Modeling learner-controlled mental model learning processes by a second-order adaptive network model

Learning knowledge or skills usually is considered to be based on the formation of an adequate internal mental model as a specific type of mental network. The learning process for such a mental model conceptualised as a mental network, is a form of (first-order) mental network adaptation. Such learning often integrates learning by observation and learning by instruction. For an effective learning process, an appropriate timing of these different elements is crucial. By controlling the timing of them, the mental network adaptation process becomes adaptive itself, which is called second-order mental network adaptation. In this paper, a second-order adaptive mental network model is proposed addressing this. The first-order adaptation process models the learning process of mental models and the second-order adaptation process controls the timing of the elements of this learning process. It is illustrated by a case study for the learner-controlled mental model learning in the context of driving a car. Here the learner is in control of the integration of learning by observation and learning by instruction.

Special Issue on Human–Robot Interaction (HRI)

Human–robot interaction (HRI) is one of the most rapidly growing research fields in robotics and promising for the future of robotics technology. Despite the fact that numerous significant research results in HRI have been presented during the last years, there are still challenges in several critical topics of HRI, which could be summarized as: (i) collision and safety, (ii) virtual guides, (iii) cooperative manipulation, (iv) teleoperation and haptic interfaces, and (v) learning by observation or demonstration. In physical HRI research, the complementarity of the human and the robot capabilities is carefully considered for the advancement of their cooperation in a safe manner. New advanced control systems should be developed so the robot will acquire the ability to adapt easily to the human intentions and to the given task. The possible applications requiring co-manipulation are cooperative transportation of bulky and heavy objects, manufacturing processes such as assembly and surgery.

Anodal tDCS over Primary Motor Cortex Provides No Advantage to Learning Motor Sequences via Observation

When learning a new motor skill, we benefit from watching others. It has been suggested that observation of others’ actions can build a motor representation in the observer, and as such, physical and observational learning might share a similar neural basis. If physical and observational learning share a similar neural basis, then motor cortex stimulation during observational practice should similarly enhance learning by observation as it does through physical practice. Here, we used transcranial direct-current stimulation (tDCS) to address whether anodal stimulation to M1 during observational training facilitates skill acquisition. Participants learned keypress sequences across four consecutive days of observational practice while receiving active or sham stimulation over M1. The results demonstrated that active stimulation provided no advantage to skill learning over sham stimulation. Further, Bayesian analyses revealed evidence in favour of the null hypothesis across our dependent measures. Our findings therefore provide no support for the hypothesis that excitatory M1 stimulation can enhance observational learning in a similar manner to physical learning. More generally, the results add to a growing literature that suggests that the effects of tDCS tend to be small, inconsistent, and hard to replicate. Future tDCS research should consider these factors when designing experimental procedures.

The role and significance of masterclasses in creative learning

Masterclasses have a prominent place in the education of future musicians within the western classical music tradition. This chapter gives an overview of research on teaching and learning in masterclasses with a focus on how they might benefit the students, as well as how master teachers and students can optimize learning and teaching outcomes. The merits of various types and formats of masterclass and styles of interaction are discussed, as are the challenges faced by master teachers and student performers. One section of the chapter is devoted to the possible benefits for students in the audience, benefits which might be contested by the students themselves. Drawing on theories of learning by observation and of peer learning and assessment, the chapter argues that there is significant learning potential for the audience as well. It concludes by considering some implications for practice of the roles that the conservatoire, the master teacher and the principal instrumental or singing teacher can respectively play in helping both the student performing and students in the audience to get the most out of masterclasses.

TEACHING BIOCHEMISTRY USING EDUCATIONAL GAMES AND GAMIFICATION STRATEGIES

INTRODUCTION: Biotechnology is a new bachelor degree in UFPA, and has been stablished with excellency in the state of Pará. However, there is the need to promote comprehension and learning in Biochemistry, as well as interdisciplinarity, that is an essential part of biotechnology. OBJECTIVES: To increase learning and interdisciplinarity, educational games were used as tools. The students were instigated to develop educational games in different topics of energy metabolism. MATERIALS AND METHODS: The games were developed to be used in any teaching environment, since they were made with low-cost and accessible materials. This strategy was applied in three semesters in different Biochemistry classes, between 2012 and 2014. The best games in each class were used in following semesters. DISCUSSION AND RESULTS: Since the first semester, the failing rates dropped 15% compared to the previous semester, in which educational games were not used. An increase in learning (by observation) could be noticed, including comprehension of metabolic pathways and their conections. Twenty games were developed in three semesters, and four of them are still being improved and used in other classes. The participant students answered a questionnaire, in which 47% defined the games as “Relaxing and Instigating”, 33% said the games “Accomplished their didactic and educational role” and 54% said they would recommend the use of these games as a reviewing activity. At the moment, another approach is being used to teach Biochemistry – Gamification, which uses elements found in games, as conflict, cooperation, rules and fun, to improve students’ motivation and engagement. CONCLUSION: As a partial result, there was greater in-class interest and engagement, better comprehension of the course content and the activities gave the students the opportunity to work in groups, to think critically about the themes and to develop opinions based on interdisciplinar and formal knowledge.