| 1. |
- Fellman, Daniel, et al.
(författare)
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Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Online quizzes building upon the principles of retrieval practice can have beneficial effects on learning, especially long-term retention. However, it is unexplored how interindividual differences in relevant background characteristics relate to retrieval practice activities in e-learning. Thus, this study sought to probe for this research question on a massive open online course (MOOC) platform where students have the optional possibility to quiz themselves on the to-be-learned materials. Altogether 105 students were assessed with a cognitive task tapping on reasoning, and two self-assessed personality measures capturing need for cognition (NFC), and grittiness (GRIT-S). Between-group analyses revealed that cognitively high performing individuals were more likely to use the optional quizzes on the platform. Moreover, within-group analyses (n= 56) including those students using the optional quizzes on the platform showed that reasoning significantly predicted quiz performance, and quiz processing speed. NFC and GRIT-S were unrelated to each of the aforementioned retrieval practice activities.
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| 2. |
- Fellman, Daniel, et al.
(författare)
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Predicting Visuospatial and Verbal Working Memory by Individual Differences in E-Learning Activities
- 2020
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 5, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- E-learning is being considered as a widely recognized option to traditional learning environments, allowing for highly tailor-made adaptive learning paths with the goal to maximize learning outcomes. However, for being able to create personalized e-learning systems, it is important to identify relevant student prerequisites that are related learning success. One aspect crucial for all kind of learning that is relatively unstudied in relation to e-learning is working memory (WM), conceptualized as the ability to maintain and manipulate incoming information before it decays. The aim of the present study was to examine how individual differences in online activities is related to visuospatial- and verbal WM performance. Our sample consisted of 98 participants studying on an e-learning platform. We extracted 18 relevant features of online activities tapping on Quiz accuracy, Study activity, Within-session activity, and Repetitive behavior. Using best subset multiple regression analyses, the results showed that individual differences in online activities significantly predicted verbal WM performance (p < 0.001, R2Adjusted = 0.166), but not visuospatial WM performance (p = 0.058, R2Adjusted= 0.065). The obtained results contribute to the existing research of WM in e-learning environments, and further suggest that individual differences in verbal WM performance can be predicted by how students interact on e-learning platforms.
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| 3. |
- Lincke, Alisa, 1989-, et al.
(författare)
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Correlating Working Memory Capacity with Learners´ Study Behavior in a Web-Based Learning Platform
- 2019
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Ingår i: Proceedings of the 27th International Conference on Computers in Education Conference Proceedings. - : Asia-Pacific Society for Computers in Education. - 9789869721448 - 9789869721431 ; , s. 90-92
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Konferensbidrag (refereegranskat)abstract
- Cognitive pre-requisites should be taken into consideration when providing personalized and adaptive digital content in web-based learning platforms. In order to achieve this it should be possible to extract these cognitive characteristics based on students´ study behavior. Working memory capacity (WMC) is one of the cognitive characteristics that affect students’ performance and their academic achievements. However, traditional approaches to measuring WMC are cognitively demanding and time consuming. In order to simplify these measures, Chang et al. (2015) proposed an approach that can automatically identify students’ WMC based on their study behavior patterns. The intriguing question is then whether there are study behavior characteristics that correspond to the students’ WMC? This work explores to what extent it is possible to map individual WMC data onto individual patterns of learning by correlating working memory capacity with learners´ study behavior in an adaptive web-based learning system. Several machine learning models together with a rich context model have been applied to identify the most relevant study behavior characteristics and to predict students’ WMC. The evaluation was performed based on data collected from 122 students during a period of 2 years using a web-based learning platform. The initial results show that there is no linear correlation with learners´ study behavior and their WMC.
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| 4. |
- Lincke, Daniel, et al.
(författare)
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Generic libraries in C++ with concepts from high-level domain descriptions in Haskell: A domain-specific library for computational vulnerability assessment
- 2009
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Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Berlin, Heidelberg : Springer Berlin Heidelberg. - 1611-3349 .- 0302-9743. - 9783642030338 ; 5658/2009, s. 236-261
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Konferensbidrag (refereegranskat)abstract
- A class of closely related problems, a problem domain, can often be described by a domain-specific language, which consists of algorithms and combinators useful for solving that particular class of problems. Such a language can be of two kinds: it can form a new language or it can be embedded as a sublanguage in an existing one. We describe an embedded DSL in the form of a library which extends a general purpose language. Our domain is that of vulnerability assessment in the context of climate change, formally described at the Potsdam Institute for Climate Impact Research. The domain is described using Haskell, yielding a domain specific sublanguage of Haskell that can be used for prototyping of implementations.In this paper we present a generic C++ library that implements a domain-specific language for vulnerability assessment, based on the formal Haskell description. The library rests upon and implements only a few notions, most importantly, that of a monadic system, a crucial part in the vulnerability assessment formalisation. We describe the Haskell description of monadic systems and we show our mapping of the description to generic C++ components. Our library heavily relies on concepts, a C++ feature supporting generic programming: a conceptual framework forms the domain-specific type system of our library and parametrised types and functions, ``typed'' by the concepts in our conceptual framework, represent the combinators and algorithms of the domain. Furthermore, we discuss what makes our library a domain specific language and how our domain-specific library scheme can be used for other domains (concerning language design, software design, and implementation techniques).
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| 5. |
- Wolf, Sarah, et al.
(författare)
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Clarifying vulnerability definitions and assessments using formalisation
- 2013
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Ingår i: International Journal of Climate Change Strategies and Management. - : Emerald. - 1756-8692 .- 1756-8706. ; 5:1, s. 54-70
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to present a formal framework of vulnerability to climate change, to address the conceptual confusion around vulnerability and related concepts. Design/methodology/approach: The framework was developed using the method of formalisation - making structure explicit. While mathematics as a precise and general language revealed common structures in a large number of vulnerability definitions and assessments, the framework is here presented by diagrams for a non-mathematical audience. Findings: Vulnerability, in ordinary language, is a measure of possible future harm. Scientific vulnerability definitions from the fields of climate change, poverty, and natural hazards share and refine this structure. While theoretical definitions remain vague, operational definitions, that is, methodologies for assessing vulnerability, occur in three distinct types: evaluate harm for projected future evolutions, evaluate the current capacity to reduce harm, or combine the two. The framework identifies a lack of systematic relationship between theoretical and operational definitions. Originality/value: While much conceptual literature tries to clarify vulnerability, formalisation is a new method in this interdisciplinary field. The resulting framework is an analytical tool which supports clear communication: it helps when making assumptions explicit. The mismatch between theoretical and operational definitions is not made explicit in previous work. © Emerald Group Publishing Limited.
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