Automatic assessment of cognitive and emotional states in virtual reality-based flexibility training for four adolescents with autism     

Jewoong Moon  Fengfeng Ke  Zlatko Sokolikj 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1766-1784

Tracking students’ learning states to provide tailored learner support is a critical element of an adaptive learning system. This study explores how an automatic assessment is capable of tracking learners’ cognitive and emotional states during virtual reality (VR)-based representational-flexibility training. This VR-based training program aims to promote the flexibility of adolescents with autism spectrum disorder (ASD) in interpreting, selecting and creating multimodal representations during STEM-related design problem solving. For the automatic assessment, we used both natural language processing (NLP) and machine-learning techniques to develop a multi-label classification model. We then trained the model with the data from a total of audio- and video-recorded 66 training sessions of four adolescents with ASD. To validate the model, we implemented both k-fold cross-validations and the manual evaluations by expert reviewers. The study finding suggests the feasibility of implementing the NLP and machine-learning driven automatic assessment to track and assess the cognitive and emotional states of individuals with ASD during VR-based flexibility training. The study finding also denotes the importance and viability of providing adaptive supports to maintain learners’ cognitive and affective engagement in a highly interactive digital learning environment.  相似文献   

E-literature in the frame of e-learning   总被引：1，自引：1，他引：0  

Zlatko Nedelko 《美中教育评论》2009,6(9):32-41

In last two/three decades, advancement in modern information and communication technology enabled e-learning. E-learning is supported with modern information and communication technology. A shift in learning paradigm, from traditional （i.e. collocated participants） to more distance education （i.e. geographic dispersed participants）, especially in the form of e-learning, has resulted in changes in many fields. Traditional and e-learning processes differ significantly in many aspects. One among the most important is the field of literature （e.g. its design, creation, implementation, distribution）. Literature which is used in traditional education process （e.g. hard copy books） could also be used in e-learning process, but is lees suitable. Therefore e-literature has evolved and gained importance recently. E-literature is more convenient because it is in electronic version （not hard copy）, which allows fast and cheap distribution to participants in e-learning process. In the contribution, we research student＇s preferences about literature in e-learning and especially what are the characteristics of a good e-literature. Therefore the paper provides an insight into student＇s attitudes towards the usage of e-literature, which are in turn importantly dependent upon the quality （i.e. characteristics） of e-literature. Results of a research among undergraduate students at business school are presented.  相似文献   

Inclusive education in Bosnia and Herzegovina     

Alma Dizdarevic Medina Vantic-Tanjic Milena Nikolic 《美中教育评论》2010,(3):92-100

This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of inclusion in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school, high school and university education, with more than 30 laws covering the area of education. General and special education are separately regulated, thus violating the rights of children with special needs to be educated in the mainstream schools closest to their home. Negative attitudes, prejudices and stereotypes, educational standards non supportive for the inclusive education, lack of engagement of university facilities and negligence of scientifically based research are also considered in this study.  相似文献   

A social inequality of motivation? The relationship between beliefs about academic success and young people's educational attainment          下载免费PDF全文

Jonathan F. Smith  Zlatko Skrbiš 《British Educational Research Journal》2017,43(3):441-465

Meritocratic ideals, which emphasise individual responsibility and self‐motivation, have featured prominently in discourses about Australia's international competitiveness in academic achievement. Young people are often encouraged to attribute academic success and failure to individual factors such as hard work and talent, and to downplay extrinsic factors such as luck, task difficulty, or broader structural advantages and disadvantages. Using longitudinal data on a large, single‐age cohort (n=2,145) of young Australians participating in the Social Futures and Life Pathways (‘Our Lives’) project, we analyse the relationship between attributions for academic success across their final years of secondary schooling and how they related to educational attainment at the end of school. The belief that hard work would lead to academic success was widespread within the sample and positively associated with subsequent educational performance. Most students also emphasised the importance of having a supportive family, despite this being negatively associated with performance. Consistent with claims about a ‘social inequality of motivation’, the findings suggest that emphasising meritocracy may compound the disadvantages of young people from less educated or vocational backgrounds, and those living in rural and regional Australia, whilst impacting unevenly on males' and females' academic performance.  相似文献   

Diagnostic accuracy of heart fatty acid binding protein (H-FABP) and glycogen phosphorylase isoenzyme BB (GPBB) in diagnosis of acute myocardial infarction in patients with acute coronary syndrome     

Cubranic Z  Madzar Z  Matijevic S  Dvornik S  Fisic E  Tomulic V  Kunisek J  Laskarin G  Kardum I  Zaputovic L 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(2):225-236

Introduction:

This study aimed to assess whether heart fatty acid-binding protein (H-FABP) and glycogen phosphorylase isoenzyme BB (GPBB) could be used for the accurate diagnosis of acute myocardial infarction (AMI) in acute coronary syndrome (ACS) patients.

Materials and methods:

The study included 108 ACS patients admitted to a coronary unit within 3 h after chest pain onset. AMI was distinguished from unstable angina (UA) using a classical cardiac troponin I (cTnI) assay. H-FABP and GPBB were measured by ELISA on admission (0 h) and at 3, 6, 12, and 24 h after admission; their accuracy to diagnose AMI was assessed using statistical methods.

Results:

From 92 patients with ACS; 71 had AMI. H-FABP and GPBB had higher peak value after 3 h from admission than cTnI (P = 0.001). Both markers normalized at 24 h. The area under the receiver operating characteristic curves was significantly greater for both markers in AMI patients than in UA patients at all time points tested, including admission (P < 0.001). At admission, the H-FABP (37%) and GPBB (40%) sensitivities were relatively low. They increased at 3 and 6 h after admission for both markers and decreased again after 24 h. It was 40% for H-FABP and approximately 2-times lower for GPBB (P < 0.01). In AMI patients, both biomarkers had similar specificities, positive- and negative-predictive values, positive and negative likelihood ratios, and risk ratios for AIM.

Conclusion:

H-FABP and GPBB can contribute to early AMI diagnosis and can distinguish AMI from UA.  相似文献