Journal articles: '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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Kaniawati, Ida, Sri Rahmadiani, Nuzulira Janeusse Fratiwi, et al. "An Analysis of Students’ Misconceptions on the Implementation of Active Learning of Optics and Photonics Approach Assisted by Computer Simulation." International Journal of Emerging Technologies in Learning (iJET) 15, no. 09 (2020): 76. http://dx.doi.org/10.3991/ijet.v15i09.12217.

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Misconceptions take place in a variety of Physics lesson subjects including the Light and Optics. This study aimed at determining the students’ misconceptions and the effectiveness of Active Learning of Optics and Photonics (ALOP) approach assisted by computer simulation to reduce misconceptions among students on the material of optical instruments. The mixed method was employed in this study using embedded mixed method design. The study was conducted to students of grade XI in one senior high school in Bandung. The participants were divided into two groups: control group and experimental group in which each group consisted of 23 students. A conventional learning was applied in the con-trol group while the experimental class implemented ALOP computer-aided simulation learning. The instrument used to identify students’ misconceptions were Four-Tier Optics and Photonics Test (FTOPT), consisted of 18 items, which was given during the pre-test and post-test. The results showed that misconceptions were disseminated over the concept of eyes, camera, magnifier, mi-croscopes, and telescopes. Additionally, ALOP approach using computer-aided simulations is effective to reduce students’ misconceptions on the material of op-tical instrument.

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Obermeier, Andrew. "Exploring the Effectiveness of Deliberate Computer-Assisted Language Learning." Vocabulary Learning and Instruction 9, no. 2 (2020): 24–38. http://dx.doi.org/10.7820/vli.v09.2.obermeier.

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This article presents a work-in-progress focused on developing an experiment to investigate the effectiveness of different types of deliberate paired-associate computer-assisted language learning (CALL). First, the rationale for Japanese EFL learners’ current need for doubling their efforts with this technique is explained. Next, an overview of research regarding the interface in second language acquisition is presented. This is followed by an explanation of results from a recent experiment. Questions and issues raised in that experiment are then discussed with regard to a proposal for a subsequent experiment that will be conducted during the semester starting in April 2020. In this proposed study, different conditions within Internet-based flashcard study will be the major experimental learning component. Psycholinguistic response time measures will be the main dependent variable, aimed at gauging gains in nondeclarative, or tacit L2 knowledge. In addition, online declarative measures and traditional offline measures of declarative knowledge will be used.

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Khan, Amjad Saeed, Xinruo Zhang, Sangarapillai Lambotharan, Gan Zheng, Basil AsSadhan, and Lajos Hanzo. "Machine Learning Aided Blockchain Assisted Framework for Wireless Networks." IEEE Network 34, no. 5 (2020): 262–68. http://dx.doi.org/10.1109/mnet.011.1900643.

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Garrote, Luís, João Paulo, and Urbano J. Nunes. "Reinforcement Learning Aided Robot-Assisted Navigation: A Utility and RRT Two-Stage Approach." International Journal of Social Robotics 12, no. 3 (2019): 689–707. http://dx.doi.org/10.1007/s12369-019-00585-0.

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Katla, Satyanarayana, Luping Xiang, Yanqing Zhang, Mohammed El-Hajjar, Alain A. M. Mourad, and Lajos Hanzo. "Deep Learning Assisted Detection for Index Modulation Aided mmWave Systems." IEEE Access 8 (2020): 202738–54. http://dx.doi.org/10.1109/access.2020.3035961.

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Zhang, Shi, and Feng Chen. "The Effects of Computer-Aided Animation Technology in the Teaching of Hematological Medicine." Computer-Aided Design and Applications 18, S3 (2020): 58–69. http://dx.doi.org/10.14733/cadaps.2021.s3.58-69.

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Clinical hematology and hematology are one of the main courses of the Department of Medical Laboratory Science. In experimental teaching, students are required to correctly identify a variety of cells in bone marrow under a microscope, which is one of the most difficult content for students to master. The traditional experimental teaching of cell morphology has brought different degrees of influence on the teaching effect. In order to make it easier, faster and effective for teachers to teach students about cell morphology in the limited teaching time, and to allow students to more intuitively recognize various cells and increase their interest in learning, it is necessary to reform the experimental teaching methods. Computer-aided animation technology is a three-dimensional composition technology that can display things in reality in three-dimensional images. Applying computer-assisted animation technology to the teaching of hematology in medical schools can display cell morphology more vividly. This will help deepen students' understanding of classroom knowledge. Therefore, this study selected clinical undergraduates who were internships in the Department of Hematology as the research objects. 235 students in the experimental group used the 3D animation technology teaching method in computer-assisted animation technology to teach students "Morphological Changes in the Process of Cellular Immune Regulation"; 257 students in the control group used traditional clinical teaching methods. Through questionnaire surveys and personal interviews, understanding the evaluation of students and teachers on this teaching mode, and comparing the teaching effect through theoretical examination and practical skill assessment.

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Rahimi, Assoc Prof Dr Ali, and Samira Mouri. "The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning." Global Journal of Foreign Language Teaching 6, no. 4 (2016): 210–17. http://dx.doi.org/10.18844/gjflt.v6i4.1673.

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This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.

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Xie, Pengxuan. "Learning Mandarin tones through pitch-time diagrams: A computer-assisted visual approach." Global Chinese 6, no. 2 (2020): 289–311. http://dx.doi.org/10.1515/glochi-2020-0015.

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Abstract A notable feature of spoken Mandarin by many non-tonal language learners of Mandarin is incorrect or inaccurate tones. This contributes to significant impediments to effective communication by creating confusion, due to the fact that tones in Mandarin serve a lexical purpose. The problem is exacerbated by the relatively small number of Mandarin syllables. Traditionally, tones are taught by the classical aural process of “listen and repeat” in the classroom with the help of a language instructor and supplemented by out-of-classroom practice using model audio recordings. Both modes require learners to aurally detect the differences between tones and to imitate what they hear. With the wide availability of personal computers, computer-aided tone acquisition is an alternative to the “listen and repeat” method. The aim is to display and correlate the phonetic counterpart of tones, namely their pitch-time diagrams (also known as Fo diagrams). This provides visual feedback to guide learners to produce the correct tones through imitation of the correct pitch-time diagrams. While the pitch range of the Mandarin tones is well defined by Chao’s 5-level tone value scale for the four full tones, their corresponding pitch-time diagrams are not exactly the same as Chao’s tone diagrams. With disyllabic and trisyllabic Mandarin words, the pitch-time diagrams of the constituent syllables deviates even more from their tone diagram counterparts due to various coarticulation effects. This paper reports on a quantitative study of the tone values of single syllable, disyllabic and trisyllabic Mandarin words extracted from their pitch-time diagrams. The understanding of the results based on previous phonological studies is also provided. The results point to the effectiveness of pitch-time diagrams as a visual feedback tool for tone acquisition.

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Fisher, Wink S. "Computer-Aided Intelligence: Application of an Expert System to Brachial Plexus Injuries." Neurosurgery 27, no. 5 (1990): 837–43. http://dx.doi.org/10.1227/00006123-199011000-00029.

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Abstract When confronted with a patient with a brachial plexus injury, how often as neurosurgeons do we consult and atlas to confirm the anatomy of the brachial plexus and then attempt to establish the location of the lesion? Similar difficulties are encountered with lumbar and sacral plexus lesions. In a project organized to assist the neurosurgeon in this time-consuming task, a computer program that can rapidly determine the site of a lesion in a brachial, lumbar, or sacral plexus injury was created. Using known anatomical pathways (37 clinically relevant upper and 20 lower extremity muscle innervations), and relying solely upon the neurological motor examination, rapid computer-assisted diagnosis is possible. When more than one final common pathway lesion occurs (for example, multiple root avulsions of the brachial plexus), possible lesion sites can be obtained. An interactive dialogue between the user and the program helps to determine the location of the lesion. The program can be run on any IBM-compatible personal computer and is presented as an instrument that provides assistance in cases of complex peripheral nerve injuries, when expert consultants are unavailable. In addition, it can be used as an aid to learning and as a review of basic neuroanatomy.

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Hwang, Eui Jin, Ki Beom Kim, Jin Young Kim, et al. "COVID-19 pneumonia on chest X-rays: Performance of a deep learning-based computer-aided detection system." PLOS ONE 16, no. 6 (2021): e0252440. http://dx.doi.org/10.1371/journal.pone.0252440.

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Chest X-rays (CXRs) can help triage for Coronavirus disease (COVID-19) patients in resource-constrained environments, and a computer-aided detection system (CAD) that can identify pneumonia on CXR may help the triage of patients in those environment where expert radiologists are not available. However, the performance of existing CAD for identifying COVID-19 and associated pneumonia on CXRs has been scarcely investigated. In this study, CXRs of patients with and without COVID-19 confirmed by reverse transcriptase polymerase chain reaction (RT-PCR) were retrospectively collected from four and one institution, respectively, and a commercialized, regulatory-approved CAD that can identify various abnormalities including pneumonia was used to analyze each CXR. Performance of the CAD was evaluated using area under the receiver operating characteristic curves (AUCs), with reference standards of the RT-PCR results and the presence of findings of pneumonia on chest CTs obtained within 24 hours from the CXR. For comparison, 5 thoracic radiologists and 5 non-radiologist physicians independently interpreted the CXRs. Afterward, they re-interpreted the CXRs with corresponding CAD results. The performance of CAD (AUCs, 0.714 and 0.790 against RT-PCR and chest CT, respectively hereinafter) were similar with those of thoracic radiologists (AUCs, 0.701 and 0.784), and higher than those of non-radiologist physicians (AUCs, 0.584 and 0.650). Non-radiologist physicians showed significantly improved performance when assisted with the CAD (AUCs, 0.584 to 0.664 and 0.650 to 0.738). In addition, inter-reader agreement among physicians was also improved in the CAD-assisted interpretation (Fleiss’ kappa coefficient, 0.209 to 0.322). In conclusion, radiologist-level performance of the CAD in identifying COVID-19 and associated pneumonia on CXR and enhanced performance of non-radiologist physicians with the CAD assistance suggest that the CAD can support physicians in interpreting CXRs and helping image-based triage of COVID-19 patients in resource-constrained environment.

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Lixian, Guo. "Developing an Art Design Courseware Based on Visual Communication Technology and Computer Aided Instruction Technology." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (2015): 46. http://dx.doi.org/10.3991/ijet.v10i3.4581.

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Modern teaching has undergone academic reform through information technology. Given the specificity of art design, this field requires the use of multimedia resources and the popularization of teaching courseware. However, the development of teaching courseware remain problematic. The academic research results in this field are still rooted on theories and lack practical significance. This study adopts the perspective of visual communication design technology and combines it with computer-assisted instruction technology to discuss art courseware design making. The teaching courseware is designed with art design history as an example. The experimental tests reveal the effectiveness of the method. Unlike those in a traditional classroom, the learning effects of the proposed method are greatly optimized and promoted. Hence, this method has high application value.

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Zhang, Qiuxin. "A Literature Review of Foreign Studies on the Impact of CALL on Second Language Acquisition from 2015." English Language Teaching 14, no. 6 (2021): 76. http://dx.doi.org/10.5539/elt.v14n6p76.

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With the rapid development of economy and technology, more and more fields are combined with electronic intelligence and artificial intelligence, and language teaching is no exception. As a research hot issue, computer-assisted language learning (CALL) has attracted more and more people&#39;s attention. Based on computer-aided technology, teachers can not only provide students with rich language input, but also improve classroom efficiency. However, there are still some problems in this technology. This paper reviews some empirical studies on the impact of computer-assisted language teaching from 2015 and reveals the relevant progress and shortcomings of foreign researches in terms of six aspects from the perspective of language teaching, in order to provide some enlightenment for future research.

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Umara, Ummi, and Ika Lestari. "THE EFFECT OF USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) METHOD ON STUDENTS’ LISTENING SKILL AT THE SEVENTH GRADE STUDENTS OF SMP NEGERI 3 STABAT." Jurnal Serunai Bahasa Inggris 12, no. 2 (2020): 99–107. http://dx.doi.org/10.37755/jsbi.v12i2.304.

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Applying an appropriate teaching method plays an important role in the teaching or learning process including teaching listening as a skill. The listening skill is one of the four most important and difficult skill to be taught in English. Students are facing a difficulty either in understanding native speaker or in producing native-like English (accent/pronunciation). They are also unprepared to function in the new word. And then, in most class students are unmotivated and act as passive listeners. This study aimed to find out whether using computer assisted language learning (CALL) method affect listening skill. In this study, using computer assisted language learning (call) method as the independent variable (X) and students’ listening skill as the dependent variable (Y), with the hypothesis: using computer assisted language learning (CALL) method affects on students’ listening skill of seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019. The population of this study was seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019, which consisted of 185 students. The sample was taken by using random sampling technique, the total sample was 60 students. Then, the sample was divided into two groups, the group taught by using computer assisted language learning (CALL) was as the experimental group and the group taught without computer assisted language learning (CALL) was as the control group. The writer used test as the instrument of collecting data. The data was analyzed by using t-test formula. Based on the data analysis, it was found that the value of t-observed (to) was higher than the value of t-table, (tobserved = 8,39 > ttable = 1.67). Therefore, the hypothesis proposed by the writer was accepted. In the other words, using computer assisted language learning (CALL) affects listening skill of seventh year students of SMP NEGERI 3 STABAT at academic year 2018/2019.

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Nguyen, Minh-Hien T., Emiliano Garcia-Palacios, Tan Do-Duy, Long D. Nguyen, Son T. Mai, and Trung Q. Duong. "Spectrum-Sharing UAV-Assisted Mission-Critical Communication: Learning-Aided Real-Time Optimisation." IEEE Access 9 (2021): 11622–32. http://dx.doi.org/10.1109/access.2021.3050522.

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Price, Gareth J. "Computer aided assessment and feedback – can we enhance students’ early experience at University?" New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 29–34. http://dx.doi.org/10.29311/ndtps.v0i2.430.

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This project, funded by LTSN Physical Sciences (Learning and Teaching Support Network - now superseded by the Higher Education Academy Physical Sciences Centre) and FAST (Formative Assessment in Science Teaching) was primarily concerned with the production and evaluation of computer assisted assessment (CAA) materials to support students in the first year of chemistry programmes. A number of short assessment packages, designed to offer students formative feedback, have been written and incorporated into WebCT. Questions were chosen to exemplify a range of styles and were made available to students over the University computer network. The most important aspect of the work was the feedback offered to students within the quizzes, which was written in conjunction with undergraduate students to ensure its usefulness.The effectiveness of the approach was evaluated by asking students to complete a questionnaire and by targeted interviews. The vast majority of the cohort (> 80%) used the quizzes, most to gain formative feedback and some as a revision aid prior to end-ofunit examinations. This communication will summarise our findings and highlight some of the advantages and drawbacks in using electronic feedback.Although there was a very significant set-up time involved as well as an on-going need for student support in using the packages, student reaction was positive and examination performance was enhanced over previous years. Although firm conclusions cannot be drawn from one year’s data, these results together with the very positive reaction from the students encourage us to further develop the approach.

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Ural, Evrim, and Orhan Ercan. "THE EFFECTS OF WEB-BASED EDUCATIONAL SOFTWARE ENRICHED BY CONCEPT MAPS ON LEARNING OF STRUCTURE AND PROPERTIES OF MATTER." Journal of Baltic Science Education 14, no. 1 (2015): 7–19. http://dx.doi.org/10.33225/jbse/15.14.07.

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Current study aimed to examine the effects of web-based instructional material enriched by concept maps, the academic achievement of 7th graders in “Structure and Properties of Matter" unit. The study utilized a quasi-experimental model with pretest-posttest control group design. A sample of the study was composed of 58 students. “Structure and Properties of Matter" unit was taught to the experimental group with computer assisted teaching method, while the same unit was taught to control group by using traditional teaching methods. “Structure of Matter Achievement Test”, “Science and Technology Attitude Scale” and “Computer Attitude Scale” were used as data collection tools. The results showed that web-based teaching method was more effective compared to traditional teaching methods in increasing academic achievement in science and technology classes and there is no statistically significant difference in both group attitudes towards Science and Technology Class or computers. Key words: academic achievement, concept maps, computer attitude, structure of matter, science and technology attitude.

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Li, Leida, Hancheng Zhu, Sicheng Zhao, Guiguang Ding, and Weisi Lin. "Personality-Assisted Multi-Task Learning for Generic and Personalized Image Aesthetics Assessment." IEEE Transactions on Image Processing 29 (2020): 3898–910. http://dx.doi.org/10.1109/tip.2020.2968285.

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Lander, Bruce. "Lesson study at the foreign language university level in Japan." International Journal for Lesson and Learning Studies 4, no. 4 (2015): 362–82. http://dx.doi.org/10.1108/ijlls-02-2015-0007.

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Purpose – The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level using the lesson study (LS) method at a university in Japan. Design/methodology/approach – This paper introduces the three main theoretical concepts of blended learning, learner autonomy and technology in education before explaining the LS in full. Two groups of students were taught using almost identical syllabus. One group, the A group were taught using computer rooms for two semesters, while the other (B) group were taught in regular classrooms without computers for one semester then with computers for the following semester. The impact on the student and teacher will be discussed. Findings – The findings of this study indicate that technology, in the form of a blended learning component added to a test-based curriculum, can enhance student test-scores, raise teacher and student awareness of technology and improve ability over a relatively short period. Practical implications – This study emphasizes the power of technology in modern day education. Through blended learning methodology this study proposes that teachers in the modern age should adopt some form of technology into their teaching technique. Originality/value – This paper is directed at teachers who are interested in integrating technology into their teaching techniques, through either computer aided or mobile assisted learning, but are slightly apprehensive in doing so. This study focuses on the introduction of an online and mobile digital flashcard tool called Quizlet. Very little literature exists in this field as the mobile application was only released in 2013.

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Kustandi, Cecep. "PENGEMBANGAN Computer Assisted Instruction MODEL TUTORIAL UNTUK MENINGKATKAN KEPEKAAN ANAK TERHADAP ALAM SEKITAR." Perspektif Ilmu Pendidikan 28, no. 1 (2017): 24. http://dx.doi.org/10.21009/pip.281.4.

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Abstract: This study aimed to develop a Computer Assisted Instruction (CAI) with tutorial model, in shapingstudents’ sensitivity to the surrounding environment on the local content of Environmental Education which wasdeveloped to improve students’ attitudes toward the environment. If the goal of EE is concerned with changes inthe attitudes, the Computer Assisted Instruction (CAI) Model Tutorial contains learning that can be taken toexpose students to environmental problems that exist, then proceed with value clarification, the students are giventhe opportunity to assess the conditions, make a choice of available solution alternatives and determine the troubleshooting steps that are reinforced by increasing the sample by the CAI program. Therefore, its use is expected tocounter environmental issues, particularly fundamental change of students’attitudes toward the environment.This study used employed the research and development method with evaluative models, and experimental researchmethod that is used to produce a particular product in this case Computer Assisted Instruction (CAI). Keywords: Computer Assisted Instruction (CAI), tutorial model, Environmental Education

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Udjaja, Yogi. "Gamification Assisted Language Learning for Japanese Language Using Expert Point Cloud Recognizer." International Journal of Computer Games Technology 2018 (December 18, 2018): 1–12. http://dx.doi.org/10.1155/2018/9085179.

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Starting from people limitations to understand Japanese, education and social life of those people in Japan can be hindered. Therefore, a game is needed that allows one to understand Japanese using Gamification Assisted Language Learning (GALL) method, involving the introduction of Japanese language implementation using expert point cloud ($EP) recognizer. This method is used to stimulate the sensory and motor nervous system and motivate students (players) to study harder. This can be evidenced by increase in players ability from 20% to 100%.

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Yassin, Amr Abdullatif, Norizan Abdul Razak, and Tg Nor Rizan Tg Mohamad Maasum. "Innovation Attributes of F2F Computer-Assisted Cooperative Learning in Teaching Reading Skills." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (2022): 1–17. http://dx.doi.org/10.4018/ijwltt.20220501.oa4.

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This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

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Ulangkaya, Zaida K. "Computer Assisted Language Learning (CALL) Activities and the Students’ English Oral Proficiency." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 307–14. http://dx.doi.org/10.47175/rielsj.v2i3.301.

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The study aimed to determine the impact of Computer Assisted Language Learning Activities to the oral English Proficiency of JEEP 1 students. The students' pre and post mean scores were compared to determine the significant improvement in their oral English proficiency. This research made used of the experimental research design with pre and post-test design with 58 randomly selected students from different year levels who were enrolled at Mindanao State University- Maguindanao and currently taking the subject JEEP 1 of the S.Y. 2014-2015. The instrument used covered four specific areas as Sentence Reading, Reading and Pronunciation, Comprehension and Structure, and Sentence Repetition. The following are the summary of the findings: 1. Before the CALL Activities in JEEP 1, the students’ oral English proficiency is lower elementary as indicated by the mean of 0.60; After engaging to the CALL Activities, the students’ oral English proficiency is still lower elementary as proven by the mean score of 0.79; and After comparing the results, it was found out that there is a substantial transformation in the students' oral English proficiency level before and after Computer Assisted Language Learning Activities in JEEP 1 as indicated by the t-Value of 2.84. Based on the results of the study, it was determined that CALL Activities have contributed slight improvement to the student’s oral English proficiency score. However, the said activities did not improve their oral English proficiency level possibly due to some unknown factors that might have affected them during the duration of the study.

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Jun, Wang. "The Problems to be Tackled with in the Normalization of the Computer-Assisted English Learning in the Chinese Mainland Context." Advanced Materials Research 886 (January 2014): 711–20. http://dx.doi.org/10.4028/www.scientific.net/amr.886.711.

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Teaching English as a foreign language (TEFL) has always been paid great attention to ever since English was officially recognised as the first foreign language in China in 1964. The evident advantages of applying computer science and information technology in TEFL have been recognized by the government leaders, educational researchers, teachers and the students. Numerous researches and efforts have been made to integrate modern technology into TEFL and some progress has been achieved. However, the overall results fall short of expectations. To a certain degree, the computer aided language learning (CALL) in English in Chinese mainland is still at its infant stage and great potential of computer science and information technology in facilitating TEFL has not been fully realized. After exploring the current situation of the CALL in TEFL in Chinese mainland, this article categorizes the problems from personal, administrative, technical, economic and conceptual aspects. Based on the exploration of the current state and the problems existing, several suggestions are put forward for the normalization of CALL in TEFL in the Chinese mainland.

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Singh, Sunita, Harshwarshan ., Vivek Singh, and Barakha Gupta. "Computer assisted learning module in experimental pharmacology for medical students: introduction and evaluation." International Journal of Basic & Clinical Pharmacology 8, no. 1 (2018): 78. http://dx.doi.org/10.18203/2319-2003.ijbcp20185162.

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Background: Animal experiments have been restricted due to strict Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA) rules and regulations for animal procurement and experimentation. At present, teaching is done by showing cards with tracings. This helps in the development of cognitive domain only. There is a need to change the traditional passive learning methodologies to an active technology based experimental learning methodology. Present educational interventional study is aimed at enhancing learning and making teaching interactive and interesting by introducing Computer Assisted Learning (CAL). Objectives of the study are to assess and evaluate the learning outcome of two methods (teaching by showing cards and computer assisted) in experimental Pharmacology and to assess the perception of students and faculty towards implementation of CAL.Methods: The study was conducted at Sarawathi Institute of Medical Sciences, Hapur, UP, India. A departmental meeting was organized to sensitize the faculty members. Test and feedback questionnaire were prepared. Participants were divided into two groups. One group was taught by cards and another by CAL. For second experiment students cross over was done. Students were assessed by post-test analysis. Feedback from the faculty and students were taken and analyzed.Results: There was improvement in knowledge of students as shown from results of post-test analysis. More than 86% of the faculty members and 80% of the students rated CAL methodology more than 3 at Likert scale.Conclusions: As compared to teaching by cards, the learning was enhanced by CAL. Students found CAL more enjoyable, interactive, comprehensible and easy to retain. In future, students would prefer CAL as an alternative method of learning in experimental laboratory.

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Huang, Jida, Tsz-Ho Kwok, and Chi Zhou. "Parametric design for human body modeling by wireframe-assisted deep learning." Computer-Aided Design 108 (March 2019): 19–29. http://dx.doi.org/10.1016/j.cad.2018.10.004.

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Gudigar, Anjan, Sneha Nayak, Jyothi Samanth, et al. "Recent Trends in Artificial Intelligence-Assisted Coronary Atherosclerotic Plaque Characterization." International Journal of Environmental Research and Public Health 18, no. 19 (2021): 10003. http://dx.doi.org/10.3390/ijerph181910003.

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Coronary artery disease is a major cause of morbidity and mortality worldwide. Its underlying histopathology is the atherosclerotic plaque, which comprises lipid, fibrous and—when chronic—calcium components. Intravascular ultrasound (IVUS) and intravascular optical coherence tomography (IVOCT) performed during invasive coronary angiography are reference standards for characterizing the atherosclerotic plaque. Fine image spatial resolution attainable with contemporary coronary computed tomographic angiography (CCTA) has enabled noninvasive plaque assessment, including identifying features associated with vulnerable plaques known to presage acute coronary events. Manual interpretation of IVUS, IVOCT and CCTA images demands scarce physician expertise and high time cost. This has motivated recent research into and development of artificial intelligence (AI)-assisted methods for image processing, feature extraction, plaque identification and characterization. We performed parallel searches of the medical and technical literature from 1995 to 2021 focusing respectively on human plaque characterization using various imaging modalities and the use of AI-assisted computer aided diagnosis (CAD) to detect and classify atherosclerotic plaques, including their composition and the presence of high-risk features denoting vulnerable plaques. A total of 122 publications were selected for evaluation and the analysis was summarized in terms of data sources, methods—machine versus deep learning—and performance metrics. Trends in AI-assisted plaque characterization are detailed and prospective research challenges discussed. Future directions for the development of accurate and efficient CAD systems to characterize plaque noninvasively using CCTA are proposed.

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Huang, Chong, Gaojie Chen, and Yu Gong. "Delay-Constrained Buffer-Aided Relay Selection in the Internet of Things With Decision-Assisted Reinforcement Learning." IEEE Internet of Things Journal 8, no. 12 (2021): 10198–208. http://dx.doi.org/10.1109/jiot.2021.3051239.

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Vallée, Alexandre, Jacques Blacher, Alain Cariou, and Emmanuel Sorbets. "Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis." Journal of Medical Internet Research 22, no. 8 (2020): e16504. http://dx.doi.org/10.2196/16504.

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Background Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant. Conclusions From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

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Rahmawati, Helmi. "Computer Assisted Learning Media and Decimal Board: How it Impact on Elementary Students’ Concept Mastery?" Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (2021): 88. http://dx.doi.org/10.33394/j-ps.v9i1.3963.

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The lack of students' mastery of decimal fractions has become a current issue among researchers. The comparisin of decimal fraction values was still an obstacle for students. The use of learning media in this study is the Computer Assisted Learning Media and Decimal Board can be a solution to these problems. This study aimed to describe the increase of elementary students’ concept mastery on decimal fractions subject matter. Descriptive-quantitative method with pre-test and post-test was carried out to achieve the research objectives. The subjects in this study were the 4th grade students (22 students) in the East Lombok area. The students' concept mastery was measured using a multiple-choice test instrument of 10 items. The research data were analyzed descriptively and statistically using paired sample t-test. The results showed that students' concept mastery increased after learning (pre-test: 54.5%; post-test: 77.27%). The results of statistical tests using the paired sample t-test also showed that students' concept mastery had increased significantly after learning (p < 0.05). Based on the results of the study, it can be concluded that learning using Computer Assisted Learning Media and Decimal Boards can improve elementary school students' concept mastery on decimal fractions subject matter.

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Li, Yichuan, Katla Satyanarayana, Mohammed El-Hajjar, and Lajos Hanzo. "Analogue Radio Over Fiber Aided MIMO Design for the Learning Assisted Adaptive C-RAN Downlink." IEEE Access 7 (2019): 21359–71. http://dx.doi.org/10.1109/access.2019.2897922.

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Castillo, Darwin, Vasudevan Lakshminarayanan, and María José Rodríguez-Álvarez. "MR Images, Brain Lesions, and Deep Learning." Applied Sciences 11, no. 4 (2021): 1675. http://dx.doi.org/10.3390/app11041675.

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Medical brain image analysis is a necessary step in computer-assisted/computer-aided diagnosis (CAD) systems. Advancements in both hardware and software in the past few years have led to improved segmentation and classification of various diseases. In the present work, we review the published literature on systems and algorithms that allow for classification, identification, and detection of white matter hyperintensities (WMHs) of brain magnetic resonance (MR) images, specifically in cases of ischemic stroke and demyelinating diseases. For the selection criteria, we used bibliometric networks. Of a total of 140 documents, we selected 38 articles that deal with the main objectives of this study. Based on the analysis and discussion of the revised documents, there is constant growth in the research and development of new deep learning models to achieve the highest accuracy and reliability of the segmentation of ischemic and demyelinating lesions. Models with good performance metrics (e.g., Dice similarity coefficient, DSC: 0.99) were found; however, there is little practical application due to the use of small datasets and a lack of reproducibility. Therefore, the main conclusion is that there should be multidisciplinary research groups to overcome the gap between CAD developments and their deployment in the clinical environment.

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Maspiroh, Iyoh, and Bambang Subali. "Development of Problems-Based Computer Assisted Instruction on Waste Material and Its Effect on Students Problem Solving Ability." Journal of Science Education Research 3, no. 1 (2019): 11–19. http://dx.doi.org/10.21831/jser.v3i1.27297.

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This study aimed to develop problems-based computer-assisted instruction in biology learning on waste material and its effectiveness on the ability of learners to solve the problem. This research was adapted from the model of development that includes ADDIE analyze, design, develop, implement, and evaluate. Test subjects in this study were the students of grade X at SMA Negeri 1 Magelang. Data were collected through questionnaires, observations, and test of problem-solving skills. The results showed that computer-assisted instruction effectively used to practice problem-solving. This was seen in the mode and the mean on experimental class higher than the control class. It was also seen at Anacova test followed by t-test at the 0.05 significance level result that media used in the experimental class were able to show better achievement than traditional learning in control class.

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Huang, Chong, Gaojie Chen, and Kai-Kit Wong. "Multi-Agent Reinforcement Learning-Based Buffer-Aided Relay Selection in IRS-Assisted Secure Cooperative Networks." IEEE Transactions on Information Forensics and Security 16 (2021): 4101–12. http://dx.doi.org/10.1109/tifs.2021.3103062.

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Sari, Putri Iman, Gunawan Gunawan, and Ahmad Harjono. "Penggunaan Discovery Learning Berbantuan Laboratorium Virtual pada Penguasaan Konsep Fisika Siswa." Jurnal Pendidikan Fisika dan Teknologi 2, no. 4 (2017): 176. http://dx.doi.org/10.29303/jpft.v2i4.310.

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Discovery learning is a way of teaching that gives students the knowledge to construct a concept discovered through an experiment. The implementation of the experiment will be more effectively done by utilizing the media realized in computer technology, one of which uses virtual laboratory. This study aims to improve students' mastery of concepts of physics discovery aided by the application of learning virtual lab. The results showed that the increase in student mastery of concepts taught Using discovery learning assisted higher laboratoium more than the students who are not being treated. Mastery of concepts in each sub-material has increased significantly, except in the concept of electrical measuring instrument control group is superior to 1% compared to the experimental group.

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TSIRIGA, VICTORIA, and MARIA VIRVOU. "EVALUATING THE INTELLIGENT FEATURES OF A WEB-BASED INTELLIGENT COMPUTER ASSISTED LANGUAGE LEARNING SYSTEM." International Journal on Artificial Intelligence Tools 13, no. 02 (2004): 411–25. http://dx.doi.org/10.1142/s0218213004001600.

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In this paper we present and discuss the results of the evaluation of an Intelligent Computer Assisted Language Learning (ICALL) system that operates over the Web. In particular, we aimed at evaluating the system along three dimensions: a) the effect of the intelligent features of the system on the learning outcome of students, b) the system's ability to provide individualized support to students that leads to more effective use of the system and c) the general usability and friendliness of the ICALL. To achieve this, we conducted an empirical study, where we compared the intelligent system with a non-intelligent version of it. The results of the study revealed that the students of the Web-based ICALL had gained more knowledge of the domain and had been able to interact with the system more effectively as compared to the students that had used the non-intelligent version of the system. However, the students of the intelligent version of the system found it more difficult and they needed more time to get acquainted with the system in comparison to the students of the non-intelligent system.

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Sherstyuk, Andrei, Caroline Jay, and Anton Treskunov. "Impact of hand-assisted viewing on user performance and learning patterns in virtual environments." Visual Computer 27, no. 3 (2010): 173–85. http://dx.doi.org/10.1007/s00371-010-0516-0.

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Nguyen, Khoi Khac, Ngo Anh Vien, Long D. Nguyen, Minh-Tuan Le, Lajos Hanzo, and Trung Q. Duong. "Real-Time Energy Harvesting Aided Scheduling in UAV-Assisted D2D Networks Relying on Deep Reinforcement Learning." IEEE Access 9 (2021): 3638–48. http://dx.doi.org/10.1109/access.2020.3046499.

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Bothma, Theo J. D., Danie J. Prinsloo, and Ulrich Heid. "A taxonomy of user guidance devices for e-lexicography." Lexicographica 33, no. 2017 (2018): 391–422. http://dx.doi.org/10.1515/lex-2017-0018.

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AbstractThe aim of this article is to give an overview of the nature of current lexicographic user guidance devices and to suggest a possible classification or taxonomy to serve as a guideline for future compilations of such tools to assist users in communicative and cognitive situations, especially in text production, text reception and computer assisted vocabulary learning. The higher levels of the taxonomy are broadly based on the Function Theory of Lexicography. The lower level of tools that support the communicative function describes the nature of the interaction of the user with the tool – interactive, automated linking/checking and automated translation. The lower level of the tools that describe the cognitive function can be further expanded, based on the nature of the cognition e.g. into self-study of corpus-based analyses and computer-aided learning. We expect this work to provide a broader basis for the discussion of this dispersed set of tools, and for a more principled design and development of new ones.

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Bothma, Theo J. D., Danie J. Prinsloo, and Ulrich Heid. "A taxonomy of user guidance devices for e-lexicography." Lexicographica 33, no. 1 (2018): 391–422. http://dx.doi.org/10.1515/lexi-2017-0018.

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AbstractThe aim of this article is to give an overview of the nature of current lexicographic user guidance devices and to suggest a possible classification or taxonomy to serve as a guideline for future compilations of such tools to assist users in communicative and cognitive situations, especially in text production, text reception and computer assisted vocabulary learning. The higher levels of the taxonomy are broadly based on the Function Theory of Lexicography. The lower level of tools that support the communicative function describes the nature of the interaction of the user with the tool - interactive, automated linking/checking and automated translation. The lower level of the tools that describe the cognitive function can be further expanded, based on the nature of the cognition e.g. into self-study of corpus-based analyses and computer-aided learning. We expect this work to provide a broader basis for the discussion of this dispersed set of tools, and for a more principled design and development of new ones.

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Rasmita, Rasmita. "Effectiveness of Using English Module Through Implementation Poster Presentation Aided Vlog To Improve Student Learning Outcomes Information of Students Information System at UPI "YPTK" Padang." Linguistics and ELT Journal 7, no. 2 (2020): 12. http://dx.doi.org/10.31764/leltj.v7i2.1624.

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This study aims to analyze the effectiveness of the use English modules through the implementation of poster presentations assisted by vlog to improve student learning outcomes in the Information Systems Department at UPI YPTK Computer Science Faculty in Padang. The method used is a mixed method, which combines quantitative and qualitative methods. To achieve the research objectives, the researchers used quasi-experimental design, which involved two groups of participants (control and experimental) in academic year 2017/2018 students majoring in Information Systems, with a purposive sampling technique by taking pre-test, treatment and posttest. The research data were analyzed using the one-sample t-test. The results of the data analysis showed that the pretest and post test scores of the experimental group showed significant differences, while the control group did not show significant differences. This research shows the results that the use of English modules through the implementation of poster presentations assisted by vlog is more effective in improving students’ learning outcomes than those not using the module

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

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