scholarly journals The Teaching Design Methods Under Educational Psychology Based on Deep Learning and Artificial Intelligence

2021 ◽  
Vol 12 ◽  
Author(s):  
Zewen Wang ◽  
Lin Cai ◽  
Yahan Chen ◽  
Hongming Li ◽  
Hanze Jia
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Educational Psychology ◽  
Teaching Method ◽  
Practical Application ◽  
Educational Design ◽  
Return Rates ◽  
Significant Difference ◽  
Teaching Design ◽  
Before And After

This study aims to evaluate the practical application value of the teaching method under the guidance of educational psychology and artificial intelligence (AI) design, taking the deep learning theory as the basis of teaching design. The research objects of this study involve all the teachers, students, and students' parents of Ningbo Middle School. The questionnaires are developed to survey the changes in the performance of students before and after the implementation of the teaching design and the satisfaction of all teachers, students, and parents to different teaching methods by comparing the two results and the satisfaction ratings. All objects in this study volunteer to participate in the questionnaire survey. The results suggest the following: (1) the effective return rates of the questionnaires to teachers, students, and parents are 97, 99, and 95%, respectively, before implementation; whereas those after implementation are 98, 99, and 99%, respectively. Comparison of the two return results suggests that there was no significant difference statistically (P > 0.05). (2) Proportion of scoring results before and after implementation is given as follows: the proportions of levels A, B, C, and D are 35, 40, 15, and 10% before implementation, respectively; while those after implementation are 47, 36, 12, and 5%, respectively. After the implementation, the proportion of level A is obviously higher than that before the implementation, and the proportions of other levels decreased in contrast to those before the implementation, showing statistically obvious differences (P < 0.05). (3) The change in the performance of each subject after 1 year implementation is significantly higher than that before the implementation, and the change in the average performance of each subject shows an upward trend. In summary, (1) the comparison on the effective return rate of the satisfaction survey questionnaire proves the feasibility of its scoring results. (2) The comparison of the survey scoring results shows that people are more satisfied with the new educational design teaching method. (3) The comparison of the change in the performance of each subject before and after the implementation indirectly reflects the drawbacks of partial subject education, indicating that the school should pay the same equal attention to every subject. (4) Due to various objective and subjective factors, the results of this study may be different from the actual situation slightly, and its accuracy has to be further explored in the future.

Endoscopic prediction of submucosal invasion in Barrett’s cancer with the use of Artificial Intelligence: A pilot Study

Endoscopy ◽  
2020 ◽  
Author(s):  
Alanna Ebigbo ◽  
Robert Mendel ◽  
Tobias Rückert ◽  
Laurin Schuster ◽  
Andreas Probst ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Pilot Study ◽  
White Light ◽  
Submucosal Invasion ◽  
Learning System ◽  
Endoscopic Images ◽  
Barrett’S Cancer ◽  
Significant Difference ◽  
Sensitivity Specificity

Background and aims: The accurate differentiation between T1a and T1b Barrett’s cancer has both therapeutic and prognostic implications but is challenging even for experienced physicians. We trained an Artificial Intelligence (AI) system on the basis of deep artificial neural networks (deep learning) to differentiate between T1a and T1b Barrett’s cancer white-light images. Methods: Endoscopic images from three tertiary care centres in Germany were collected retrospectively. A deep learning system was trained and tested using the principles of cross-validation. A total of 230 white-light endoscopic images (108 T1a and 122 T1b) was evaluated with the AI-system. For comparison, the images were also classified by experts specialized in endoscopic diagnosis and treatment of Barrett’s cancer. Results: The sensitivity, specificity, F1 and accuracy of the AI-system in the differentiation between T1a and T1b cancer lesions was 0.77, 0.64, 0.73 and 0.71, respectively. There was no statistically significant difference between the performance of the AI-system and that of human experts with sensitivity, specificity, F1 and accuracy of 0.63, 0.78, 0.67 and 0.70 respectively. Conclusion: This pilot study demonstrates the first multicenter application of an AI-based system in the prediction of submucosal invasion in endoscopic images of Barrett’s cancer. AI scored equal to international experts in the field, but more work is necessary to improve the system and apply it to video sequences and in a real-life setting. Nevertheless, the correct prediction of submucosal invasion in Barret´s cancer remains challenging for both experts and AI.

scholarly journals EFEKTIFITAS METODE MENGAJAR KESELURUHAN DENGAN METODE MENGAJAR BAGIAN PERBAGIAN TERHADAP HASIL BELAJAR MENGUMPAN (PASSING) KAKI BAGIAN DALAM PADA PERMAINAN FUTSAL MAHASISWA FIK UNM

2020 ◽  
Vol 12 (1) ◽  
pp. 48
Author(s):  
Sudirman Sudirman ◽  
Andi Mas Jaya
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Degrees Of Freedom ◽  
Teaching Method ◽  
Treatment Method ◽  
T Test ◽  
Analysis Technique ◽  
Significant Difference ◽  
Before And After

This study aims to find out which is more effective between the overall method and the teaching method part by section on learning outcomes passing (passing) the inner leg in students who take Futsal learning. This research was carried out by an experimental method in total sampling. Thedata analysis technique used to test the hypothesis is the t-test, at a significant level α= 0.05, starting with calculating the t-count value to compare with the t-table value at a significant level of 95%. (1) The whole method is obtained by t-count = 4, the value listed in t-table with degrees of freedom (dk) = 15-1 = 14. A significant level of 5% is 2.14, so t-count> t-table, means that there is a convincing (significant) difference before and after being given the overall method treatment. (2) The teaching method part of division is obtained the value of t-count = 3.7, the value listed in t-table with degrees of freedom (dk) = 15-1 = 14. Significant level of 5% is 2.14, so t-count> t-table, means that there is a convincing (significant) difference before and after the treatment method is given in part. And (3) The overall method and the part-by-part teaching method obtained t-count = 3.2, the values listed in t-table with degrees of freedom (dk) = 15 + 15-2 = 28. A significant level of 5% is 2.05. So t-count> t-table.

scholarly journals Effect of using guided inquiry teaching method in improving grade eight students’ concept of photosynthesis, primary school: Ethiopia

2020 ◽  
Vol 7 (1) ◽  
pp. 01-15
Author(s):  
Asrat Dagnew ◽  
Desta Mekonnen
Keyword(s):  
Conceptual Understanding ◽  
Teaching Method ◽  
Control Group ◽  
Inquiry Teaching ◽  
Guided Inquiry ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Informal Assessment ◽  
Post Test

The main objective of this study was to investigate the effect of using guided inquiry teaching method in improving grade eight students’ conceptual understanding of photosynthesis. The study employed Quasi-experimental research method. The data collection instruments were multiple choice tests, observation, as well as informal assessment. The pre-test and post-test were administered before and after treatment respectively. The informal assessment also administered before and after intervention. Besides, the observation was conducted from the first day up to the last day of the intervention. The pre-test and post-test data were analyzed using descriptive statistics and t-tests quantitatively while; data collected through informal assessment and observation were presented using narration. The finding of pre-test revealed that there was no significant difference between the mean score of the two groups. The post-test result revealed that experimental group students significantly improved their conceptual understanding of the topic photosynthesis compared to the control group students. The study concluded that guided inquiry teaching method is more effective than the lecture method in improving students’ conceptual understanding of photosynthesis. Based on the finding of this study, it was recommended that governments should encourage biology teachers to apply guided inquiry teaching method by providing appropriate instructional material. Keywords: Conceptual understanding Guided inquiry, photosynthesis,

scholarly journals UMA ABORDAGEM DE JOGOS DE TABULEIRO NO ENSINO EM CIÊNCIAS CONTÁBEIS

2019 ◽  
Vol 12 (4) ◽  
pp. 398
Author(s):  
Sirlene Siqueira Alves ◽  
Armando Paulo da Silva ◽  
Eduardo Filgueiras Damasceno
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Course Content ◽  
Board Games ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Before And After ◽  
Teaching Learning ◽  
And Control

The accounting higher education has techniques of knowledge transfer for the professional formation of the academic, therefore, most of the teaching techniques are focused on the disclosure of the laws due to the financial movement of the organizations. Knowing this, much of the advancement in teaching is due to the transmission of the experience of the accounting professor and the student facing the labor market operations. There are other methods of teaching accounting such as lecture, case study, seminars, discussion and debate, however they are still focused on the transmission of experiences or the fictional representation of teaching. This article aims to highlight the use of board games in the Accounting Science course, the teaching based on game fiction, as a way of fixing the content in the teaching of cost accounting, compared to traditional teaching methods. To prove the hypothesis, a board game was created, focused on promoting student engagement and favored the transmission of course content. For research observation and control, questionnaires based research methods were used before and after the use of the game in specific classes of the Accounting Science course. The results were demonstrated through graphs for better visualization. Thus, it was possible to conclude that there was a significant difference in the results before and after the application of this teaching method. In addition, students interacted and became cooperatively involved, which proved the effectiveness of the method in motivating and engaging students in the teaching-learning process.

scholarly journals Flipped Classroom: Aplicación práctica empleando Lessons en las prácticas de laboratorio de una asignatura de Ingeniería = Flipped Classroom: practical application using Lessons in lab practice for an Engineering subject.

2020 ◽  
pp. 27 ◽  
Author(s):  
Sofia Escudero Fernández
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Practical Application ◽  
Engineering Degree ◽  
Before And After ◽  
Normal Procedure ◽  
The Subject ◽  
Self Learning ◽  
Traditional Class

La metodología de enseñanza-aprendizaje Flipped-classroom se presenta como una metodología activa en la que se invierte el orden de aprendizaje, de este modo los estudiantes visionan video sesiones o poliformats en línea de los conceptos que se trabajan durante la sesión presencial. Este planteamiento de “invertir” con respecto a la clase tradicional ha sido aplicado a las prácticas de laboratorio de la asignatura de Expresión Gráfica en el Grado en Ingeniería en Tecnologías Industriales en el curso 2018-19 de la Universitat Politècnica de València. La clase inversa se organizó en sesiones semanales con visionado de videos antes y después de clase y resolución de ejercicios durante y después de clase, detallando el procedimiento seguido en cada sesión presencial. Todo ello gestionado desde la aplicación Lessons.La metodología flipped-classroom nos ha permitido aumentar la motivación de los alumnos, dilucidar y contrastar la percepción de los alumnos en relación al método de aprendizaje tradicional, favorecer el autoprendizaje y el aprendizaje colaborativo en el aula entre alumnos, así como mejorar la comunicación entre alumno y profesor. Por lo que respecta a la evaluación se aprecia una mejora en las calificaciones, así como una valoración positiva a la implementación de la clase inversa.AbstractThe Flipped Classroom teaching method is presented as an active method in which the normal procedure is inverted. The students watch video sessions or polyformats in line with the concepts taught in the normal class. This inverted approach with respect to the traditional class was applied to lab practice sessions in the subject of Graphic Expression as part of the Industrial Technologies Engineering Degree course at the Universitat Politècnica de València in the year 2018-19. The flipped classroom took place in weekly sessions with video sessions before and after, while problems were set to be solved during and after the class. The procedure was followed up later in in-class sessions. Everything was controlled by the Lessons app.This method was seen to increase students’ motivation and clarify their perceptions to a greater degree than the traditional teaching method, while encouraging self-learning and collaborative learning among the class members and improving student-lecturer communications. Evaluation grades were found to increase, and the Flipped Classroom technique was given the general approval of both students and lecturers.

scholarly journals A Comparative Study Between TPS (Think-Pair-Share) And Jigsaw Techniques to Enhance Students’ Reading Comprehension Ability

1970 ◽  
Vol 4 (1) ◽  
pp. 10-22
Author(s):  
Glory Destiny Biantice Marpaung ◽  
Nelson Balisar Pandjaitan
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Teaching Method ◽  
Reading Pedagogy ◽  
Significant Difference ◽  
Before And After ◽  
Comprehension Ability ◽  
The Difference ◽  
New Interpretation ◽  
Reading Comprehension Ability

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-Pair-Share) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 > α (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students’ reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. Keywords: TPS (Think-Pair-Share) and Jigsaw

scholarly journals Accurate recognition of colorectal cancer with semi-supervised deep learning on pathological images

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gang Yu ◽  
Kai Sun ◽  
Chao Xu ◽  
Xing-Hua Shi ◽  
Chong Wu ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Colorectal Cancer ◽  
Deep Learning ◽  
Supervised Learning ◽  
Area Under The Curve ◽  
Patient Level ◽  
Significant Difference ◽  
The Mean ◽  
Whole Slide Images ◽  
Better Than

AbstractMachine-assisted pathological recognition has been focused on supervised learning (SL) that suffers from a significant annotation bottleneck. We propose a semi-supervised learning (SSL) method based on the mean teacher architecture using 13,111 whole slide images of colorectal cancer from 8803 subjects from 13 independent centers. SSL (~3150 labeled, ~40,950 unlabeled; ~6300 labeled, ~37,800 unlabeled patches) performs significantly better than the SL. No significant difference is found between SSL (~6300 labeled, ~37,800 unlabeled) and SL (~44,100 labeled) at patch-level diagnoses (area under the curve (AUC): 0.980 ± 0.014 vs. 0.987 ± 0.008, P value = 0.134) and patient-level diagnoses (AUC: 0.974 ± 0.013 vs. 0.980 ± 0.010, P value = 0.117), which is close to human pathologists (average AUC: 0.969). The evaluation on 15,000 lung and 294,912 lymph node images also confirm SSL can achieve similar performance as that of SL with massive annotations. SSL dramatically reduces the annotations, which has great potential to effectively build expert-level pathological artificial intelligence platforms in practice.

scholarly journals Library Fines Make a Difference in Academic Library Book Return Behaviour

2015 ◽  
Vol 10 (3) ◽  
pp. 96
Author(s):  
Sue F. Phelps
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Libraries ◽  
Academic Library ◽  
Due Dates ◽  
Grace Period ◽  
Return Rates ◽  
Significant Difference ◽  
Before And After ◽  
The Impact

A Review of: Sung, J. S., & Tolppanen, B. P. (2013). Do library fines work?: Analysis of the effectiveness of fines on patron’s return behavior at two mid-sized academic libraries. Journal of Academic Librarianship, 39(6), 506-511. http://dx.doi.org/10.1016/j.acalib.2013.08.011 Abstract Objectives – To quantify library fines and their impact on patron return behaviour. Design – Hypothesis testing of data extracted from integrated library systems. Setting – Two midsize academic libraries, including one from the Pacific, University of Hawaii at Manoa (UHM), and one from the Midwest, Eastern Illinois University (EIU). Subjects – Undergraduates, graduate students, and faculty. Methods – The authors collected data from two midsized universities. The universities have identical integrated library systems, which allowed for uniform data extraction. The authors counted book returns in each population group (undergraduates, graduate students, and faculty) for those books that were returned before and after the due dates with a focus on late fees as the primary variable. The authors tested the following five hypotheses: • Hypothesis 1: “There is no difference in return rates before due dates among the UHM patron groups because the fine policy is the same for all patron groups” (p. 507). • Hypothesis 2: “Before 2006, the EIU undergraduate students’ return rates before due dates should be the highest among the three EIU groups because this was the only group which had overdue fines. . . . There should be no difference in the return rates before due dates between EIU faculty and EIU graduate students (both groups had no overdue fines)” (p. 507). • Hypothesis 3: “EIU graduate students’ return rates before due dates was lower for 2002–2006 than 2007–2011” (p. 507). This hypothesis tests the impact of a change in fine policy that the library implemented in the fall of 2006. • Hypothesis 4: “UHM undergraduate students’ return rates before due dates is higher than that of EIU undergraduate students” because there is no grace period for UHM undergraduates (p. 507). EIU undergraduate students have a 10-day grace period. • Hypothesis 5: “UHM faculty’s return rates before due dates is higher than that of EIU faculty” (p. 507). UHM faculty incur overdue fines, but EIU faculty encounter no penalty for overdue materials. From the integrated library systems, the authors extracted data for the number of books returned before due dates and after overdue notices and for the number of books borrowed by the different populations for the time period starting with Fall 2002 and ending with Spring 2011. The authors analyzed the data using Statistical Package for Social Science (SPSS) and made comparisons using analysis of variance (ANOVA) expressed with an F-ratio and p-value < 0.01 as the level of significance. Main Results – The findings did not support hypotheses 1 or 2. For hypothesis 1, in which fines were the same for undergraduates, graduate students, and faculty, return rates increased with academic level and faculty groups. The rates were 90.4%, 93.9%, and 95.7%, respectively (F = 112.1, p < 0.001). For hypothesis 2, the return rate was 88.8% for undergraduates, 92.6% for graduate students, and 80.1% for faculty. The group difference was small but still statistically significant (F = 171.4, p < 0.001). The graduate students, who were not fined, had significantly higher return rates before due dates than undergraduates who incurred fines. Graduate students had higher return rates than faculty, though both groups had no fines. The data did not support hypotheses 3 and 4. For hypothesis 3, no significant change occurred in return rates before and after imposing fines (F = 5.75, p = .031). For hypothesis 4, the return rates of undergraduates at the university with a grace period showed no statistically significant difference in return rates from those undergraduates with no grace period (F = 4.355, p = .044). The findings supported hypothesis 5. The return rates indicated a statistically significant difference between faculty with fines for overdue books and those with no fines (F = 1701, p < 0.001). For those hypotheses for which the differences were not significant, the authors cite other variables, including reminders, grace periods, maturity of the borrower, withholding of privileges, fees, and lost book charges, that may contribute to return rates. Conclusions – In answer to the main research question, the authors conclude that “fines indeed make a difference” (p. 511) in patron book return conduct. However, they also note that fines can mar the reputation of the library creating a barrier to access and that courtesy notices and overdue notices are also effective ways to ensure timely return of materials.

scholarly journals The intervention effect of a nursing-media studies convergence problem-based learning (PBL) program to improve nurses’ public image: Changed perceptions of program participants and students attended a PBL presentation

2021 ◽  
Vol 27 (1) ◽  
pp. 59-67
Author(s):  
Seungchul Yoo ◽  
Seungmi Kang ◽  
Jooyeon Ryu
Keyword(s):  
Experimental Design ◽  
Media Studies ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Public Image ◽  
Rank Test ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Purpose: The purpose of this study is to examine the effectiveness of Problem-based Learning (PBL) in an interdisciplinary college class. This class was run under the theme of ‘Nurse Social Content Creators’ (NSCC) in the Korean Nurses Association (KNA)’s industry-university collaborative project designed to promote a positive image of nurses among the public.Methods: Study 1 examined changes in perception about nurses among the PBL participants before and after the program. A one-group pre-post test experimental design was applied, and the data were analyzed using a Wilcoxon signed-rank test. Study 2 identified differences of perceptions of nurses between people who had observed the PBL final presentation and people who had not. A post-test-only with nonequivalent group experimental design was used, and the data were analyzed using a Mann-Whitney U test.Results: Study 1 revealed a significant increase of positive perceptions towards nurses. Study 2 revealed a significant difference between the PBL presentation audience group and the control group. Students who had observed the PBL program showed more positive perceptions of nurses than students who had not.Conclusion: This research is an important study with high practicality in the area of media studies as well as in nursing. The PBL teaching method was proven to be effective in enhancing perceptions of nurses.

scholarly journals Artificial intelligence as an innovative approach for investment in the future of healthcare in Egypt

2020 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Eman Salman Taie
Keyword(s):  
Artificial Intelligence ◽  
Data Collection ◽  
Nurse Managers ◽  
Innovative Approach ◽  
Specialized Hospital ◽  
Significant Difference ◽  
The Future ◽  
Before And After ◽  
Quasi Experimental ◽  
Hospital Study

Objective: To investigate perception of managers and patients about AI application in the healthcare domain in Egypt.Methods: The study is quasi-experimental conducted in Shams Specialized Hospital, Dar el-Shefaa hospital in Cairo, and Dar El Foad Hospital. Study subjects were composed of two groups: managers (nurse and medical) and patients. Three questionnaires were used for data collection (Managers’ knowledge about artificial intelligence, Managers’ perception of artificial intelligence, and patients’ perception about the application of AI in healthcare).Results: All of the managers, either nurse or medical, had a lack of knowledge about AI. Nurse Managers perceived most items positively regarding the application of artificial intelligence in nursing, while medical managers perceived all items positively regarding the application of artificial intelligence in medicine. On the same line, the highest percentage of patients agreed upon the application of artificial intelligence in healthcare.Conclusions: There was a highly significant difference (p < .001) between managers’ knowledge about AI before and after awareness sessions. The majority of nurses and medical managers’ perceived the application of AI positively in nursing and medicine. Also, patients perceived the application of AI in healthcare positively.

Sign in / Sign up

Export Citation Format

Share Document