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1
Samarakou, Maria, Emmanouil D. Fylladitakis, Wolf Gerrit Früh, Antonios Hatziapostolou, and John J. Gelegenis. "An Advanced eLearning Environment Developed for Engineering Learners." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (June 26, 2015): 22. http://dx.doi.org/10.3991/ijet.v10i3.4484.
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Monitoring and evaluating engineering learners through computer-based laboratory exercises is a difficult task, especially under classroom conditions. A complete diagnosis requires the capability to assess both the competence of the learner to use the scientific software and the understanding of the theoretical principles. This monitoring and evaluation needs to be continuous, unobtrusive and personalized in order to be effective. This study presents the results of the pilot application of an eLearning environment developed specifically with engineering learners in mind. As its name suggests, the Learner Diagnosis, Assistance, and Evaluation System based on Artificial Intelligence (StuDiAsE) is an Open Learning Environment that can perform unattended diagnostic, evaluation and feedback tasks based on both quantitative and qualitative parameters. The base architecture of the system, the user interface and its effect on the performance of postgraduate engineering learners are being presented.
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Ariyanto, Yuri, Budi Harijanto, and Yan Watequlis S. "Implementation Basic Network Design with Netkit For Evaluation of Network Learning." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 08 (May 14, 2019): 18. http://dx.doi.org/10.3991/ijoe.v15i08.9795.
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A virtual laboratory with a network emulator environment using NetKit is one of series of basic network laboratories on basic computer network competencies where students are given practical trial opportunities at low costs and little effort in their implementation. Teaching computer network subjects to be easily understood by students needs an instructional media as a tool in delivering material. This media uses computer virtualization technology, i.e. creating a virtual laboratory, as a means of students in conducting experiments from the material that has been obtained. In virtual laboratories it is possible to implement network topology designs based on actual network topologies. This implementation is used as a testing tool before the network topology is implemented on the actual network. Therefore, errors can be identified first without disturbing the system that is already running. For testing, the students are given training using a basic network design consisting of the implementation of routing tests, firewalls, ftp server implementation and web server. This paper is aimed at describing ways to develop a virtual laboratory with a network emulator environment using NetKit. Moreover, several exercises on network topology implementation that are applied directly to the real world with NetKit are introduced, such as describing laboratory settings, describing the main parts of the lab, illustrating lab instructions, and reporting lab feeds.
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El Kharki, Khadija, Khalid Berrada, and Daniel Burgos. "Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities." Sustainability 13, no. 7 (March 26, 2021): 3711. http://dx.doi.org/10.3390/su13073711.
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Laboratory experimentation has a vital role in science education. With the potential offered by information and communication technologies for the educational domain, virtual laboratories have emerged as a valuable alternative to face-to-face, hands-on laboratories. Moreover, the possibility of virtual laboratories opens new perspectives for higher education sustainability. They are a perfect approach for training learners to understand scientific principles in many fields of science by offering them the possibility to illustrate the scientific phenomena through automated and virtual practical activities that employ computer simulation. In this work, we present the use of computer simulation combined with the JavaScript programming language for the development of a low-cost virtual laboratory integrated into an interactive learning environment based on the Moodle platform. The methodology was based on the instructional design model ADDIE (Analysis, Design, Development, Implementation, and Evaluation), which structures the development planning of online teaching resources in different stages (analysis, design, development, implementation, and evaluation). The virtual laboratory was developed by Moroccan universities, with the help of European partners, and it was implemented in the 12 science faculties in Morocco. It presents a great choice for supporting laboratory activities for learners in the first year of their bachelor’s degree program. This virtual laboratory includes 12 virtual practical activities mapped to the physics curriculum, and they can be operated via the Internet on computers. The proposed virtual learning environment was evaluated by teachers and learners from the science faculties. The obtained results, together with similar findings from other studies, indicate the positive impact of the use of a virtual laboratory on learning outcomes, and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to physical laboratories.
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Ren, Shuo, Frederic D. McKenzie, Sushil K. Chaturvedi, Ramamurthy Prabhakaran, Jaewan Yoon, Petros J. Katsioloudis, and Hector Garcia. "Design and Comparison of Immersive Interactive Learning and Instructional Techniques for 3D Virtual Laboratories." Presence: Teleoperators and Virtual Environments 24, no. 2 (May 1, 2015): 93–112. http://dx.doi.org/10.1162/pres_a_00221.
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This work presents the design, development, and testing of 3D virtual laboratories for practice, specifically in undergraduate mechanical engineering laboratories. The 3D virtual laboratories, implemented under two virtual environments—3DTV and Computer Automated Virtual Environment (CAVE)—serve as pre-lab sessions performed before the actual physical laboratory experiment. The current study compares the influence of two instructional methods (conventional lecture-based and inquiry-based) under two virtual environments, and the results are compared with the pre-lab sessions using a traditional paper-based lab manual. Subsequently, the evaluation is done by conducting performance and quantitative assessments from students' pre- and post-laboratory performances. The research results demonstrate that students in the virtual modules (3DTV and CAVE) performed significantly better in the actual physical experiment than the students in the control group in terms of the overall experiment familiarity and procedure and the conceptual knowledge associated with the experiment.
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Frøland, Tord Hettervik, Ilona Heldal, Gry Sjøholt, and Elisabeth Ersvær. "Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education." Information 11, no. 4 (April 5, 2020): 195. http://dx.doi.org/10.3390/info11040195.
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Simulations, serious games, and virtual reality (SSG) applications represent promising support for achieving practical proficiency, but it is difficult to know how to introduce them into a new environment. This paper aims to contribute to a better understanding of introducing new SSGs to a non-computer related educational environment—biomedical laboratory science (BLS) education. By following the choice, construction, and evaluation of a gamified app for practicing phlebotomy (StikkApp), not only the usefulness of the application, but also the general needs and possibilities for supporting SSG applications, are discussed. This paper presents the evaluation of StikkApp through an experimental study examining its use on mobile devices, as a web app and by discussing challenges for a corresponding virtual reality app by BLS students and their teachers. This evaluation focused on questions concerning usage scenarios, technologies, and how the design of the app can be aligned to learning goals necessary for education. By discussing these requirements and possibilities for apps and technology support for using SSG apps for BLS students, this paper contributes to a better understanding of using digital support for sustainable education.
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Cheung, W. N. "Enhanced Learning of Electrical Systems Using Pspice — A Low Cost Solution." International Journal of Electrical Engineering & Education 33, no. 1 (January 1996): 39–51. http://dx.doi.org/10.1177/002072099603300107.
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Enhanced learning of electrical systems using PSpice — a low cost solution The article discusses applications of the evaluation version of PSpice in the simulation of control systems with delayed feedback, and communication systems such as PSK, QPSK and MSK. Using the freely available software, students can explore the behaviour of electrical systems in a laboratory-like environment on their personal computers.
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Zhang, Fang, and Shenggong Guan. "Evaluating the Effectiveness of Teaching Experimental Design in Universities in the Context of Information Technology." Scientific Programming 2022 (August 29, 2022): 1–12. http://dx.doi.org/10.1155/2022/9087653.
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Experimental instructional design is an important pedagogical component of university teaching and learning, an important means of cultivating students’ innovative spirit and practical skills, and has an important status and role that cannot be replaced by any other means of teaching and learning. Assessment for learning as learning, assessment for learning, and assessment as learning are three paradigms of educational assessment that complement each other in achieving curricular and pedagogical goals and together form learning-based assessment. As an important component of national science and technology development, measuring the effectiveness of laboratory instructional design in universities and research institutions is of special significance. This paper presents the authors’ research on the background, evaluation characteristics, evaluation content, and methods of experimental teaching evaluation in the information technology environment, with examples of their application.
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Ballatore, Maria Giulia, Valentino Razza, Diego Regruto, Igor Stievano, and Anita Tabacco. "The Educational Benefit of a Remote Automatic Control Laboratory. A Win-Win Collaboration between Asia and Europe." Education in the Knowledge Society (EKS) 23 (October 31, 2022): e28495. http://dx.doi.org/10.14201/eks.28495.
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This project aims to implement a Remote European Asian Lab, an Automatic Control remote laboratory, in the joint academic cooperation framework between two universities located in Europe and Central Asia. Emphasis is given to the inclusive solution of a shared teaching facility and its learning achievements into a bachelor course (Uzbekistan) and a master course (Italy) to foresee a better education quality. The different cultural and social contexts allow (a) the evaluation of the effect obtained by introducing a remote laboratory experience in a course entirely theoretical, and (b) the shift from a physical laboratories experience to a remote one. Students are first introduced to this laboratory by the lecturer in dedicated classes. Then students can independently access it 24/7 by simply booking a specific station for a time slot. From the analysis comes out that remote laboratory experiences positively impact learning achievements. The benefits of the remote environment are perfectly comparable with the ones obtained from the physical laboratory activities.
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Voudoukis, Nikolaos. "Models of Light and Properties of Light: Design and Assessment of a Simulation and Experimentation Supported Learning Environment." European Journal of Engineering Research and Science 3, no. 6 (June 30, 2018): 52. http://dx.doi.org/10.24018/ejers.2018.3.6.782.
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The purpose of this study is to propose a way for teaching models of light to upper secondary students. Even if the subject seems to be at the heart of modern physics, it is too difficult to be taught. This triggered us to design and apply a didactical approach, the evaluation of which seems to be beneficial for the instruction of this topic. Our instruction leads to better student’s comprehension of the nature of light than traditional instruction. The didactical approach, which is a proposal for scientific to educational models transformation concerning light, was applied during the school year 2016-2017 to forty seven (47) students – Experimental Group (EG) - of Upper Secondary Education in Athens. As control group (CG), teaching with the classic way, we have fifty (50) other students. In this paper, it is presented the main research. We describe the teaching method and laboratory experiments in this computer supported attempt. Results and some general conclusions from the statistical analysis of pre, post and final tests are also cited.
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Voudoukis, Nikolaos. "Models of Light and Properties of Light: Design and Assessment of a Simulation and Experimentation Supported Learning Environment." European Journal of Engineering and Technology Research 3, no. 6 (June 30, 2018): 52–57. http://dx.doi.org/10.24018/ejeng.2018.3.6.782.
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The purpose of this study is to propose a way for teaching models of light to upper secondary students. Even if the subject seems to be at the heart of modern physics, it is too difficult to be taught. This triggered us to design and apply a didactical approach, the evaluation of which seems to be beneficial for the instruction of this topic. Our instruction leads to better student’s comprehension of the nature of light than traditional instruction. The didactical approach, which is a proposal for scientific to educational models transformation concerning light, was applied during the school year 2016-2017 to forty seven (47) students – Experimental Group (EG) - of Upper Secondary Education in Athens. As control group (CG), teaching with the classic way, we have fifty (50) other students. In this paper, it is presented the main research. We describe the teaching method and laboratory experiments in this computer supported attempt. Results and some general conclusions from the statistical analysis of pre, post and final tests are also cited.
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Song, Cai. "Educational Information Refinement with Application Using Massive-Scale Data Mining." Mathematical Problems in Engineering 2022 (April 11, 2022): 1–8. http://dx.doi.org/10.1155/2022/2372723.
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In the manuscript, we propose a novel online learning mechanism based on educational data mining. By leveraging the computer-assisted information-based learning guidance platform, we collect the relevant information of students’ login platform and resource browsing. Subsequently, we preprocess these students’ login data based on which the statistical analysis of students’ login and resource browsing habits are learned through a decision-making mechanism. The decision tree algorithm discovers the underlying factors that influence it from million-scale real-world instructors/students. In this way, instructors and teaching staff can effectively grasp the learning process of students according to the analyzing results. Based on this, the target teaching content integration and teaching model construction can be realized accordingly. This can substantially improve the effectiveness and quality of online learning. In the evaluation stage, we observe that the strategy to deploy a virtual lab environment vigorously brings greater flexibility in the allocation of computing resources to educational institutions. In an ideal sandboxed laboratory context, students can obtain and create an internal network and then have accession to all the computers conveniently. By doing so, gathering savvy skills gives them the workability to build architectures based on mined data. In this work, we adopt the so-called EDUCloud to provide a personal cloud network connection that can flexibly deploy the mined laboratory-related data to facilitate online learning between instructors and students.
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Robin, Yannick, Johannes Amann, Tobias Baur, Payman Goodarzi, Caroline Schultealbert, Tizian Schneider, and Andreas Schütze. "High-Performance VOC Quantification for IAQ Monitoring Using Advanced Sensor Systems and Deep Learning." Atmosphere 12, no. 11 (November 10, 2021): 1487. http://dx.doi.org/10.3390/atmos12111487.
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With air quality being one target in the sustainable development goals set by the United Nations, accurate monitoring also of indoor air quality is more important than ever. Chemiresistive gas sensors are an inexpensive and promising solution for the monitoring of volatile organic compounds, which are of high concern indoors. To fully exploit the potential of these sensors, advanced operating modes, calibration, and data evaluation methods are required. This contribution outlines a systematic approach based on dynamic operation (temperature-cycled operation), randomized calibration (Latin hypercube sampling), and the use of advances in deep neural networks originally developed for natural language processing and computer vision, applying this approach to volatile organic compound measurements for indoor air quality monitoring. This paper discusses the pros and cons of deep neural networks for volatile organic compound monitoring in a laboratory environment by comparing the quantification accuracy of state-of-the-art data evaluation methods with a 10-layer deep convolutional neural network (TCOCNN). The overall performance of both methods was compared for complex gas mixtures with several volatile organic compounds, as well as interfering gases and changing ambient humidity in a comprehensive lab evaluation. Furthermore, both were tested under realistic conditions in the field with additional release tests of volatile organic compounds. The results obtained during field testing were compared with analytical measurements, namely the gold standard gas chromatography mass spectrometry analysis based on Tenax sampling, as well as two mobile systems, a gas chromatograph with photo-ionization detection for volatile organic compound monitoring and a gas chromatograph with a reducing compound photometer for the monitoring of hydrogen. The results showed that the TCOCNN outperforms state-of-the-art data evaluation methods, for example for critical pollutants such as formaldehyde, achieving an uncertainty of around 11 ppb even in complex mixtures, and offers a more robust volatile organic compound quantification in a laboratory environment, as well as in real ambient air for most targets.
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Björn, Marko Henrik, Werner Ravyse, Chrisna Botha-Ravyse, Jonne M. Laurila, and Tuula Keinonen. "A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students." Education Sciences 11, no. 7 (July 1, 2021): 328. http://dx.doi.org/10.3390/educsci11070328.
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Methods based on simulation pedagogy are widely used to practice hands-on skills in safety environment. The usability of an EEG simulator on clinical neurophysiology course was evaluated. Second-year biomedical laboratory science students (N = 35) on this course were included in the study. They were divided into three groups. Two groups used the EEG simulator with different feedback modes and one group did not use the simulator. Results were expected to reveal a correlation between user experience and learning outcomes. This study made used of a mixed method study design. During the study, students were asked to keep a learning diary throughout the course on their experience. Diaries were analyzed qualitatively based on content analyses. Quantitative analyses based on an UX questionnaire that measures classical usability aspects (efficiency, perspicuity, dependability) and user experience aspects (novelty, stimulation) and the students’ feelings to use simulator. The quantitative data was analyzed using SPSSTM software. The quantitative and qualitative analyses showed that the use of the EEG simulator, which was evaluating teaching–learning process, has an extra benefit in clinical neurophysiology education and students felt that the simulator was useful in learning. The simulation debriefing session should be followed by a full theoretical and practical session. Students compared their learning from the simulator with that of the actual placement which fosters the reflective practice of learning, again deepening the understanding of the EEG electrode placement and different wave patterns.
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Mercy, Mbise, and Simba Fatuma. "Performance Evaluation of UDSM Network to Deliver Multimedia eLearning Contents: Case of CoICT." Tanzania Journal of Engineering and Technology 41, no. 4 (December 31, 2022): 205–18. http://dx.doi.org/10.52339/tjet.v41i4.860.
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The use of technology in education in Sub-Saharan Africa has been reported to be hindered by many factors including inadequate Information and Communication Technology (ICT) infrastructure, low internet speed, and lack of skills to use educational technologies. This paper aim at evaluating how the available ICT infrastructure at the College of Information and Communication Technologies (CoICT) can support, with acceptable Quality of Service (QoS), the delivery of multimedia applications for eLearning services. The evaluation was performed over a network testbed implemented in a computer laboratory for wired and wireless connections. The testbed consisted of five personal computers (PCs) connected via a switch and a router to the internet for the wired connection. The wireless connection consisted of three PCs and a laptop connected through a switch and a router to the internet via a wireless access point. Four different multimedia applications were run through the PCs, and traffic data was mirrored and captured at one of the PC using Wireshark network analyzer. The traffic included streamed and conversational video and audio using YouTube and Zoom applications, respectively; interactive web browsing using web browsers; bulk file transfer, and a mixture of all applications running on the computers. Traffic data captured during the running of these applications were packet loss, delay, jitter, and throughput. The QoS performance parameters obtained were within the acceptable threshold values as per International Telecommunication Union, Telecommunication Standardization Sector (ITU-T) values. Results revealed that ICT infrastructure at CoICT can support delivery of multimedia content for eLearning purposes for both wired and wireless connections. Having the infrastructure capable of supporting multimedia applications with the acceptable QoS implies that instructors are equipped with a conducive environment that supports multimedia application. Hence, they are expected to use and continue using educational technologies to facilitate teaching and learning processes.
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Lebedev, L. I., Yu V. Yasakov, T. H. Utesheva, V. P. Gromov, A. V. Borusjak, and V. E. Turlapov. "Complex analysis and monitoring of the environment based on earth sensing data." Computer Optics 43, no. 2 (April 2019): 282–95. http://dx.doi.org/10.18287/2412-6179-2019-43-2-282-295.
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We study a problem of complex analysis and monitoring of the environment based on Earth Sensing Data, with the emphasis on the use of hyperspectral images (HSI), and propose a solution based on developing algorithmic procedures for HSI processing and storage. HSI is considered as a two-dimensional field of pixel signatures. Methods are proposed for evaluating the similarity of a HSI pixel signature with a reference signature, via simple alignment transformations: identical; amplitude scaling; shift along y-axis; and a combination of the last two. A clustering / recognition method with self-learning is proposed, which determines values of the transformation parameters that ensure the alignment of the current pixel signature with the reference signature. Similarity with the reference is determined by a standard deviation value. A HSI compression method with controlled losses has been proposed. The method forms a basis via accumulating reference signatures and represents the rest of the signatures by parameters matching them with the already detected class-reference signature. In an experiment with the GSI f100520t01p00-12 data of the AVIRIS spectrometer, the method provided a 2 % loss and compression coefficients of the original HSI ranging from 43 to 165 for various types of alignment transformation, while not requiring archiving and thus maintaining active access to the HSI and using the list of references as an analogue of the HSI palette. An algorithm for the formation of dense groups of detectable objects (for example, oil spots) and their nonconvex contouring, controlled by 4 parameters, is proposed. A pilot version of the concept of geographic information system (GIS) and an appropriate database management system (DBMS) was built and implemented, which provides monitoring and is based on the prioritized processing and storage of the HSI, which serve as a data source for the system. A laboratory complex with new algorithms for processing and storing the GSE is introduced into the structure of the system.
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Zhang, Song, Anne Jahn, Lucas Jauer, and Johannes Henrich Schleifenbaum. "Geometry-Based Radiation Prediction of Laser Exposure Area for Laser Powder Bed Fusion Using Deep Learning." Applied Sciences 12, no. 17 (September 2, 2022): 8854. http://dx.doi.org/10.3390/app12178854.
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Laser powder bed fusion (LPBF) is a promising technique used to manufacture complex geometries in a layer-wised manner. Radiation during the LPBF process is influenced by the part geometry, e.g., the overhang angle and the wall thickness. Locally varying radiation can cause deformation of the product after manufacturing. Thus, the prediction of the geometry-caused radiation before the manufacturing can support the evaluation of the design printability to achieve first-time-right printing. In this paper, we present a framework to predict the geometry-based radiation information using a deep learning (DL) algorithm based on the part geometry from computer-aided design (CAD). The algorithm was trained using data from an LPBF-print job consisting of parts with varying overhang angles. Image data, which include the information of radiation, were captured with an optical tomography (OT) camera system that was installed on a LPBF machine used in a laboratory environment. For the DL algorithm, a U-Net based network with mean absolute error (MAE) loss was applied. The training input was binarized OT data representing the contour of the designed geometry. Complementary, the OT data were used as ground truth for the model training. For the application, the design contours of multiple layers were extracted from the CAD file. The result shows the applicability to predict the OT-like radiation by its contour, which has the possibility to show the anomaly due to the part geometry.
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Park, Beungyong, Seong Ryong Ryu, and Chang Heon Cheong. "Thermal Comfort Analysis of Combined Radiation-Convection Floor Heating System." Energies 13, no. 6 (March 18, 2020): 1420. http://dx.doi.org/10.3390/en13061420.
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In this paper, a novel combined radiation-convection floor heating system is shown. This study uses practice-based learning and investigated the thermal performance of a combined radiation-convection floor heating system with a water heat pump system by evaluating the thermal environment and energy consumption in an experimental test. A new method that analyzed the thermal performance of four different controls was developed and applied. The results of the surface temperature distributions demonstrated that Mode 1, which uses only convection, had the lowest floor temperature and was thus considered inappropriate for occupants who sleep on the floor. By contrast, Modes 2, 3, and 4 showed high floor surface temperatures as hot water was supplied to the radiant heating panel. The predicted mean vote (PMV) results suggest that radiant floor heating is not appropriate for intermittent heating. In other words, occupants of single residences who return home at night will experience a long period of discomfort if they heat their room using floor heating. In this case, Mode 1, which is convection heating, and Modes 3 and 4, which represent mixed modes provide a more comfortable environment. The difference between this experimental study and previous research is that four different control modes for a combined radiation-convection system were evaluated based on the same location of the equipment in a laboratory. Furthermore, we studied the long-term real-scale thermal performance using panel and energy consumption.
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Perry, Stephanie. "Technology Focus: Formation Evaluation (August 2022)." Journal of Petroleum Technology 74, no. 08 (August 1, 2022): 45–46. http://dx.doi.org/10.2118/0822-0045-jpt.
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Over the past couple of years, we have observed the energy sector expand horizons and embrace transitions to alternative energy and scientific sectors. In light of that, it’s encouraging to see and review a continued focus on oil and gas exploration, development, and production across university, private equity, and operated contributors. In trying to complete the almost impossible task of culling down hundreds of papers into a short list of recommended readings, there are always common overarching themes that stand out. In briefly reviewing and sharing those observations, I saw that the topics below had many papers and drew much focus over the past year: - Advancing and improving subsurface characterization through integration (e.g., measurements and modeling) - Downhole monitoring and effect on production understanding - Advancing tools into harsher conditions and environments of hydrocarbon prospectivity - Laboratory measurement innovation and advancement, particularly in enhanced - oil recovery (EOR) and continued in unconventionals and in integration or combination of existing tools Interesting to observe was the lack of dominance that has been present over the past couple of years of the advanced analytics and machine-learning applications. Perhaps we have reached a point where we have achieved the fundamental development of, and base modeling of, prototypes and work flows, and now are testing the hypotheses in real time. The industry looks forward to the effect the models may have in real-time operational application results. Rock and fluid interactions and behavior significantly dominated the focus of the efforts of researchers and operators to test their scientific hypotheses, all with the aim of understanding what to improve, mitigate, or predict in terms of subsurface interaction, and then translate that to wellhead performance. As we continue to advance the capability in the laboratory environment to test downhole condition measurements experimentally, the tools we are using appear to be bridging the subsurface characterization with the production results. Continued focus on unconventionals is complemented with a renewed focus on conventional research as well. Beyond the primary upstream focus, significant progression exists with regard to midstream-to-downstream research and knowledge-sharing, primarily related to EOR and injection capacity. I hope you enjoy these selections, and encourage everyone to continue to expand their knowledge bases as well as develop further depth in disciplines about which they are passionate. Please continue to encourage one another to push research and application forward for the benefit of all communities. Recommended additional reading at OnePetro: www.onepetro.org. SPE 209445 - Fluid/Fluid Interfacial Area and Its Effect on Relative Permeability—A Pore-Network Modeling Study by Sanchay Mukherjee, The Pennsylvania State University, et al. OTC 32092 - Analytical Model to Effective Permeability Loss Prediction and Formation Mechanical Damage Control in Fractured Oil Wells by Fernando Bastos Fernandes, Pontifical Catholic University, et al. SPE 209280 - Analyzing X-Ray Computed Tomography Images From Unconventional Reservoirs Using Deep Generative Models by Yulman Perez Claro, Stanford University, et al.
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Zappatore, Marco. "A Design Methodology for a Computer-Supported Collaborative Skills Lab in Technical Translation Teaching." Journal of Information Technology Education: Research 21 (2022): 137–67. http://dx.doi.org/10.28945/4935.
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Aim/Purpose: The aim of this study is to adopt more systematically the collaborative learning dimension in the technical translation teaching at Master Degree level. In order to do so, a computer-supported skills lab approach is targeted. This approach is aimed at enhancing traditional courses on Computer-Assisted Translation (CAT) so that student competences and soft skills are enhanced. Background: In traditional CAT courses, laboratory sessions complement theoretical lessons, thus providing students mainly with tool-oriented operational knowledge, while nowadays more intertwined competences are required by the labor market. Moreover, this sector lacks skills labs which engage students in collaborative activities mimicking professional workflows, thus not exploiting team-based learning potential effectiveness. Methodology: In this paper, therefore, a design methodology to deploy and operate an enhanced skills lab as a remote Computer-Supported Collaborative Simulated Translation Bureau (CS2TB) is proposed and validated. The proposed methodology is based on a set of intertwined methodological frameworks that address: 1) student competences and educational requirements, 2) collaborative aspects, 3) regulatory policies as well as functional and interactional guidelines for the simulated fieldwork. The overall effectiveness of the proposed methodology has been assessed by using pre-post questionnaires to ascertain student feedback. The improvement in technology skills has been evaluated by collecting and examining student help requests as well as system error logs. Contribution: The CS2TB provides a technology-enhanced simulation-based learning environment whose aim is twofold: first, enriching traditional approaches with a Computer-Supported Collaborative Learning (CSCL) experience and, second, incorporating widely adopted approaches for the translation-teaching domain as the required grounding knowledge. Findings: Results demonstrate the effectiveness of CS2TB in improving students’ competences (specifically in the IT area but also in the technical translation area), students’ willingness to operate in a fieldwork-like context and cooperative learning efficacy. Recommendations for Practitioners: The educational implications of the proposed approach concern the development of a full range of competences and soft skills for students in the technical translation teaching at the higher education level, ranging from language and translation proficiency to the usage of IT platforms as well as personal and interpersonal interactional soft skills. Recommendation for Researchers: This study offers a wide overview of all the aspects entailed by the design, implementation, management, and evaluation of a skills lab for technical translation teaching. Researchers may benefit from the rigorous modelling approach as well as from the adopted assessment techniques. Moreover, the study stresses the pivotal role of a tight collaboration between language/translation teaching and computer engineering. Impact on Society: Higher education institutions that already have courses on computer-assisted translation may benefit from the proposed CS2TB approach, which allows them to design new thematic activities leveraging team-based learning, collaborative learning, and fieldwork-situated simulation. Moreover, the presented broad range of assessment approaches can be used to measure the impact of CS2TB on learning outcomes of the involved students. Future Research: Future research activities will be dedicated to examining the impact of a different set of enabling IT platforms on the collaborative learning perspective, to evaluate alternative scaffolding approaches (e.g., chatbots or augmented reality), and to increase simulation fidelity further, so that even more student competences can be fostered.
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De Lucia, Marco, and Michael Kühn. "Geochemical and reactive transport modelling in R with the RedModRphree package." Advances in Geosciences 56 (October 5, 2021): 33–43. http://dx.doi.org/10.5194/adgeo-56-33-2021.
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Abstract. Advances in computing and experimental capabilities in the research of water-rock-interactions require geoscientists to routinely combine laboratory data and models to produce new knowledge. Data science is hence a more and more pervasive instrument for geochemists, which in turn demands flexible and easy to learn software adaptable to their specific needs. The GNU R language and programming environment has established itself as de facto standard language for statistics and machine learning, enjoying increasing diffusion in many applied scientific fields such as bioinformatics, chemometrics and ecological modelling. The availability of excellent third party extensions as well as its advanced graphical and numerical capabilities make R an ideal platform for comprehensive geochemical data analysis, experiment evaluation and modelling. We introduce the open source RedModRphree extension package, which leverages the R interface to the established PHREEQC geochemical simulator. The aim of RedModRphree is to provide the user with an easy-to-use, high-level interface to program algorithms involving geochemical models: parameter calibration, error and sensitivity analysis, thermodynamical database manipulation, up to CPU-intensive parallel coupled reactive transport models. Among the out-of-the-box features included in RedModRphree, we highlight the computation and visualization of Pourbaix (Eh-pH) diagrams using full speciation as computed by PHREEQC and the implementation of 1D advective reactive transport supporting the use of surrogate models replacing expensive equation-based calculations.
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De Lucia, Marco, and Michael Kühn. "Geochemical and reactive transport modelling in R with the RedModRphree package." Advances in Geosciences 56 (October 5, 2021): 33–43. http://dx.doi.org/10.5194/adgeo-56-33-2021.
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Abstract. Advances in computing and experimental capabilities in the research of water-rock-interactions require geoscientists to routinely combine laboratory data and models to produce new knowledge. Data science is hence a more and more pervasive instrument for geochemists, which in turn demands flexible and easy to learn software adaptable to their specific needs. The GNU R language and programming environment has established itself as de facto standard language for statistics and machine learning, enjoying increasing diffusion in many applied scientific fields such as bioinformatics, chemometrics and ecological modelling. The availability of excellent third party extensions as well as its advanced graphical and numerical capabilities make R an ideal platform for comprehensive geochemical data analysis, experiment evaluation and modelling. We introduce the open source RedModRphree extension package, which leverages the R interface to the established PHREEQC geochemical simulator. The aim of RedModRphree is to provide the user with an easy-to-use, high-level interface to program algorithms involving geochemical models: parameter calibration, error and sensitivity analysis, thermodynamical database manipulation, up to CPU-intensive parallel coupled reactive transport models. Among the out-of-the-box features included in RedModRphree, we highlight the computation and visualization of Pourbaix (Eh-pH) diagrams using full speciation as computed by PHREEQC and the implementation of 1D advective reactive transport supporting the use of surrogate models replacing expensive equation-based calculations.
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Lehlou, N., N. Buyurgan, and J. R. Chimka. "An Online RFID Laboratory Learning Environment." IEEE Transactions on Learning Technologies 2, no. 4 (October 2009): 295–303. http://dx.doi.org/10.1109/tlt.2009.32.
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Berruti, Luca, Franco Davoli, Sandro Zappatore, Gianluca Massei, and Amedeo Scarpiello. "Remote Laboratory Experiments in a Virtual Immersive Learning Environment." Advances in Multimedia 2008 (2008): 1–11. http://dx.doi.org/10.1155/2008/426981.
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TheVirtual Immersive Learning(VIL) test bench implements a virtual collaborative immersive environment, capable of integrating natural contexts and typical gestures, which may occur during traditional lectures, enhanced with advanced experimental sessions. The system architecture is described, along with the motivations, and the most significant choices, both hardware and software, adopted for its implementation. The novelty of the approach essentially relies on its capability of embedding functionalities that stem from various research results (mainly carried out within the VICOM national project), and “putting the pieces together” in a well-integrated framework. These features, along with its high portability, good flexibility, and, above all, low cost, make this approach appropriate for educational and training purposes, mainly concerning measurements on telecommunication systems, at universities and research centers, as well as enterprises. Moreover, the methodology can be employed for remote access to and sharing of costly measurement equipment in many different activities. The immersive characteristics of the framework are illustrated, along with performance measurements related to a specific application.
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Newby, Michael, and Darrell Fisher. "An Instrument for Assessing the Learning Environment of a Computer Laboratory." Journal of Educational Computing Research 16, no. 2 (March 1997): 179–90. http://dx.doi.org/10.2190/2rbc-gqvh-bcb1-let1.
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Computers have been used in higher education for over thirty years both as a subject of study and as a tool to assist in the learning process within other disciplines. In that time, computer laboratory classes have played a major role in the teaching of computing subjects. Despite the perceived importance of laboratory classes little research has been done on computer laboratory environments and their effect upon learning. This article describes two instruments. One was designed to assess students' perceptions of various aspects of their computer laboratory environments and the other to measure attitudes toward computers and computing courses. These instruments were used to determine associations between laboratory environment and student attitudes.
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Plank, Richard E., and Linda F. Plank. "Applying Learning Theory In A Retailing Environment." Journal of Applied Business Research (JABR) 7, no. 1 (October 20, 2011): 40. http://dx.doi.org/10.19030/jabr.v7i1.6258.
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This paper reports on an experiment, conducted in a retail computer store, that assesses one aspect of the success of point-of-purchase activities developed from the perspective of learning theory. Department store shoppers were recruited to participate in a study disguised as an adult computer learning application and asked to take part in one of three point-of-purchase applications or a control group. The purpose of the study was to see if learning theory, often tested in a laboratory experimental context, could be used to develop meaningful point-of-purchase activities for retail selling of computers. The results of the study indicated that some type of point-of-purchase activity may be preferable to no activity, but that the types of point-of-purchase used in this study make no difference on the dependent measures, perceptions of computer attributes and intention to buy. The study is one more indicated of the difficulty of using laboratory findings and extending them to an applied field setting.
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Scherly, D., L. Roux, and P. Dillenbourg. "Evaluation of hypertext in an activity learning environment." Journal of Computer Assisted Learning 16, no. 2 (December 25, 2001): 125–36. http://dx.doi.org/10.1046/j.1365-2729.2000.00124.x.
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Schneegass, Christina, Vincent Füseschi, Viktoriia Konevych, and Fiona Draxler. "Investigating the Use of Task Resumption Cues to Support Learning in Interruption-Prone Environments." Multimodal Technologies and Interaction 6, no. 1 (December 30, 2021): 2. http://dx.doi.org/10.3390/mti6010002.
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The ubiquity of mobile devices in peoples’ everyday life makes them a feasible tool for language learning. Learning anytime and anywhere creates great flexibility but comes with the inherent risk of infrequent learning and learning in interruption-prone environments. No matter the length of the learning break, it can negatively affect knowledge consolidation and recall. This work presents the design and implementation of memory cues to support task resumption in mobile language learning applications and two evaluations to assess their impact on user experience. An initial laboratory experiment (N=15) revealed that while the presentation of the cues had no significant effect on objective performance measures (task completion time and error rate), the users still perceived the cues as helpful and would appreciate them in a mobile learning app. A follow-up study (N=16) investigated revised cue designs in a real-world field setting and found that users particularly appreciated our interactive test cue design. We discuss strengths and limitations of our concept and implications for the application of task resumption cues beyond the scope of mobile language learning.
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Logar, V., R. Karba, M. Papič, and M. Atanasijević-Kunc. "Artificial and real laboratory environment in an e-learning competition." Mathematics and Computers in Simulation 82, no. 3 (November 2011): 517–24. http://dx.doi.org/10.1016/j.matcom.2010.10.019.
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Li, Yan, Yigang He, and Baiqiang Yin. "Evaluation Method for Complex Electromagnetic Environment." Journal of Advanced Computational Intelligence and Intelligent Informatics 23, no. 5 (September 20, 2019): 891–97. http://dx.doi.org/10.20965/jaciii.2019.p0891.
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To perform a complexity evaluation for an electromagnetic environment (EME), a new method based on the S-transform is proposed, which can simultaneously count the time occupancy, frequency occupancy, and energy occupancy in the time–frequency domain. The frequency coincidence, modulation similarity, and background noise intensity are selected as important evaluation indices, and their physical interpretations are analyzed and calculated. The Extreme Learning Machine (ELM) method is adopted to evaluate the environmental complexity. The proposed method (S-ELM) requires less training time and has a fast convergence rate. The simulation and experimental results confirm that the proposed method is accurate and efficient.
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Catenazzi, Nadia, and Lorenzo Sommaruga. "The evaluation of the Hyper Apuntes interactive learning environment." Computers & Education 32, no. 1 (January 1999): 35–49. http://dx.doi.org/10.1016/s0360-1315(98)00039-6.
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Ewais, Ahmed, and Olga De Troyer. "Usability Evaluation of an Adaptive 3D Virtual Learning Environment." International Journal of Virtual and Personal Learning Environments 4, no. 1 (January 2013): 16–31. http://dx.doi.org/10.4018/jvple.2013010102.
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Using 3D virtual environments for educational purposes is becoming attractive because of their rich presentation and interaction capabilities. Furthermore, dynamically adapting the 3D virtual environment to the personal preferences, prior knowledge, skills and competence, learning goals, and the personal or (social) context in which the learning takes place becomes interesting, as there is a bulk of research demonstrating that individualized instruction is superior to the uniform approach of more traditional and one-size-fits-all teaching approaches. However, although such adaptive 3D Virtual Learning Environments (3D VLE) seem to be promising, this needs to be evaluated in practice. Usability of adaptive 3D VLE could be a problem since the user interface could become relatively complex. In this paper, the authors describe an experiment performed to validate the issues of usability and acceptability of an adaptive 3D VLE. This pilot evaluation reveals some important recommendations and improvements.
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Riordan, Denis. "Towards an integrated learning laboratory environment for first-year computer science students." ACM SIGCSE Bulletin 34, no. 4 (December 2002): 112–16. http://dx.doi.org/10.1145/820127.820180.
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Šlekienė, Violeta, and Loreta Ragulienė. "NEW TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: COMPUTER LEARNING SYSTEM NOVA5000 LEARNING ENVIRONMENT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 3 (December 1, 2012): 39–48. http://dx.doi.org/10.48127/gu-nse/12.9.39b.
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Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences” in re-cent years, Lithuanian secondary schools have been equipped with modern teaching aids. Science teaching rooms received three types of computer learning systems (Xplorer GLX, No-va and Spark) with the necessary teaching equipment. The Science Learning System Nova5000 has been developed specifically to meet the needs of educators and students alike, helping schools transform their teaching and learning experience. The Nova5000 brings innovative, user friendly and affordable technology into the classroom, straight into the hands of students. Nova5000 integrates standard computer func-tionality with scientific data logging and math software. The Nova5000 includes the following SoftMaker applications for advanced office functionality. TextMaker - a full-featured word processor, including a thesaurus, footnotes, on-the-fly spellchecking, and the ability to insert a table. Generally compatible with Microsoft Word documents. PlanMaker - a full-featured spreadsheet program, providing the full calcu-lation power and visualization features of a modern, high-end spreadsheet package. General-ly compatible with Microsoft Excel worksheets. Presentation is an application for creating multimedia presentations and slideshows that includes extensive graphics and text tools to support a wide range of subject areas. Nova5000 includes a virtual laboratory, which contains 15 physics, 2 chemistry and 3 biology experiments. You can monitor the progress of the experiment, shows the results ob-tained: readings, draw graphs, and so on. It is possible to change certain settings, and how much you want to repeat the test of times. Teachers with their students using computer learning system Nova5000 may creatively adapt its features due to their needs: one device to replace by others, the experiment carried out in separate parts, to come up with their own tasks, and so on. Experiments may be carried out frontally by all the pupils in the class or in small groups, while others are designed for classroom differentiation and individualisation - suitable for highly gifted students. Some of the works are suitable for additional development; it is possible to formulate the task of indi-vidual research work. Key words: Science learning System, teaching physics, Nova5000.
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Chatti, Mohamed Amine, Mohammad Ridwan Agustiawan, Matthias Jarke, and Marcus Specht. "Toward a Personal Learning Environment Framework." International Journal of Virtual and Personal Learning Environments 1, no. 4 (October 2010): 66–85. http://dx.doi.org/10.4018/jvple.2010100105.
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Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.
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Friman, Hen, Netser Matsliah, Yafa Sitbon, Ifaa Banner, and Yulia Einav. "Higher Education Learning How to Protect the Environment." Energies 13, no. 20 (October 19, 2020): 5450. http://dx.doi.org/10.3390/en13205450.
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“Israeli Hope in Academia” is a program, designed by the president of the state of Israel, Reuven Rivlin. The program is based on the perception that Israeli society is changing, from having a clear majority and several minorities to a society comprised of four principal sectors that are roughly similar in size: secular Jews, religious Jews, Haredi (ultra-orthodox) Jews and Arabs. The program acts to encourage a more diverse and culturally competent higher education system that promotes partnership. One of the means to achieve that goal is to create meaningful educational interactions between people from academia and the younger generation of these sectors. Over the past year, students from various faculties in the Holon Institute of Technology (HIT) took part in a course called “Green Ambassadors”, which corresponds with the “Israeli Hope” program. This course was considered an action learning course, which is a course that combines academic learning and social involvement that has an impact on the community. In order to illustrate the environmental topics and to achieve high participation levels of the pupils, the students created a mobile laboratory containing experiments and demonstrations in which the pupils took an active part. Thus, the course managed to make a significant impact on the community and achieve the goals set by the “Israeli Hope” program. This paper presents the “Israeli Hope” program, HIT and the “Green Ambassadors” course, as well as the methodology used to achieve the course’s goals. Finally, this paper will discuss the success levels of the course.
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Stojanov, Zeljko, Dalibor Dobrilovic, and Branko Perisic. "Integrating software change request services into virtual laboratory environment: Empirical evaluation." Computer Applications in Engineering Education 22, no. 1 (February 17, 2011): 63–71. http://dx.doi.org/10.1002/cae.20529.
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Benaouda, Djamel. "My Virtual Audiology Clinical Skills Laboratory." International Journal of Web-Based Learning and Teaching Technologies 7, no. 2 (April 2012): 1–15. http://dx.doi.org/10.4018/jwltt.2012040101.
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Most educational institutions have realized the impact of the Internet and the World Wide Web in education of which most have already been using Virtual Learning Environments for their staff, lecturers, and students. In this paper, the author proposes a novel and completely unique concept in Audiology, a web-based virtual clinic laboratory system, my-AudiologyLab, for audiology undergraduate students to practice their decision-making skills. This virtual environment gives students the opportunity to practice the process of conducting different types of appointment and check the development of their clinical reasoning. Opportunities to practice these skills online are important as it not only provides a safe environment in which students can experience a real set of scenarios where patients can be seen at the students’ own individual learning pace but it also prepares students for their final practical competency assessments. This type of environment means that students can work with patients and have the possibility of making incorrect decisions without any health risks. The e-learning system is a three-tier Web-based distributed computing system and has been developed using open source W3C (World-Wide Web Consortium) standards.
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Tan, Tan-Hsu, Tsung-Yu Liu, and Chi-Cheng Chang. "Development and Evaluation of an RFID-based Ubiquitous Learning Environment for Outdoor Learning." Interactive Learning Environments 15, no. 3 (December 2007): 253–69. http://dx.doi.org/10.1080/10494820701281431.
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Bredeweg, Bert, Jochem Liem, Wouter Beek, Floris Linnebank, Jorge Gracia, Esther Lozano, Michael Wißner, et al. "DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge." AI Magazine 34, no. 4 (June 27, 2013): 46–65. http://dx.doi.org/10.1609/aimag.v34i4.2489.
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Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems behave. DynaLearn uses diagrammatic representations for learners to express their ideas. The environment is equipped with semantic technology components capable of generating knowledge-based feedback, and virtual characters enhancing the interaction with learners. Teachers have created course material, and successful evaluation studies have been performed. This article presents an overview of the DynaLearn system.
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Mutlu-Bayraktar, Duygu. "Evaluation of change blindness in multimedia learning environment with cognitive process." Interactive Learning Environments 27, no. 7 (October 8, 2018): 871–94. http://dx.doi.org/10.1080/10494820.2018.1530682.
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Almazaydeh, Laiali, Ismail Younes, and Khaled Elleithy. "An Interactive and Self-instructional Virtual Chemistry Laboratory." International Journal of Emerging Technologies in Learning (iJET) 11, no. 07 (July 21, 2016): 70. http://dx.doi.org/10.3991/ijet.v11i07.5853.
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Virtual laboratory is becoming one of the most significant educational technologies due to financial challenges which often required construction of physical laboratories, particularly in educational institutions in developing countries. This paper presents an integrated virtual environment to help individual learners to enhance the practical learning of chemistry fundamentals. Through this environment, the learner will navigate, visualize and simulate a real laboratory environment and its associated processes. The proposed laboratory interface and curriculum were tested on students to measure their satisfaction with the quality of developed laboratory. The results of the evaluation showed a positive response effect on the students’ satisfaction.
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Fakas, Georgios John, Anh Vu Nguyen, and Denis Gillet. "The Electronic Laboratory Journal: A Collaborative and Cooperative Learning Environment for Web-Based Experimentation." Computer Supported Cooperative Work (CSCW) 14, no. 3 (June 2005): 189–216. http://dx.doi.org/10.1007/s10606-005-3272-3.
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A.P., Jagadeesh Chandra, and R. D. Sudhaker Samuel. "E Learning in Engineering Education." International Journal of Distance Education Technologies 8, no. 2 (April 2010): 14–27. http://dx.doi.org/10.4018/ijdet.2010040102.
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Attaining excellence in technical education is a worthy challenge to any life goal. Distance learning opportunities make these goals easier to reach with added quality. Distance learning in engineering education is possible only through successful implementations of remote laboratories in a learning-by-doing environment. This paper presents one such technology to carry out laboratory experiments from remote locations. The technology is demonstrated by handling the web interface, which supports the remote experimentation on communication circuits, power system and an embedded board. The implemented system environment facilitates users to perform the experiment remotely and efficiently using only a commonly available, user-friendly web browser. It describes the ongoing research in this area exploiting current telematics techniques, which supports remote experimentation with real hardware via the Internet.
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Aballe, Kathy Sheen, Roe Francis Tabago, Earl John De Juan, Aida Lou Suganob, Milkay Mae Cardaño, Angeline Pederiso, and Justine C. Mercado. "Computer Based Learning and Laboratory Based Learning in Electric Circuits: A Literature Review." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 7 (July 13, 2022): 1349–58. http://dx.doi.org/10.11594/ijmaber.03.07.14.
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Computer based learning and laboratory-based learning are widely used nowadays mainly for teaching and learning of both teacher and students especially in teaching electrical circuits. This paper aims to review computer-based learning and laboratory-based learning, specifically other forms of CBL and LBL and how these methods are integrated in teaching and learning electrical circuits, and its advantages and disadvantages. In conducting this literature review, the researchers adapted the PRISMA method in which various journal articles are screened through different stages. Criterion was imposed to guide the researchers in the inclusion and exclusion process. It was found out that there are other forms of computer-based learning (CBL) such as the Java-based virtual laboratory and Grid computing laboratory. Also, integrating computer-based learning and laboratory-based learning would build a workable environment that helped in motivating students in exploring electrical circuits. There are various advantages of computer-based learning such as time saving and easy access to laboratory manuals. On the other hand, advantages of laboratory-based learning include the positive impact of interaction, group discussion, and collaboration that was delimited by the computer-based learning.
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Ioannou, Andri, Christina Vasiliou, and Panayiotis Zaphiris. "Problem-Based Learning in Multimodal Learning Environments." Journal of Educational Computing Research 54, no. 7 (July 26, 2016): 1022–40. http://dx.doi.org/10.1177/0735633116636755.
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In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’ technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.
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Liu, Wenxia, and Weiming Shi. "The English Teaching Mode under the Environment of Computer Technology." Mobile Information Systems 2022 (September 27, 2022): 1–8. http://dx.doi.org/10.1155/2022/1510057.
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The development of Internet information technology has opened up new potential for the education sector, encouraging the development of innovative teaching and learning methods as well as the optimal use of available educational resources. In this environment, the online plus offline mixed teaching model emerged, which can not only get around time and space restrictions and link smoothly inside and outside the classroom but also enhance the form of teaching and learning and strengthen teacher-student relationships. However, to assure the quality of instruction, this research first examines the successful ways of developing an online plus offline hybrid teaching mode from the perspective of college English professors. Second, in this paper, the support vector machine and particle swarm method are used to build an evaluation model of the English teaching effect. The model has the potential to increase the accuracy and efficiency of English teaching impact evaluation while also meeting the standards of English teaching effect evaluation. The experimental findings show that, while evaluating the effects of college English instruction, the technique beats the comparison algorithm in terms of evaluation accuracy and algorithm time consumption.
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Kordaki, Maria, Micael Miatidis, and George Kapsampelis. "A computer environment for beginners’ learning of sorting algorithms: Design and pilot evaluation." Computers & Education 51, no. 2 (September 2008): 708–23. http://dx.doi.org/10.1016/j.compedu.2007.07.006.
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Korchnoy, Evgeny, and Igor M. Verner. "Characteristics of learning computer-controlled mechanisms by teachers and students in a common laboratory environment." International Journal of Technology and Design Education 20, no. 2 (September 9, 2008): 217–37. http://dx.doi.org/10.1007/s10798-008-9071-7.
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Agre, Gennady. "Sinus – A Semantic Technology Enhanced Environment For Learning In Humanities." Cybernetics and Information Technologies 12, no. 4 (December 1, 2012): 5–24. http://dx.doi.org/10.2478/cait-2012-0027.
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Abstract The paper describes a semantic technology based environment intended for developing technology enhanced learning applications in humanitarian problem domains. The environment consists of three layers: the storage layer contains heterogeneous repositories storing domain and pedagogical knowledge; the tool level contains a set of tools for processing different types of knowledge and the middleware layer is implemented as an extended search engine carrying out all necessary communications between the tools and the repositories. Some implementation issues are discussed and a preliminary evaluation of the environment based on an exploitation is presented.
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Seidel, Robert J., and Ok-Choon Park. "An Historical Perspective and a Model for Evaluation of Intelligent Tutoring Systems." Journal of Educational Computing Research 10, no. 2 (March 1994): 103–28. http://dx.doi.org/10.2190/xuwl-g11v-9lfx-67xp.
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The purposes of this article are to 1) examine the changes which have occurred in the development and evaluation of ITS systems for the last twenty years, 2) speculate on future directions, and 3) propose a conceptual model to evaluate and institutionalize this technological innovation into training and educational settings. First, we review theoretical and technical dimensions that could be considered relevant to internal evaluation of ITS technology. Secondly, we discuss evaluation dimensions which, while external to ITS per se, are relevant for situational evaluation of any technological innovation. After theoretical and methodological discussions of intelligent features and effectiveness of ITS, its research and development activities are examined from a historical perspective. The development of ITS is divided into three stages and the development focus for each stage is discussed to show the shifts. It is observed that theoretical and methodological criticisms of ITS, needs unique to practical applications, and development of computer technology have influenced the shifts of ITS development focuses: purpose, staffing, hardware and software technology used, and contributions. In stage III, most recent development focuses and future prospects are discussed, including investigation of specific instructional strategies, creation of flexible environments for instructional strategy research, modeling of the human tutor, simulation of human learning and cognition, and creation of multimedia environments. After discussing problems associated with moving ITS from the laboratory to an institutionalized part of the practical world, a conceptual model for evaluating technological innovation in training and educational environments is proposed. This model considers the technology purpose, processes, outcome measures, and the maturity of the technological innovation (the latter especially relevant for ITS). It has three major stages: adoption, implementation, and institutionalization and two major processes: assimilation and accommodation of the innovation. These stages and processes occur within a context of multiple levels of users/stakeholders or decision-makers. Taken together they make up the dimensions of the evaluation model for any technological innovation, including ITS.