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相关概念视频

Design Example: Managing Concrete Workability01:14

Design Example: Managing Concrete Workability

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This example deals with managing the workability of concrete for a raft foundation project under hot weather conditions. Workability is crucial for ensuring the concrete is easy to place, compact, and finish. In this scenario, a slump test — a common method to measure the workability of fresh concrete — initially indicated low workability. This was attributed to the rapid water loss from the concrete mix, exacerbated by the high temperatures causing the course aggregates to heat up.
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Student t Distribution01:31

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The population standard deviation is rarely known in many day-to-day examples of statistics. When the sample sizes are large, it is easy to estimate the population standard deviation using a confidence interval, which provides results close enough to the original value. However, statisticians ran into problems when the sample size was small. A small sample size caused inaccuracies in the confidence interval.
The Student t distribution was developed by William S. Goset (1876–1937) of the...
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Microsoft Excel: Student's t-Test01:25

Microsoft Excel: Student's t-Test

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Student's t-test in Microsoft Excel is a statistical method used to compare the means of two groups to determine if they are significantly different from each other. It's commonly used to evaluate hypotheses, such as testing whether a treatment has an effect compared to a control group. Excel provides built-in functions to perform t-tests, making it accessible for users needing to conduct basic statistical analysis.
To conduct a t-test in Excel, use the T.TEST function or the "Data...
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Comparing Experimental Results: Student's t-Test01:09

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The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
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Group Design02:01

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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
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Factorial Design02:01

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Factorial Analysis is an experimental design that applies Analysis of Variance (ANOVA) statistical procedures to examine a change in a dependent variable due to more than one independent variable, also known as factors. Changes in worker productivity can be reasoned, for example, to be influenced by salary and other conditions, such as skill level. One way to test this hypothesis is by categorizing salary into three levels (low, moderate, and high) and skills sets into two levels (entry level...
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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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通过体验式学习培养大学一年级学生的时间管理能力:基于设计的研究.

Kunyu Wang1, Mingzhang Zuo1, Xiaotang Zhou1

  • 1Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.

Behavioral sciences (Basel, Switzerland)
|January 28, 2026
PubMed
概括

一年级大学生通过混合研讨会改善了时间管理技能,该研讨会结合了体验式学习和数字工具. 这种方法促进了更好的规划,任务完成和对时间使用的满意度.

关键词:
基于设计的研究.经验式学习是一种体验式学习.一年级大学生第一年大学生.时间管理能力,时间管理能力.

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科学领域:

  • 教育心理学教育心理学
  • 高等教育教学的教学.
  • 人与计算机的交互

背景情况:

  • 一年级大学生由于有限的自我调节,往往缺乏有效的时间管理技能.
  • 现有的时间管理干预措施往往是短期的,缺乏理论依据.
  • 发展强大的时间管理对于高等教育的学术成功至关重要.

研究的目的:

  • 研究基于设计的研究 (DBR) 方法的有效性,将体验式学习和数字工具整合起来,以提高学生的时间管理.
  • 开发和完善一个教学模型,以提高大学一年级学生的时间管理能力.
  • 探索技术增强的体验式学习在促进自我调节学习中的作用.

主要方法:

  • 在三个代DBR周期 (2021-2023) 中,与238名一年级学生实施了为期三个月的混合新生指导研讨会.
  • 数据是通过微信小程序的每日提交收集的,包括定量和定性证据.
  • DBR方法将体验式学习理论与实践时间管理活动相结合,根据收集的数据反复改进干预.

主要成果:

  • 代的DBR过程导致了六个设计原则和一个功能数字工具.
  • 在最后的代中,学生在规划能力和任务完成率方面表现出显著的改善.
  • 参与者报告了更准确的时间分配和对时间利用的满意度增加.

结论:

  • 通过数字工具支持的持续的,理论引导的体验式学习,有效地提高了大学生的时间管理技能.
  • 该研究提供了将自我调节学习纳入高等教育课程的实际策略.
  • 技术增强的体验方法为开发学生关键能力提供了一个有希望的途径.