scholarly journals Artificial Intelligence for Student Assessment: A Systematic Review

2021 ◽  
Vol 11 (12) ◽  
pp. 5467
Author(s):  
Víctor González-Calatayud ◽  
Paz Prendes-Espinosa ◽  
Rosabel Roig-Vila
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Systematic Review ◽  
Teacher Training ◽  
Formative Evaluation ◽  
Web Of Science ◽  
Student Assessment ◽  
Educational Assessment ◽  
Educational Levels ◽  
Prisma Statement

Artificial Intelligence (AI) is being implemented in more and more fields, including education. The main uses of AI in education are related to tutoring and assessment. This paper analyzes the use of AI for student assessment based on a systematic review. For this purpose, a search was carried out in two databases: Scopus and Web of Science. A total of 454 papers were found and, after analyzing them according to the PRISMA Statement, a total of 22 papers were selected. It is clear from the studies analyzed that, in most of them, the pedagogy underlying the educational action is not reflected. Similarly, formative evaluation seems to be the main use of AI. Another of the main functionalities of AI in assessment is for the automatic grading of students. Several studies analyze the differences between the use of AI and its non-use. We discuss the results and conclude the need for teacher training and further research to understand the possibilities of AI in educational assessment, mainly in other educational levels than higher education. Moreover, it is necessary to increase the wealth of research which focuses on educational aspects more than technical development around AI.

scholarly journals Generative Adversarial Networks–Enabled Human–Artificial Intelligence Collaborative Applications for Creative and Design Industries: A Systematic Review of Current Approaches and Trends

2021 ◽  
Vol 4 ◽  
Author(s):  
Rowan T. Hughes ◽  
Liming Zhu ◽  
Tomasz Bednarz
Keyword(s):  
Artificial Intelligence ◽  
Systematic Review ◽  
Web Of Science ◽  
Generative Adversarial Networks ◽  
Image Generation ◽  
The Past ◽  
Research Fields ◽  
Adversarial Networks ◽  
Prisma Statement ◽  
Active Research

The future of work and workplace is very much in flux. A vast amount has been written about artificial intelligence (AI) and its impact on work, with much of it focused on automation and its impact in terms of potential job losses. This review will address one area where AI is being added to creative and design practitioners’ toolbox to enhance their creativity, productivity, and design horizons. A designer’s primary purpose is to create, or generate, the most optimal artifact or prototype, given a set of constraints. We have seen AI encroaching into this space with the advent of generative networks and generative adversarial networks (GANs) in particular. This area has become one of the most active research fields in machine learning over the past number of years, and a number of these techniques, particularly those around plausible image generation, have garnered considerable media attention. We will look beyond automatic techniques and solutions and see how GANs are being incorporated into user pipelines for design practitioners. A systematic review of publications indexed on ScienceDirect, SpringerLink, Web of Science, Scopus, IEEExplore, and ACM DigitalLibrary was conducted from 2015 to 2020. Results are reported according to PRISMA statement. From 317 search results, 34 studies (including two snowball sampled) are reviewed, highlighting key trends in this area. The studies’ limitations are presented, particularly a lack of user studies and the prevalence of toy-examples or implementations that are unlikely to scale. Areas for future study are also identified.

Limitações e desafios à formação do pedagogo na área de avaliação educacional

2016 ◽  
pp. 109
Author(s):  
Wagner Bandeira Andriola
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Teacher Performance ◽  
Educational Assessment ◽  
School Management ◽  
Educational Evaluation ◽  
External Evaluation ◽  
Education Curriculum ◽  
The Government ◽  
Detailed Diagnosis

RESUMOO texto proporciona reflexões sobre a formação do Pedagogo, enfatizando as limitações mais visíveis na área da avaliação educacional. A partir da análise de matrizes curriculares de cursos de graduação em Pedagogia, constatou-se que algumas das principais demandas da sociedade atual não têm sido atendidas. Propôs-se que as matrizes curriculares fossem revistas, para permitir o desenvolvimento de cinco competências básicas: a) capacidade de compreender os resultados de avaliações externas realizadas pelos municípios, pelos estados e pela federação; b) capacidade de usar os resultados das avaliações externas para aprimorar a atuação docente; c) capacidade de usar os micro-dados das avaliações externas para obter diagnósticos mais detalhados da situação da escola; d) capacidade de usar os resultados dos diagnósticos mais detalhados para planejar ações de aprimoramento da gestão escolar; e) capacidade de avaliar a execução e adequação das ações de aprimoramento da gestão escolar.Palavras chave: Formação do pedagogo, ensino superior, avaliação educacional.Limitations and challenges in the formation of pedagogue in the area of education assessment.ABSTRACTThe study provides reflections on the formation of the pedagogue, emphasizing the most visible limitations in the field of educational assessment. From the analysis of matrices of education curriculum, it found that some of the main demands of today’s society have not been addressed yet. It proposed the revision of the curricular matrices to allow the development of five skills: a) ability to understand the results of external evaluations conducted by municipalities, regions and the government; b) ability to use the results of external evaluations to improve teacher performance; c) ability to use external evaluation microdata for a more detailed diagnosis of the school situation; d) ability to use results of the most detailed diagnostics for planning actions to improve school management; e) ability to assess the implementation and adaptation of the measures to improve school management.Key words: Teacher training, higher education, educational evaluation.

scholarly journals The Epigenetic Overlap between Obesity and Mood Disorders: A Systematic Review

2020 ◽  
Vol 21 (18) ◽  
pp. 6758
Author(s):  
Mojgan Gharipour ◽  
Majid Barekatain ◽  
Johoon Sung ◽  
Naghmeh Emami ◽  
Ladan Sadeghian ◽  
...  
Keyword(s):  
Systematic Review ◽  
Dna Methylation ◽  
Mood Disorders ◽  
Web Of Science ◽  
Grey Literature ◽  
Inclusion Criteria ◽  
Gene Enrichment ◽  
Prisma Statement ◽  
Pathways Analysis ◽  
Central Database

(1) Background: Obesity and mood disorders are considered as the most prevalent morbidities in many countries. We suppose that epigenetic mechanisms may induce higher rates of obesity in subjects who suffer from mood disorders. In this systematic review, we focused on the potential roles of DNA methylation on mood disorders and obesity development. (2) Methods: This systematic review was conducted in accordance with the PRISMA statement and registered in Prospero. A systematic search was conducted in MEDLINE, Scopus, Web of Science, Cochrane Central database, EMBASE, and CINHAL. We also conducted a Grey literature search, such as Google Scholar. (3) Results: After deduplication, we identified 198 potentially related citations. Finally, ten unique studies met our inclusion criteria. We have found three overlap genes that show significant DNA methylation changes, both in obesity and depression. Pathway analysis interaction for TAPBP, BDNF, and SORBS2 confirmed the relation of these genes in both obesity and mood disorders. (4) Conclusions: While mechanisms linking both obesity and mood disorders to epigenetic response are still unknown, we have already known chronic inflammation induces a novel epigenetic program. As the results of gene enrichment, pathways analysis showed that TAPBP, BDNF, and SORBS2 linked together by inflammatory pathways. Hypermethylation in these genes might play a crucial rule in the co-occurrence of obesity and mood disorders.

scholarly journals From Covid-19 to Psychological Distress: A Systematic Review on Quarantine

2020 ◽  
Author(s):  
Cavicchioli Marco ◽  
Roberta Ferrucci ◽  
Matteo Guidetti ◽  
Maria Paola Canevini ◽  
Gabriella Pravettoni ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Psychological Distress ◽  
Web Of Science ◽  
Cochrane Collaboration ◽  
The Novel ◽  
Related Risk ◽  
Prisma Statement ◽  
Methodological Bias ◽  
Novel Coronavirus

Background. The novel coronavirus (SARS-COV-2) and related syndrome (COVID-19) has required a worldwide measure of quarantine with severe consequences for millions of people. Methods. Since psychopathological consequences related to social restrictions have been reported, a systematic review according to Cochrane Collaboration guidelines and the PRISMA Statement was performed to quantify the effects of quarantine on mental health of adults. Major databases - Pubmed, Scopus, Embase, PsycInfo, and Web of Science- were researched for observational studies with data on mental health indexes related to quarantine or isolation for epidemic infections. Results. Twenty-one independent studies were included for 82,312 subjects. Conclusions. The results showed that at least 20% of people exposed to these conditions reported a psychological distress, with a prevalence of PTSD, depression and, less often, generalized anxiety. Important methodological bias weakens the conclusion of most studies, opening to the need of further research on mental health after quarantine and related risk/buffering factors.

scholarly journals Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA

2020 ◽  
Vol 12 (15) ◽  
pp. 5900
Author(s):  
Marta Abelha ◽  
Sandra Fernandes ◽  
Diana Mesquita ◽  
Filipa Seabra ◽  
Ana Teresa Ferreira-Oliveira
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Higher Education Institutions ◽  
International Perspective ◽  
Competence Development ◽  
University Graduates ◽  
Graduate Employability ◽  
Prisma Statement ◽  
Collection Data ◽  
Number Of Publications

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education.

Role of Technology in Using Artificial Intelligence to Improve Educational Learning Challenges With Reference to India

2021 ◽  
pp. 681-703
Author(s):  
Seema Sahai ◽  
Sharad Khattar ◽  
Richa Goel
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Systematic Review ◽  
Quantitative Analysis ◽  
Technology Use ◽  
Education Technology ◽  
Learning Challenges ◽  
Research In Education ◽  
Quality In Higher Education

Artificial education intelligence (AIEd) is one of the emerging educational technological fields. A most logical question which comes up is, Is it possible to ensure quality in higher education? Can use of AI and sister technologies help us deliver in the mission? Will it be able to tackle all or most of shortcomings in the field of education? This study aims in a systematic review to provide an overview of AI applications research in education. Technology use in education and learning has undergone a remarkable transformation in the education sector. In order to accomplish this purpose, a quantitative analysis approach was used by open end questionnaire for a survey of scholars. This chapter examined the possible impacts of artificial intelligence on universities. The empirical findings indicate that the knowledge of AI is declining and there is a need to disperse knowledge of technology in higher education.

scholarly journals Efectos del entrenamiento de fuerza y suplementación en personas vegetarianas: Revisión sistemática (Effects of strength training and supplementation in vegetarian people: Systematic review)

Retos ◽  
2018 ◽  
pp. 247-251
Author(s):  
Jose Antonio Rodríguez-Gandullo ◽  
Francisco Álvarez-Barbosa
Keyword(s):  
Systematic Review ◽  
Strength Training ◽  
Web Of Science ◽  
Creatine Supplementation ◽  
Vegetarian Diet ◽  
Positive Effects ◽  
Revisión Sistemática ◽  
Prisma Statement ◽  
Total Creatine

El objetivo del estudio fue investigar los efectos de un entrenamiento de fuerza más una suplementación adicional sobre deportistas adultos no profesionales y vegetarianos. Una revisión sistemática de las bases de datos MEDLINE (PubMed), Scopus, SportDiscus y WOS (Web of Science) fue realizada siguiendo el modelo PICO, utilizando términos que representasen a personas vegetarianas de entre 18 y 64 años que hubiesen realizado una intervención basada en un entrenamiento de fuerza más suplementación. Siguiendo el procedimiento PRISMA, de los 62 estudios encontrados tan solo 3 cumplieron todos los criterios por lo que fueron analizados en su totalidad para poder ser incluidos en la revisión. La calidad metodológica de los estudios se evaluó mediante la escala PEDro. El estudio de Shomrat et al. (2000) la suplementación con creatina provocó un incremento de la masa corporal y potencia media. El estudio de Burke et al. (2003) obtuvo con la suplementación de creatina incrementos en la fosfocreatina (PCr), creatina total (TCr), fuerza, fibras musculares de tipo II y tejido magro, siendo estos cambios más significativos en las personas vegetarianas. Por último, en el estudio de Burke et al. (2008), el factor de crecimiento insulínico de tipo 1 (IGF-1) se incrementó en un 67%, con mayor acumulación en el grupo que fue suplementado con creatina. A raíz de estos resultados se puede concluir que la suplementación con creatina puede provocar efectos positivos en el rendimiento de los deportistas vegetarianos, ya que puede cubrir ciertas carencias derivadas de la dieta vegetariana.Abstract: The aim of the study was to investigate the effects of strength training plus additional supplementation on non-professional adult athletes who are vegetarian. A systematic review of MEDLINE (PubMed), Scopus, SportDiscus, and WOS (Web of Science) databases was performed following the PICO model, using terms related to vegetarians aged between 18 and 64 years who realized an intervention based on strength training and supplementation. Following the PRISMA statement, of the 62 studies found only 3 met all the inclusion criteria and were analyzed entirely to be included in the review. The methodological quality of the studies was performed using the PEDro scale. The study of Shomrat et al. (2000) with creatine supplementation resulted in an increase in body mass and power. The study of Burke et al. (2003), based on creatine supplementation, obtained an increase of phosphocreatine (PCr), total creatine (TCr), strength, type II muscle fibers, and lean tissue. These changes were significant in vegetarians. Finally, in a study of Burke et al. (2008), insulin-like growth factor-1 (IGF-1) increased by 67%, with higher accumulation in the group that was supplemented with creatine. As a consequence of these results we can conclude that creatine supplementation could have positive effects on the performance of vegetarians due to the fact that it could cover certain shortcomings derived from the vegetarian diet.

scholarly journals Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review

2021 ◽  
Vol 13 (19) ◽  
pp. 10509
Author(s):  
Marta Montenegro-Rueda ◽  
Antonio Luque-de la Rosa ◽  
José Luis Sarasola Sánchez-Serrano ◽  
José Fernández-Cerero
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Online Assessment ◽  
Continuous Assessment ◽  
Face To Face ◽  
Prisma Statement ◽  
The Face ◽  
Assessment Techniques ◽  
Assessment In Higher Education ◽  
The Impact

In the face of the COVID-19 pandemic, millions of students have been affected by the closure of educational institutions. This has forced a shift from face-to-face to distance education, facing numerous emergency educational measures, such as online assessment. This study aims to present a systematic review of the literature on the impact of assessment in higher education during the pandemic. The study has followed the methodology set out in the PRISMA statement, and includes 13 studies selected from a total of 51. The results indicate that faculty and students have faced numerous challenges in moving to virtual environments; on the faculty side the lack of training in online assessment techniques is the main problem, on the students’ side there is dishonesty and misconduct. However, it is concluded that continuous assessment, not focused on exams, but in a more qualitative way is the best way to assess at a distance.

scholarly journals The Effectiveness of Scientific Argumentation Strategy towards the Various Learning Outcomes and Educational Levels Five Over the Years in Science Education

2020 ◽  
Vol 1 (2) ◽  
pp. 52-57
Author(s):  
Indah Juwita Sari ◽  
R. Ahmad Zaky El Islami
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Learning Outcomes ◽  
Scientific Reasoning ◽  
Web Of Science ◽  
Meta Analysis ◽  
Scientific Argumentation ◽  
Educational Levels ◽  
Education Levels ◽  
The Web

This study aimed to investigate the effectiveness of scientific argumentation strategy towards various learning outcomes and educational levels five over the years in science education. This study was used systematic review and meta-analysis using R application. Selected ten articles from the Web of Science database during 2016-2020 were used in this study. The results showed that scientific reasoning is more effective for improving through scientific argumentation in the higher education level than other learning outcomes and other educational levels with an effect size 1.39 and standard error 0.2478.  So, we can conclude that there is evidence to suggest using a scientific argumentation strategy in improving scientific reasoning in higher education levels both in the teaching process and the research.

scholarly journals Systematic Review of Member's Participation in the Co-operative Governance: What has been Studied

2021 ◽  
Vol 10 (6) ◽  
pp. 135-140
Author(s):  
Mokhtaruddin Buang* ◽  
Keyword(s):  
Systematic Review ◽  
Web Of Science ◽  
Research Trend ◽  
Future Research ◽  
Board Members ◽  
Development Programs ◽  
Prisma Statement ◽  
Member Participation ◽  
Comprehensive Search ◽  
Meta Analyses

Co-operatives are seen as an essential economic platform for supporting development programs, and its viability is depending on members' active participation in co-operative governance. Since member participation in co-operative governance is fundamental to the organization's survival, it is necessary to review and synthesize studies from the last ten years in order to enhance our understanding of the components of member participation in co-operative governance. Following the “PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)” technique, a comprehensive search of the Scopus and Web of Science databases discovered 13 relevant papers that match to the study objectives. An examination of the articles revealed two major aspects: the "supporter" who attends general meetings and the "believer" who serves on a board or committee, with these two themes forming a total of seven sub-themes. This study contributes significantly by providing an overview of the research trend in terms of member participation in cooperative governance. Second, the elements of member participation that have been studied are highlighted in this systematic review. The findings revealed that the majority of the studies focused mainly on members' participation in annual general meetings ("supporter"), with ten studies indicating that research on the participation of members serving on the board is still inadequate. Some recommendations for future research are provided to examine other elements of member participation, particularly their participation as the board members.

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