A Structured Visual Learning Approach Mixed with Ontology Dimensions for Medical Queries

Project-Based Learning Approach for Teaching Mobile Application Development Using Visualization Technology

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i08.12335 ◽

2020 ◽

Vol 15 (08) ◽

pp. 130

Author(s):

Zhanat Nurbekova ◽

Vadim Grinshkun ◽

Gaukhar Aimicheva ◽

Bakyt Nurbekov ◽

Kalima Tuenbaeva

Keyword(s):

Cognitive Skills ◽

Mobile Application ◽

Visual Learning ◽

Project Based Learning ◽

Educational Resources ◽

Learning Approach ◽

Application Development ◽

Mobile Application Development ◽

Visualization Technology ◽

The Impact

This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data

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Lymphoma diagnosis in histopathology using a multi-stage visual learning approach

10.1117/12.2217158 ◽

2016 ◽

Cited By ~ 4

Author(s):

Noel Codella ◽

Mehdi Moradi ◽

Matt Matasar ◽

Tanveer Sveda-Mahmood ◽

John R. Smith

Keyword(s):

Visual Learning ◽

Learning Approach ◽

Multi Stage

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Pengaruh Pendekatan Pembelajaran dan Gaya Belajar Terhadap Hasil Belajar Sejarah Siswa

Jurnal Pendidikan Sejarah ◽

10.21009/jps.031.01 ◽

2014 ◽

Vol 3 (1) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Jumardi Jumardi

Keyword(s):

Learning Styles ◽

Learning Style ◽

Teaching Methods ◽

Visual Learning ◽

Learning Outcome ◽

Teaching Approach ◽

Learning Approach ◽

Auditory Learning ◽

Conventional Teaching ◽

History Learning

Abstract The aim of the study is to reveal the empirical data about the effect of learning approach and and learning styles on the outcome of history learning of SMA Negeri 35 Jakarta The methodology used is the experimental method with a 2x2 factorial design.. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The history learning outcome of the students who take the teaching methods CTL was higher than students who take conventional teaching methods . 2) The history learning outcome between students who have a visual learning style was higher than students who have auditory learning style. 3) There is an interaction effect between learning approach and learning style of the history learning outcome. 4) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style higher than students who take conventional teaching approach and have a visual learning style . 5) The history learning outcome of the students who take the teaching approach of CTL and auditory learning style is lower than students who take conventional teaching approach and have auditory learning styles. 6) The history learning outcome of the students who take the teaching approach of CTL and have a visual learning style was higher than students who take the teaching approach of CTL and have auditory learning styles. 7) The history learning outcome of the students who take conventional teaching approach and have a visual learning style is lower than students who take conventional teaching approach and have auditory learning styles Keywords : Learning approach, learning style and history learning outcome.

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Cross-task code reuse in genetic programming applied to visual learning

International Journal of Applied Mathematics and Computer Science ◽

10.2478/amcs-2014-0014 ◽

2014 ◽

Vol 24 (1) ◽

pp. 183-197 ◽

Cited By ~ 7

Author(s):

Wojciech Jaśkowski ◽

Krzysztof Krawiec ◽

Bartosz Wieloch

Keyword(s):

Genetic Programming ◽

Character Recognition ◽

Recognition Accuracy ◽

Visual Learning ◽

Genetic Material ◽

Learning Approach ◽

Code Reuse ◽

Experimental Part ◽

Learning Tasks ◽

Extended Approach

Abstract We propose a method that enables effective code reuse between evolutionary runs that solve a set of related visual learning tasks. We start with introducing a visual learning approach that uses genetic programming individuals to recognize objects. The process of recognition is generative, i.e., requires the learner to restore the shape of the processed object. This method is extended with a code reuse mechanism by introducing a crossbreeding operator that allows importing the genetic material from other evolutionary runs. In the experimental part, we compare the performance of the extended approach to the basic method on a real-world task of handwritten character recognition, and conclude that code reuse leads to better results in terms of fitness and recognition accuracy. Detailed analysis of the crossbred genetic material shows also that code reuse is most profitable when the recognized objects exhibit visual similarity.

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