排序方式: 共有65条查询结果,搜索用时 15 毫秒
61.
Makransky Guido Mayer Richard Nøremølle Anne Cordoba Ainara Lopez Wandall Jakob Bonde Mads 《Educational technology research and development : ETR & D》2020,68(1):293-317
Educational technology research and development - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop... 相似文献
62.
63.
Lorraine Goeuriot Gareth J. F. Jones Liadh Kelly Johannes Leveling Mihai Lupu Joao Palotti Guido Zuccon 《Information Retrieval》2018,21(6):507-540
Since its inception in 2013, one of the key contributions of the CLEF eHealth evaluation campaign has been the organization of an ad-hoc information retrieval (IR) benchmarking task. This IR task evaluates systems intended to support laypeople searching for and understanding health information. Each year the task provides registered participants with standard IR test collections consisting of a document collection and topic set. Participants then return retrieval results obtained by their IR systems for each query, which are assessed using a pooling procedure. In this article we focus on CLEF eHealth 2013 and 2014s retrieval task, which saw topics created based on patients’ information needs associated with their medical discharge summaries. We overview the task and datasets created, and the results obtained by participating teams over these two years. We then provide a detailed comparative analysis of the results, and conduct an evaluation of the datasets in the light of these results. This twofold study of the evaluation campaign teaches us about technical aspects of medical IR, such as the effectiveness of query expansion; the quality and characteristics of CLEF eHealth IR datasets, such as their reliability; and how to run an IR evaluation campaign in the medical domain. 相似文献
64.
Kerem A. Bölek Guido De Jong Catharina E. E. M. Van der Zee Anne-Marie van Cappellen van Walsum Dylan J. H. A. Henssen 《Anatomical sciences education》2022,15(5):839-849
The use of augmented reality (AR) in teaching and studying neuroanatomy has been well researched. Previous research showed that AR-based learning of neuroanatomy has both alleviated cognitive load and was attractive to young learners. However, how the attractiveness of AR effects student motivation has not been discovered. Therefore, the motivational effects of AR were investigated in this research by the use of quantitative and qualitative methods. Motivation elicited by the GreyMapp-AR, an AR application, was investigated in medical and biomedical sciences students (n = 222; mean age: 19.7 ± 1.4 years) using the instructional measure of motivation survey (IMMS). Additional components (i.e., attention, relevance, confidence, and satisfaction) were also evaluated with motivation as measured by IMMS. Additionally, 19 students underwent audio-recorded individual interviews which were transcribed for qualitative analysis. Males regarded the relevance of AR significantly higher than females (P < 0.024). Appreciation of the GreyMapp-AR program was found to be significantly higher in students studying biomedical sciences as compared to students studying medicine (P < 0.011). Other components and scores did not show significant differences between student groups. Students expressed that AR was beneficial in increasing their motivation to study subcortical structures, and that AR could be helpful and motivating for preparing an anatomy examination. This study suggests that students are motivated to study neuroanatomy by the use of AR, although the components that make up their individual motivation can differ significantly between groups of students. 相似文献
65.
Dr. Marc Piopiunik Prof. Dr. Guido Schwerdt Prof. Dr. Ludger Wößmann 《Zeitschrift für Erziehungswissenschaft》2014,17(1):35-60
The positive association between central exams and student achievement is well documented, but little is known about the long-term effects of central exams on labor market outcomes. This study exploits variation in exam systems across German states and educational tracks to investigate potential long-term effects of central exams on labor market earnings and unemployment probabilities. Results show that central exams are associated with higher earnings among pupils from the lowest educational track and with lower unemployment among pupils from the lowest and highest educational tracks. We also show that the association between earnings and exam grades is higher when grades are obtained in central exams, which should increase students’ incentives to study in states with central exams. In summary, we provide first evidence that central exams may have long-term impacts on the labor market. 相似文献