Relevant bibliographies by topics / Educational interaction model

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational interaction model'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Educational interaction model"

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Parshina, Valentina, and Elena Kuznetsova. "Interaction between industry higher educational institutions and the customer of educational services." E3S Web of Conferences 135 (2019): 04001. http://dx.doi.org/10.1051/e3sconf/201913504001.

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The purpose of the article is to develop a model for interaction between industry higher educational institutions and the customer of educational services in order to increase the human potential in the industry. The article deals with the specifics of relations between the transport higher educational institutions and the company. To assess the quality of relations, the resource exchange model is suggested for use. The article formulates principles of interaction between the parties and indicators that can be used to assess the quality of the resources exchange. A model for interaction between the company’s bus iness units and higher educational institutions was proposed. The relations between the horizontal-structured corporation and educational institutions were modeled; the mathematical apparatus was selected to describe the contacts, indicators of satisfaction with the resources and the resultant indicator (satisfaction with the interaction) were proposed. The model will help to determine quantitative characteristics of the achieved contacts. Their introduction will make it possible to assess the original state of the contacts and proceed to functional design. Introduction of the concept of satisfaction with the resources and interaction in its individual lines will allow identifying the reserves to build on in order to optimize the contacts. The purpose of the modeling is to expand contacts between the higher educational institution and enterprises in the industry, to involve employees in innovation activities, to improve skills of the higher educational institution graduates in response to the needs of the industry. This article only looks at the interaction between industry higher educational institutions and business units of RZD OJSC, whereas recent years brought contacts between the university and many transport organizations that have specifics of market interactions described in the stakeholder theory.
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Špilka, Radim. "Learner-Content Interaction in Flipped Classroom Model." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 53–61. http://dx.doi.org/10.1515/ijicte-2015-0014.

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Abstract The article deals with the interaction of elementary school students with online educational videos. Half-yearly survey was conducted in mathematics lessons pupils in the eighth grade. During the experimental teaching was flipped classroom teaching model, where students watch educational instructional video before school lessons. During class when the teacher uses activization teaching methods that build on the content of the educational video. It turned out that there is a correlation between the average length of time that students watched videos and length instructional videos. Students watched a video about three times the length of their time. Additionally was monitored a number of playback of educational videos. Here it shows a slightly declining and fluctuating trend. For some video, especially towards the end of the experiment, the number playback are low due to preservation the measured correlation. This suggests that some students stopped to watch educational videos at the end of the experiment or accelerated video playback.
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Jimenez, Felix, Tomohiro Yoshikawa, Takeshi Furuhashi, and Masayoshi Kanoh. "An Emotional Expression Model for Educational-Support Robots." Journal of Artificial Intelligence and Soft Computing Research 5, no. 1 (January 1, 2015): 51–57. http://dx.doi.org/10.1515/jaiscr-2015-0018.

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Abstract With the growth of robot technology, robots that assist learning have attracted increasing attention. However, users tend to lose interest in educational-support robots. To solve this problem, we propose a model of emotional expression based on human-agent interaction studies. This model in which the agent autonomously expresses the user’s emotions establishes effective interactions between agents and humans. This paper examines the psychological effect of a robot that is operated by the model of emotional expressions and the role of this effect in prompting collaborative learning.
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Boytsov, B. V., G. S. Zhetessova, and M. K. Ibatov. "Interaction Process Model – ESM Quality Model Development Tool." Quality and life 25, no. 1 (March 23, 2020): 10–17. http://dx.doi.org/10.34214/2312-5209-2020-25-1-10-17.

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The article discusses the methodology and provides the results of a multivariate SWOT analysis for a scientific and manufacturing educational process based on a set of regulatory and strategic documents, statistical data of the Republic of Kazakhstan; The main conclusions and description of the generated matrices for the subjects of interaction within the hierarchical triangle «Education – Science – Manufacturing (ESM)» are given.
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Cohen, Steve, Frank Tsai, and Richard Chechile. "A model for assessing student interaction with educational software." Behavior Research Methods, Instruments, & Computers 27, no. 2 (June 1995): 251–56. http://dx.doi.org/10.3758/bf03204741.

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Jovanovic, Mladjan, Dusan Starcevic, Miroslav Minovic, and Velimir Stavljanin. "Motivation and Multimodal Interaction in Model-Driven Educational Game Design." IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 41, no. 4 (July 2011): 817–24. http://dx.doi.org/10.1109/tsmca.2011.2132711.

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Kurilovich, М. А. "Model of dialog interaction in educational process of high school." Alma mater. Vestnik Vysshey Shkoly, no. 3 (March 2016): 35–43. http://dx.doi.org/10.20339/am.03-16.035.

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Boyarinov, Dmitry. "PEDAGOGICAL MODEL FOR THE INTEGRATION OF EDUCATIONAL MAPS IN A DIGITAL EDUCATIONAL ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 426. http://dx.doi.org/10.17770/sie2020vol4.4952.

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The processes of digitalization of all aspects of social life are also completely manifested in the field of education. The most comprehensive form of digitalization in education is the digital educational environment. The purpose of our study: to develop a pedagogical model for the integration of educational maps in that environment.The problems of analyzing modern approaches to building a digital educational environment and determining its structure, identifying the didactic properties of educational maps, as a structural element of such an environment are considered in the article. The digital educational environment should provide support for collective forms of learning and contain a continuously operating system of information interaction between students and teachers which allows flexible change of scenarios of that interaction. It is indicated accordingly that the digital educational environment should provide equal access rights for the student and teacher to the information and the ability to quickly restructure educational maps when the content of educational material changes. Two main scenarios of the functioning of the digital educational environment with integrated educational maps - synchronous and asynchronous are discussed in the article and a system of quality criteria for assessing the effectiveness of the functioning of that environment is proposed.
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Lizunov, P. V. "MODEL OF NETWORK INTERACTION OF PROFESSIONAL EDUCATIONAL ORGANIZATIONS AND ENTERPRISES-STAKEHOLDERS." Современная высшая школа инновационный аспект, no. 3 (2018): 95–102. http://dx.doi.org/10.7442/2071-9620-2018-10-3-95-102.

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Galynskaya, Yulia S. "The model of managing the etiquette interaction in the educational space." Теория и практика общественного развития, no. 6 (2021): 30–36. http://dx.doi.org/10.24158/tipor.2021.6.4.

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Dissertations / Theses on the topic "Educational interaction model"

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Brown, LaVonda N. "Developing an engagement and social interaction model for a robotic educational agent." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54440.

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Effective educational agents should accomplish four essential goals during a student's learning process: 1) monitor engagement, 2) re-engage when appropriate, 3) teach novel tasks, and 4) improve retention. In this dissertation, we focus on all of these objectives through use of a teaching device (computer, tablet, or virtual reality game) and a robotic educational agent. We begin by developing and validating an engagement model based on the interactions between the student and the teaching device. This model uses time, performance, and/or eye gaze to determine the student's level of engagement. We then create a framework for implementing verbal and nonverbal, or gestural, behaviors on a humanoid robot and evaluate its perception and effectiveness for social interaction. These verbal and nonverbal behaviors are applied throughout the learning scenario to re-engage the students when the engagement model deems it necessary. Finally, we describe and validate the entire educational system that uses the engagement model to activate the behavioral strategies embedded on the robot when learning a new task. We then follow-up this study to evaluate student retention when using this system. The outcome of this research is the development of an educational system that effectively monitors student engagement, applies behavioral strategies, teaches novel tasks, and improves student retention to achieve individualized learning.
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Cao, Chunhua. "Exploring the Test of Covariate Moderation Effect and the Impact of Model Misspecification in Multilevel MIMIC Models." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6688.

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In multilevel MIMIC models, covariates at the between level and at the within level can be modeled simultaneously. Covariates interaction effect occurs when the effect of one covariate on the latent factor varies depending on the level of the other covariate. The two covariates can be both at the between level, both at the within level, and one at the between level and the other one at the within level. And they can create between level covariates interaction, within level covariates interaction, and cross level covariates interaction. Study One purports to examine the performance of multilevel MIMIC models in estimating the covariates interaction described above. Type I error of falsely detecting covariates interaction when there is no covariates interaction effect in the population model, and the power of correctly detecting the covariates interaction effect, bias of the estimate of interaction effect, and RMSE are examined. The design factors include the location of the covariates interaction effect, cluster number, cluster size, intra-class correlation (ICC) level, and magnitude of the interaction effect. The results showed that ML MIMIC performed well in detecting the covariates interaction effect when the covariates interaction effect was at the within level or cross level. However, when the covariates interaction effect was at the between level, the performance of ML MIMIC depended on the magnitude of the interaction effect, ICC, and sample size, especially cluster size. In Study Two, the impact of omitting covariates interaction effect on the estimate of other parameters is investigated when the covariates interaction effect is present in the population model. Parameter estimates of factor loadings, intercepts, main effects of the covariates, and residual variances produced by the correct model in Study One are compared to those produced by the misspecified model to check the impact. Moreover, the sensitivity of fit indices, such as chi-square, CFI, RMSEA, SRMR-B (between), and SRM-W (within) are also examined. Results indicated that none of the fit indices was sensitive to the omission of the covariates interaction effect. The biased parameter estimates included the two covariates main effect and the between-level factor mean.
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DIRKS, STEFANIE. "An Appalachian Arts Project: A New Model to Promote Communal Art Interaction." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211923981.

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Mohammed, Mufasir Muthaher. "Enterprise Resource Planning Model for Connecting People and Organization in Educational Settings." Thesis, Blekinge Tekniska Högskola, Avdelningen för för interaktion och systemdesign, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4166.

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In this age of overwhelming technological innovation, organizations expect better prospectus and strategy for improving business in their own specific areas of interest. Organizations want to open new horizons by developing new communication techniques for communicating with their clients. With this step, they want to reduce the communication barrier between their clients and the organization itself. In future, organizations will use improved techniques for getting connected with their clients. When we talk about an educational organization it becomes very important for an educational institution to communicate with their students. The educational organizations have improved a lot in providing services to their students. But, there is lots of work to be done in the field of connecting the students with the educational institutions. If there is a good means of communication between students and the organization then there would be more scope for the aspiring students to join the institution. If an educational organization develops a medium for better communication with their students, that will help the university in finding new relations with aspiring students. In my thesis, I will explore the frameworks used in an educational setting using Enterprise Resource Planning model in developing Student community portal. Enterprise Resource Planning is used to integrate all the modules of the community portal, to maintain integrity of the system. I will also find the requirements that are necessary for developing such interactive system. This investigation will be helpful for developing a Student community portal; it helps to know about the services provided by the educational organization and for mutual communication in the student community. By this approach, it becomes very easy for a two way communication between the university and Student community. This will help to develop a framework and creates Design Pattern Architecture for the development of interactive system for student community in educational organizations.
Email: mufasirs@gmail.com Phone: +919390120586,+919347393001
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Moore, Deborah Sarah. "Creativity and the New Technologies : Developing a Model of Interaction to Inform Practice and Pedagogy in the Educational System." Thesis, Manchester Metropolitan University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504539.

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Mosser, Brent Steven. "The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.

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Danielsson, Louise. "Det teckenspråkiga klassrummet : en arena för möte mellan elever och lärare." Licentiate thesis, Stockholms universitet, Specialpedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-93151.

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The aim of this study is to investigate the interaction in sign language in a classroom in the special school for deaf and hard of hearing pupils. Three questions are of particular interest: What characterizes interaction in educational situations where the whole class is present compared to half the class and when the pupils in small groups are solving problems given by the teacher? How are a hearing and a deaf teacher interacting in the classroom? And How are boys and girls interacting in different educational situations? Theoretically the study is based on an educational interaction model. Of particular interest in this model are restrictive and permissive aspects of teaching and factors stimulating pupil participation. Symbolic interactionism has been used in the interpretation of face-to-face interaction in sign language. Video recordings of classroom interaction in natural sciences were documented in a class in the special school comprising 17 pupils and three teachers. A total of seven lessons were recorded consisting of whole class teaching, half class teaching and problem solving in small groups. Of the pupils ten were girls and seven were boys and of the teachers one was hearing and one was deaf. The third teacher was only temporarily in the class and was not included in the analysis. The recorded material was transcribed and analyzed in six steps. The results show that the teachers are most restrictive in whole class teaching while there is more participation from the pupils in half class teaching. In the small group problem solving the teachers seem to be more interested in the group process than in getting an answer to the problem. This gives a lot of room for individual actions and interaction of a relational kind rather than educational. There tend to be some visible differences between the hearing and the deaf teacher. The former uses a more individual approach towards the pupils, I-Gaze, which leaves room for the pupils to be engaged in other activities. The deaf teacher on the other hand keeps all the pupils engaged by using a group approach, G-Gaze. Other differences are the use of literacy tools where the deaf teacher situates the material and keeps the attention of the pupils by telling a narrative. Concerning differences between boys and girls it is evident that the boys are more dominant in whole class and half class interactions while the girls tend to take over the teacher role in small group interaction. These results are discussed in relation to theoretical background and research on classroom interaction in the compulsory school and in schools for deaf pupils.
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Catalá, Bolós Alejandro. "AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces." Doctoral thesis, Universitat Politècnica de València, 2012. http://hdl.handle.net/10251/16695.

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La creatividad es una habilidad de especial interés para el desarrollo humano dado que es una de las dimensiones que permite al individuo y en última instancia a la sociedad enfrentarse a nuevos problemas y retos de forma satisfactoria. Además de entender la creatividad como una serie de factores relativos al individuo creativo, debe tenerse en cuenta que el grado de motivación intrínseca, el entorno y otros factores sociales pueden tener un efecto relevante sobre el desarrollo de esta importante habilidad, por lo que resulta de interés explorarla en el contexto de utilización de tecnologías de la información. En particular, dado que los procesos comunicativos, el intercambio de ideas y la interacción colaborativa entre individuos son un pilar fundamental en los procesos creativos, y también que en gran medida todas ellas son características mayormente facilitadas por las mesas interactivas, una de las principales contribuciones de esta tesis consiste precisamente en la exploración de la idoneidad de las superficies interactivas en tareas creativas colaborativas de construcción en estudiantes adolescentes. Partiendo del estudio realizado, que aporta evidencia empírica acerca de la adecuación de las superficies interactivas como tecnología de potencial para el fomento de la creatividad, esta tesis presenta AGORAS: un middleware para la construcción de ecosistemas de juegos 2D para mesas interactivas, y cuya idea final es entender actividades de aprendizaje más enriquecedoras como aquellas que permiten la propia creación de juegos y su posterior consumo. En el contexto de esta tesis también se ha desarrollado un toolkit básico para construcción de interfaces de usuario para superficies interactivas, se ha desarrollado un modelo de ecosistema basado en entidades que son simulables de acuerdo a leyes físicas; y se ha dotado al modelo de aproximación basada en reglas de comportamiento enriquecidas con expresiones dataflows y de su correspondiente editor para superficies.
Catalá Bolós, A. (2012). AGORAS: Augmented Generation of Reactive Ambients on Surfaces. Towards educational places for action, discussion and reflection to support creative learning on interactive surfaces [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16695
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Mosqueda, Gilberto 1974. "Interactive educational models for structural dynamics." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50365.

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Matheus, Natália de Mesquita. "A sensibilidade do Ideb a variáveis educacionais avaliada por um modelo matemático." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16174.

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Made available in DSpace on 2016-04-28T20:56:51Z (GMT). No. of bitstreams: 1 Natalia de Mesquita Matheus.pdf: 3517136 bytes, checksum: 5518b3ee2f114334fb6f19567338c20c (MD5) Previous issue date: 2015-03-19
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The present study aimed at evaluating the functionality of CHAID to analyze educational data by demonstrating Ideb s sensitivity to different aspects of educational system. The dependent variables were Ideb 2011 from initial and final series of the elementary years; the independent variables were considered separately in a multilevel analysis. At the first level, considered independent variable were the cities former performance measured by the Ideb at 2005, 2007 and 2009; at the second level, the cities budget with education, such as student cost and the percentage of investments at basic education, and others came into focus; and, at the third level, the independent variables considered were demographic data such as region, State, index of human development and influence region. The results shown at the first level indicate a direct relationship between higher scores at the dependent variable and at former performance. Most of the cities with higher scores in 2009 showed higher scores at the Ideb in 2011 and those cities with lower scores in former performances (in 2009, 2007 and, some cases even in 2005) showed lower scores in 2011. At the second level, the results indicate that the effects produced by most recent expenditure (from 2011) are less relevant than those expended earlier (in 2009). Those data suggest that the effects from financial investments in education are / will probably be seen at medium or long term. At the third level, the State was a more significant variable than region and the other tested variables. Statistical algorithms CHAID and exhaustive-CHAID showed to be effective to identify significant variables related to academic performance measured by Ideb, with the production of comprehensive information without losing the specifies of each reality. However, exhaustive-CHAID, turned out to be a more rigorous than CHAID in the selection of variables. It was demonstrated that the multilevel analysis produced different results whern compared with the comprehensive analysis. It suggests an important effects from the interaction among all tested variables. The availability of educational data for identification and analysis of relationships between political actions and its educational outcomes is discussed. Finally,, the contributions of behavior analysis to the interpretation and analysis of people involved at educational policy behavior are considered
O presente trabalho teve como objetivo avaliar a funcionalidade do modelo CHAID para a análise de dados educacionais por meio da demonstração da sensibilidade do Ideb a diferentes aspectos do sistema educacional. As variáveis dependentes do presente estudo foram o Ideb 2011 municipal dos anos iniciais e finais do ensino fundamental e as variáveis independentes foram consideradas separadamente em uma análise multinível. No primeiro nível, considerou-se o desempenho anterior do município no Ideb em 2005, 2007 e 2009; no segundo nível, a execução orçamentária do município, tais como gasto-aluno e porcentagem de investimentos na educação básica, dentre outros; e, no terceiro nível, dados demográficos, como região do país, UF, índice de desenvolvimento humano do município e região de influência. Os resultados no primeiro nível apontam uma relação direta entre índices elevados na VD e em desempenhos anteriores: a maior parte dos municípios com desempenho superior em 2009 apresentaram índices elevados no Ideb em 2011 e aqueles com desempenho inferior em avaliações anteriores (em 2009, 2007 e, em alguns casos, em 2005) apresentaram índices baixos em 2011. No segundo nível, os resultados indicaram que os efeitos gerados por gastos mais recentes (de 2011) são menos relevantes do que aqueles realizados anteriormente (em 2009). Esses dados sugerem que o efeito de investimentos financeiros na educação é/será mais provavelmente observado a médio ou longo prazo. No terceiro nível, a Unidade da Federação se mostrou mais relevante do que a região do país e as demais variáveis testadas. O modelo CHAID, nas duas formas testadas (CHAID e exhaustive-CHAID), se mostrou efetivo para a identificação das variáveis significativamente relacionadas ao desempenho acadêmico, aferido pelo Ideb, produzindo informações abrangentes, mas sem que se percam as especificidades de cada realidade, tendo sido o modelo exhaustive-CHAID mais rigoroso na seleção de variáveis. Demonstrou-se que a análise multinível produz resultados diferentes da análise geral das variáveis, sugerindo importantes efeitos da interação entre elas. Discute-se a disponibilidade de dados educacionais para a identificação e análise de relações entre ações políticas e seus efeitos educacionais. Por fim, nas considerações finais, apresentam-se algumas das contribuições da Análise do Comportamento à análise e interpretação dos comportamentos das pessoas envolvidas na Política Educacional
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Books on the topic "Educational interaction model"

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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.

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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.
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Manuel, Christine Elizabeth. Learning handicapped students' attitudes toward integrated and partially segregated educational models. Ottawa: National Library of Canada, 1992.

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Meta-communication for reflective online conversations: Models for distance education. Hershey, PA: Information Science Reference, 2012.

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Delogu, Cristina, ed. Tecnologia per il web learning. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-571-9.

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This book maps out a course through the methodological and technological innovations of internet-based training, setting the emphasis on the collaborative character of experiences of learning and on the interactivity of the virtual workshops. On the one hand, this underscores the possibilities offered by the net to make available educational modes centred on the social process that enables learning in an active manner, rather than on the centrality of contents to be passively transferred to the students. On the other hand, it also shows how in the virtual workshops it is possible to develop one's understanding of the phenomena that are the subject of learning as a result of the interaction with the phenomena themselves, reproduced in the computer, acting upon them and observing the consequences of one's own actions. The effect is to underline how this type of model of learning can help to overcome the technology gap between different countries and social groups (the digital divide) and also to make learning more accessible even to disabled students.
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Gajo, Laurent. Interactions et acquisitions en contexte: Modes d'appropriation de compétences discursives plurilingues par de jeunes immigrés. Fribourg, Suisse: Editions Universitaires, 2000.

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Corrigan, Patrick W. Interactive staff training: Rehabilitation teams that work. New York: Plenum, 1997.

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Rogers, Sally J. early start Denver model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press, 2010.

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Geraldine, Dawson, ed. Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press, 2010.

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Rogers, Sally J. early start Denver model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press, 2010.

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Delphine, Szymczak, Brewster Stephen 1967-, and SpringerLink (Online service), eds. Haptic and Audio Interaction Design: 7th International Conference, HAID 2012, Lund, Sweden, August 23-24, 2012. Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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Book chapters on the topic "Educational interaction model"

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Zhou, Yun, Tao Xu, Zhixin Zhu, and Zi Wang. "Learning in Doing: A Model of Design and Assessment for Using New Interaction in Educational Game." In Learning and Collaboration Technologies. Learning and Teaching, 225–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91152-6_18.

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Scherer, Ronny. "The Case for Good Discipline? Evidence on the Interplay Between Disciplinary Climate, Socioeconomic Status, and Science Achievement from PISA 2015." In Equity, Equality and Diversity in the Nordic Model of Education, 197–224. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_8.

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AbstractIn both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.
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Azman, Farah Nadia, Syamsul Bahrin Zaibon, Norshuhada Shiratuddin, and Mohamad Lutfi Dolhalit. "Evaluation of Production Model for Digital Storytelling via Educational Comics." In Intelligent and Interactive Computing, 513–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6031-2_45.

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Du, Yueqiao. "Interactive Design Principles of Educational APP Interface." In Application of Intelligent Systems in Multi-modal Information Analytics, 828–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74814-2_119.

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ahmed Shafi, Adeela, and Sian Templeton. "Towards a Dynamic Interactive Model of Resilience." In Reconsidering Resilience in Education, 17–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49236-6_2.

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Luo, Quanfeng, Jiaji Zhou, Fei Wang, and Liping Shen. "Context Aware Multimodal Interaction Model in Standard Natural Classroom." In Hybrid Learning and Education, 13–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03697-2_2.

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Grigoropoulos, Jenny E. "Educational Leadership." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 162–73. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch009.

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Leadership is a field studied considerably since ancient years. Leadership scholars concentrate on the innate traits that born leaders have, while others focus on the traits attained throughout a person's life. Another common notion is that mainly individuals in higher positions in organizations practice leadership. Although students of leadership mainly study it during their university years, the plethora of leadership educational programs often teach on a theoretical basis leading to partial application to real-world cases. Recent research has surfaced the need to enrich primary and secondary education and curricula with instructional methodologies, which instill leadership qualities to students, like ethos, empathy, and compassion, while providing students with skills and capabilities essential to develop effective leaders of tomorrow. Additionally, educating young students to become accountable, compassionate, and kind while enriching their learning with service mindedness and the cultivation of belonging, collaboration, and interaction builds character and leadership qualities.
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Costello, Susie. "Coevolving through Disrupted Discussions on Critical Thinking, Human Rights and Empathy." In Cross-Cultural Interaction, 1433–44. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch082.

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This chapter considers how teaching and learning cross culturally inevitably disrupts, or interrupts and disturbs teachers’ and students’ assumptions. Such educational confrontation can produce mind-opening opportunities or mind-numbing fear that can preclude learning. The teacher’s challenge is to find a balance between harnessing disruption as an impetus for learning and creating a safe environment for constructive learning exchanges. Six stories illustrate some of the frustration, confusion, and insight that can arise from mis-interpretation, acontextual teaching, and pedagogical assumptions. The author discusses personal and pedagogical discoveries that emerged during an international social work education program with refugee teachers, health, and community workers from Burma living in exile on the Thailand Burma border (the border). Tensions between East and Western philosophies and methods of teaching called for processes to indigenize the Australian model of social work to the local cultures. The resulting exchanges of knowledge laid the ground for knowledge and cultural exchanges in interactive, unexpected educational processes.
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Pahl, Claus. "A Conceptual Architecture for the Development of Interactive Educational Media." In Web-Based Intelligent E-Learning Systems, 101–21. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-729-4.ch005.

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Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction.
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Balog, Alexandru, and Costin Pribeanu. "An Extended Acceptance Model for Augmented Reality Educational Applications." In Advances in Game-Based Learning, 537–54. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0125-1.ch022.

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Augmented Reality (AR) combines 3D visualization, multimodal interaction, animation and direct manipulation in a hands-on learning experience that is able to enhance the students' motivation to learn. Designers and educators need a deeper understanding of the key factors that drive learners' acceptance and continuing interaction with an AR-based educational system. A concern for educators is to understand how these factors interact and to what extent each factor contributes to the acceptance of the AR technology. This work further extends the technology acceptance model by included three additional constructs that point to the ease of learning how to use an AR-based application (learnability), perceived efficiency, and cognitive absorption. The results show that the perceived enjoyment is the main determinant of the intention to use having a greater positive influence than the perceived usefulness. The perceived efficiency and perceived cognitive absorption have only indirect effects on the intention to use, which are mediated by the perceived usefulness and perceived enjoyment.
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Conference papers on the topic "Educational interaction model"

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"Offline Web Applications: A New Model for blended Learning." In 2nd International Workshop on Interaction Design in Educational Environments. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004601800540063.

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"CAAM: A Novel Classroom Acoustics Assessment Model for Enhancing Learning Quality (Case Study: KAU)." In 2nd International Workshop on Interaction Design in Educational Environments. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004535200030013.

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"Educative Resource Patterns Presentation in a Model-based Instructional e-Learning System Design Environment." In 1st International Workshop on Interaction Design in Educational Environments. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0004095800260036.

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Yoshizawa, Ryo, Felix Jimenez, and Kazuhito Murakami. "Construction of a Behavioral Model Based on Cognitive Apprenticeship Theory with an Educational Support Robot." In HAI '19: 7th International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3349537.3352781.

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Kao, Dominic, and D. Fox Harrell. "Exploring the Impact of Role Model Avatars on Game Experience in Educational Games." In CHI PLAY '15: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2793107.2810291.

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Sagirani, Tri, Lukito Edi Nugroho, Paulus Insap Santosa, and Amitya Kumara. "User experience model in the interaction between children with special educational needs and learning media." In 2015 2nd International Conference on Information Technology, Computer, and Electrical Engineering (ICITACEE). IEEE, 2015. http://dx.doi.org/10.1109/icitacee.2015.7437773.

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Oliveira, J. M. P., E. Fernandes, L. Nogueira, D. Maia, J. Teixeira, C. T. Fernandes, and D. Galante. "A proposal for modeling learner interaction in educational adaptive hypermedia systems driven by a pedagogical model." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.19.

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Pomortseva, Natalya. "MODEL OF THE INTERETHNIC INTERACTION IN THE EDUCATIONAL ENVIRONMENT OF AN INTERNATIONALLY ORIENTED UNIVERSITY: DIAGNOSTIC COMPONENT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1690.

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Shlenskaya, Nataliya. "STUDENT�S COMMUNICATIVE COMPETENCE AS A REFLECTION OF AN EDUCATIONAL INTERACTION MODEL IN THE FORMAT �TEACHER-LEARNER�." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.100.

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Lu, Kaili, Harrison Hao Yang, Yinghui Shi, Hui Xue, and Xuan Wang. "Examining the effects of the 5E instructional model on college students’ higher-order thinking skills, peer interaction and learning achievement." In 2020 Ninth International Conference of Educational Innovation through Technology (EITT). IEEE, 2020. http://dx.doi.org/10.1109/eitt50754.2020.00040.

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Reports on the topic "Educational interaction model"

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Turanova, Larisa, and Andrey Styugin. Electronic course "Introduction to engineering class". Science and Innovation Center Publishing House, November 2020. http://dx.doi.org/10.12731/introduction_to_engineering_class.

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The electronic course "Introduction to the engineering class" is an electronic educational course for the implementation of the module of the vocational guidance program of additional education for schoolchildren of a technical orientation. Powered by LMS Moodle platform, contains multimedia and interactive resources. Available through a browser with built-in FleshPlayer, no additional software required. The electronic course includes materials on mathematics, physics, astronomy. Classes based on the e-course involve the use of electronic course resources in teleconference mode and independent work mode.
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Warner, David K., Brian Scott Dickens, Donovan J. Heimer, and Ryan Knudsen. Interactive 3D Models and Simulations for Nuclear Security Education, Training, and Analysis. Office of Scientific and Technical Information (OSTI), November 2017. http://dx.doi.org/10.2172/1407852.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Nepal: Support communication to enhance young mothers' reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1002.

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From 2000 to 2003, FRONTIERS supported a study by the Center for Research on Environment, Health, and Population Activities to test communication-based models for improving young couples’ access to and use of reproductive health (RH) information and services in the Udaypur district of eastern Nepal. The 14-month intervention, undertaken as part of an RH project implemented by the Nepal Red Cross Society and the Center for Development and Population Activities, sought to improve social norms that leave young women vulnerable to health risks related to early marriage and childbearing and limited access to RH services. The study compared two experimental models with two control groups. The two experimental groups received training, assistance with group interaction, outreach, and educational materials about sexually transmitted infections and condom use. Researchers administered surveys to young married women in both the control and experimental sites before and after the intervention. As noted in this brief, communication-based support for mothers’ groups and newly formed youth communication groups improved RH knowledge and behavior among young married women in Nepal.
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