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Relevant bibliographies by topics / Computer aided; Computer assisted learning

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Academic literature on the topic 'Computer aided; Computer assisted learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Computer aided; Computer assisted learning"

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Wang, Quanyue, Sisi Zhang, and Weichao Liu. "Design and Simulation of Computer Aided Chinese Vocabulary Evaluation System." Computer-Aided Design and Applications 18, S3 (2020): 1–11. http://dx.doi.org/10.14733/cadaps.2021.s3.1-11.

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This article first explains the research background of computer-aided Chinese vocabulary assessment. Vocabulary assessment occupies an important position in Chinese learning. Computer-aided assessment has advantages in statistical analysis and organization and management. Subsequently, the development of Chinese vocabulary assessment and computer-assisted Chinese assessment was reviewed, and the design scheme of computer-assisted Chinese vocabulary assessment system was constructed. The functional framework, assessment methods, and feedback of the assessment system were explained. Finally, this paper verifies the function of the system through experimental investigation.

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CONSOLO, Douglas Altamiro, and Viviane Bagio FURTOSO. "Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 3 (2015): 665–89. http://dx.doi.org/10.1590/0102-445022183819328533.

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ABSTRACT An innovative aspect in the area of language assessment has been to evaluate oral language proficiency in distant interactions by means of computers. In this paper, we present the results of a qualitative research study that aimed at analyzing features of language spoken in a computer-aided learning and teaching context, which is constituted by teletandem interactions. The data were collected in the scope of the Teletandem Brazil project by means of interviews, audio and video recordings of online interactions, questionnaires and field notes. The results offer contributions for the areas of assessment, teacher education and teaching Portuguese for foreigners.

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Liu, Suya, and Sihong Zhang. "A Bibliometric Analysis of Computer-assisted English Learning from 2001 to 2020." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (2021): 53. http://dx.doi.org/10.3991/ijet.v16i14.24151.

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The aim of this study was to reveal hotspots and frontiers of computer-assisted English learning (CAEL) studies indexed by EI Compendex database from 2001 to 2020 via bibliometric analysis. The publication output has exponentially grown in the past two decades and is likely to progress in the next several years. China occupied the leading position， while Lecture Notes in Computer Science was the most prolific journal, and Deyi Xiong was the most productive author. Keyword analysis was assisted by VOSviewer software. Our results show that “computer aided instruction”, “computer aided language translation” and “learning systems” were the most frequently used keywords in documents. CAEL studies were mainly conducted from five dimensions (technology, learners, teaching, English acquisition and testing). The findings of this study have implications for English language instructors. Teaching methods and modes should be adjusted according to technology development.

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Samsudin, Samsudin. "APLIKASI COMPUTER AIDED INSTRUCTION (CAI) DALAM PEMBELAJARAN MATEMATIKA BANGUN RUANG." JURNAL TEKNIK INFORMATIKA 10, no. 2 (2018): 169–82. http://dx.doi.org/10.15408/jti.v10i2.6995.

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ABSTRAK Pembelajaran merupakan suatu proses pengembangan diri seseorang dalam upaya memperoleh ilmu pengetahuan, keterampilan dan nilai-nilai positif dengan memanfaatkan berbagai sumber ilmu untuk belajar. Untuk mempermudah pembelajaran sehingga memperoleh hasil yang lebih maksimal, maka kita membutuhkan suatu sistem pembelajaran yang baik. Dengan sistem pembelajaran berbantuan komputer atau sering dikenal materi dari pendidik ke para peserta didiknya. Dengan adanya sistem pembelajaran berbantuan komputer maka dibuatlah sebuah sistem pembelajaran untuk menghitung rumus matematika bangun ruang dengan istilah Computer Aided Instruction (CAI), maka sistem pembelajaran ini berfungsi untuk mempermudah proses penyampaian. Dengan adanya sistem pembelajaran ini diharapkan proses pembelajaran menjadi lebih efektif dan menarik. Sehingga nantinya sistem pembelajaran untuk menghitung rumus matematika bangun ruang ini sangat dibutuhkan sebagai sarana penunjang lancarnya proses pembelajaran. ABSTRACT Learning is a process of self-development in an effort to gain knowledge, skills and positive values by utilizing various sources of science to learn. To facilitate learning so as to obtain maximum results, then we need a good learning system. With computer-aided learning system or often known as Computer Aided Instruction (CAI), then this learning system serves to facilitate the process of delivering materials from educators to the students. With the computer-assisted learning system then made a learning system to calculate the mathematical Formula wake up space. With this learning system is expected to be more effective and interesting learning process. So that later the learning system to calculate the mathematical Formula to build this space is needed as a means of supporting the smoothness of the learning process.How to Cite : Samsudin. (2017). APLIKASI COMPUTER AIDED INSTRUCTION (CAI) DALAM PEMBELAJARAN MATEMATIKA BANGUN RUANG. Jurnal Teknik Informatika, 10(2), 93-108. doi:10.15408/jti.v10i2.6995Permalink/DOI: http://dx.doi.org/10.15408/jti.v10i2.6995

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Berto Nadeak and Sony Bahagia Sinaga. "Perancangan Perangkat Lunak Pembelajaran Mikroprosesor Dengan Menggunakan Metode Computer Assisted Instruction." JUKI : Jurnal Komputer dan Informatika 2, no. 2 (2021): 85–88. http://dx.doi.org/10.53842/juki.v2i2.31.

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The microprocessor that became the machine for the IBM PC / XT microcomputers and their compatible. This processor is often referred to as simply "8088" or "8086". Although the hardware of the 8088 is slightly different from the 8086, they can be viewed as the same from a programming perspective. The Intel 8088/8086 is a 16 bit processor, meaning that the data path and registers are 16 bits in size. The addressing mode is divided into several types, among others, register addressing, immediate addressing, direct addressing and indirect addressing. In addition, in learning Assembly language, we must memorize all registers and understand their use. Computer Aided Instruction (CAI) is a variety of information in the way of learning. Computers as a medium will help students find new things that are more interesting than conventional teacher-centered ways. Although it is known that the ways of learning and teaching, as well as the acquisition of learning information for each individual are different.

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Alrazeq Saeed, Farah Jamal Abed. "Attitudes of Jordanian Undergraduate Students towards Using Computer Assisted Language Learning (CALL)." International Journal of Education and Literacy Studies 6, no. 1 (2018): 12. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.12.

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The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted -language learning (CALL) and its effectiveness in the process of learning the English language. In order to fulfill the study’s objective, the researchers used a questionnaire to collect data, followed-up with semi-structured interviews to investigate the students’ beliefs towards CALL. Twenty- one of Jordanian BA students majoring in English language and literature were selected according to simple random sampling. The results revealed positive attitudes towards CALL in facilitating the process of writing assignments, gaining information; making learning enjoyable; improving their creativity, productivity, academic achievement, critical thinking skills, and enhancing their knowledge about vocabulary grammar, and culture. Furthermore, they believed that computers can motivate them to learn English language and help them to communicate and interact with their teachers and colleagues. The researchers recommended conducting a research on the same topic, taking into consideration the variables of age, gender, experience in using computers, and computer skills.

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Emy, Saleh Rosana. "DESIGNING COMPUTER ASSISTED LANGUAGE LEARNING SOFTWARE EVALUATION." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 2 (2018): 159–66. http://dx.doi.org/10.30957/ijoltl.v3i2.454.

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The use of computer to assist learning has increased significantly through more than three decades. However, the use of the instrument is still becoming a problem among teachers and educators. This paper discusses the evaluation criteria in selecting Computer Assisted Language Learning (CALL) software in language and skill development for ESL/EFL. The CALL evaluation criteria proposed in this paper is aimed to assist English language teachers to determine good quality CALL software used in classroom activity. CALL has proven its benefits for three aspects: programming consideration, educational design, and easy for use. A checklist describing evaluation aspects of the CALL is provided in this paper.

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Jahangard, Ali, Ali Rahimi, and Maral Norouzizadeh. "Student attitudes towards computer-assisted language learning and its effect on their EFL writing." International Journal of New Trends in Social Sciences 4, no. 1 (2020): 01–09. http://dx.doi.org/10.18844/ijntss.v4i1.4785.

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This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henriâ€™s framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings.  Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

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Rahimi, Ali, Ali Jahangard, and Maral Norouzizadeh. "Students’ attitudes towards computer-assisted language learning and its effect on their EFL writing." International Journal of Learning and Teaching 12, no. 3 (2020): 144–52. http://dx.doi.org/10.18844/ijlt.v12i3.4767.

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 Abstract This study aimed to assess the attitudes and perceptions of EFL students toward the use of CALL programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 English-as-a-Foreign-Language (EFL) learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analyzed with the aid of Henri’s framework (1992), which revealed the presence of certain concepts and themes within the views of learners toward the use of computers in their educational settings. Keywords: computer-assisted instruction (CAI);computer-assisted language learning (CALL); EFL writing; student attitudes

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Ratnaningsih, Dyah, Faris Nofandii, Damoyanto Purba, and Daviq Wiratno. "The Influence of Computer Assisted Language Learning (Call) to Improve English Speaking Skills." Research, Society and Development 8, no. 10 (2019): e438101413. http://dx.doi.org/10.33448/rsd-v8i10.1413.

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The use of technology in learning has grown rapidly. One of them is learning English using Computer Assisted Language Learning or CALL. CALL is a computer-aided learning media used in the field of education which easy to access, spread and stored. Afterwards, this study tried to determine the influence of CALL media with lecture method and discussion to improve the cadets’ English speaking ability. This study used quantitative approach and descriptive quantitative analysis that revealed the problems occurred during the English learning. Statistical analysis is used by reviewing the learning process which were involving 50 cadets in both class A and B. The findings showed a significant difference of the use of CALL media in lecture method and discussion on English speaking skill.

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Dissertations / Theses on the topic "Computer aided; Computer assisted learning"

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Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.

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Felton, Anthony John. "The development of an effective learning environment in higher education for product design." Thesis, University of Wolverhampton, 2001. http://hdl.handle.net/2436/123345.

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This thesis is concerned with the development of an effective learning environment in higher education for product design. The research and development undertaken focuses predominantly on the BSc (Hons) course in Computer Aided Product Design (BSc CAPD) at the University of Wolverhampton, in the UK. Conceived in 1989 as a collaborative venture between the School of Engineering and the School of Art and Design, it was in the vanguard of a new wave of product design initiatives in the higher education sector that had a multidisciplinary approach. It was one of the first degrees within the institution to adopt an integrated approach, integrating engineering design from the former with industrial design from the latter, developing a mixture of technical and design skills using the computer. It aims at developing an employable graduate designer with a richer blend of skills and possessing a greater awareness of the relationship between Design and Manufacture in the specialist field of Computer Aided Product Design. The research documents the growth of Product Design courses in the UK over this period of time and a comparison is made of the BSc CAPD course with the Industrial Design Engineering degree at the Technical University of Delft in Holland, considered exemplary in its field. The thesis reviews BSc CAPD's integrated approach over the first decade in terms of providing an effective learning environment for product design and achieving the aims and objectives of the course, as set out in Chapter 2 (2.3.2.1 Aims) and (2.3.2.2 Course Objectives). The effective learning environment in product design is achieved and documented in the thesis as follows: - The integration of engineering and art and design staff to deliver the curriculum." Education linked to Product Design, the project base, especially live projects, in providing the vehicle to BSc CAPD's integrated approach to curriculum development, teaching and learning. Integration of computers into the design curriculum. Technology supported learning in product design. The evaluation of Video Conferencing in a distance learning environment and the development of a Computer Assisted Learning (CAL) package / tutor system for teaching 2D CAD. Creativity / Innovation in Product Design. Industrial needs for designers (Designer's Skills). Developing a student's taxonomyof Design skills (Designer's checklist of skills).

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Pyper, Douglas. "An experimental investigation of the impact of using computer aided learning as a substitute for conventional instruction in two undergraduate accounting courses." Thesis, University of Aberdeen, 2003. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=153263.

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The purpose of the thesis is to investigate the use of computer aided learning (CAL) in undergraduate accounting education and establish its potential as a medium of instruction. In the thesis the use of CAL in accounting is explored in three major stages: first, established educational theories of learning and instruction are reviewed to identify a conceptual framework within which appropriate research questions can be formulated, second, established educational research methods are explored to identify an analytical framework within which the research questions can be meaningfully addressed, third, elements of the conceptual and analytical framework are combined to devise an experimental framework within which the use of CAL in accounting can be assessed and evaluated; this framework is used to critically examine existing empirical studies of CAL in accounting and also to support an experimental analysis of two CAL applications. The results of the experimental analysis suggest that the use of CAL does not adversely affect student performance and that the courseware used in the experiments provides an acceptable alternative to conventional instruction; however, the analysis also suggests that a comprehensive insight into the efficacy of CAL can only be obtained through an appropriate combination of both quantitative and qualitative research elements. In addition, it is suggested that any future evaluation of CAL should consider its potential impact on student learning processes and the election of an ‘approach to learning’.

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Ho, Shuk-wai, and 何淑慧. "Using computer-aided learning to teach children with autism recognizing and predicting emotions in others." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27050373.

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Bott, Ann-Marie Krueger. "Computer-Aided Self-Access Pronunciation Materials Designed to Teach Stress in American English." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd903.pdf.

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Bailey, Stacey M. "Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second Language." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204556485.

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Cheng, Bo, and 成波. "Investigating the effects of online collaborative concept mapping in influencing college students' interactional processes and learning in small groups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/206651.

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Small group learning is widely advocated in educational institutions around the world and has drawn constant attention in research. Group interaction is a key component of group-based learning. However, its implementation in existing learning practices is inefficient. Previous studies discussed the use of concept mapping in group learning. Concept mapping as an external representation affords a communicative function that triggers shared cognition in collaborative learning. Empirical work reported the pedagogical usefulness of collaborative concept mapping in supporting group learning processes. However, there lacks an effort in systematically examining the effects of collaborative concept mapping in influencing students’ interactional processes according to frame works of group learning activities. This study in the first part examines the effects of collaborative concept mapping on interactional processes at the cognitive, metacognitive, and socio-emotional dimensions in group learning guided by frameworks of group learning activities. An experimental design method (i.e., concept mapping vs. no concept mapping) is used to examine the effects. Beyond, since task condition is a key issue in determining the effectiveness of intervention elements for shaping interaction, and concept mapping is used for pursuing different types of tasks in educational applications, this study takes task condition into account in the experimental design. A salient problem in collaborative use of concept mapping in distance groups is that participants need to put special efforts into coordination of group activities. Prior studies proposed designing roles functioning at different aspects to structure group activities in collaborative concept mapping. Using roles was found to facilitate task-focused and reflective interaction. However, there is a lack of a systematic view in the design of roles to assist interaction considering the multidimensionality of group interaction. There also lacks empirical investigations into the effectiveness of assigning roles in concept mapping mediated group learning. To address these issues, this study in the second part proposes a role-based approach, i.e., assigning the roles including cognitive leader, metacognitive leader, and socio-emotional leader to participants, in collaborative concept mapping to facilitate group learning processes. An experimental study is implemented to evaluate the effectiveness of the intervention. The study finds that concept mapping has different effects on group learning in different task conditions. Concept mapping effectively mediates learning processes and leads to superior task performances for conceptual tasks, while functions deficiently neither in mediating group learning processes nor in producing superior task performances for design tasks. Assigning roles in collaborative concept mapping is evidenced to be feasible and useful in improving socio-emotional experiences in group learning.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy

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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.

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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.

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Agarwal, Richa. "Computer aided detection for breast lesion in ultrasound and mammography." Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/670295.

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In the field of breast cancer imaging, traditional Computer Aided Detection (CAD) systems were designed using limited computing resources and used scanned films (poor image quality), resulting in less robust application process. Currently, with the advancements in technologies, it is possible to perform 3D imaging and also acquire high quality Full-Field Digital Mammogram (FFDM). Automated Breast Ultrasound (ABUS) has been proposed to produce a full 3D scan of the breast automatically with reduced operator dependency. When using ABUS, lesion segmentation and tracking changes over time are challenging tasks, as the 3D nature of the images make the analysis difficult and tedious for radiologists. One of the goals of this thesis is to develop a framework for breast lesion segmentation in ABUS volumes. The 3D lesion volume in combination with texture and contour analysis, could provide valuable information to assist radiologists in the diagnosis. Although ABUS volumes are of great interest, x-ray mammography is still the gold standard imaging modality used for breast cancer screening due to its fast acquisition and cost-effectiveness. Moreover, with the advent of deep learning methods based on Convolutional Neural Network (CNN), the modern CAD Systems are able to learn automatically which imaging features are more relevant to perform a diagnosis, boosting the usefulness of these systems. One of the limitations of CNNs is that they require large training datasets, which are very limited in the field of medical imaging. In this thesis, the issue of limited amount of dataset is addressed using two strategies: (i) by using image patches as inputs rather than full sized image, and (ii) use the concept of transfer learning, in which the knowledge obtained by training for one task is used for another related task (also known as domain adaptation). In this regard, firstly the CNN trained on a very large dataset of natural images is adapted to classify between mass and non-mass image patches in the Screen-Film Mammogram (SFM), and secondly the newly trained CNN model is adapted to detect masses in FFDM. The prospects of using transfer learning between natural images and FFDM is also investigated. Two public datasets CBIS-DDSM and INbreast have been used for the purpose. In the final phase of research, a fully automatic mass detection framework is proposed which uses the whole mammogram as the input (instead of image patches) and provides the localisation of the lesion within this mammogram as the output. For this purpose, OPTIMAM Mammography Image Database (OMI-DB) is used. The results obtained as part of this thesis showed higher performances compared to state-of-the-art methods, indicating that the proposed methods and frameworks have the potential to be implemented within advanced CAD systems, which can be used by radiologists in the breast cancer screening<br>En el camp de les imatges de càncer de mama, els sistemes tradicionals de detecció assistida per ordinador (de l’anglès CAD) es van dissenyar utilitzant recursos informàtics limitats i pel·lícules de mamografia escanejades (del angles SFM) de qualitat d’imatge deficient, fet que va resultar en aplicacions poc robustes. Actualment, amb els avanços de les tecnologies, és possible realitzar imatges mèdiques en 3D i adquirir mamografies digitals (de l’anglès FFDM) d’alta qualitat. L’ultrasò automàtic de la mama (de l’anglès ABUS) ha estat proposat per adquirir imatges 3D de la mama amb escassa dependència del operador. Quan s’utilitza ABUS, la segmentació i seguiment de les lesions en el temps s ́on tasques complicades ja que la naturalesa 3D de les imatges fa que l’anàlisi sigui difícil i feixuc per els radiòlegs. Un dels objectius d’aquesta tesi és desenvolupar un marc per la segmentació semi-automàtica de lesions mamàries en volums ABUS. El volum de lesió 3D, en combinació amb l’anàlisi de la textura i el contorn, podria proporcionar informació valuosa per realitzar el diagnòstic radiològic. Tot i que els volums de ABUS són de gran interès, la mamografia de raigs X continua essent la modalitat d’imatge estàndard utilitzada per la detecció precoç del càncer de mama, degut principalment a la seva ràpida adquisició i rendibilitat. A més, amb l’arribada dels mètodes d’aprenentatge profund basats en xarxes neuronals convolucionals (de l’anglès CNN), els sistemes CAD moderns poden aprendre automàticament quines característiques de la imatge són més rellevants per realitzar un diagnòstic, fet que augmenta la utilitat d’aquests sistemes. Una de les limitacions de les CNN és que requereixen de grans conjunts de dades per entrenar, els quals són molt limitats en el camp de la imatge mèdica. En aquesta tesi, el tema de la poca disponibilitat d’imatges mediques s’aborda mitjançant dues estratègies: (i) utilitzant regions de la imatge com a entrada en comptes de les imatges de mida original, i (ii) mitjançant tècniques d’aprenentatge per transferència, en el que el coneixement après per a una determinada tasca es transfereix a una altra tasca relacionada (també conegut com a adaptació de domini). En primer lloc, la CNN entrenada en un conjunt de dades molt gran d’imatges naturals és adaptada per classificar regions de la imatge en tumor i no tumor de SFM i, en segon lloc, la CNN entrenada és adaptada per detectar tumors en FFDM. També s’ha investigat l’aprenentatge per transferència entre imatges naturals i FFDM. S’han utilitzat dos conjunts de dades públiques (CBIS-DDSM i INbreast) per aquest propòsit. En la fase final de la investigació, es proposa un marc de detecció automàtica de tumors utilitzant la mamografia original com entrada (en lloc de regions de la imatge) i que proporciona la localització de la lesió dins d’aquesta mamografia com a sortida. Per aquest propòsit s’utilitza una altra base de dades (OMI-DB). Els resultats obtinguts com a part d’aquesta tesi mostren millors rendiments en comparació amb l’estat de l’art, el que indica que els mètodes i marcs proposats tenen el potencial de ser implementats dins de sistemes CAD avançats, que poden ser utilitzats per radiòlegs en el cribratge del càncer de mama

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Williams, George Edward. "The effects of computer assisted language learning and specially designed academic instruction in English on second language acquisition." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2954.

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The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).

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Books on the topic "Computer aided; Computer assisted learning"

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Roland, Sussex, and Tuman Walter Vladimir, eds. A bibliography of computer-aided language learning. AMS Press, 1986.

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Carlos, Delgado Kloos, Pardo Abelardo, and IFIP World Computer Congress (18th : 2004 : Toulouse, France), eds. EDUTECH: Computer-aided design meets computer-aided learning ; IFIP 18th World Computer Congress ; TC10/WG10.5 EduTech Workshop, 22-27 August 2004, Toulouse, France. Kluwer Academic Publishers, 2004.

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Jin, Q. Intelligent learning systems and advancements in computer-aided instruction: Emerging studies. Information Science Reference, 2012.

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EduTech 2005 (2005 Perth, W.A.). New trends and technologies in computer-aided learning for computer-aided design: IFIP TC10 working conference: EduTech 2005, October 20-21, Perth, Australia. Springer, 2005.

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William, Spaulding, ed. Learning electronics: Theory and experiments with computer-aided instruction for the Apple. TAB Books, 1988.

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Phagan, R. Jesse. Learning electronics: Theory and experiments with computer-aided instruction for the IBM. TAB Books, 1989.

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R, Kibby M., and Mayes J. T, eds. Computer assisted learning: Selected proceedings from the CAL 87 symposium, 31 March- 3 April 1987, University of Strathclyde. Pergamon Press, 1988.

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Phagan, R. Jesse. Learning electronics: Theory and experiments, with computer-aided instruction for the Commodore 64/128. TAB Books, 1988.

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Programme, Unesco International Hydrological. Basic river water quality models: Computer aided learning (CAL) programme on water quality modelling (WQMCAL version 1.1). Unesco, 1997.

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Campbell, Donald S. Computer aided self-instruction training with impulsive deaf students and learning disabled students: A study on teaching reflective thought. Ministry of Education, 1986.

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Book chapters on the topic "Computer aided; Computer assisted learning"

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Spirov, Krasimir, and Mihail Draganov. "A conceptual model of a computer-aided learning knowledge base." In Computer Assisted Learning. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_82.

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Hohmann, Luke, Mark Guzdial, and Elliot Soloway. "SODA: A computer-aided design environment for the doing and learning of software design." In Computer Assisted Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_78.

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Sato, Masahiko, Yukiyoshi Kameyama, and Takeuti Izumi. "CAL: A Computer Assisted Learning System for Computation and Logic." In Computer Aided Systems Theory — EUROCAST 2001. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45654-6_40.

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Ruiz, Francisco, Manuel Prieto, Manuel Ortega, Jose Bravo, Jorge Sanz, and Jose Flores. "Cooperative Distance Learning with an integrated system for computer assisted laboratory work." In Computer Aided Learning and Instruction in Science and Engineering. Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022610.

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Pemberton, Lyn, Simon Shurville, and Tony Hartley. "Motivating the design of a computer assisted environment for writers in a second language." In Computer Aided Learning and Instruction in Science and Engineering. Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022601.

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Bhattacharya, Indrani, Arun Seetharaman, Wei Shao, et al. "CorrSigNet: Learning CORRelated Prostate Cancer SIGnatures from Radiology and Pathology Images for Improved Computer Aided Diagnosis." In Medical Image Computing and Computer Assisted Intervention – MICCAI 2020. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59713-9_31.

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Sánchez, C. I., M. Niemeijer, M. D. Abràmoff, and B. van Ginneken. "Active Learning for an Efficient Training Strategy of Computer-Aided Diagnosis Systems: Application to Diabetic Retinopathy Screening." In Medical Image Computing and Computer-Assisted Intervention – MICCAI 2010. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15711-0_75.

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Takakura, Kintomo, Hiroshi Iseki, and Takeyoshi Dohi. "Computer-Aided Surgery." In Computer-Assisted Neurosurgery. Springer Japan, 1997. http://dx.doi.org/10.1007/978-4-431-65889-4_10.

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Søgaard-Andersen, Jørgen F., Stephen J. Garland, John V. Guttag, Nancy A. Lynch, and Anna Pogosyants. "Computer-assisted simulation proofs." In Computer Aided Verification. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-56922-7_25.

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De Bruyckere, Pedro, and Paul A. Kirschner. "Computer-Assisted Learning." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_73-1.

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Conference papers on the topic "Computer aided; Computer assisted learning"

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Vavrek, Edward M. "Computer Aided Bearing Design and Analysis." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33961.

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I have written a program using visual basic called Bearing Design. Students in a machine elements course will use the program to size and select bearings. The program is written to aid students in the understanding of bearing design. The program is part of a series of programs used to assist the students in learning how to design and select machine components. Some of the other programs used are Designing Spur Gears and Sizing Belt Drives Components.

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Abubakar, Attai Ibrahim, Metin Ozturk, Sajjad Hussain, and Muhammad Ali Imran. "Q-Learning Assisted Energy-Aware Traffic Offloading and Cell Switching in Heterogeneous Networks." In 2019 IEEE 24th International Workshop on Computer Aided Modeling and Design of Communication Links and Networks (CAMAD). IEEE, 2019. http://dx.doi.org/10.1109/camad.2019.8858474.

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Attia, Farouk, and Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].

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Subbarao, Nikhil Narayan, Srinivasan Sivanandan, Srinivas Rao Kudavelly, Kedar A. Patwardhan, and G. A. Rama Raju. "Automated detection and segmentation of follicles in 3D ultrasound for assisted reproduction." In Computer-Aided Diagnosis, edited by Kensaku Mori and Nicholas Petrick. SPIE, 2018. http://dx.doi.org/10.1117/12.2293121.

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Nebbia, Giacomo, Dooman Arefan, Margarita Zuley, Jules Sumkin, and Shandong Wu. "Multi-task learning to incorporate clinical knowledge into deep learning for breast cancer diagnosis." In Computer-Aided Diagnosis, edited by Karen Drukker and Maciej A. Mazurowski. SPIE, 2021. http://dx.doi.org/10.1117/12.2582285.

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Yektaie, Mohammad Ali, Zahra Ghasemi, Seyed Hossein Hezaveh, Fereshteh Aalamifar, Reza Seifabadi, and Marius G. Linguraru. "Photographic cranial shape analysis using deep learning." In Computer-Aided Diagnosis, edited by Karen Drukker and Maciej A. Mazurowski. SPIE, 2021. http://dx.doi.org/10.1117/12.2581990.

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Abraham, Rohan, Ian Janzen, Saeed Seyyedi, et al. "Machine learning and deep learning approaches for classification of sub-cm lung nodules in CT scans (Conference Presentation)." In Computer-Aided Diagnosis, edited by Horst K. Hahn and Maciej A. Mazurowski. SPIE, 2020. http://dx.doi.org/10.1117/12.2546422.

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Ren, Yinhao, Bibo Shi, Rui Hou, et al. "Learning better deep features for the prediction of occult invasive disease in ductal carcinoma in situ through transfer learning." In Computer-Aided Diagnosis, edited by Kensaku Mori and Nicholas Petrick. SPIE, 2018. http://dx.doi.org/10.1117/12.2293594.

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Samala, Ravi K., Lubomir Hadjiiski, Heang-Ping Chan, et al. "Severity assessment of COVID-19 using imaging descriptors: a deep-learning transfer learning approach from non-COVID-19 pneumonia." In Computer-Aided Diagnosis, edited by Karen Drukker and Maciej A. Mazurowski. SPIE, 2021. http://dx.doi.org/10.1117/12.2582115.

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Lee, Min Jin, Helen Hong, and Kyu Won Shim. "Computer-assisted quantification of surgical outcome in infants with sagittal craniosynostosis in 3D head CT images using mean normal skull model." In Computer-Aided Diagnosis, edited by Horst K. Hahn and Maciej A. Mazurowski. SPIE, 2020. http://dx.doi.org/10.1117/12.2551258.

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Reports on the topic "Computer aided; Computer assisted learning"

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Hirayama, Yuji. A PROLOG Lexical Phrase Computer Assisted Language Learning Module. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7173.

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Jesneck, Jonathan, and Joseph Lo. Modular Machine Learning Methods for Computer-Aided Diagnosis of Breast Cancer. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada430017.

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McCausland, W. David. Extended Case Study: Computer Aided Assessment and Independent Learning in Macroeconomics. The Economics Network, 2003. http://dx.doi.org/10.53593/n217a.

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Fafchamps, Marcel, and Di Mo. Peer Effects in Computer Assisted Learning: Evidence from a Randomized Experiment. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23195.

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Bianchi, Nicola, Yi Lu, and Hong Song. The Effect of Computer-Assisted Learning on Students' Long-Term Development. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w28180.

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Ma, Yue, Robert Fairlie, Prashant Loyalka, and Scott Rozelle. Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w26953.

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Stanley, April Elisha, and Fatma Baytar. Implementing Pattern Grading in a Computer-Aided Patternmaking Course: Developing Materials and Utilizing Learning Tools. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1419.

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1228.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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