Identifying Liars Through Automatic Decoding of Children's Facial Expressions     

Kaila C. Bruer  Sarah Zanette  Xiao Pan Ding  Thomas D. Lyon  Kang Lee 《Child development》2020,91(4):e995-e1011

This study explored whether children's (N = 158; 4- to 9 years old) nonverbal facial expressions can be used to identify when children are being deceptive. Using a computer vision program to automatically decode children's facial expressions according to the Facial Action Coding System, this study employed machine learning to determine whether facial expressions can be used to discriminate between children who concealed breaking a toy(liars) and those who did not break a toy(nonliars). Results found that, regardless of age or history of maltreatment, children's facial expressions could accurately (73%) be distinguished between liars and nonliars. Two emotions, surprise and fear, were more strongly expressed by liars than nonliars. These findings provide evidence to support the use of automatically coded facial expressions to detect children's deception.  相似文献   

A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study     

Bai-Chin Lee  Sung-Tsang Hsieh  Yih-Leong Chang  Fen-Yu Tseng  Yu-Jung Lin  Yuh-Lien Chen  Shu-Huei Wang  Yu-Fong Chang  Yi-Lwun Ho  Yen-Hsuan Ni  Shan-Chwen Chang 《Anatomical sciences education》2020,13(6):743-758

Virtual microscopy (VM) has been utilized to improve students' learning experience in microscope laboratory sessions, but minimal attention has been given to determining how to use VM more effectively. The study examined the influence of VM on academic performance and teacher and student perceptions and compared laboratory test scores before and after VM incorporation. A total of 662 third-year students studying histology and 651 fourth-year students studying pathology were divided into two groups. The light microscopy (LM) group used a light microscope in 2014 and 2015, while the LM + VM group used the VM platform and a light microscope in 2016 and 2017. Four factors positively predict laboratory scores (R square, 0.323; P < 0.001): (i) the pathology course and test-enhanced learning, (ii) the VM platform and experience, (iii) medical students and lecture scores, and (iv) female students. The LM + VM group exhibited less score variability on laboratory examinations relative to their mean than the LM group. The LM + VM group was also associated with fewer failing grades (F grade; odds ratio, 0.336; P < 0.001) and higher scores (A grade; odds ratio, 2.084; P < 0.001) after controlling for sex, school, course, and lecture grades. The positive effect of the VM platform on laboratory test grades was associated with prior experience using the VM platform and was synergistic with more interim tests. Both teachers and students agreed that the VM platform enhanced laboratory learning. The incorporation of the VM platform in the context of test-enhanced learning may help more students to master microscopic laboratory content.  相似文献   

Difficulty and self-efficacy: An exploratory study     

Jason Power  Raymond Lynch  Oliver McGarr 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):281-296

Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed.  相似文献   

Idea generation in biomedical engineering courses using Design Heuristics     

Jin Woo Lee  Anastasia Ostrowski  Aileen Huang-Saad  Colleen M. Seifert 《European Journal of Engineering Education》2019,44(3):360-378

ABSTRACT

With increasing demand for improved medical equipment and healthcare, next-generation biomedical engineers need strong design skills. Equipping biomedical engineering students with tools for idea generation and development can increase student design success. Design Heuristics are an ideation tool developed through empirical studies of product designs. While identified in the mechanical engineering space, Design Heuristics may be applicable in biomedical engineering design. In our study, we implemented a Design Heuristics session during upper-level undergraduate and first-year graduate biomedical engineering design courses. We examined the applicability of Design Heuristics within individual and team concept generation contexts. The findings demonstrated that biomedical engineering students were able to use Design Heuristics to generate multiple concepts, and that initial concepts produced using Design Heuristics were carried over into final team design. The results support the applicability of Design Heuristics to student idea generation in biomedical engineering design.  相似文献   

Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study     

Rui Fu  Jinsol Lee  Xinyin Chen  Li Wang 《Child development》2020,91(5):1718-1732

This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M_age = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.  相似文献   

Logistic Regression Procedure Using Penalized Maximum Likelihood Estimation for Differential Item Functioning     

Sunbok Lee 《Journal of Educational Measurement》2020,57(3):443-457

In the logistic regression (LR) procedure for differential item functioning (DIF), the parameters of LR have often been estimated using maximum likelihood (ML) estimation. However, ML estimation suffers from the finite-sample bias. Furthermore, ML estimation for LR can be substantially biased in the presence of rare event data. The bias of ML estimation due to small samples and rare event data can degrade the performance of the LR procedure, especially when testing the DIF of difficult items in small samples. Penalized ML (PML) estimation was originally developed to reduce the finite-sample bias of conventional ML estimation and also was known to reduce the bias in the estimation of LR for the rare events data. The goal of this study is to compare the performances of the LR procedures based on the ML and PML estimation in terms of the statistical power and Type I error. In a simulation study, Swaminathan and Rogers's Wald test based on PML estimation (PSR) showed the highest statistical power in most of the simulation conditions, and LRT based on conventional PML estimation (PLRT) showed the most robust and stable Type I error. The discussion about the trade-off between bias and variance is presented in the discussion section.  相似文献   

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior     

Ella Daniel  Maya Benish-Weisman  Joanne N. Sneddon  Julie A. Lee 《Child development》2020,91(5):1615-1630

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.  相似文献   

Classification Consistency and Accuracy With Atypical Score Distributions     

Stella Y. Kim  Won-Chan Lee 《Journal of Educational Measurement》2020,57(2):286-310

The current study aims to evaluate the performance of three non-IRT procedures (i.e., normal approximation, Livingston-Lewis, and compound multinomial) for estimating classification indices when the observed score distribution shows atypical patterns: (a) bimodality, (b) structural (i.e., systematic) bumpiness, or (c) structural zeros (i.e., no frequencies). Under a bimodal distribution, the normal approximation procedure produced substantially large bias. For a distribution with structural bumpiness, the compound multinomial procedure tended to introduce larger bias. Under a distribution with structural zeroes, the relative performance of selected estimation procedures depended on cut score location and the sample-size conditions. In general, the differences in estimation errors among the three procedures were not substantially large.  相似文献   

Validation of the swimming competence questionnaire for children     

Derwin K. C. Chan  Alfred Sing Yeung Lee  Duncan J. Macfarlane  Martin S. Hagger  Kyra Hamilton 《Journal of sports sciences》2020,38(14):1666-1673

ABSTRACT

Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.  相似文献   

The culture of digital scholarship in academic libraries     

Bradford Lee Eden 《Public Services Quarterly》2020,16(1)

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