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Journal articles on the topic 'Learning aid'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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1

Bower, Bruce. "Montessori Learning Aid." Science News 170, no. 14 (September 30, 2006): 212. http://dx.doi.org/10.2307/4017446.

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2

Weir, Michael R. "A Tympanocentesis Learning Aid." Archives of Pediatrics & Adolescent Medicine 139, no. 6 (June 1, 1985): 553. http://dx.doi.org/10.1001/archpedi.1985.02140080023024.

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3

PARTRIDGE, G. A. W. "Colour as a learning aid." Journal of the British Institute of Mental Handicap (APEX) 11, no. 1 (August 26, 2009): 41. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00103.x.

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4

Wilcox, Joy, Edward Sbardellati, and Ann Nevin. "Cooperative Learning Groups Aid Integration." TEACHING Exceptional Children 20, no. 1 (September 1987): 61–63. http://dx.doi.org/10.1177/004005998702000118.

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5

Natarajan, T. S., V. S. Murthy, S. Srinivasan, and S. Radhakrishna. "A learning aid in electronics." Physics Teacher 23, no. 1 (January 1985): 51–53. http://dx.doi.org/10.1119/1.2341713.

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6

FY, Alhamdani. "Drawings as learning aid for the human anatomy students’ based evaluation." Journal of Oral Health and Craniofacial Science 2, no. 4 (2017): 090–95. http://dx.doi.org/10.29328/journal.johcs.1001017.

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7

Scriven, Richard. "The Learning Circle as an Aid to Distance Learning." PLET: Programmed Learning & Educational Technology 22, no. 4 (November 1985): 343–46. http://dx.doi.org/10.1080/1355800850220408.

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8

G., Kalpana. "Rainfall Prediction to Aid Agriculture by Analysing Rainfall Data Using Ensemble Learning." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (March 31, 2020): 279–83. http://dx.doi.org/10.5373/jardcs/v12sp4/20201490.

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9

Wang, DeLiang. "Deep learning reinvents the hearing aid." IEEE Spectrum 54, no. 3 (March 2017): 32–37. http://dx.doi.org/10.1109/mspec.2017.7864754.

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10

Wright, David R. "Mnemonics: An aid to geographical learning." Journal of Geography 94, no. 1 (January 1995): 339–40. http://dx.doi.org/10.1080/00221349508979738.

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11

Danielson, Robert W., Neil H. Schwartz, and Marie Lippmann. "Metaphorical graphics aid learning and memory." Learning and Instruction 39 (October 2015): 194–205. http://dx.doi.org/10.1016/j.learninstruc.2015.07.004.

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12

Otto, Harald E. "UNDO, an aid for explorative learning?" Journal of Computer Science and Technology 7, no. 3 (July 1992): 226–36. http://dx.doi.org/10.1007/bf02946572.

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13

Okolo Obasi, Elda N., Simplice A. Asongu, and Joseph I. Uduji. "Foreign aid volatility and lifelong learning." International Journal of Education Economics and Development 11, no. 4 (2020): 370. http://dx.doi.org/10.1504/ijeed.2020.10030587.

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14

Asongu, Simplice A., Joseph I. Uduji, and Elda N. Okolo Obasi. "Foreign aid volatility and lifelong learning." International Journal of Education Economics and Development 11, no. 4 (2020): 370. http://dx.doi.org/10.1504/ijeed.2020.110595.

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15

Cox, E. Sam. "A Practical Aid for Applied Learning." Review of Communication 9, no. 2 (April 2009): 182–84. http://dx.doi.org/10.1080/15358590802650248.

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16

Seden, Janet, and Sue Bailey. "Using supervision to aid learning development." Nursing and Residential Care 5, no. 9 (September 2003): 433–35. http://dx.doi.org/10.12968/nrec.2003.5.9.11667.

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17

Coghlan, Andy. "Star Wars brainwaves aid sleep learning." New Scientist 231, no. 3080 (July 2016): 9. http://dx.doi.org/10.1016/s0262-4079(16)31168-x.

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18

AlArayedh, Hussain M., Anjum Razzaque, and Chris Moylan. "Culture and learning styles sensitive learning outcomes aid multicultural classrooms." International Journal of Innovation and Learning 1, no. 1 (2021): 1. http://dx.doi.org/10.1504/ijil.2021.10035876.

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19

Razzaque, Anjum, Hussain Mohsen AlArayedh, and Christopher Moylan. "Culture and learning style's sensitive learning outcomes aid multicultural classrooms." International Journal of Innovation and Learning 30, no. 1 (2021): 65. http://dx.doi.org/10.1504/ijil.2021.116573.

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20

Mady, Mohamed Ahmed, and Said Baadel. "Technology-Enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid." Journal of Information & Knowledge Management 19, no. 01 (March 2020): 2040007. http://dx.doi.org/10.1142/s0219649220400079.

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The use of social networks such as Facebook, Twitter, and YouTube in the society has become ubiquitous. The advent of communication technologies alongside other unification trends and notions such as media convergence and digital content allow the users of the social network to integrate these networks in their everyday life. There have been several attempts in the literature to investigate and explain the use of social networks such as Facebook and WhatsApp by university students in the Arab region. However, little research has been done on how university students utilise online audiovisual materials in their academic activities in the UAE. This research aims to elucidate the use of YouTube as a learning aid for university students in the UAE. We adopt the technology acceptance model (TAM) as the theoretical framework for this investigation. A quantitative methodology is employed to answer the research question. Primary data consisting of 221 correspondents were analysed, covering patterns of using YouTube as an academic audiovisual learning aid. Statistical techniques including descriptive, correlations, regression tests were used to analyse the data. The study concluded that students use YouTube as a learning tool for their academic studies and enriching their general knowledge; and there is a positive relationship between the use of YouTube videos in academic settings and the students’ overall performance. This study can shed light for teachers, curriculum designers, government entities, and other stakeholders on how to best utilise and integrate the online technology — YouTube — as a learning aid.
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21

Jain, Vanita, Monu Gupta, Neeraj Joshi, Anubhav Mishra, and Vishakha Bansal. "E-College : an aid for E-Learning systems." Fusion: Practice and Applications 3, no. 2 (2021): 66–72. http://dx.doi.org/10.54216/fpa.030202.

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The use of Android apps has significantly increased over the past few years, making android the most accepted and trusted operating system for smart devices. According to a survey, in 2020, over 30.5 billion Android mobile apps were downloaded compared to merely 6 billion in 2016, which is quite noteworthy. People worldwide are also becoming habitual to the use of android apps such that they want everything to be available on their mobile devices. The authors have developed ‘E-College’ - an android-based mobile learning application that helps users grasp various programming languages like C++, Java, and Python and help them with their undergraduate computer engineering course curriculum-related resources. The proposed application allows the learner to access a particular programming language's tutorials and explains it with an example and the required code snippet. Using this application, users can also assess themselves by utilizing the provided quiz section, which has various questions. The proposed mobile application also has a recommendation system section that uses machine learning techniques to intelligently serve the most relevant and suitable content for each user. It considers the user's previous learnings on the application and suggests new and relevant learning content for that particular user. During the ongoing global pandemic situation, E-college application is the most effective way to learn and acquire technical skills without stepping out of their home and fraee of cost.
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22

Gannaway, Deanne, and Lisa Schmidt. "e-Learning to Aid International Student Transition." International Journal of Learning: Annual Review 12, no. 12 (2007): 55–60. http://dx.doi.org/10.18848/1447-9494/cgp/v13i12/45140.

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23

Dr. M. Ravichand, Dr M. Ravichand. "Humor – An Aid to Learning and Instruction." IOSR Journal of Humanities and Social Science 11, no. 1 (2013): 18–21. http://dx.doi.org/10.9790/0837-1111821.

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24

Leidy, Karen. "Enjoyable Learning Experiences-An Aid to Retention?" Journal of Continuing Education in Nursing 23, no. 5 (September 1992): 206–8. http://dx.doi.org/10.3928/0022-0124-19920901-08.

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25

Rebollo, Cristina, Cristina Gasch, Inmaculada Remolar, and Daniel Delgado. "Learning First Aid with a Video Game." Applied Sciences 11, no. 24 (December 8, 2021): 11633. http://dx.doi.org/10.3390/app112411633.

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Any citizen can be involved in a situation that requires basic first aid knowledge. For this reason, it is important to be trained in this kind of activity. Serious games have been presented as a good option to integrate entertainment into the coaching process. This work presents a video game for mobile platforms which facilitate the formation and training in the PWA (Protect, Warn, Aid) first aid protocol. Users have to overcome a series of challenges to bring theoretical concepts closer to practice. To easily change the point of view of the game play, Augmented Reality technology has been used. In order to make each game looks different, neural networks have been implemented to perform the behavior of the Non-Playable Characters autonomous. Finally, in order to evaluate the quality and playability of the application, as well as the motivation and learning of content, several experiments were carried out with a sample of 50 people aged between 18 and 26. The obtained results confirm the playability and attractiveness of the video game, the increase of interest in learning first aid, as well as the greater fixation of the different concepts dealt with in the video game. The results support that this application facilitates and improves the learning of first aid protocols, making it more enjoyable, attractive, and practical.
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26

Prabhakar, Manoj, and B. Sivapathasundharam. "Tooth eruption clock: A novel learning aid." Journal of Oral and Maxillofacial Pathology 25, no. 3 (2021): 515. http://dx.doi.org/10.4103/jomfp.jomfp_318_21.

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27

Giri, Pratik. "Hearing-Aid Android Application using Machine Learning." International Journal for Research in Applied Science and Engineering Technology 7, no. 5 (May 31, 2019): 2805–10. http://dx.doi.org/10.22214/ijraset.2019.5461.

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28

Kang, Hi Jee, and Victoria J. Williamson. "Background music can aid second language learning." Psychology of Music 42, no. 5 (August 19, 2013): 728–47. http://dx.doi.org/10.1177/0305735613485152.

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29

Jones, John L., and Michael P. Kaschak. "Do Idiomatic Constructions Always Aid Language Learning?" Language Learning and Development 5, no. 2 (April 2009): 69–93. http://dx.doi.org/10.1080/15475440802637100.

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30

Horst, Jessica S., and Chris M. Bird. "Conceptual systems align to aid concept learning." Nature Machine Intelligence 2, no. 2 (January 27, 2020): 92–93. http://dx.doi.org/10.1038/s42256-020-0145-x.

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31

Clements, Paul. "Improving learning and accountability in foreign aid." World Development 125 (January 2020): 104670. http://dx.doi.org/10.1016/j.worlddev.2019.104670.

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32

Davis, Lorri. "Assignment Books: A Tool to Aid Learning." Middle School Journal 20, no. 4 (March 1989): 11–13. http://dx.doi.org/10.1080/00940771.1989.11495020.

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33

Ito, Seiro, Nobuyuki Kobayashi, and Yoshio Wada. "Learning to Evaluate the Impact of Aid." IDS Bulletin 39, no. 1 (January 26, 2009): 71–81. http://dx.doi.org/10.1111/j.1759-5436.2008.tb00433.x.

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34

O'Neill, Gerard. "Interactive Video as an Aid to Learning." PLET: Programmed Learning & Educational Technology 24, no. 2 (May 1987): 137–44. http://dx.doi.org/10.1080/0033039870240209.

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35

Benitez, Viridiana L., and Linda B. Smith. "Predictable locations aid early object name learning." Cognition 125, no. 3 (December 2012): 339–52. http://dx.doi.org/10.1016/j.cognition.2012.08.006.

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36

DUFFY, ALEX H. B., DAVID C. BROWN, and ASHOK K. GOEL. "Special Issue: Machine Learning in Design." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 12, no. 2 (April 1998): 93–94. http://dx.doi.org/10.1017/s0890060498122011.

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This issue of AIEDAM is based on a workshop on Machine Learning in Design held at the 1996 Conference on Artificial Intelligence in Design, AID'96 (Gero & Sudweeks, 1996), the third of such workshops, with the previous two being held at AID'92 (Gero, 1992) and at AID'94 (Gero & Sudweeks, 1994). The first two workshops also resulted in special issues of AIEDAM (Maher et al., 1994; Duffy et al., 1996).
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37

Rithvik, M., and D. Haritha. "Student Learning Centric Methodology: An aid to Innovative Teaching and Learning Process." Journal of Engineering Education Transformations 33 (January 31, 2020): 209. http://dx.doi.org/10.16920/jeet/2020/v33i0/150147.

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38

Rose, Jacob M. "Decision Aids and Experiential Learning." Behavioral Research in Accounting 17, no. 1 (January 1, 2005): 175–89. http://dx.doi.org/10.2308/bria.2005.17.1.175.

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Rose and Wolfe (2000) demonstrated that decision aid design is critical to learning from decision aids, and aids that produce less cognitive load result in superior learning by aid users compared to aids that produce more cognitive load. The current research investigates whether a tax decision aid has differential affects on the knowledge acquisition of accounting students with varying perceived aptitudes for tax and interest in tax as a career. Results indicate that participants with more interest in and perceived aptitude for tax acquire more tax-related knowledge during manual task completion than participants with less perceived aptitude and interest. Similar to prior research, decision aids generally decrease learning relative to unaided environments. When decision aids do not produce a heavy cognitive load, however, participants with less perceived aptitude for and interest in tax learn as much in aided environments as they learn in unaided environments.
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39

Jones, Stuart H., and Michael Wright. "Teaching With Computers: A Cautionary Finding In An Accounting Class." College Teaching Methods & Styles Journal (CTMS) 1, no. 1 (July 22, 2011): 79. http://dx.doi.org/10.19030/ctms.v1i1.5222.

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The study assesses the effects of a hypertext learning aid and GPA on performance in advanced financial accounting. Results indicate that the type of learning aid and GPA significantly affect performance. High GPA students performed better than did the low GPA students. In the study, two versions of the hypertext learning aid were utilized by two different groups of students and compared to a third group of students who had no hypertext learning aid. Use of the full version of the hypertext learning aid results in the lowest performance while students using a modified version of the hypertext learning aid attained the highest exam performance. These differences were found to be statistically significant. Differences in performance between those students who used the modified version and those who used no program were not significant, however. The difference between the full version of the learning aid and the modified version of the learning aid is the degree of information provided to the students; the full version providing the most detailed information. The results suggest that instructors must be careful in the design and use of learning aids.
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40

Duffy, Alex H. B., David C. Brown, and Mary Lou Maher. "Special Issue: Machine learning in design." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 10, no. 2 (April 1996): 81–82. http://dx.doi.org/10.1017/s0890060400001323.

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This issue of AIEDAM is based on a workshop on Machine Learning in Design held at the 1994 Conference on Artificial Intelligence in Design, AID'94, (Gero & Sudweeks, 1994); the second of such workshops, with the first being held at AID'92 in 1992 (Gero, 1992). The first workshop also resulted in a special issue of AIEDAM (Maher et al., 1994).
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41

Jones, Stuart H., and Michael E. Wright. "The Effects of a Hypertext Learning Aid and Cognitive Style on Performance in Advanced Financial Accounting." Issues in Accounting Education 25, no. 1 (February 1, 2010): 35–58. http://dx.doi.org/10.2308/iace.2010.25.1.35.

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ABSTRACT: This study extends previous work by combining the effect of cognitive style and the use or non-use of two versions of a hypertext learning aid and their interaction on student performance in advanced financial accounting. One-third of the students did not use a learning aid at all, one-third used a basic version of the learning aid (where only the solution was provided), and one-third used an extended version of the learning aid (where both the solution and derivation of the solution is provided). An additional extension of the prior literature is that these effects were investigated on two different kinds of examination questions. The results demonstrate that for a familiar exam question, only the learning aid was significant, and for an unfamiliar exam question, the learning aid, cognitive style, and the interaction between learning aid and cognitive style were significant. For both types of questions, performance differed based upon cognitive style. These results suggest that educators should be careful when designing and using learning aids.
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42

Britt, Linda L. ""Grammar Poems": An Unexpected Aid to Language Learning." Hispania 71, no. 4 (December 1988): 965. http://dx.doi.org/10.2307/343320.

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43

Boström, Katarzyna Wolanik. "Complex Professional Learning: Physicians Working for Aid Organizations." Professions and Professionalism 8, no. 1 (February 23, 2018): e2002. http://dx.doi.org/10.7577/pp.2002.

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This article addresses the issue of professional learning of Swedish physicians returning from their work for international aid organisations in the global South. It is a qualitative case study based on 16 in-depth interviews, which uses a thematic narrative analysis, a typology of knowledge, and the concept of symbolic capital. The doctors’ assignments in settings radically different from the welfare state context meant professional challenges, including an initial feeling of de-skilling, but also enhanced reflexivity and intensive and complex learning. The doctors acquired new medical and organisational knowledge, improved diagnostic skills, new perspectives on different health care systems, cultural contexts, global power relations, and postcolonial hierarchies. Since their return to Sweden, they have encountered a friendly but rather shallow interest in their experiences. Their new insights and ideas for change have not been easy to validate as symbolic capital, and their intensive individual learning is seldom utilised for organisational learning.
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44

Hocheol Shin, Minjung Kim, and Kwangsu Cho. "Teaching Aid for Collaborative Learning Using Tablet PC." Journal of Communications and Information Sciences 2, no. 3 (October 31, 2012): 63–69. http://dx.doi.org/10.4156/jcis.vol2.issue3.8.

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45

Bramslo̸w, Lars. "Hearing aid for recording data and learning therefrom." Journal of the Acoustical Society of America 128, no. 6 (2010): 3826. http://dx.doi.org/10.1121/1.3544434.

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46

Breedlove, Paul S., and James H. Moore. "Electronic learning aid or game having synthesized speech." Journal of the Acoustical Society of America 85, no. 5 (May 1989): 2246. http://dx.doi.org/10.1121/1.397804.

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47

Handa-Tsutsui, Fumi, Takahiro Matsumoto, Yusuke Seino, Zaharia Hillel, and Daniel M. Thys. "Learning Aid for Geometric Relations of Cardiac Valves." Anesthesiology 101, no. 4 (October 1, 2004): 1050–51. http://dx.doi.org/10.1097/00000542-200410000-00059.

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48

Bork, Alfred. "Computers and information technology as a learning aid." Education and Computing 1, no. 1 (January 1985): 25–35. http://dx.doi.org/10.1016/s0167-9287(85)93629-5.

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49

Zhouzhi, Wu, Zhang Xiaomin, Zhao Zhipeng, Zhang Hengjia, Tang Hongwu, and Liang Yuan. "Transfer learning aid the prediction of sintering densification." Ceramics International 46, no. 16 (November 2020): 25200–25210. http://dx.doi.org/10.1016/j.ceramint.2020.06.309.

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50

Read, M., T. Gear, and R. Vince. "Group inquiry to aid organisational learning in enterprises." Journal of the Operational Research Society 63, no. 6 (June 2012): 736–47. http://dx.doi.org/10.1057/jors.2011.80.

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