Recommender system for learning SQL using hints

Today’s software industry requires individuals who are proficient in as many programming languages as possible. Structured query language (SQL), as an adopted standard, is no exception, as it is the most widely used query language to retrieve and manipulate data. However, the process of learning SQL turns out to be challenging. The need for a computer-aided solution to help users learn SQL and improve their proficiency is vital. In this study, we present a new approach to help users conceptualize basic building blocks of the language faster and more efficiently. The adaptive design of the proposed approach aids users in learning SQL by supporting their own path to the solution and employing successful previous attempts, while not enforcing the ideal solution provided by the instructor. Furthermore, we perform an empirical evaluation with 93 participants and demonstrate that the employment of hints is successful, being especially beneficial for users with lower prior knowledge.     

How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.     

Multicultural Student-to-Student Dialogue and the Generation of Creative Ideas

Both participation in dialog and exposure to others from different cultures have been theorized to increase the ability of an individual to be creative. This study focused on the multicultural student-to-student dialog that took place in one graduate level course. The purpose of this study was to explore how participation in this dialog might influence student creativity, specifically how the students generated creative ideas for their final course papers. No connection was found between participation in the multicultural student-to-student dialog and the generation of creative ideas for their final papers. However, insight was gained into the creative process used by students in generating their final paper ideas.     

Utilitarian and experiential aspects in acceptance models for learning technology

Educational technology research and development - Identifying and understanding factors influencing the adoption of a specific technology in various educational settings is critical for maximizing...     

Benchmarking open government: An open data perspective

This paper presents a benchmark proposal for the Open Government and its application from the open data perspective using data available on the U.S. government's open data portal (data.gov). The benchmark is developed over the adopted Open Government conceptual model, which describes Open Government through data openness, transparency, participation and collaboration. Resulting in two measures, that is, one known as the e-government openness index (eGovOI) and the other Maturity, the benchmark indicates the progress of government over time, the efficiency of recognizing and implementing new concepts and the willingness of the government to recognize and embrace innovative ideas.     

Dual-task effect on postural control in high-level competitive dancers

We investigated balance in 33 competitive dancers (17 females, 16 males) and 22 controls (17 females, 5 males) (age 16-27 years) on a force plate in two conditions: single task (quiet stance) and dual task (with a concurrent mental task). Balance was evaluated using centre-of-pressure shift (sway) variability, mean speed, frequency, and sample entropy. The effect of the dual task in the medio-lateral plane was comparable in both groups, decreasing sway variability (P < 0.05) and increasing mean speed (P < 0.001), frequency, and sample entropy (P < 0.001), showing that the participants effectively increased the level of automaticity. In the antero-posterior plane, the dual task also increased sway frequency and sample entropy (P < 0.01) in dancers without affecting their standing performance. In contrast, postural control in non-dancers was vulnerable to reduced cognitive investment, which adversely interfered with baseline performance. There were very high correlations between sway sample entropy and frequency in each group, plane, and task (r = 0.92-0.98, P < 0.001), indicating that both parameters may measure the same characteristic of postural control and that higher sway frequency may play an important role in protecting stability in dual tasking. The postural control of dancers and non-dancers appears to be similar, although dancing seems to facilitate the increased level of automatic control in the antero-posterior plane.     

The development of an entrepreneurial mindset in primary education

This article provides insights into the design thinking method, a teaching strategy for developing creativity, innovative thinking, and an entrepreneurial mindset in young people as a universally applicable skill. It presents results from a study of 146 seventh- and eighth-grade students, aged 12–14 and 20 teachers across 10 Slovene schools. Teachers used the design thinking method to facilitate hands-on student projects and evaluated their effectiveness in cultivating an entrepreneurial mindset. The two teachers per class submitted a combined final report of their experience and observations. In addition, a study facilitator visited each school several times to discuss the project with the teachers, observe the class, and take notes. Thirteen factors that contributed to students’ entrepreneurial mindset were identified and organized into three clusters: project factors, the learning environment in which it was carried out, and the learning and teaching factors.     

Training for self-instruction: an ongoing experiment

She is national co-ordinator for the CODIESEE programme and directs the self-instruction project in this context. She is the author of experimental programmes to transform school libraries in Serbia into media libraries. She has also written numerous articles on educational technology.