scholarly journals Applying Learning Analytics to Detect Sequences of Actions and Common Errors in a Geometry Game

Sensors ◽  
2021 ◽  
Vol 21 (4) ◽  
pp. 1025
Author(s):  
Manuel J. Gomez ◽  
José A. Ruipérez-Valiente ◽  
Pedro A. Martínez ◽  
Yoon Jeon Kim
Keyword(s):  
Learning Analytics ◽  
Process Mining ◽  
Three Dimensional ◽  
Noncognitive Skills ◽  
Assessment Data ◽  
Ample Evidence ◽  
Clear Sense ◽  
Games For Learning ◽  
The U.S

Games have become one of the most popular activities across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment. However, incorporating game activities as part of the curriculum in schools remains limited. Some of the barriers for broader adoption in classrooms is the lack of actionable assessment data, the fact that teachers often do not have a clear sense of how students are interacting with the game, and it is unclear if the gameplay is leading to productive learning. To address this gap, we seek to provide sequence and process mining metrics to teachers that are easily interpretable and actionable. More specifically, we build our work on top of Shadowspect, a three-dimensional geometry game that has been developed to measure geometry skills as well other cognitive and noncognitive skills. We use data from its implementation across schools in the U.S. to implement two sequence and process mining metrics in an interactive dashboard for teachers. The final objective is to facilitate that teachers can understand the sequence of actions and common errors of students using Shadowspect so they can better understand the process, make proper assessment, and conduct personalized interventions when appropriate.

scholarly journals Visualizing Educational Game Data: A Case Study of Visualizations to Support Teachers

2020 ◽  
Author(s):  
Pedro A. Martínez ◽  
Manuel J. Gómez ◽  
José A. Ruipérez-Valiente ◽  
Gregorio Martínez Pérez ◽  
YJ Kim
Keyword(s):  
Learning Analytics ◽  
Educational Games ◽  
Educational Game ◽  
Stream Data ◽  
Ample Evidence ◽  
Individual Level ◽  
Games For Learning ◽  
Potential Benefits ◽  
Puzzle Games

Video games have become one of the most popular mediums across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment, and educators are largely supportive of using games in classrooms. However, the implementation of educational games as part of the curriculum and classroom practices has been rather scarce. One of the main barriers is that teachers face to actually know how their students are using the game so that they can analyze properly the effect of the activity and the interaction of students. Therefore, to support teachers to fully leverage the potential benefits of games in classrooms and make data-based decisions, educational games should incorporate learning analytics by transforming click-stream data generated from the gameplay into meaningful metrics and present visualizations of those metrics so that teachers can receive the information in an interactive and friendly way. For this work, we use data collected in a case study where teachers used Shadowspect geometry puzzle games in their classrooms. We apply learning analytics techniques to generate a series of metrics and visualizations that seek to facilitate that teachers can understand the interaction of students with the game. In this way, teachers can be more aware of the global progress of the class and each one of their students at an individual level, and intervene and adapt their classes when necessary.

What Do Teacher-Education College Students Know about Parental Involvement: A Comparative Study between the U.S. and Israel

2021 ◽  
pp. 001312452110266
Author(s):  
Yael Fisher ◽  
Anne Marie FitzGerald ◽  
Amy Olson
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Parental Involvement ◽  
Family Engagement ◽  
Teaching Experience ◽  
Professional Literature ◽  
Ample Evidence ◽  
Education College ◽  
The U.S

Given that the professional literature provides ample evidence of the importance of parental involvement and its effect on learners’ academic outcomes and positive social/emotional states, the aim of this quantitative study was to understand and compare the perceptions of preservice teachers regarding parental involvement and family engagement in Israel and the U.S. Fisher’s Perception of Parental Involvement Scale (PPIS; Fisher, 2011) was used to survey 469 education-college students: 269 American students and 200 Israeli students. Analysis indicated that the model was a better fit for Israeli students and an acceptable fit for U.S. students. However, in general, Israeli and US students in teaching colleges agreed on many of the components of parental involvement. Some results differed by gender, age, level of education, and prior teaching experience. These results may suggest that the fundamental concepts that constitute the family engagement are not culturally bound, but rather may be common among different cultures and nations. Further research is required to confirm this. Notwithstanding, gaining a general understanding of pre- and in-service teachers’ perceptions regarding parental involvement and family engagement could prompt the colleges to expand their teacher-education programs to better address this important issue.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

scholarly journals Retail Deli Slicer Inspection Practices: An EHS-Net Study

2018 ◽  
Vol 81 (5) ◽  
pp. 799-805 ◽  
Author(s):  
LAUREN E. LIPCSEI ◽  
LAURA G. BROWN ◽  
E. RICKAMER HOOVER ◽  
BRENDA V. FAW ◽  
NICOLE HEDEEN ◽  
...  
Keyword(s):  
Food Industry ◽  
The United States ◽  
Cross Contamination ◽  
Prevention Strategies ◽  
Assessment Data ◽  
Worker Training ◽  
The Third ◽  
Control And Prevention ◽  
Retail Food ◽  
The U.S

ABSTRACT The Centers for Disease Control and Prevention (CDC) estimates that 3,000 people die in the United States each year from foodborne illness, and Listeria monocytogenes causes the third highest number of deaths. Risk assessment data indicate that L. monocytogenes contamination of particularly delicatessen meats sliced at retail is a significant contributor to human listeriosis. Mechanical deli slicers are a major source of L. monocytogenes cross-contamination and growth. In an attempt to prevent pathogen cross-contamination and growth, the U.S. Food and Drug Administration (FDA) created guidance to promote good slicer cleaning and inspection practices. The CDC's Environmental Health Specialists Network conducted a study to learn more about retail deli practices concerning these prevention strategies. The present article includes data from this study on the frequency with which retail delis met the FDA recommendation that slicers should be inspected each time they are properly cleaned (defined as disassembling, cleaning, and sanitizing the slicer every 4 h). Data from food worker interviews in 197 randomly selected delis indicate that only 26.9% of workers (n = 53) cleaned and inspected their slicers at this frequency. Chain delis and delis that serve more than 300 customers on their busiest day were more likely to have properly cleaned and inspected slicers. Data also were collected on the frequency with which delis met the FDA Food Code provision that slicers should be undamaged. Data from observations of 685 slicers in 298 delis indicate that only 37.9% of delis (n = 113) had slicers that were undamaged. Chain delis and delis that provide worker training were more likely to have slicers with no damage. To improve slicer practices, food safety programs and the retail food industry may wish to focus on worker training and to focus interventions on independent and smaller delis, given that these delis were less likely to properly inspect their slicers and to have undamaged slicers.

scholarly journals Transient Secondary Structures as General Target-Binding Motifs in Intrinsically Disordered Proteins

2018 ◽  
Vol 19 (11) ◽  
pp. 3614 ◽  
Author(s):  
Do-Hyoung Kim ◽  
Kyou-Hoon Han
Keyword(s):  
Intrinsically Disordered Proteins ◽  
Three Dimensional ◽  
Secondary Structures ◽  
Disordered Proteins ◽  
Ample Evidence ◽  
Binding Motifs ◽  
Intrinsically Disordered ◽  
Long Time ◽  
Science Community ◽  
Target Binding

Intrinsically disordered proteins (IDPs) are unorthodox proteins that do not form three-dimensional structures under non-denaturing conditions, but perform important biological functions. In addition, IDPs are associated with many critical diseases including cancers, neurodegenerative diseases, and viral diseases. Due to the generic name of “unstructured” proteins used for IDPs in the early days, the notion that IDPs would be completely unstructured down to the level of secondary structures has prevailed for a long time. During the last two decades, ample evidence has been accumulated showing that IDPs in their target-free state are pre-populated with transient secondary structures critical for target binding. Nevertheless, such a message did not seem to have reached with sufficient clarity to the IDP or protein science community largely because similar but different expressions were used to denote the fundamentally same phenomenon of presence of such transient secondary structures, which is not surprising for a quickly evolving field. Here, we summarize the critical roles that these transient secondary structures play for diverse functions of IDPs by describing how various expressions referring to transient secondary structures have been used in different contexts.

Rheology of Adhesion

1972 ◽  
Vol 45 (6) ◽  
pp. 1604-1622 ◽  
Author(s):  
D. H. Kaelble
Keyword(s):  
Polymer Composites ◽  
Three Dimensional ◽  
Polymeric Materials ◽  
Intermolecular Forces ◽  
Adhesive Joints ◽  
Polymer Chains ◽  
System Response ◽  
Ample Evidence ◽  
Volume State ◽  
And Performance

Abstract This discussion has outlined a series of considerations which begin with engineering definitions of system response of adhesive joints and end with propositions involving molecular interactions at interfaces. Connecting these extreme aspects of the argument is the central subject of the micromechanics of bonding and fracture. Cavitation theory, as simply described by Equations (6a) and (7), illustrates the scale of microresponse in which both the thermodynamic and rheological aspects of adhesion phenomena achieve a parity when applied to cavities of radius r=0.1 to 10 μ. The discussion of the micromechanics of polymer fracture provides ample evidence that pure materials, polymer composites, and adhesive joints, need to be described in terms of their microdefects. The several mathematical models for crack propagation which are imposed upon fracture mechanics data tend to oversimplify the visualization of the true micromechanisms of fracture. The fuller development of micromechanics theory and experimental analysis promises to be an important area of current developments in the better understanding of macroscopic response of filled systems, fiber reinforced composites, and adhesively bonded structures. Recent developments in the several theories of intermolecular forces and the physical chemistry of bonding provide new impetus to the chemist to design optimized polymeric materials with finely adjusted balances of surface and bulk properties. The fuller visualization of adsorption-interdiffusion bonding as a process involving both the two-dimensional interface and the three-dimensional interphase defines bonding as both a thermodynamical and a rheological process. The microstages of bond formation are somewhat the reverse of the stages of microfracture listed earlier. The microdefects that commonly exist in polymeric materials and polymer composites tend to indicate that the viscoelastic constraints typical of polymer chains and networks play an important role in preventing equilibrium bonding in the simple thermodynamic sense as expressed by idealized liquid—liquid or liquid—solid interactions. The current development and application of a refined thermodynamical and rheological argument to both bonding and fracture processes stands as a central issue in directly correlating the molecular criteria of adhesion and performance of bonded systems. Any of the simple mathematical relations introduced in this discussion may be expressed with greater detail and precision by incorporating detailed statements concerning chemical composition, macromolecular structure, and free volume state of the polymeric adhesive.

scholarly journals Spatial organization of DNA sequences directs the assembly of bacterial chromatin by a nucleoid-associated protein

2017 ◽  
Vol 292 (18) ◽  
pp. 7607-7618 ◽  
Author(s):  
Aleksandre Japaridze ◽  
Sylvain Renevey ◽  
Patrick Sobetzko ◽  
Liubov Stoliar ◽  
William Nasser ◽  
...  
Keyword(s):  
Long Range ◽  
Dna Sequence ◽  
Dna Sequences ◽  
Spatial Organization ◽  
Three Dimensional ◽  
Sequence Motif ◽  
Structural Differentiation ◽  
Ample Evidence ◽  
Organizational Principle ◽  
Nucleoprotein Complexes

Structural differentiation of bacterial chromatin depends on cooperative binding of abundant nucleoid-associated proteins at numerous genomic DNA sites and stabilization of distinct long-range nucleoprotein structures. Histone-like nucleoid-structuring protein (H-NS) is an abundant DNA-bridging, nucleoid-associated protein that binds to an AT-rich conserved DNA sequence motif and regulates both the shape and the genetic expression of the bacterial chromosome. Although there is ample evidence that the mode of H-NS binding depends on environmental conditions, the role of the spatial organization of H-NS-binding sequences in the assembly of long-range nucleoprotein structures remains unknown. In this study, by using high-resolution atomic force microscopy combined with biochemical assays, we explored the formation of H-NS nucleoprotein complexes on circular DNA molecules having different arrangements of identical sequences containing high-affinity H-NS-binding sites. We provide the first experimental evidence that variable sequence arrangements result in various three-dimensional nucleoprotein structures that differ in their shape and the capacity to constrain supercoils and compact the DNA. We believe that the DNA sequence-directed versatile assembly of periodic higher-order structures reveals a general organizational principle that can be exploited for knowledge-based design of long-range nucleoprotein complexes and purposeful manipulation of the bacterial chromatin architecture.

scholarly journals Combining event- and variable-centred approaches to institution-facing learning analytics at the unit of study level

2017 ◽  
Vol 34 (1) ◽  
pp. 63-78 ◽  
Author(s):  
Nick Kelly ◽  
Maximiliano Montenegro ◽  
Carlos Gonzalez ◽  
Paula Clasing ◽  
Augusto Sandoval ◽  
...  
Keyword(s):  
Big Data ◽  
Learning Analytics ◽  
Process Mining ◽  
Approaches To Learning ◽  
Time Frame ◽  
Data Set ◽  
Content Type ◽  
Modelling Techniques ◽  
Level Of Understanding

Purpose The purpose of this paper is to demonstrate the utility of combining event-centred and variable-centred approaches when analysing big data for higher education institutions. It uses a large, university-wide data set to demonstrate the methodology for this analysis by using the case study method. It presents empirical findings about relationships between student behaviours in a learning management system (LMS) and the learning outcomes of students, and further explores these findings using process modelling techniques. Design/methodology/approach The paper describes a two-year study in a Chilean university, using big data from a LMS and from the central university database of student results and demographics. Descriptive statistics of LMS use in different years presents an overall picture of student use of the system. Process mining is described as an event-centred approach to give a deeper level of understanding of these findings. Findings The study found evidence to support the idea that instructors do not strongly influence student use of an LMS. It replicates existing studies to show that higher-performing students use an LMS differently from the lower-performing students. It shows the value of combining variable- and event-centred approaches to learning analytics. Research limitations/implications The study is limited by its institutional context, its two-year time frame and by its exploratory mode of investigation to create a case study. Practical implications The paper is useful for institutions in developing a methodology for using big data from a LMS to make use of event-centred approaches. Originality/value The paper is valuable in replicating and extending recent studies using event-centred approaches to analysis of learning data. The study here is on a larger scale than the existing studies (using a university-wide data set), in a novel context (Latin America), that provides a clear description for how and why the methodology should inform institutional approaches.

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