An analysis of review content and reviewer variables that contribute to review helpfulness     

MSI Malik  Ayyaz Hussain 《Information processing & management》2018,54(1):88-104

Review helpfulness is attracting increasing attention of practitioners and academics. It helps in reducing risks and uncertainty faced by users in online shopping. This study examines uninvestigated variables by looking at not only the review characteristics but also important indicators of reviewers. Several significant review content and two reviewer variables are proposed and an effective review helpfulness prediction model is built using stochastic gradient boosting learning method. This study derived a mechanism to extract novel review content variables from review text. Six popular machine learning models and three real-life Amazon review data sets are used for analysis. Our results are robust to several product categories and along three Amazon review data sets. The results show that review content variables deliver the best performance as compared to the reviewer and state-of-the-art baseline as a standalone model. This study finds that reviewer helpfulness per day and syllables in review text strongly relates to review helpfulness. Moreover, the number of space, aux verb, drives words in review text and productivity score of a reviewer are also effective predictors of review helpfulness. The findings will help customers to write better reviews, help retailers to manage their websites intelligently and aid customers in their product purchasing decisions.  相似文献   

Statistical learning for OCR error correction     

Jie Mei  Aminul Islam  Abidalrahman Moh’d  Yajing Wu  Evangelos Milios 《Information processing & management》2018,54(6):874-887

Modern OCR engines incorporate some form of error correction, typically based on dictionaries. However, there are still residual errors that decrease performance of natural language processing algorithms applied to OCR text. In this paper, we present a statistical learning model for post-processing OCR errors, either in a fully automatic manner or followed by minimal user interaction to further reduce error rate. Our model employs web-scale corpora and integrates a rich set of linguistic features. Through an interdependent learning pipeline, our model produces and continuously refines the error detection and suggestion of candidate corrections. Evaluated on a historical biology book with complex error patterns, our model outperforms various baseline methods in the automatic mode and shows an even greater advantage when involving minimal user interaction. Quantitative analysis of each computational step further suggests that our proposed model is well-suited for handling volatile and complex OCR error patterns, which are beyond the capabilities of error correction incorporated in OCR engines.  相似文献   

Location extraction from tweets     

Thi Bich Ngoc Hoang  Josiane Mothe 《Information processing & management》2018,54(2):129-144

Five hundred million tweets are posted daily, making Twitter a major social media platform from which topical information on events can be extracted. These events are represented by three main dimensions: time, location and entity-related information. The focus of this paper is location, which is an essential dimension for geo-spatial applications, either when helping rescue operations during a disaster or when used for contextual recommendations. While the first type of application needs high recall, the second is more precision-oriented. This paper studies the recall/precision trade-off, combining different methods to extract locations. In the context of short posts, applying tools that have been developed for natural language is not sufficient given the nature of tweets which are generally too short to be linguistically correct. Also bearing in mind the high number of posts that need to be handled, we hypothesize that predicting whether a post contains a location or not could make the location extractors more focused and thus more effective. We introduce a model to predict whether a tweet contains a location or not and show that location prediction is a useful pre-processing step for location extraction. We define a number of new tweet features and we conduct an intensive evaluation. Our findings are that (1) combining existing location extraction tools is effective for precision-oriented or recall-oriented results, (2) enriching tweet representation is effective for predicting whether a tweet contains a location or not, (3) words appearing in a geography gazetteer and the occurrence of a preposition just before a proper noun are the two most important features for predicting the occurrence of a location in tweets, and (4) the accuracy of location extraction improves when it is possible to predict that there is a location in a tweet.  相似文献   

国内教育领域深度学习研究现状及热点--基于中国知网的科学知识图谱分析     

张释元  饶丽娜 《四川职业技术学院学报》2020,(2):102-110

教育改革的不断深入,使得深度学习成为当前一个较为活跃的领域,为探究教育领域中深度学习的研究力量分布、研究热点及研究演进,运用文献计量软件CiteSpace对深度学习2008至2018年的中文期刊进行梳理总结。通过考察合作作者、合作机构及高频关键词,发现深度学习研究已经进入到一个全新的发展阶段,其研究力量主要分布在专业性较强的师范院校,研究领域存在于高等教育与中等教育,初等教育领域活动较少,研究的热点表现为翻转课堂、核心素养、人工智能、教育模式、学习分析、教育信息化。  相似文献   

影响高职思政课学生学习效果的关键因素与对策     

高衍玉 《教育教学论坛》2020,(3):369-370

高职思想政治课的学习效果直接关系到立德树人这一根本任务的落实。在影响高职思想政治课学习效果的诸多因素中,学生自身需求是关键因素。针对这一关键因素,高职思想政治课教师需要综合运用多种措施满足学生需求,提高思想政治课学习效果,真正落实立德树人的根本任务。  相似文献   

Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic     

Georga J. Longhurst  Danya M. Stone  Kate Dulohery  Deirdre Scully  Thomas Campbell  Claire F. Smith 《Anatomical sciences education》2020,13(3):301-311

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.  相似文献   

Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education     

《Educational Research Review》2021

Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.  相似文献   

Developing intercultural communicative competence in foreign language classrooms – A study of EFL learners in Taiwan     

《Int J Intercult Relat》2021

Internationalisation has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. As in the case of Taiwan, universities worldwide have begun to emphasise intercultural ‘literacy’ in language classrooms. Following Byram’ (1997) ICC model, this study adopts an intercultural approach to language classroom in order to investigate the effectiveness of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in Taiwan, and to discover how this development is related to the background factors of overseas experience and English proficiency. The accompanying research therefore has two purposes: (1) to evaluate the effectiveness of explicit instruction on EFL learners’ development of ICC by employing both self-assessment and other assessment tools and (2) to investigate the relationship between the development of ICC and two background factors. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills dimensions, and (2) English proficiency and overseas experience are significantly related to better acquisition of ICC.  相似文献   

Stimulating Intrinsic Motivation in Millennial Students: A New Generation,a New Approach     

Joydeep Dutta Chaudhuri 《Anatomical sciences education》2020,13(2):250-271

There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.  相似文献   

Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education     

《Learning and Instruction》2020

It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups showed more positive and less negative group work behaviour compared to control groups, whilst controlling for several group characteristics. Results suggest that negative group work behaviour increased gradually during the whole task in control groups, while in SfA groups it increased only towards the end of the task. The findings indicate that cooperative learning may lead to improved group work behaviour of young pupils (6–7 years old).  相似文献