Feedback and human learning: Preliminary insights from disengaged students

2021 ◽  
pp. 1-13
Author(s):  
Kongkiti Phusavat ◽  
Zbigniew Pastuszak ◽  
Achmad Nizar Hidayanto ◽  
Jukka Majava
Keyword(s):  
Human Learning ◽  
Business Community ◽  
Learning Ability ◽  
Traditional Practices ◽  
Constructive Feedback ◽  
External Feedback ◽  
Indirect Feedback ◽  
Traditional Paradigm

BACKGROUND: How to reconnect the disengaged learners has been a major challenge for human learning. Motivating the disengaged learners through traditional interventions has not been effective. OBJECTIVE: The study aims to examine whether feedback from an external unit would be more persuasive for the disengaged learners. The perception on a lack of learning stems from poor attitude of learning, poor behavior, laziness, and lack of learning ability and attention. METHODS: A foreign business community has collaborated with two Bangkok Metropolitan Administration schools since 2016 on creating constructive and indirect feedback. There were 337 students from both schools participated in the survey. 163 students participated in the revised practices while 174 students attended the traditional practices. RESULTS: The results show the gap between the two groups on the effects from constructive and indirect feedback. The disengaged students from the revised pedagogy show that they are attracted to constructive feedback and indirect feedback more. CONCLUSIONS: The findings show that, unlike the traditional paradigm, the disengaged students are perceptive to external feedback. The findings show some consistency with previous studies. Integrating external feedback can attract the attention from the disengaged students which could potentially contribute to human learning.

scholarly journals INFORMATION AND MEMORY-BASED ANALYSIS FOR DECODING OF THE HUMAN LEARNING BETWEEN NORMAL AND VIRTUAL REALITY (VR) CONDITIONS

Fractals ◽  
2021 ◽  
Vol 29 (03) ◽  
pp. 2150163
Author(s):  
HAMIDREZA NAMAZI ◽  
MOHAMMAD HOSSEIN BABINI ◽  
KAMIL KUCA ◽  
ONDREJ KREJCAR
Keyword(s):  
Virtual Reality ◽  
Shannon Entropy ◽  
Mathematical Analysis ◽  
Strong Correlation ◽  
Hurst Exponent ◽  
Human Learning ◽  
Learning Ability ◽  
Eeg Signals ◽  
2D And 3D ◽  
Electroencephalogram Eeg

In this paper, we investigated the learning ability of students in normal versus virtual reality (VR) watching of videos by mathematical analysis of electroencephalogram (EEG) signals. We played six videos in the 2D and 3D modes for nine subjects and calculated the Shannon entropy of recorded EEG signals to investigate how much their embedded information changes between these modes. We also calculated the Hurst exponent of EEG signals to compare the changes in the memory of signals. The analysis results showed that watching the videos in a VR condition causes greater information and memory in EEG signals. A strong correlation was obtained between the increment of information and memory of EEG signals. These increments also have been verified based on the answers that subjects gave to the questions about the content of videos. Therefore, we can say that when subjects watch a video in a VR condition, more information is transferred to their brains that cause increments in their memory.

scholarly journals Subliminal Calibration for Machine Operation

2012 ◽  
Vol 16 (1) ◽  
pp. 108-116 ◽  
Author(s):  
Hiroshi Igarashi ◽  
Keyword(s):  
Human Learning ◽  
Learning Ability ◽  
Reactive Force ◽  
Operation Performance ◽  
Machine System ◽  
Machine Operation ◽  
Machine Dynamics

This paper proposes a skill assist technique without having the operator to be aware of it. Heretofore, many operation assists in a human-machine system has added artificial force in human operation input such as reactive force from obstacles. Such an approach is suitable in a particular task as simulated by the designer, because it can improve safety and efficiency, but is simultaneously hindering human learning ability. The proposed method will correct the machine dynamics of the operation subject subliminally, meaning that the operator will not be aware that it is being altered. Henceforth, it will be possible to enhance operability, without having to prevent the human learning ability. As a result of a verification experiment on 20 test subjects, it has been clarified that it is possible to enhance the operation performance without the operators knowing of the assist.

scholarly journals Ways to Develop Employability Skills in Teaching Translation to Final-Year Students

2021 ◽  
Vol 3 (1) ◽  
pp. 75-84
Author(s):  
A. G. Anisimova ◽  
E. McNeilly
Keyword(s):  
Time Management ◽  
Peer Assessment ◽  
Translation Studies ◽  
Primary Objective ◽  
Virtual Learning Environment ◽  
Learning Ability ◽  
Employability Skills ◽  
Constructive Feedback ◽  
University Of Bristol ◽  
The University

This paper considers methodology and pedagogical approaches used in higher education in the United Kingdom and Russia in developing transferable employability skills when teaching final-year undergraduates. The paper analyses outcomes of introducing innovative approaches to teaching translation at the University of Bristol and at Lomonosov Moscow State University (MSU).The MSU approach is aimed at the development of self-motivation, continual learning, ability to influence others through effective communication while at the same time developing students’ discipline-related skills in the field of translation studies.The innovation introduced at the University of Bristol involves a move from traditional classroom-based delivery of a final-year undergraduate translation module to a blended e-learning approach, thus addressing organisational needs (developing an effective mechanism of peer assessment in large translation classes) while achieving a higher quality of work and developing valuable employability skills.The primary objective is to show the students that they can improve their translation and analytical skills through conducting research online and by interacting with the other members of the group using a virtual learning environment. Recent results confirm that both approaches proved to be extremely beneficial. The students developed a better awareness of what is expected of them in assessed assignments. They enhanced their discipline-related skills in the field of translation studies. Their communication skills, ability to provide constructive feedback and analyse their own and other students’ work have also significantly improved. This contributed to the development of transferable employability skills including working as part of a team, critical thinking, communicating and influencing, problem solving, decision making and time management.

scholarly journals Meta-evaluation of History and English Language Pedagogy Study Programme with Focus on Transformational Learning

Pedagogika ◽  
2016 ◽  
Vol 123 (3) ◽  
pp. 104-119
Author(s):  
Loreta Andziulienė
Keyword(s):  
Formative Assessment ◽  
Transformational Learning ◽  
English Language ◽  
Academic Staff ◽  
Teaching Profession ◽  
Learning Ability ◽  
Project Work ◽  
Training Institution ◽  
Future Teachers ◽  
Constructive Feedback

Higher education internalization, professional mobility and competitive participation in the international labour market requires the new 21st century competences that involve the transformational change of future teachers, academic staff and the teacher training institution itself. Integrated content and foreign language (CLIL) study programmes create preconditions for such transformational learning based on cooperative learning/teaching, critical thinking, formative assessment and reflection. Simulations, case studies, problem solving, project work, research based learning develop students’ ability to work cooperatively and produce collectively. Pedagogical scaffolding strategies, constructive feedback and formative assessment enable students monitor their progress and plan their further learning. Systematic reflection helps understand better meaningfulness and complexity of the teaching profession, directs one’s transformation and equips students with lifelong learning skills. CLIL study programs prove to have high transformational impact on in-service teachers’ conceptual thinking, procedural skills and encourage reassessing the validity of learning. Ability to direct one’s change empowers future teachers to construct and reconstruct their knowledge based on their experience and needs, critically evaluate educational and work environment, transfer the acquired knowledge and skills to new contexts and actively participate in the reconstruction of the changing society.

The impact of constructive feedback on training in gastrointestinal endoscopy using high-fidelity virtual-reality simulation: a randomised controlled trial

Gut ◽  
2009 ◽  
Vol 59 (2) ◽  
pp. 181-185 ◽  
Author(s):  
Irina Kruglikova ◽  
Teodor P Grantcharov ◽  
Asbjorn M Drewes ◽  
Peter Funch-Jensen
Keyword(s):  
Virtual Reality ◽  
Group Versus ◽  
Learning Curves ◽  
Simulator Training ◽  
Control Group ◽  
Feedback Group ◽  
Proficiency Levels ◽  
Constructive Feedback ◽  
External Feedback ◽  
The Impact

BackgroundRecently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external feedback on acquisition of endoscopic skills.The aim of the present study was to assess the impact of external feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees.Materials and methods22 trainees, without colonoscopy experience were randomised to a group which received structured feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4–6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists.ResultsAll subjects were able to complete the procedure on the simulator. There were no perforations in the feedback group versus seven in the non-feedback group. Subjects in the feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests.ConclusionConcurrent feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.

scholarly journals The structure of hippocampal trisynaptic pathway relates to rapid category learning in humans

2021 ◽  
Author(s):  
Margaret L Schlichting ◽  
Melisa Gumus ◽  
Teresa Zhu ◽  
Michael L Mack
Keyword(s):  
White Matter ◽  
Category Learning ◽  
Diffusion Weighted Imaging ◽  
Human Learning ◽  
General Information ◽  
Learning Ability ◽  
Information Flows ◽  
Learning Mechanisms ◽  
Specific Association

Prior work suggests that complementary white matter pathways within the hippocampus differentially support learning of specific versus general information. In particular, while the trisynaptic pathway (TSP) rapidly forms memories for specific experiences, the monosynaptic pathway (MSP) slowly learns generalities. However, despite the theorized significance of such circuitry, characterizing how information flows within hippocampus (HPC) to support learning in humans remains a challenge. We leveraged diffusion-weighted imaging as a proxy for individual differences in TSP and MSP white matter structure and related it to category learning ability. We hypothesized that learning to categorize the "exception" items that deviated from category rules would benefit from TSP-supported mnemonic specificity. Participant-level estimates of TSP and MSP integrity were constructed from HPC subfield connectomes of white matter streamline density. Consistent with theories of TSP-supported learning mechanisms, we found a specific association between TSP integrity and exception learning. These results highlight the significant role of HPC circuitry in complex human learning.

scholarly journals A Study on Human Learning Ability during Classification of Motion and Colour Visual Cues and Their Combination

2021 ◽  
Vol 21 (1) ◽  
pp. 73-86
Author(s):  
Albena Tchamova ◽  
Jean Dezert ◽  
Nadejda Bocheva ◽  
Pavlina Konstantinova ◽  
Bilyana Genova ◽  
...  
Keyword(s):  
Visual Cues ◽  
Human Learning ◽  
Learning Curves ◽  
Learning Ability ◽  
Stimulus Information ◽  
Relevant Stimulus ◽  
Group Behaviour ◽  
Human Individual ◽  
Effect Of Age

Abstract The paper presents a study on the human learning process during the classification of stimuli, defined by motion and color visual cues and their combination. Because the classification dimension and the features that define each category are uncertain, we model the learning curves using Bayesian inference and more precisely the Normalized Conjunctive Consensus rule, and also on the base of the more efficient probabilistic Proportional Conflict Redistribution rule No 5 (pPCR5) defined within Dezert-Smarandache Theory (DSmT) of plausible and paradoxical reasoning. Our goal is to study how these rules succeed to model consistently both: human individual and group behaviour during the learning of the associations between the stimuli and the responses in categorization tasks varying by the amount of relevant stimulus information. The effect of age on this process is also evaluated.

Personal Factors in Human Learning: II. Learning Ability and Subjective Stress

1973 ◽  
Vol 88 (1) ◽  
pp. 87-91 ◽  
Author(s):  
Aldred H. Neufeldt ◽  
Patricia Raulston ◽  
Gladys Peterson
Keyword(s):  
Human Learning ◽  
Learning Ability ◽  
Personal Factors ◽  
Subjective Stress

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

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