The Influence of Feedback Content and Feedback Time on Multimedia Learning Achievement of College Students and Its Mechanism

This study investigated the content of feedback (adaptive, elaborated, and knowledge of correct response, KCR) and time (Immediate and Delayed) influences on multimedia learning of college students. Students from the Northeast Normal University (N = 157) were randomly assigned to one of the six experimental conditions. We tried to explain the influence mechanisms of different feedback effects through subjectively reported motivation, cognitive load, and eye movement trajectory during the feedback period. The results showed that (1) different feedback methods in terms of feedback time and feedback content have significantly different effects on scores. Among them, scores of the immediate feedback group were significantly higher than those of the delayed feedback group, and the scores of the adaptive feedback (AF) group were significantly higher than those of the elaborated feedback (EF) group and the knowledge of the correct response feedback group. (2) Different types of feedback contents have significantly different effects on motivation. The motivation scores reported by the AF group and EF group were significantly higher than those reported by the knowledge of the correct response feedback group. (3) Different feedback methods in terms of feedback time and feedback content had significantly different effects on subjective germane cognitive load reports. Among them, the germane cognitive load score of the immediate feedback group was significantly higher than that of the delayed feedback group. The germane cognitive load scores reported by the AF group were significantly higher than those reported by the EF group and knowledge of the correct response feedback group. (4) The germane cognitive load plays a partial mediating role between the AF and post-test scores. (5) Different feedback methods in feedback time have different effects on eye movement fixation trajectory, which shows that the subjects in the immediate feedback group were significantly less than those in the delayed feedback group in fixation count and fixation time in the interest area of the stem. (6) Consistent with our hypothesis, different feedback methods in feedback content have different effects on eye movement trajectory. In summary, the results show that the AF initiated in this study has a positive effect on multimedia learning of college students; it not only provides empirical evidence for cognitive load theory but also helps educators design adaptive learning feedback according to responses of students.

Interactional Patterns in English as a Second Language Classrooms at Higher Learning

This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool. The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns). This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

Generative Adversarial Networks Based Cognitive Feedback Analytics System for Integrated Cyber-Physical System and Industrial Iot Networks

In the modern era of technologies, the internet grows in the advancement of our day-to-day life like automation devices. The devices to set up industries with integrated cyber-physical systems and industrial IoT applications. Generative adversarial networks (GAN) can generate Cognitive feedback analysis with various data for both generator and discriminator in a supervised model. Neural networks are used for artificial intelligence algorithms, but in adversarial networks, feedback analytics is analyzed with the significance of data. The modern age of intelligent manufacturing will indeed be ushered in by Cyber-Physical Production Systems (CPPS). However, because of the connections between the virtual and physical worlds, CPPS would be subject to cross-domain assaults. Against Denial-of-Service (DoS) threats, this paper concentrates on complex performance feedback management of Cyber-Physical Systems (CPS). To begin, a swapping system modelling approach for the complex response feedback CPS is provided by analyzing the distinct effects of DoS assaults on the sensor-controller (S-C) and controller-to-actuator (C-A) channels, accordingly. Given the difference in bandwidth between the dual channels and the accused's energy cap, it is reasonable to conclude that an offender can only jam a single communication stream at a point and also that the possible number of successive DoS attacks is limited. Second, using a packet-based transfer scheme, a nested switching paradigm is built on the foundation of the switching mechanism, considering both the spatial heterogeneity and the temporal durability of DoS attacks. The probability of discriminator gets analyzed feedback data to check whether actual data or fake data is sampled, and it is generated. Cognitive feedback supports genetic algorithms to sample the feedback data in a system for advanced technologies.

Cognitive and Physiological Measures of Listening Effort During Degraded Speech Perception: Relating Dual-Task and Pupillometry Paradigms

Purpose Listening effort is quickly becoming an important metric for assessing speech perception in less-than-ideal situations. However, the relationship between the construct of listening effort and the measures used to assess it remains unclear. We compared two measures of listening effort: a cognitive dual task and a physiological pupillometry task. We sought to investigate the relationship between these measures of effort and whether engaging effort impacts speech accuracy. Method In Experiment 1, 30 participants completed a dual task and a pupillometry task that were carefully matched in stimuli and design. The dual task consisted of a spoken word recognition task and a visual match-to-sample task. In the pupillometry task, pupil size was monitored while participants completed a spoken word recognition task. Both tasks presented words at three levels of listening difficulty (unmodified, eight-channel vocoding, and four-channel vocoding) and provided response feedback on every trial. We refined the pupillometry task in Experiment 2 ( n = 31); crucially, participants no longer received response feedback. Finally, we ran a new group of subjects on both tasks in Experiment 3 ( n = 30). Results In Experiment 1, accuracy in the visual task decreased with increased signal degradation in the dual task, but pupil size was sensitive to accuracy and not vocoding condition. After removing feedback in Experiment 2, changes in pupil size were predicted by listening condition, suggesting the task was now sensitive to engaged effort. Both tasks were sensitive to listening difficulty in Experiment 3, but there was no relationship between the tasks and neither task predicted speech accuracy. Conclusions Consistent with previous work, we found little evidence for a relationship between different measures of listening effort. We also found no evidence that effort predicts speech accuracy, suggesting that engaging more effort does not lead to improved speech recognition. Cognitive and physiological measures of listening effort are likely sensitive to different aspects of the construct of listening effort. Supplemental Material https://doi.org/10.23641/asha.16455900

Safety performance framework at construction site for self-regulation by building developers

PurposeThis study proposes a self-regulatory framework to enhance safety performance at the construction stage among building developers.Design/methodology/approachExtant literature identified 137 potential factors that influence the construction safety performances of building developers. Focus group discussions and interviews were conducted with 11 panels of experts and professionals. The Relative Importance Index (RII) was used to analyse the response feedback described in a similar paper. In this study, the survey tool used was set up with 40 variables grouped into eight latent variables in the framework, which were agreed and certified as “extremely important” by the panel. Based on random sampling, data were collected from 229 valid respondents. Structural equation modelling (SEM) technique using Smart PLS software was then used to analyse the respondent's feedback.FindingsThe results show that safety administration and processes, effective communication of safety behaviour, significantly influenced safety performance on a construction site with β values of 0.330 and 0.431 along with t values of 3.005 and 2.547 at p < 0.1, respectively. These factors, among others, provide a distinct approach to understanding and improving on-site construction safety. The study findings will potentially benefit building professionals and other stakeholders by improving awareness of safety practices.Research limitations/implicationsThe study may not have covered all possible factors that influence the construction safety performance of building developers. Also, the generalizability and transferability of the research outcome to the construction industry wide use is also limited when reference is made to the characteristics of the research respondents and/or participants. In addition, validation of the framework by five professionals is rather small.Practical implicationsTheoretically, the framework through the identified factors provide a distinct approach to understanding and improving on-site construction safety through voluntary adherence to self-regulatory standard where there are no enforceable laws and regulations to promote safety. The study findings will potentially benefit building professionals and other stakeholders by improving awareness of the health and safety practices of the construction industry.Originality/valueMany research efforts have developed frameworks and models for construction safety. However, the particularity of these frameworks to countries other than Nigeria requires similar research to be conducted to enhance the safety performance of building developers.

THE IRF EXCHANGE AS A PEDAGOGICAL TOOL: A STUDY OF ESL CLASSROOMS IN POKUASE TOWNSHIP, GHANA

<p>The classroom is a place where teachers and their pupils or students engage in interaction in order to promote effective learning. Such interactions can follow different patterns, and one such pattern is the IRF (initiation-response-feedback) exchange structure, developed by Sinclair and Coulthard (1975, 1992). This study examines the use of the IRF exchange pattern as a pedagogical tool in the English language classrooms of some Basic Schools in Pokuase, a town in the Greater Accra Region of Ghana. It investigates the way teachers and pupils initiate, respond to, and provide feedback for effective language acquisition. In order to achieve this objective, a qualitative case study was adopted to analyze 11 hours and 40 minutes of classroom recordings and 100 minutes of interview data. Results regarding the IRF structure show that the various acts within the initiation move included nomination, directing, and prompting; the acts in the response move were replying and reacting, while the acts within the feedback move were acceptance, praise, criticism, and expansion. This result is an indication that there were more initiation and feedback acts than response acts, suggesting the teachers dominated the use of the exchange pattern, leaving the pupils to only provide responses. Results of the teachers’ role indicate that they are engaging in teacher talk as a way of providing explanation, organizing the lesson, and redirecting learners in the interaction. The teachers also provided prompt guidelines by creating conducive environment for the learners to be able to write, read, also provided specific and individual feedback to either correct learners’ language input or to encourage them to learn more. Based on the results, it is argued that teachers, especially at the basic level, should endeavour to employ the use of the IRF pattern because it has the potential to contribute a great deal to ESL teaching and learning.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" /></p>

Advanced Diagnosis of Glioma by Using Emerging Magnetic Resonance Sequences

Glioma, the most common primary brain tumor in adults, can be difficult to discern radiologically from other brain lesions, which affects surgical planning and follow-up treatment. Recent advances in MRI demonstrate that preoperative diagnosis of glioma has stepped into molecular and algorithm-assisted levels. Specifically, the histology-based glioma classification is composed of multiple different molecular subtypes with distinct behavior, prognosis, and response to therapy, and now each aspect can be assessed by corresponding emerging MR sequences like amide proton transfer-weighted MRI, inflow-based vascular-space-occupancy MRI, and radiomics algorithm. As a result of this novel progress, the clinical practice of glioma has been updated. Accurate diagnosis of glioma at the molecular level can be achieved ahead of the operation to formulate a thorough plan including surgery radical level, shortened length of stay, flexible follow-up plan, timely therapy response feedback, and eventually benefit patients individually.

KOMUNIKASI THERAPEUTIC COMMUNITY PASIEN PENYALAHGUNA NARKOBA DIMASA PANDEMI COVID-19

This study will examine the Therapeutic Community Communication of Drug Abuse Patients during the Covid-19 Pandemic "at the Karunia Insani Foundation Rehabilitation Center, Kab. Musi Rawas, as for the research method used, namely qualitative research which approach is more to field research, the data collection techniques through interviews, documentation and observation, then the data is reduced so as to obtain the validity of research that can be accounted for scientifically, as for the results of In this research, the application of the therapeutic community method, the formation of Behavioral Menegement Shaping, which prioritizes drug abusing patients, knows all program activities every day and follows disciplined discipline This application is carried out during the morning meeting, therapeutic community support during the Covid-19 pandemic has three directions. , namely peer pressure in the form of a warning when making a mistake and giving a response (feedback) in the form of solutions and motivation when listening to problems and complaints between drug abuse patients, family visits, namely when families visit patients drug abuse to see the development that is in them, even though it is limited, drug abuse patients feel and feel more comfortable, lastly, from the gift of human rehabilitation institution, they hold recreation (outing) once a month, but when the Covid-19 pandemic this activity stops temporarily and will done again after the covid-19 pandemic has not increased much.

NMDAR Neurotransmission Needed for Persistent Neuronal Firing: Potential Roles in Mental Disorders

The dorsolateral prefrontal cortex (dlPFC) generates the mental representations that are the foundation of abstract thought, and provides top-down regulation of emotion through projections to the medial PFC and cingulate cortices. Physiological recordings from dlPFC Delay cells have shown that the generation of mental representations during working memory relies on NMDAR neurotransmission, with surprisingly little contribution from AMPAR. Systemic administration of low “antidepressant” doses of the NMDAR antagonist, ketamine, erodes these representations and reduces dlPFC Delay cell firing. In contrast to the dlPFC, V1 neuronal firing to visual stimuli depends on AMPAR, with much less contribution from NMDAR. Similarly, neurons in the dlPFC that respond to sensory events (cue cells, response feedback cells) rely on AMPAR, and systemic ketamine increases their firing. Insults to NMDAR transmission, and the impaired ability for dlPFC to generate mental representations, may contribute to cognitive deficits in schizophrenia, e.g., from genetic insults that weaken NMDAR transmission, or from blockade of NMDAR by kynurenic acid. Elevated levels of kynurenic acid in dlPFC may also contribute to cognitive deficits in other disorders with pronounced neuroinflammation (e.g., Alzheimer's disease), or peripheral infections where kynurenine can enter brain (e.g., delirium from sepsis, “brain fog” in COVID19). Much less is known about NMDAR actions in the primate cingulate cortices. However, NMDAR neurotransmission appears to process the affective and visceral responses to pain and other aversive experiences mediated by the cingulate cortices, which may contribute to sustained alterations in mood state. We hypothesize that the very rapid, antidepressant effects of intranasal ketamine may involve the disruption of NMDAR-generated aversive mood states by the anterior and subgenual cingulate cortices, providing a “foot in the door” to allow the subsequent return of top-down regulation by higher PFC areas. Thus, the detrimental vs. therapeutic effects of NMDAR blockade may be circuit dependent.