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相关概念视频

Learning Disabilities01:25

Learning Disabilities

219
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
219
Purposive Learning01:22

Purposive Learning

146
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...
146
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

1.8K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
1.8K
Cognitive Learning01:21

Cognitive Learning

433
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...
433
Statically Indeterminate Problem Solving01:16

Statically Indeterminate Problem Solving

455
Statically indeterminate problems are those where statics alone can not determine the internal forces or reactions. Consider a structure comprising two cylindrical rods made of steel and brass. These rods are joined at point B and restrained by rigid supports at points A and C. Now, the reactions at points A and C and the deflection at point B are to be determined. This rod structure is classified as statically indeterminate as the structure has more supports than are necessary for maintaining...
455
Types of Errors: Detection and Minimization01:12

Types of Errors: Detection and Minimization

1.7K
Error is the deviation of the obtained result from the true, expected value or the estimated central value. Errors are expressed in absolute or relative terms.
Absolute error in a measurement is the numerical difference from the true or central value. Relative error is the ratio between absolute error and the true or central value, expressed as a percentage.
Errors can be classified by source, magnitude, and sign. There are three types of errors: systematic, random, and gross.
Systematic or...
1.7K

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相关实验视频

Updated: Jul 24, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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系统检测学习者卡在编程学习学习的系统.

Hiroki Oka1, Ayumi Ohnishi1, Tsutomu Terada1

  • 1Graduate School of Engineering, Kobe University, 1-1 Rokkodaicho, Nada, Kobe 657-8501, Hyogo, Japan.

Sensors (Basel, Switzerland)
|July 8, 2023
PubMed
概括

识别编程学习者的困难至关重要. 本研究引入了一种多模式方法,使用源代码和心率数据来检测学生何时在心理上陷入困境,从而改善学习支持.

科学领域:

  • 计算机辅助教育 计算机辅助教育
  • 教育心理学教育心理学
  • 人与计算机的交互

背景情况:

  • 编程教育在识别滞留的学习者方面面临挑战,这会影响动机和效率.
  • 目前的方法依赖于手动代码审查,这不足以衡量学习者真正的难度.
  • 区分被卡住和深度思考是很困难的,仅仅从源代码分析.

研究的目的:

  • 开发和评估一种检测编程学习者在心理上被困的方法.
  • 通过整合多模式数据,提高识别学习者困难的准确性.
  • 为遇到重大学习障碍的学习者提供及时的支持.

主要方法:

  • 提出了一种新的方法来检测使用多式联络数据的学习者"卡住"的情况.
  • 集成源代码分析与通过心率传感器测量心理状态.
  • 开发了一个系统来汇总和向教练介绍检测到的困境.

主要成果:

  • 与单一指标方法相比,拟议的多式联络方法显示出更好地检测了陷入困境的情况.
  • 在实际编程讲座中的系统评估显示了合适的通知时间和感知到的有用性.
  • 参与者的反表明,该系统有效地识别了无法解决问题或用代码表达解决方案的学习者.
关键词:
心率信息是关于心率的信息.机器学习是机器学习.多式联运是多式联运.编程学习学习学习学习感应感应感应 感应感应感应卡住了 卡住了 卡住了

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结论:

  • 多模式数据,结合代码和生理信号,增强了对学习者编程困难的检测.
  • 开发的系统为教练提供了一个实用的工具,以更有效地识别和支持滞留的学习者.
  • 这种方法可以帮助缓解因长时间的滞留而导致的动机下降和学习效率下降.