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41.
Human vs. Computer Diagnosis of Students’ Natural Selection Knowledge: Testing the Efficacy of Text Analytic Software 总被引:2,自引:2,他引:0
Our study examines the efficacy of Computer Assisted Scoring (CAS) of open-response text relative to expert human scoring
within the complex domain of evolutionary biology. Specifically, we explored whether CAS can diagnose the explanatory elements
(or Key Concepts) that comprise undergraduate students’ explanatory models of natural selection with equal fidelity as expert
human scorers in a sample of >1,000 essays. We used SPSS Text Analysis 3.0 to perform our CAS and measure Kappa values (inter-rater
reliability) of KC detection (i.e., computer–human rating correspondence). Our first analysis indicated that the text analysis
functions (or extraction rules) developed and deployed in SPSSTA to extract individual Key Concepts (KCs) from three different
items differing in several surface features (e.g., taxon, trait, type of evolutionary change) produced “substantial” (Kappa
0.61–0.80) or “almost perfect” (0.81–1.00) agreement. The second analysis explored the measurement of human–computer correspondence
for KC diversity (the number of different accurate knowledge elements) in the combined sample of all 827 essays. Here we found
outstanding correspondence; extraction rules generated using one prompt type are broadly applicable to other evolutionary
scenarios (e.g., bacterial resistance, cheetah running speed, etc.). This result is encouraging, as it suggests that the development
of new item sets may not necessitate the development of new text analysis rules. Overall, our findings suggest that CAS tools
such as SPSS Text Analysis may compensate for some of the intrinsic limitations of currently used multiple-choice Concept
Inventories designed to measure student knowledge of natural selection. 相似文献
42.
Dr. Olga Kunina-Habenicht Hendrik Lohse-Bossenz Prof. Dr. Mareike Kunter Theresa Dicke Doris F?rster Jill G??ling Franziska Schulze-Stocker Annett Schmeck Jürgen Baumert Detlev Leutner Ewald Terhart 《Zeitschrift für Erziehungswissenschaft》2012,15(4):649-682
In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training. 相似文献
43.
Hendrik Snyders 《国际体育史杂志》2018,35(10):1029-1059
AbstractIn the period from1976 to1990 during the international campaign against apartheid, some affiliate members of the USA Rugby Football Union, went out of their way to establish and maintain a strong relationship with the South African Rugby Football Board and its successor, the South African Rugby Board. Over the course of six reciprocal tours, they ignored the campaigns of the worldwide anti-apartheid movement and the British Commonwealth. In their dogged pursuit of a sporting relationship with a key South African cultural institution that buttressed apartheid in a sport that, at best, enjoyed minority status in the United States, they defied both their own national federation and the American Olympic Committee. By 1990 as the international campaign against apartheid became a truly worldwide affair, US–South Africa rugby relations were suspended in line with larger political developments both within and outside of the country. This essay, beyond mapping the trials and tribulations of that relationship, also foregrounds a largely hidden history in order to fill the existing gap in the official sporting histories of both the United States and South Africa. 相似文献
44.
Chimezie O. Amaefule Jasmin Breitwieser Daniel Biedermann Lea Nobbe Hendrik Drachsler Garvin Brod 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1351-1372
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.
Practitioner notes
What is already known about this topic- Educational applications provide children with unrestricted access to mobile learning resources.
- Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
- There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
- Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
- Perceived enjoyment predicted behavioural intention to use the application.
- Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
- These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
- Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
- The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.