experimental group that allowed to establish an improved scenario to the traditional one. The obtained data from each group represented the academic performance, which was tabulated, analyzed and interpreted. Finally, the results were subjected to a Ztest, which allowed to determine the use of GeoGebra as an academic support tool that has a positive impact on the teaching-learning process of representation of the results of the graphs of functions.

scholarly journals Graphic organizers to empower the teaching-learning process of grammar tenses in higher education

2021 ◽  
Vol 5 (3) ◽  
pp. 6-19
Author(s):  
Jazmín Marisol Medina ◽  
Jazmina Ivonne Mena Mayorga
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
English Language ◽  
Graphic Organizers ◽  
Target Population ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.

scholarly journals Effectiveness of Using the Overlapping Waves Strategy During the Teaching of Geography in Acquiring the Realistic Thinking Skills and Improving the Attitudes Toward it Among the Sixth Grade Students in Jordan

2020 ◽  
Vol 14 (2) ◽  
pp. 250
Author(s):  
Ahmed I. Daoud
Keyword(s):  
Sixth Grade ◽  
Thinking Skills ◽  
Three Dimensions ◽  
Control Group ◽  
Post Intervention ◽  
Geography Teaching ◽  
Sixth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study aimed to examine the effectiveness of using the overlapping waves strategy during the teaching of geography lessons in acquiring realistic thinking skills and improving the attitudes towards geography in a sample of sixth grade students in Jordan using the quasi-experimental method. The purposive method was used to select the study sample (n = 64) students, who were randomly assigned either to the experimental group (n = 32), taught geography lessons with the overlapping waves strategy method, or the control group (n = 32), taught  geography lessons with the usual method. The Realistic Thinking Skills Test (RTT) was prepared with its three dimensions, as well as the attitudes towards Geography Scale (AGS). After verifying their validity and validity, the two instruments were applied to the sample as pre post intervention. The results of the statistical analysis indicated that there were statistically significant differences at (α = 0.05) in the post test between the mean of the experimental group and the control group scores on the Realistic Thinking Skills Scale (RTS) and the Attitudes towards Geography Scale (AGS) in favor of the experimental group, indicating the efficiency of using the overlapping waves strategy used in the current study in geography teaching.

scholarly journals The Effect of Student Facilitator Model and Explaining towards Students' Learning Competencies in Global Warming Material at Junior High School 4 Koto XI Tarusan

2019 ◽  
Vol 4 (2) ◽  
pp. 61
Author(s):  
Mawarni Rezki ◽  
Siska Alicia Farma ◽  
Sa'diatul Fuadiyah ◽  
Lufri Lufri
Keyword(s):  
Global Warming ◽  
Junior High School ◽  
Learning Process ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Competencies ◽  
Experimental Group

This research aims to find out the effect of Student Facilitator and Explaining  model towards students' learning competencies, which still below from the average and  there have no learning process that pursue the students  to be active and creative until the students can increase their learning competencies; both cognitive and affective rather for students psikimotor  in learning process. The research was quasi-experimental reserach with randomize control  group post-test only design. The sample was taken by purposive sampling technique which grade VII.3 as the experimental group and garde VII.4 as the control group. The population of this research was VII grade students that devided into seven classes at SMPN 4 Koto XI Tarusan in academic year 2018/2019. The result of this research showed  the average score for grade VII.3 was (77,15) for experimental group and  (68,52) for control group in students' learning competency. Then for  behavioural competence the  average score in experimental group was (84,08) and the control group reached (78,96) which the data was distributed normally and variant homogeneously. In hyphotesis testing was found by the formula tcount> ttable, learning competency (2,73 > 1,68), behavioural competency (2,77 > 1,68).  Based on the result of the study, it can be concluded that the Student Facilitator and Explaining model give positive effect for the students' learning competency in global warming material at SMPN 4 Koto XI Tarusan.

scholarly journals Realidad aumentada como recurso de apoyo en el proceso enseñanza-aprendizaje

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Byron Geovanny Hidalgo Cajo ◽  
Diego Patricio Hidalgo Cajo ◽  
Mercedes Gabriela Montenegro Chanalata ◽  
Iván Mesías Hidalgo Cajo
Keyword(s):  
Standard Deviation ◽  
Ease Of Use ◽  
Human Anatomy ◽  
Control Group ◽  
Cross Sectional ◽  
Teaching Resources ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

El presente estudio analiza el impacto de la realidad aumentada (RA) como recurso de apoyo en el proceso enseñanza-aprendizaje (E-A) de la Anatomía Humana. Para el efecto se diseñó una investigación cuantitativa, cuasiexperimental expostfacto, transversal, descriptivo mediante la conformación de dos grupos de estudiantes que recibieron formación de anatomía, el primer grupo denominado de control  conformado por 31 estudiantes utilizaron recursos didácticos tradicionales como textos, maquetas, dibujos, presentaciones; paralelamente se impartió la misma temática a un grupo experimental de 31 estudiantes mediante el uso de una aplicación móvil de RA, al finalizar el experimento se aplicó una evaluación de 20 reactivos a cada grupo, obteniendo los siguientes resultados, el grupo de control obtuvo una media de 2,77 sobre 10 y una desviación estándar de 0,956, mientras el grupo experimental obtuvo una media de 7,97 sobre 10 y una desviación estándar de 0,875. Por otra parte, se aplicó una encuesta de 10 preguntas al grupo experimental en cuanto a la utilización de la RA, los cuales mostraron plena satisfacción por la experiencia recibida y consideran que los recursos de RA despiertan en ellos la motivación de utilizarlo, por su fácil uso y la interacción que experimentan entre el contenido y los objetos virtuales, generando conocimiento con entretenimiento. Sin embargo, desde la perspectiva del estudiantado la adopción de la RA por parte del profesorado será un reto que los docentes deben abordar, dado que su implementación exigirá desarrollar competencias tecnológicas, pedagógicas y de contenido para una adecuada aplicación en el aula. This study analyzes the impact of augmented reality (AR) as a support resource in the teaching-learning process (E-L) of Human Anatomy. For this purpose, a quantitative, quasi-experimental, expository, cross-sectional, descriptive, descriptive research was designed by forming two groups of students who received training in anatomy. The first group, called the control group, made up of 31 students, used traditional teaching resources such as texts, models, drawings, presentations, etc. At the same time, the same subject matter was taught to 31 students; At the end of the experiment, an evaluation of 20 reagents was applied to each group, obtaining the following results: the control group obtained a mean of 2.77 out of 10 and a standard deviation of 0.956, while the experimental group obtained a mean of 7.97 out of 10 and a standard deviation of 0.875. On the other hand, a 10-question survey was applied to the experimental group regarding the use of AR, which showed full satisfaction with the experience received and consider that AR resources awaken in them the motivation to use it, due to its ease of use and the interaction they experience between the content and virtual objects, generating knowledge with entertainment. However, from the students' perspective, the adoption of AR by teachers will be a challenge that teachers must address, since its implementation will require the development of technological, pedagogical and content competencies for an adequate application in the classroom.

scholarly journals The Effect of Model Two Stay Two Stray on Student Learnt Competencies on Ecosystem at Senior High School 4 Pariaman

2019 ◽  
Vol 4 (3) ◽  
pp. 91
Author(s):  
Nengsih Oktari ◽  
Ristiono Ristiono ◽  
Zulyusri Zulyusri ◽  
Heffi Alberida
Keyword(s):  
Learning Process ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Competencies ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This research aims to find out the effect of Two Stay Two stray  model towards students' learning competencies, which still below from the average and  there have no learning process that pursue the students  to be active and creative until the students can increase their learning competencies; knowledge, attitude and skill  in learning process. The research was quasi-experimental reserach with control  group post-test only design. The population of this research was X IPA grade students that devided into five classes at SMAN 4 Pariaman in academic year 2018/2019. The sample was taken by purposive sampling technique which grade  X IPA3 as the experimental group and grade X IPA1 as the control group. The result of this research showed  the average score for grade X IPA3 was (75,43) for experimental group and  (67,57) for control group in students' learning competencies. Then for  behavioural competence the  average score in experimental group was (84,21) and the control group reached (81,86) which the data was distributed normally and variant homogeneously. In hyphotesis testing was found by the formula tcount> ttable, learning competency (3,15 > 1,67), behavioural competency (1,76 > 1,67).  Based on the result of the study, it can be concluded that the Two Stay Two Stray model give positive effect for the students' learning competencies in ecosystem at SMAN 4 Pariaman.

scholarly journals Fortalecimiento De La Producción Escrita De Diálogos No Literarios A Través De Las Expresiones Idiomáticas En El Aprendizaje Del Idioma Inglés

2017 ◽  
Vol 13 (25) ◽  
pp. 177
Author(s):  
Lorena Maribel Yumi Guacho ◽  
Enrique Jesús Guambo Yerovi ◽  
Carmita Eulalia Rojas Castro ◽  
Lara Olivo Lenín Iván
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Control Group ◽  
Idiomatic Expressions ◽  
Class B ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group

The purpose of the current research was to strength the production of non-literary written dialogues by using idiomatic expressions in the English- Language teaching-learning process, applied to second level students, class B in the Language Center at Escuela Superior Politécnica de Chimborazo from October 2016 to March 2017. It has been evidenced that the syllabus of the Language Center does not consider the use of idiomatic expressions, so the students acquire neither lexicography nor appropriate vocabulary. This was a correlational, quasi experimental, field trip and documentary research applied to two heterogeneous groups; a control group and an experimental group. The control group developed the traditional contents planned in the institutional syllabus, while the experimental group developed a set of activities as a methodological strategy; a booklet was also designed for being used as a guide by the teachers. Both groups were evaluated through a rubric in two stages: the pre-test and post-test obtaining data to be tabulated, analyzed, interpreted and then compared in order to prove the hypothesis. It was determined that the use of idiomatic expressions strengthens the production of non-literary written dialogues, so it is recommended to apply them in the English language teaching-learning process.

scholarly journals “Penggunaan Flip Book Terhadap Peningkatan Hasil Pembelajaran Bahasa Inggris Siswa pada Aspek Kognitif Tingkat Rendah (Quasi Eksperimen Pokok Bahasan Tenses pada Siswa Kelas XII Semester I di SMAN 16 Garut)”

2021 ◽  
Vol 4 (2) ◽  
pp. 118-130
Author(s):  
Teten Mohamad sapril Mubarok
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Research Result ◽  
Control Group ◽  
English Language Learning ◽  
Instructional Media ◽  
Low Level ◽  
Quasi Experimental ◽  
Experimental Group

The research was conducted in an effort to find out the differences between students who were taught by using Flip book and those who were taught without using the Flip book in mastery of low level of cognitive aspects. This research design was a quasi-experimental using two groups. In the experimental group was applied the learning process of learning media flipbook while the control group it was not applied the learning media flipbook. The Subjects in this study were 35 students of XII IPA 5 class as an experimental class and 35 students of XII IPA 4 as the control class in SMAN 16 Garut. The research Result showed that: (1) The Mastery of the cognitive aspects of low-level concept of tenses in English Language Learning in SMAN 16 Garut before it was given the study treatment by applying the learning media flipbook in the learning process are at low qualifying on aspects of knowledge, understanding and aspects of the application, (2) The mastery of Cognitive low-level Aspects of tenses in English Language Learning in SMAN 16 Garut after applying research treatment increased. Classes that implement instructional media flipbook increased on aspects of knowledge into high qualifications, aspects of the understanding and application increased into medium qualification, whereas classes that did not implement instructional media flipbook, aspect of knowledge and understanding increased into medium qualification and low qualifying for aspects of the application , (3) There were significant different increase in the cognitive aspects of low-level in mastery of the concept of tenses between students who learn by applying the learning media flipbook with students who learnt without implementing instructional media flipbook in English learning at XII IPA class at SMAN 16 Garut. Keywords: Flipbook, Cognitive Aspects of Learning Outcomes, tenses, English Language Learning. 

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

Brief psycho-education for caregivers of persons with first episode psychosis

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Praful Prabhuappa Kapse ◽  
Manisha Kiran
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Control Group ◽  
Episode Psychosis ◽  
Study Results ◽  
Before And After ◽  
Quasi Experimental ◽  
Expressed Emotions ◽  
Experimental Group ◽  
Group Family

Caring for the persons with first episode psychosis is challenging and demanding. It may lead to the increased burden, expressed emotions among the caregivers. The numerous studies have shown that high burden and negative expressed emotions among caregivers can lead to early relapse in the patients with first episode psychosis. To evaluate the effects of the brief psychoeducation on the caregivers burden and expressed emotions. A quasi experimental - before and after with control group research design was adopted for the study. A total of 60 caregivers have participated in the study, of which 30 caregivers in experimental group and 30 caregivers in the control group. Family Burden Interview Schedule (Pai and Kapoor, 1981) and Attitude Questionnaire (Sethi et al., 1981) was used to assess caregiver's burden and expressed emotions. At end of the psychoeducation intervention, burden among caregivers and negative expressed emotions of the caregivers have significantly reduced. The positive expressed emotions have been increased. Study results demonstrates the importance of psychoeducation intervention in reducing the burden and negative expressed emotions.

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