Using virtual microscopy to scaffold learning of pathology: a naturalistic experiment on the role of visual and conceptual cues     

Markus Nivala  Roger S?lj?  Hans Rystedt  Pauliina Kronqvist  Erno Lehtinen 《Instructional Science》2012,40(5):799-811

New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills.  相似文献   

Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?     

Reindl  Marion  Gniewosz  Burkhard  Dresel  Markus 《European Journal of Psychology of Education - EJPE》2021,36(3):781-797

European Journal of Psychology of Education - Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the...  相似文献   

Effects of written peer-feedback content and sender’s competence on perceptions,performance, and mindful cognitive processing     

Markus Berndt  Jan-Willem Strijbos  Frank Fischer 《European Journal of Psychology of Education - EJPE》2018,33(1):31-49

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Design observations for interagency collaboration     

Jane Fedorowicz  Steve Sawyer  Christine B. Williams  M. Lynne Markus  Martin Dias  Michael Tyworth  Sonia Gantman  Dax Jacobson  Arthur P. Tomasino  Robert Schrier 《Government Information Quarterly》2014

We present 14 design observations for public safety networks (PSNs) and describe how they may apply more broadly to a wider range of inter-organizational systems within the public sector. A PSN is an interagency collaboration focused on developing and using information systems in support of information sharing and functional interoperability among public safety organizations engaged in law enforcement, criminal justice, and emergency response. We base our design observations upon an analysis of an extensive survey of 80 PSNs plus 6 in-depth case studies. The design observations identify commonalities that can guide agencies participating in interagency collaborations in addressing the interlocking issues they face. Our goal in presenting this set of design observations is to: (1) encourage improved PSN systems design and (2) draw attention to the importance of jointly addressing governance and technological considerations when designing PSNs.  相似文献   

#nowplaying Madonna: a large-scale evaluation on estimating similarities between music artists and between movies from microblogs     

Markus Schedl 《Information Retrieval》2012,15(3-4):183-217

Different term weighting techniques such as $TF\cdot IDF$ or BM25 have been used intensely for manifold text-based information retrieval tasks. Their use for modeling term profiles for named entities and subsequent calculation of similarities between these named entities have been studied to a much smaller extent. The recent trend of microblogging made available massive amounts of information about almost every topic around the world. Therefore, microblogs represent a valuable source for text-based named entity modeling. In this paper, we present a systematic and comprehensive evaluation of different term weighting measures, normalization techniques, query schemes, index term sets, and similarity functions for the task of inferring similarities between named entities, based on data extracted from microblog posts. We analyze several thousand combinations of choices for the above mentioned dimensions, which influence the similarity calculation process, and we investigate in which way they impact the quality of the similarity estimates. Evaluation is performed using three real-world data sets: two collections of microblogs related to music artists and one related to movies. For the music collections, we present results of genre classification experiments using as benchmark genre information from allmusic.com . For the movie collection, we present results of multi-class classification experiments using as benchmark categories from IMDb . We show that microblogs can indeed be exploited to model named entity similarity with remarkable accuracy, provided the correct settings for the analyzed aspects are used. We further compare the results to those obtained when using Web pages as data source.  相似文献   

Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability     

Mirka Hintsanen  Saija Alatupa  Markus Jokela  Jari Lipsanen  Taina Hintsa  Mare Leino 《Learning and individual differences》2012,22(4):490-497

The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling. Except for mood, all temperament traits were associated with math grades independent of motivation and standardized cognitive ability test performance (intelligence). However, some relations were found only for teacher-reports and some only for student-reports. The rater dependent differences are of interest and emphasize a need for data from multiple raters before drawing conclusions on how temperament relates to school grades. The results suggest that temperament should be taken into account in schooling and in teacher education.  相似文献   

Relational integration as a predictor of academic achievement     

Stefan Krumm  Anastasiya A. Lipnevich  Lothar Schmidt-Atzert  Markus Bühner 《Learning and individual differences》2012,22(6):759-769

The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study.  相似文献   

Sports activity patterns and cardio-metabolic health over time among adults in Germany: Results of a nationwide 12-year follow-up study     

Lars Gabrys  Jens Baumert  Christin Heidemann  Markus Busch  Jonas David Finger 《运动与健康科学(英文)》2021,10(4):439

BackgroundPhysical activity is favorable for health, and vigorous sports activity is particularly beneficial. This study investigates the association between changes in sports participation patterns over time and cardio-metabolic and self-perceived health outcomes.MethodsData from 3752 adults (18–79 years of age) who participated in 2 national health interview and examination surveys in 1997–1999 and 2008–2011 were included, with a mean follow-up time of about 12 years. A change in self-reported sports activity was analyzed with respect to the incidence of type 2 diabetes, coronary heart disease (CHD), hypertension, obesity, dyslipidemia, metabolic syndrome, and poor self-perceived health. Participants with pre-existing disease or risk factor of interest at baseline were excluded from the analysis. Being sufficiently active in sports was specified as doing sports for at least 1–2 h per week, and 4 activity categories were defined: 1) inactive at both time points (inactive–inactive), 2) inactive at baseline and active at follow-up (inactive–active), 3) active at baseline and inactive at follow-up (active–inactive), and 4) active at both time points (active–active). Associations between sports activity engagement and health outcomes were estimated by logistic regression models with different stages of adjustments.ResultsNot engaging in any regular sports activity at both time points (inactive–inactive) was associated with higher rates of type 2 diabetes (odds ratio (OR) = 1.82, 95% confidence interval (95%CI): 1.08–3.08), CHD (OR = 1.82, 95%CI: 1.16–2.84), hypertension (OR = 1.36, 95%CI: 1.03–1.81), metabolic syndrome (OR = 1.58, 95%CI: 1.08–2.32), and poor self-perceived health (OR = 2.54, 95%CI: 1.83–3.53) compared to doing regular sports for a minimum of 1–2 h per week over time (active–active). In case of change from inactivity to any regular sports activity (inactive–active), the rate of risk factor occurrence was not statistically different from the active–active reference group except for poor self-perceived health, but it was higher for type 2 diabetes (OR = 2.15, 95%CI: 1.12–4.14) and CHD (OR = 1.77, 95%CI: 1.03–3.03). Being active at baseline but inactive at follow-up (active–inactive) was not associated with higher disease incidence of type 2 diabetes (OR = 0.70, 95%CI: 0.25–1.97) or CHD (OR = 1.20, 95%CI: 0.49–2.99), but was associated with higher rates of hypertension (OR = 1.61, 95%CI: 1.11–2.34), obesity (OR = 2.34, 95%CI: 1.53–3.57), metabolic syndrome (OR = 1.70, 95%CI: 1.11–2.63), and poor self-perceived health (OR = 2.16, 95%CI: 1.53–3.07) at follow-up.ConclusionEven a low weekly quantity (1–2 h) of regular sports activity is partly associated with health benefits. Being formerly but not currently active was not associated with an increased disease incidence, but was associated with a higher risk-factor development compared to the reference group (active–active). Becoming active was preventive for risk-factor development but was not preventive for disease incidence, which probably means that the health benefits from sports activity are not sustainable and disease incidence is only shifted to a later period in life. For this reason, the promotion of and commitment to regular sports activity should be addressed as early as possible over the lifespan to achieve the best health benefits.  相似文献   

Using natural language processing to support peer-feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda     

Elisabeth Bauer  Martin Greisel  Ilia Kuznetsov  Markus Berndt  Ingo Kollar  Markus Dresel  Martin R. Fischer  Frank Fischer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1222-1245

Advancements in artificial intelligence are rapidly increasing. The new-generation large language models, such as ChatGPT and GPT-4, bear the potential to transform educational approaches, such as peer-feedback. To investigate peer-feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross-disciplinary framework that aims to facilitate the development of NLP-based adaptive measures for supporting peer-feedback processes in digital learning environments. To conceptualize this process, we introduce a peer-feedback process model, which describes learners' activities and textual products. Further, we introduce a terminological and procedural scheme that facilitates systematically deriving measures to foster the peer-feedback process and how NLP may enhance the adaptivity of such learning support. Building on prior research on education and NLP, we apply this scheme to all learner activities of the peer-feedback process model to exemplify a range of NLP-based adaptive support measures. We also discuss the current challenges and suggest directions for future cross-disciplinary research on the effectiveness and other dimensions of NLP-based adaptive support for peer-feedback. Building on our suggested framework, future research and collaborations at the intersection of education and NLP can innovate peer-feedback in digital learning environments.

Practitioner notes

What is already known about this topic

• There is considerable research in educational science on peer-feedback processes.
• Natural language processing facilitates the analysis of students' textual data.
• There is a lack of systematic orientation regarding which NLP techniques can be applied to which data to effectively support the peer-feedback process.

What this paper adds

• A comprehensive overview model that describes the relevant activities and products in the peer-feedback process.
• A terminological and procedural scheme for designing NLP-based adaptive support measures.
• An application of this scheme to the peer-feedback process results in exemplifying the use cases of how NLP may be employed to support each learner activity during peer-feedback.

Implications for practice and/or policy

• To boost the effectiveness of their peer-feedback scenarios, instructors and instructional designers should identify relevant leverage points, corresponding support measures, adaptation targets and automation goals based on theory and empirical findings.
• Management and IT departments of higher education institutions should strive to provide digital tools based on modern NLP models and integrate them into the respective learning management systems; those tools should help in translating the automation goals requested by their instructors into prediction targets, take relevant data as input and allow for evaluating the predictions.

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