Student’s intentional dimension in interactive learning

The purpose of the article is to identify and substantiate the technologies for using the personal intentions of students and teachers as the basis for the interactivity of learning. At the same time, the mental potential of intention as an orientation and professional choice of students in the educational process is revealed. The essence of intention and interactivity is revealed in the comparative characteristics of the goal, intention, volitional efforts and the desire of students to achieve high results in educational cognition. On the basis of the essential properties of the intention, it was revealed that it is inherent in both the personality of the teacher and the student, so it can be invested in educational tools. An interactive educational environment is used as the optimal condition for revealing the potential of an intention. It has been experimentally substantiated that in the field of academic disciplines that coincide with the intentions of students, sense-creating technologies are more productive, in other disciplines interactive technologies allow expanding the area of intention through the intention of the author, teacher, invested in educational tools. The technologies proposed in the article contribute to the teacher’s productive choice of innovative technologies, depending on the degree of coincidence of students’ personal intentions with the subject area.

Activity, Plan, and Goal Recognition: A Review

Recognizing the actions, plans, and goals of a person in an unconstrained environment is a key feature that future robotic systems will need in order to achieve a natural human-machine interaction. Indeed, we humans are constantly understanding and predicting the actions and goals of others, which allows us to interact in intuitive and safe ways. While action and plan recognition are tasks that humans perform naturally and with little effort, they are still an unresolved problem from the point of view of artificial intelligence. The immense variety of possible actions and plans that may be encountered in an unconstrained environment makes current approaches be far from human-like performance. In addition, while very different types of algorithms have been proposed to tackle the problem of activity, plan, and goal (intention) recognition, these tend to focus in only one part of the problem (e.g., action recognition), and techniques that address the problem as a whole have been not so thoroughly explored. This review is meant to provide a general view of the problem of activity, plan, and goal recognition as a whole. It presents a description of the problem, both from the human perspective and from the computational perspective, and proposes a classification of the main types of approaches that have been proposed to address it (logic-based, classical machine learning, deep learning, and brain-inspired), together with a description and comparison of the classes. This general view of the problem can help on the identification of research gaps, and may also provide inspiration for the development of new approaches that address the problem in a unified way.

Exam Preparation: The Influence of Action Control, Procrastination and Examination Experience on Students’ Goal Intention and Implementation Intention

Introducción. En el marco del análisis de intención de comportamiento de diferencia en relación con la preparación de exámenes, se examinó si la intención - subdividida en objetivo y la intención puesta en práctica - está influenciada directamente por el control de la acción de-terminantes, la dilación y la experiencia de examen, que es incompatible con la Teoría del Comportamiento Planificado, y si su influencia varía en su intensidad. Método. La base para la investigación fue un estudio (N = 204), que investigó los universitarios (participantes en la investigación) la revisión del examen. En 2010, 1.149 estudiantes de ingeniería alemana, con una edad media de 22,5 años de edad recibieron cuestionarios escritos. Un total de 204 se incluyeron en la evaluación global. Se ha utilizado un método de análisis de la trayectoria de modelado de ecuaciones estructurales para analizar las posibles relaciones entre las variables mencionadas. Resultados. Los resultados muestran que la experiencia de examen determinante tiene una influencia significativa y sustancial en la intención de la aplicación, mientras que la intención meta no tiene. Esta influencia también es relevante en cuanto a determinación de la dilación. Discusión. En base a los resultados, que influye en la experiencia de examen de los estudiantes, se debería realizar una revisión amplia de la teoría del modelo de comportamiento planificado. Se llega a la conclusión de que la experiencia de examen podría ser más una oportunidad para reducir la intención que de planificación de conducta. Además, se podría decir que el desarrollo de la intención de la aplicación es promovido por la intención de meta que por la experiencia de examen. Un enfoque unilateral sobre la intención meta no es razonable. La experiencia de examen puede tener un impacto positivo en el comportamiento de la dilación. Además, la falta o menor nivel de habilidades metodológicas o experiencia de examen pueden ser decisivos para el éxito del estudio. Con respecto a la acción determinante de control no se detectó ninguna influencia.

Increasing physical activity in older adults: Walking by prescription in primary care

Aim The present study (PTDC/SAU-SAP/110799/2009) funded by the Portuguese Government (Fundação para a Ciência e Tecnologia – FCT) aimed to test the effectiveness of a behaviour based intervention combined with a cognitive based one, designed to increase physical activity levels in older adults at Primary Health Care Centres. Method A total of 108 participants aged over 65 years participated in the study. Participants were referred by their General Practitioner (GP) and randomized by gender and marital status at the moment they started the program (single vs. couple), and allocated into one of three conditions: goal intention, action planning, action planning and coping planning. All participants received a pedometer and a logbook and were asked to register their daily number of steps for a period of 24 weeks. Study follows a longitudinal design with five assessments over a 6-month after baseline. Results The test between subjects’ effects revealed an interaction between condition and participating in the study as single vs. couple. Older adults participating as singles walked more steps on average in the condition goal intention plus action planning and coping planning, whereas participants that entered in the study with their spouse, goal intention without any other planning intervention was the most effective intervention. Conclusion The 24-week physical activity program based on the recent developments of behavioural-cognitive framework, has proven useful increasing older adults daily walking behaviour.

Can implementation intention help to bridge the intention–behaviour gap in the entrepreneurial process? An experimental approach

In order to understand what triggers action, researchers have studied intention and its determinants for decades. Specifically, entrepreneurship has been widely studied using the intention models. However, only few intended entrepreneurs enact their intentions in the end. As a proof, the variance explained by entrepreneurial intention in actual behaviour is estimated at 37%. So the entrepreneurial intention–behaviour link still has a lot to reveal, leaving a gap in the literature. This article first reminds the difference between goal intention and implementation intention and posits that intention models actually refer to goal intention only. As it has been proven in different contexts that by automatizing individuals’ responses to anticipated cues, implementation intention increases the probability to act, we propose to observe what could be the role of implementation intention in the entrepreneurial intention–behaviour link. The originality and main contribution of this experimental study is that it is the first attempt to operationalize implementation intention on such a complex behaviour. Even if the experiment enables us to make observations more than statistically valid findings, it paves the way for more empirical research on the subject, and it still allows to suggest what could be the benefit of using implementation intention in that field. It should now be tested on a larger scale to be statistically reliable.

Measuring Intention in Language Learning: A Confirmatory Factor Analysis

Intention in language learning has not been studied effectively in research on second language (L2) learning. The goal is to fill this gap by designing and testing a measure of L2 learning intention. The scale was differentiated into two distinct but correlated components, goal intention and implementation intention, within the L2 context. The two intention scales were examined for reliability and validity using a series of standard psychometric procedures. A confirmatory factor model was then constructed and tested with a sample of 333 senior high school and college students. The results showed that a modified model had good psychometric characteristics and reasonable fit to the data.