Abstract: This systematic literature review sought to explore the dimensions of diversity that can affect classroom learning. This review is significant as it can aid educators in reaching more of their diverse student population and creating supportive classrooms for teachers and students. For this study, peer-reviewed articles were found and compiled using Google Scholar. Key terms used in the search include student individuality, classroom equality, student development, teacher development, and teacher individuality. Relevant educational standards such as Common Core and Partnership for the 21st Century were also included as part of this review. Student and teacher individuality and equality is discussed as well as methods to grow both within educational settings. Embracing student and teacher individuality was found to be key as it may affect how each person interacts with given information. One method to grow individuality and equality in educational settings included drafting and employing revised teaching standards which include various Common Core and US State standards. Another was to use educational theories such as constructivism, cognitive learning, and Experiential Learning Theory. However, barriers to growing individuality, such as not acknowledging differences in a population’s dimensions of diversity, still exist. Studies found preserving the dimensions of diversity owned by both teachers and students yielded more positive and beneficial classroom experiences.
Abstract: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.
Abstract: Business education has been criticized for being too theoretical and distant from business life. Different types of experiential learning environments ranging from manual role-play to computer simulations and enterprise resource planning (ERP) systems have been used to introduce the realistic and practical experience into business learning. Each of these learning environments approaches business learning from a different perspective. The implementations tend to be individual exercises supplementing the traditional courses. We suggest combining them into a business skills laboratory resembling an actual workplace. In this paper, we present a concrete implementation of an ERP-supported business learning environment that is used throughout the first year undergraduate business curriculum. We validate the implementation by evaluating the learning outcomes through the different domains of Bloom’s taxonomy. We use the role-play oriented practice enterprise model as a comparison group. Our findings indicate that using the ERP simulation improves the poor and average students’ lower-level cognitive learning. On the affective domain, the ERP-simulation appears to enhance motivation to learn as well as perceived acquisition of practical hands-on skills.
Abstract: Customer churn prediction is one of the most useful
areas of study in customer analytics. Due to the enormous amount
of data available for such predictions, machine learning and data
mining have been heavily used in this domain. There exist many
machine learning algorithms directly applicable for the problem of
customer churn prediction, and here, we attempt to experiment on
a novel approach by using a cognitive learning based technique in
an attempt to improve the results obtained by using a combination
of supervised learning methods, with cognitive unsupervised learning
methods.
Abstract: The study investigated the effects of Teaching Games
for Understanding approach on students ‘cognitive learning outcome.
The study was a quasi-experimental non-equivalent pretest-posttest
control group design whereby 10 year old primary school students
(n=72) were randomly assigned to an experimental and a control
group. The experimental group students were exposed with TGfU
approach and the control group with the Traditional Skill approach of
handball game. Game Performance Assessment Instrument (GPAI)
was used to measure students' tactical understanding and decision
making in 3 versus 3 handball game situations. Analysis of
covariance (ANCOVA) was used to analyze the data. The results
reveal that there was a significant difference between the TGfU
approach group and the traditional skill approach group students on
post test score (F (1, 69) = 248.83, p < .05). The findings of this
study suggested the importance of TGfU approach to improve
primary students’ tactical understanding and decision making in
handball game.
Abstract: These days we face with so many advertisements in
magazines, those mentioned coaching is pragmatic specialties which
help people make change in their lives. Up to know Specialty coaches
are not necessarily therapists, consultants or psychologist, thus they
may not know psychological theories. The International Coach
Federation identifies "facilitating learning and results" as one of its
four core coach competencies, without understanding learning
theories coaching practice hangs in theoretical abyss. Thus the aim of
this article is investigating learning theories within coaching process.
Therefore, I reviewed some cognitive and behavioral learning
theories and analyzed their contribution with coaching process which
has been introduced in mentor coaches and ICF certified coaches'
papers and books. The result demonstrated that coaching profession
is strongly grounded in learning theories, and it will be strengthened
by the validation of theories and evidence-based research as we move
forward. Thus, it needs more research in order to applying effective
theoretical frameworks.
Abstract: Hypernetworks are a generalized graph structure
representing higher-order interactions between variables. We present a
method for self-organizing hypernetworks to learn an associative
memory of sentences and to recall the sentences from this memory.
This learning method is inspired by the “mental chemistry" model of
cognition and the “molecular self-assembly" technology in
biochemistry. Simulation experiments are performed on a corpus of
natural-language dialogues of approximately 300K sentences
collected from TV drama captions. We report on the sentence
completion performance as a function of the order of word-interaction
and the size of the learning corpus, and discuss the plausibility of this
architecture as a cognitive model of language learning and memory.
Abstract: This paper describes a research project on Year 3 primary school students in Malaysia in their use of computer-based video game to enhance learning of multiplication facts (tables) in the Mathematics subject. This study attempts to investigate whether video games could actually contribute to positive effect on children-s learning or otherwise. In conducting this study, the researchers assume a neutral stand in the investigation as an unbiased outcome of the study would render reliable response to the impact of video games in education which would contribute to the literature of technology-based education as well as impact to the pedagogical aspect of formal education. In order to conduct the study, a subject (Mathematics) with a specific topic area in the subject (multiplication facts) is chosen. The study adopts a causal-comparative research to investigate the impact of the inclusion of a computer-based video game designed to teach multiplication facts to primary level students. Sample size is 100 students divided into two i.e., A: conventional group and B conventional group aided by video games. The conventional group (A) would be taught multiplication facts (timetables) and skills conventionally. The other group (B) underwent the same lessons but with supplementary activity: a computer-based video game on multiplication which is called Timez-Attack. Analysis of marks accrued from pre-test will be compared to post- test using comparisons of means, t tests, and ANOVA tests to investigate the impact of computer games as an added learning activity. The findings revealed that video games as a supplementary activity to classroom learning brings significant and positive effect on students- retention and mastery of multiplication tables as compared to students who rely only upon formal classroom instructions.
Abstract: Current research has explored the impact of
instructional immediacy, defined as those behaviors that help build
close relationships or feelings of closeness, both on cognition and
motivation in the traditional classroom and online classroom;
however, online courses continue to suffer from higher dropout rates.
Based on Albert Bandura-s Social Cognitive Theory, four primary
relationships or interactions in an online course will be explored in
light of how they can provide immediacy thereby reducing student
attrition and improving cognitive learning. The four relationships are
teacher-student, student-student, and student-content, and studentcomputer.
Results of a study conducted with inservice teachers
completing a 14-week online professional development technology
course will be examined to demonstrate immediacy strategies that
improve cognitive learning and reduce student attrition. Results of
the study reveal that students can be motivated through various
interactions and instructional immediacy behaviors which lead to
higher completion rates, improved self-efficacy, and cognitive
learning.