Automatic Generation of Standard Examination Questions Based on Ontology

2013 ◽  
Vol 373-375 ◽  
pp. 1747-1750
Author(s):  
Yi Shan Chen ◽  
Dong Ming Ran ◽  
Xin Hua Zhu
Keyword(s):  
Teaching Effectiveness ◽  
Automatic Generation ◽  
Learning Situation ◽  
Examination Question ◽  
Teacher Manual

Examination question is one of the important tools that reflect students' learning situation and teachers' teaching effectiveness. Traditional questions were generated by the teacher manual, which will lead to the disadvantages of inefficient work and no reusable examination. In order to overcome these disadvantages, the paper proposes an ontology-based approach to standardized examination questions, which automatically generates questions and focuses on the multiple-option questions.

Research on Learning Context Construction of Mobile Device UI Designing in Engineering Environment

2014 ◽  
Vol 484-485 ◽  
pp. 1106-1109
Author(s):  
Cheng Yu Wang ◽  
Shi Hu Xu
Keyword(s):  
Mobile Device ◽  
Teaching Effectiveness ◽  
School Teacher ◽  
Point Of View ◽  
Learning Situation ◽  
Learning Context ◽  
Ui Design ◽  
Interdisciplinary Knowledge ◽  
Engineering Environment ◽  
Set Up

In present Chinese universities, a number of industrial design professionals have set up a mobile device UI design courses, but as other emerging professional development involves unprecedented areas covered by the mobile device UI design knowledge and interdisciplinary knowledge, this emerging curriculum in the door not only for students new field, there are also challenges for the school teacher, to explore ways and means for effective teaching in the course of this article from the point of view of building a learning situation, in order to effectively promote the improvement of teaching effectiveness.

The Role of Visual Distractors in the Simon Effect

2017 ◽  
Vol 64 (6) ◽  
pp. 387-397 ◽  
Author(s):  
Luisa Lugli ◽  
Stefania D’Ascenzo ◽  
Roberto Nicoletti ◽  
Carlo Umiltà
Keyword(s):  
Simon Effect ◽  
Simon Task ◽  
Automatic Generation ◽  
Spatial Code ◽  
Attentional Model ◽  
Previous Evidence ◽  
Spatial Stimulus ◽  
Attentional Resources ◽  
Code Changes

Abstract. The Simon effect lies on the automatic generation of a stimulus spatial code, which, however, is not relevant for performing the task. Results typically show faster performance when stimulus and response locations correspond, rather than when they do not. Considering reaction time distributions, two types of Simon effect have been individuated, which are thought to depend on different mechanisms: visuomotor activation versus cognitive translation of spatial codes. The present study aimed to investigate whether the presence of a distractor, which affects the allocation of attentional resources and, thus, the time needed to generate the spatial code, changes the nature of the Simon effect. In four experiments, we manipulated the presence and the characteristics of the distractor. Findings extend previous evidence regarding the distinction between visuomotor activation and cognitive translation of spatial stimulus codes in a Simon task. They are discussed with reference to the attentional model of the Simon effect.

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