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Related Concept Videos

Purposive Learning01:22

Purposive Learning

153
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
438
Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Social Loafing01:37

Social Loafing

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Associative Learning01:27

Associative Learning

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
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Use of Fungal Mycelium as Biosupport in the Formation of Lichen-like Structure: Recovery of Algal Grown in Sugarcane Molasses for Lipid Accumulation and Balanced Fatty Acid Profile.

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Fuzzy Soft Skills Assessment through Active Learning Sessions.

André Seixas de Novais1, José Alexandre Matelli2, Messias Borges Silva3

  • 1Federal Institute of Rio de Janeiro, Department of Teaching, Antonio Barreiros St., 212, Nossa Senhora das Graças, Volta Redonda, zipcode 27213-100 Rio de Janeiro Brazil.

International Journal of Artificial Intelligence in Education
|June 26, 2023
PubMed
Summary

This study introduces a Fuzzy Expert System to assess students' Soft Skills during Active Learning. This system aids educators in evaluating subjective behavioral components, enhancing educational assessment strategies.

Keywords:
Active LearningAssessmentFSSAFuzzySoft Skills

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Area of Science:

  • Educational Technology
  • Artificial Intelligence in Education
  • Psychology of Learning

Background:

  • Higher education institutions face challenges in evaluating subjective student attributes like Soft Skills.
  • Active Learning methodologies emphasize student engagement but require effective assessment tools.
  • Fuzzy Logic offers a framework for handling imprecise and subjective data, suitable for behavioral assessment.

Purpose of the Study:

  • To develop and present a Fuzzy Expert System, incorporating psychologist expertise, for assessing Soft Skills acquisition in students during Active Learning sessions.
  • To address the difficulties faced by educators and institutions in quantifying and evaluating students' Soft Skills.
  • To provide a novel tool for educational assessment that integrates subjective and behavioral components.

Main Methods:

  • Exploratory applied research with a mixed-methods approach (qualitative and quantitative).
  • Methodological triangulation involving bibliographic analysis, case study, and expert system modeling.
  • Development and implementation of the 'Fuzzy Soft Skills Assessment' expert system.

Main Results:

  • The Fuzzy Soft Skills Assessment system was successfully modeled and implemented.
  • The system demonstrates potential for assisting in the evaluation of students' Soft Skills during Active Learning.
  • The research provides a framework for integrating Fuzzy Logic into educational assessment.

Conclusions:

  • The developed Fuzzy Expert System offers a viable solution for assessing Soft Skills in Active Learning environments.
  • This approach can help overcome the limitations of traditional assessment methods for subjective and behavioral skills.
  • Further research and application of the Fuzzy Soft Skills Assessment system are recommended for broader validation.