scholarly journals Designing Pedagogically Effective Haptic Systems for Learning: A Review

2021 ◽  
Vol 11 (14) ◽  
pp. 6245
Author(s):  
Riley Crandall ◽  
Ernur Karadoğan
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Research Area ◽  
Simulated Environment ◽  
Cognitive Theories ◽  
Haptic Simulations ◽  
Haptic Technology ◽  
Active Research ◽  
New Research ◽  
Sense Of Touch

Haptic technology enables users to utilize their sense of touch while engaging with a virtual representation of objects in a simulated environment. It is a bidirectional technology in that it facilitates the interaction between the user and these virtual representations by allowing them to apply force onto one another, which is analogous to our real-world interactions with physical objects as action-reaction pairs. The sense of touch is a powerful and innate learning tool that we readily employ starting from very early ages as infants even before learning to walk. Therefore, it is natural that incorporating haptic technology into pedagogical methods has been an active research area as it has significant potential to enrich the learning experience and provide an engaging environment for learners. In this paper, we reviewed studies from various disciplines that incorporate haptics to increase the quality of teaching and learning while emphasizing the underlying cognitive theories. In that direction, we describe two of the most common cognitive theories, the Cognitive Load and Embodied Cognition theories, that developers use to support haptic technology’s implications and use in learning environments. We then explore the effects of haptic design on its current applicability following these two theories. Finally, we summarize the best design practices to develop haptic simulations for learning, address gaps in current research, and propose new research directions.

scholarly journals Skeptic’s Comment: What Questions ‘Academic Writing’ Does Not Answer

2018 ◽  
Vol 27 (11) ◽  
pp. 71-84 ◽  
Author(s):  
Alevtina S. Robotova
Keyword(s):  
Academic Writing ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Personal Characteristics ◽  
Research Area ◽  
Learning System ◽  
Insufficient Attention ◽  
The Status ◽  
New Research

The paper provides information to support its title (“Skeptic’s comment…”). The author shares his attitudes towards a new research area of academic writing (AW) and a system of teaching AW. The paper is presented in a form of a dialog between the author and the advocates of AW. In the author’s opinion, these advocates do not answer a number of questions to be asked for including their ideas into the scope of pedagogical knowledge. While admitting the value of analyzing foreign publications on AW, interpreting them and creating a teaching and learning system tailored for our national practice, the author states that the arguments to recognize AW as an independent academic discipline or a new research area are not sufficient. The author supports this idea by a series of speculations expanded in the paper sections to follow. They include doubts about the completeness of methodological arguments (considering the contemporary state of matter in epistemology, attitude towards new type rationality, unique features of cognition in science and humanities, rationale for the relevance of social constructivism for AW, and etc.), and about the insufficient attention towards the contemporary pedagogical methodology. The status of AW is discussed as if sidestepping the national achievements in investigating the language, speech, text (academic), discourse, linguistic and rhetoric conventions, and etc. The skepticism regarding the AW system can also be explained by the fact that the author does not agree with a number of statements denying the figural and publicistic images in an academic style, personal characteristics, opinions, emotional experiences and beliefs; negating the talent, literature expertise and imitation as assistants for academic writing; inferring the impossibility of learning academic writing independently. The author is confused by the insufficient attention towards the investigations on eloquence carried out in the 1980s in our native country (e.g. by S.S. Averintsev, A.K. Avelichev, and etc.); it is clear that the expertise in foreign research does not negate the knowledge about the research in our native country. Through critically analyzing the components of the AW system, the author concludes that AW is to be considered as one of possible technological solutions for the problem of creating a scholarly proper academic text.

Cyber-Ethnography

2011 ◽  
pp. 330-238 ◽  
Author(s):  
Elizabeth Keeley-Browne
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Line Drawing ◽  
Research Tool ◽  
Virtual Space ◽  
Research Approach ◽  
Code Of Practice ◽  
Use Of Technology ◽  
Definition Of ◽  
New Research

As the use of technology in teaching and learning grows at a pace a new research approach is gaining in popularity among student researchers and academics. This article describes the development of cyber-ethnography as a research tool, identifies its use as a research method and provides summary to a research project that examines interaction between lecturers and learners engaged on a Masters degree in Education delivered on-line. Drawing on the benefits provided by cyber-ethnography as a research tool, new perspectives on the student learning experience are identified and explored. The research provides insight into the experience of staff and students alike. The course specific research findings are discussed and the process of researching in virtual space is evaluated. The findings identify advantages to the learner when asynchronous communication provides time for reflection and considered response. Further advantages are identified in the opportunity to consult across the globe on issues of practice. The creation of communities of personal support networks that reach beyond the considerations of the course are identified and assessed. Disadvantages are identified with the technology itself and associated issues of access, equity and support. Recommendations arising from the research are for greater focus on the role of the tutor in virtual learning situations with consideration given to the time commitment required of lecturing staff. Evaluation of the research methodology highlights the need for a clearer definition of cyber ethnography, greater understanding of the social worlds inhabited in cyberspace and a code of practice for those researching on the net.

scholarly journals Linking Teaching and Research Through Scholarship Projects: A Case Study

2011 ◽  
Vol 8 (2) ◽  
pp. 54-63
Author(s):  
Natalie Braber ◽  
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Academic Research ◽  
Undergraduate Curriculum ◽  
Teaching And Research ◽  
Student Community ◽  
The United Kingdom ◽  
Active Research

Many lecturers find that teaching and research compete for their time. However, teaching and research can be linked closely together, and there are many ways of linking the two. This article will consider how research can be incorporated into teaching through a case study in Linguistics at Nottingham Trent University (in the United Kingdom), where undergraduate students are invited to participate on a research project. This project aims to foster and strengthen the links between teaching and research in the undergraduate curriculum to enhance the student learning experience (both for the students involved in the project and the wider student community). Allowing students to become involved in academic research before their final year can influence teaching and learning practice by encouraging students to look beyond lectures and seminars at the work which is carried out by their own lecturers. In order for learning to be most effective, it must be seen as relevant to the real world and by inviting students onto active research projects will show them how academic research is relevant to, and involved with, the wider world outside academia. By enthusing students with the actual potential of their studies, will increase learning and allow us to link research and teaching actively for all students.

A Hybrid Multilingual Fuzzy-Based Approach to the Sentiment Analysis Problem Using SentiWordNet

2020 ◽  
Vol 28 (03) ◽  
pp. 361-390
Author(s):  
Youness Madani ◽  
Mohammed Erritali ◽  
Jamaa Bengourram ◽  
Francoise Sailhan
Keyword(s):  
Fuzzy Logic ◽  
Sentiment Analysis ◽  
Language Processing ◽  
Opinion Mining ◽  
Hybrid Approach ◽  
Research Area ◽  
Hadoop Mapreduce ◽  
Hadoop Distributed File System ◽  
Active Research ◽  
New Research

Sentiment Analysis or in particular social network analysis (SNA) is a new research area which is increased explosively. This domain has become a very active research issue in data mining and natural language processing. Sentiment analysis (opinion mining) consists in analyzing and extracting emotions, opinions or attitudes from product’s reviews, movie's reviews, etc., and classify them into classes such as positive, negative and neutral, or extract the degree of importance (polarity). In this paper, we propose a new hybrid approach for classifying tweets into classes based on fuzzy logic and a lexicon based approach using SentiWordnet. Our approach consists in classifying tweets according to three classes: positive, negative or neutral, using SentiWordNet and the fuzzy logic with its three important steps: Fuzzification, Rule Inference/aggregation, and Defuzzification. The dataset of tweets to classify and the result of the classification are stored in the Hadoop Distributed File System (HDFS), and we use the Hadoop MapReduce for the application of our proposal.

Document Image Quality Assessment with Relaying Reference to Determine Minimum Readable Resolution for Compression

2020 ◽  
Vol 2020 (9) ◽  
pp. 323-1-323-8
Author(s):  
Litao Hu ◽  
Zhenhua Hu ◽  
Peter Bauer ◽  
Todd J. Harris ◽  
Jan P. Allebach
Keyword(s):  
Image Quality ◽  
Quality Assessment ◽  
Image Quality Assessment ◽  
Research Area ◽  
Input Image ◽  
Quality Score ◽  
Document Image ◽  
Digital Cameras ◽  
Active Research ◽  
Traditional Approaches

Image quality assessment has been a very active research area in the field of image processing, and there have been numerous methods proposed. However, most of the existing methods focus on digital images that only or mainly contain pictures or photos taken by digital cameras. Traditional approaches evaluate an input image as a whole and try to estimate a quality score for the image, in order to give viewers an idea of how “good” the image looks. In this paper, we mainly focus on the quality evaluation of contents of symbols like texts, bar-codes, QR-codes, lines, and hand-writings in target images. Estimating a quality score for this kind of information can be based on whether or not it is readable by a human, or recognizable by a decoder. Moreover, we mainly study the viewing quality of the scanned document of a printed image. For this purpose, we propose a novel image quality assessment algorithm that is able to determine the readability of a scanned document or regions in a scanned document. Experimental results on some testing images demonstrate the effectiveness of our method.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

A Person-Centered Design Framework for Serious Games for Dementia

2020 ◽  
Vol 64 (1) ◽  
pp. 18-22
Author(s):  
Bella Yigong Zhang ◽  
Mark Chignell
Keyword(s):  
Theoretical Basis ◽  
Serious Games ◽  
Aging Population ◽  
Research Area ◽  
Design Framework ◽  
Strategic Design ◽  
Health And Wellbeing ◽  
Initial Design ◽  
Active Research ◽  
Active Research Area

With the rapidly aging population and the rising number of people living with dementia (PLWD), there is an urgent need for programming and activities that can promote the health and wellbeing of PLWD. Due to staffing and budgetary constraints, there is considerable interest in using technology to support this effort. Serious games for dementia have become a very active research area. However, much of the work is being done without a strong theoretical basis. We incorporate a Montessori approach with highly tactile interactions. We have developed a person-centered design framework for serious games for dementia with initial design recommendations. This framework has the potential to facilitate future strategic design and development in the field of serious games for dementia.

scholarly journals An Overview on the Rheology, Mechanical Properties, Durability, 3D Printing, and Microstructural Performance of Nanomaterials in Cementitious Composites

Materials ◽  
2021 ◽  
Vol 14 (11) ◽  
pp. 2950
Author(s):  
Hongwei Song ◽  
Xinle Li
Keyword(s):  
Mechanical Properties ◽  
3D Printing ◽  
Three Dimensional ◽  
Cementitious Materials ◽  
Research Area ◽  
Cementitious Composites ◽  
Split Tensile Strength ◽  
Contour Crafting ◽  
Wide Range ◽  
Active Research

The most active research area is nanotechnology in cementitious composites, which has a wide range of applications and has achieved popularity over the last three decades. Nanoparticles (NPs) have emerged as possible materials to be used in the field of civil engineering. Previous research has concentrated on evaluating the effect of different NPs in cementitious materials to alter material characteristics. In order to provide a broad understanding of how nanomaterials (NMs) can be used, this paper critically evaluates previous research on the influence of rheology, mechanical properties, durability, 3D printing, and microstructural performance on cementitious materials. The flow properties of fresh cementitious composites can be measured using rheology and slump. Mechanical properties such as compressive, flexural, and split tensile strength reveal hardened properties. The necessary tests for determining a NM’s durability in concrete are shrinkage, pore structure and porosity, and permeability. The advent of modern 3D printing technologies is suitable for structural printing, such as contour crafting and binder jetting. Three-dimensional (3D) printing has opened up new avenues for the building and construction industry to become more digital. Regardless of the material science, a range of problems must be tackled, including developing smart cementitious composites suitable for 3D structural printing. According to the scanning electron microscopy results, the addition of NMs to cementitious materials results in a denser and improved microstructure with more hydration products. This paper provides valuable information and details about the rheology, mechanical properties, durability, 3D printing, and microstructural performance of cementitious materials with NMs and encourages further research.

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