Relevant bibliographies by topics / Retention of Learning Influence

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

Academic literature on the topic 'Retention of Learning Influence'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Retention of Learning Influence"

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Indriati, Fibria, and Priyanka Agustina. "THE INFLUENCE OF UTAUT FACTORS ON E-RETENTION WITH E-SATISFACTION AS MEDIATING VARIABLE IN E-LEARNING." Hasanuddin Economics and Business Review 2, no. 1 (2018): 19. http://dx.doi.org/10.26487/hebr.v2i1.1465.

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Factors on Unified Theory of Acceptance and Use of Technology (UTAUT) are factors derived from UTAUT technology acceptance model, which is used to describe the factors that influence the acceptance of individuals on the implementation of a new technology in the enterprise. This study aimed to analyze the influence of UTAUT factors on E-retention with E-satisfaction as mediating variable. This study uses a quantitative approach with the total samples. The results showed that: (1) Performance Expectancy influences E-retention significantly, (2) Effort Expectancy influences E-retention significantly, (3) Social Influence influences E-retention not significantly, (4) Facilitating Conditions influences E-retention significantly, (5) E-satisfaction influences E-retention significantly, and (6) UTAUT Factors influence E-retention with E-satisfaction as mediating variable. However, the bigger impact is shown through the influence of UTAUT Factors on E-retention directly without going through the E-satisfaction.
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Olvyana, Annisa, Ida Ermiana, and Fitri Puji Astria. "Effects of Discovery Learning Model Towards Science Process Skills and Learning Retention." Jurnal Pijar Mipa 19, no. 1 (2024): 6–12. http://dx.doi.org/10.29303/jpm.v19i1.6394.

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This research aims to determine the effect of the Discovery Learning learning model on science process skills and student learning retention. The population in this study were all 4th-grade students at SDN 6 Cakranegara, totalling 66 students. Samples were taken using a non-probability sampling technique with a saturated sampling type. This research uses a Pretest-Posttest Nonequivalent Control Group Design research design. The instruments used are observation sheets to measure science process skills and multiple-choice test questions to measure learning retention. Analysis in this study used the One-Way ANOVA test with the help of SPSS 21.0 for Windows. The experimental class's average science process skill score was greater than the control class at 77.95%, as was student learning retention at 65%. The statistical analysis results show that the significance value of the influence of treatment on science process skills is 0.000, while the significance value of the influence of treatment on student learning retention is 0.000. So, it can be concluded that H0 is rejected and Ha is accepted, which means a) the discovery learning model influences the science process skills of class IV students, and b) the discovery learning model influences the learning retention of class IV students.
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Weller, Martin, Jitse Van Ameijde, and Simon Cross. "Learning Design for Student Retention." Journal of Perspectives in Applied Academic Practice 6, no. 2 (2018): 41–50. http://dx.doi.org/10.14297/jpaap.v6i2.318.

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Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open University conducted by the researchers produced a synthesis of seven key factors in the design phase that can influence retention. These factors have been given the ICEBERG acronym: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual. Examples of how these factors can be implemented are provided, and conclusions focus on how the model has been embedded in the module production process at the Open University.
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Marhadi, Hendri, Syahrilfuddin ', and Liyaumi '. "PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN RETENSI SISWA DALAM PEMBELAJARAN IPA KELAS V SDN 130 PEKANBARU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 2, no. 2 (2015): 11. http://dx.doi.org/10.33578/jpfkip.v2i2.2815.

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The research aim to examine effect of model cotextual teaching and learning(CTL) for improved student’s retention in sience learning. Contextual teachingand learning (CTL) was a concept which help the teacher to make world and thelearning was connected. The CTL was identically with presented real things in theclassroom. Instead retention were a memory of information who can be rememberafter ths students do the learning. One group pre-test-post-test design were usedto analyze data. 12 weeks after posttest the retest were do for analyze thestudent’s retention. The result proved the Model Cotextual Teaching AndLearning (CTL) were significantly influenced the student’s retention in siencelearning at fifth class SDN 130 Pekanbaru City. Mean of student’s retention inthis research is up to 130 % with ’very good’ cretheria. Furthermore, thecotextual teaching and learning (CTL) was identified dominantly influence thestudent’s memory or retention.Keyword: contextual teaching and learning (CTL), student’s retention, siencelearning.
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Apriliani, Purwandyarti, Ike Rostikawati Husen, and Dani Hilmanto. "THE INFLUENCE OF ASYNCHRONOUS BLENDED PROBLEM-BASED LEARNING ON RETENTION AND LEARNING MOTIVATION OF MIDWIFERY STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 2 (2019): 91. http://dx.doi.org/10.22146/jpki.37353.

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Background: According to 21st century priorities in the Global Strategy On Human Resources For Health: Workforce 2030, the abilities of medical practices must be appropiate with the demands of the society. To realize the abilities of medical practices which are apropriate with the demands of the society, are using learning methods that encourage a more active learning process, thereby encouraging the activation of long term memory through the introduction of realistic and contextual cases that can increase the cognitive retention of students. Problem based learning method (PBL) has several limitations. One of them is the high demand of educators in number. Asynchronous blended problem based learning method (ABLE-PBL) is an instructional innovation that may be used in midwifery school institutions that have limited number of educators but they want to optimize the learning process and produce quality graduates who are competent in accordance with the demands of the society. The aim of this study is to know the influence of ABLE-PBL and PBL method on cognitive retention and student learning motivation.Method: This study conducted using a quantitative approach with total sample 37 Universitas Padjadjaran Midwifery students who are fulfilling the inclusion and exclusion criteria, from March to June 2018 by cross over method.Results: This study showed that there was no difference between retention score 1 and retention score 2 of intervention group (ABLE-PBL) and control group (PBL) by using mann-whitney test (p > 0,05), ABLE-PBL and PBL had no difference in affecting cognitive retention and motivation by using chi square test (p > 0.05).Conclusion: ABLE-PBL method and PBL method has no difference in affecting cognitive retention and student learning motivation.
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Hayakawa, Sayuri, James Bartolotti, Aimee van den Berg, and Viorica Marian. "Language Difficulty and Prior Learning Influence Foreign Vocabulary Acquisition." Languages 5, no. 1 (2019): 2. http://dx.doi.org/10.3390/languages5010002.

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When learning a foreign language, words that are the hardest to learn are often the easiest to forget. Yet, there is also evidence that more challenging learning contexts can lead to greater long-term retention. Here, we investigate the effect of language difficulty on vocabulary retention by teaching participants novel words that varied in both imageability and similarity to a known language over a period of four weeks. We found that easier words (high-imageability and familiar) were generally retained better than harder words (low-imageability and unfamiliar). However, when words were fully learned during training, the more difficult unfamiliar words were later recalled with higher accuracy than easier familiar words. The effect of language difficulty on vocabulary retention therefore varies depending on how well words were initially encoded. We conclude that greater challenges can reap greater long-term rewards so long as learners establish a strong foundation during initial acquisition.
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Arif, Ummi Qalsum. "The Influence of Gamification on English Vocabulary Retention in Online Learning Platforms." Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) 5, no. 2 (2025): 1044–53. https://doi.org/10.53299/jppi.v5i2.1468.

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The rapid advancement of digital learning technologies has transformed language acquisition, with gamification emerging as an innovative strategy to enhance vocabulary retention. This study aims to examine the impact of gamification on English vocabulary acquisition in online learning platforms by analyzing its effects on vocabulary retention, learner engagement, motivation, and cognitive load. Drawing on theoretical frameworks such as Self-Determination Theory, Cognitive Load Theory, and Engagement Theory, the study also discusses the challenges and limitations of applying gamified methods in vocabulary learning. Gamification elements, including points, rewards, leaderboards, and interactive challenges, have been shown to improve learner motivation, engagement, and retention by creating an immersive and stimulating learning environment. Empirical studies indicate that gamified learning enhances cognitive processing, reduces cognitive overload, and promotes sustained participation. However, challenges such as cognitive distractions, reliance on extrinsic motivation, and variations in learner preferences must be addressed to optimize the effectiveness of gamification. This study highlights the potential of gamified approaches in modern language education while emphasizing the need for well-designed instructional strategies to maximize learning outcomes. Future research should further examine the long-term effects of gamification on vocabulary retention and explore inclusive approaches that cater to diverse learner needs.
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Li, Wan, and Yebin Zhu. "Exploring How do Expectations Influence Learning." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 63–70. http://dx.doi.org/10.54097/ehss.v22i.12287.

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Memory is a core component of human cognitive functioning and is vital for learning, decision-making, and quality of life. This paper reviews the correlation between setting expectations and aiding memory, focusing on the effects of constructing, capturing, and adjusting expectations during memory on memory performance. First, the paper describes the basic principles and processes of memory and clarifies the role of setting expectations in memory. Then, the critical role of setting expectations in memory is demonstrated. Finally, the role of expectations on memory interference, memory extraction, and memory retention is discussed, as well as directions for future research.
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Dominggus, Rumahlatu, and Sangur Kristin. "The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students." Journal of Education and Learning (EduLearn) 13, no. 1 (2019): 104–10. https://doi.org/10.11591/edulearn.v13i1.11189.

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Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention. 
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Cancino, Marco. "Incidental vocabulary learning and retention of EFL learners." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (2021): 31–52. http://dx.doi.org/10.1075/resla.19049.can.

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Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.
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Dissertations / Theses on the topic "Retention of Learning Influence"

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Reinhardt, Douglas J. "Factors that influence learning retention for industrial maintenance technicians." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007reinhardtd.pdf.

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Zhao, Wanting. "How will the Stimulus Similarity Influence the Effects of the Presentation Types on Learning and Retention?" Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595011064410022.

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Verma, Arun. "Intersecting identities in healthcare education : exploring the influence of gendered environments on healthcare students' workplace learning, retention and success." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/f65344e8-5be5-46c8-b9ee-ae904b399ab3.

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Equality and diversity legislation across the UK and Australia has stimulated the health profession sector to make workplace equality and diversity policies transparent to service users (Wadham et al.2010; RCN 2016; GMC 2016; WGEA 2012). However, research literature has identified inequalities within the healthcare workplace as reported by health professions students. Specifically, research has identified issues concerning identities (gender, age, sexuality etc.) adversely interplaying with students' workplace learning experiences (Rees & Monrouxe 2011; Illing et al. 2013;Monrouxe, Rees, et al. 2014). Such negative learning experiences (i.e.discrimination, abuse) have been found to affect students' retention and success (Northall et al. 2016). Despite research shedding light on these issues, studies have typically explored individual identities and demographics and neglected how students' intersecting identities shape their learning experiences, retention and success. Furthermore, research has only offered recommendations for enhancing retention and success of students, rather than exploring the issues affecting retention and success in health professions education. This thesis explicitly explores what and how multiple intersecting personal and professional identities shape healthcare students' learning, retention and success in the context of gendered environments and professions (i.e. male- and female-dominated contexts). Underpinned by social constructionist, narrative and feminist methodologies (Kitzinger 1995; Hunting 2014), I conducted a large secondary analysis on 2255 workplace learning experiences from across the UK and Australia as well as multiple health professions. To follow on from the secondary analysis, I led a multi-site longitudinal audio diary study across two sites in the UK, to explore health professional students' workplace learning experiences in the context of male- and female-dominated environments. Multiple cross-sectional and longitudinal qualitative approaches were employed to explore the data, including thematic, narrative, positioning, and case-study analytic methods. Novel findings from my thesis highlight how participants narrated their intersecting personal and professional identities within male- and female-dominated contexts. I found how recurrent tensions and power imbalances between intersecting identities, learning experiences and environments across time led to an adverse impact on healthcare participants' thoughts and reflections about their learning, retention and success in the health professions. Sensitising the participants to tensions concerning how they negotiate their intersecting personal and professional identities are valuable for understanding and influencing their retention and success. Furthermore, findings from my thesis provide critical recommendations to enhancing healthcare students' workplace learning, retention and success in the health professions, through incorporating intersectionality into healthcare education curricula. The recommendations made in this thesis contribute to helping understand and support a diversifying healthcare workforce and shed light on potential issues around healthcare workforce shortages, which can be addressed through enhancing health professions' educational policies and practice.
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Chivers, Emma. "What factors influence the retention and progression of Foundation Year students within Higher Education in Wales?" Thesis, University of South Wales, 2019. https://pure.southwales.ac.uk/en/studentthesis/what-factors-influence-the-retention-and-progression-of-foundation-year-students-within-higher-education-in-wales(ba96d50b-ba1a-4776-9642-2c7dc7896f9a).html.

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Cox, Stephanie Elizabeth. "Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?" BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5301.

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Schools face the problem of recruiting and retaining students in Science, Technology, Engineering, and Mathematics (STEM) degrees. One reason that students leave STEM fields is because their introductory classes are too hard or not engaging. These introductory classes are typically taught using a lecture-heavy, instructor-centered approach, contrary to current evidence based pedagogy. Many who call for teacher reform put the blame on the way teachers are educated, which is often not student-centered, citing that because ‘teachers teach the way they were taught,’ current education is also not student-centered. The idea that ‘teachers teach the way they were taught’ is commonly used to promote an agenda for improved teaching training and accepted as fact in the scientific literature. However, little empirical data has been collected to support this conclusion. We aimed first to determine empirically if teachers teach the way they were taught, and second to determine the influences behind teaching practices. We observed, surveyed, and interviewed a sample of 44 instructors at seven colleges and universities throughout the state of Utah who taught select STEM introductory courses. Instruments used included observational, survey, and interview protocols developed specifically for this study during preliminary trials, and inspired by the Reformed Teaching Observation Protocol (RTOP). A paired t-test was used to compare the professors’ teaching practices with their own educational experiences. Interview responses were then grouped into common categories and used to determine the influences behind teaching practices. We discovered that there is a significant difference between how teachers teach and how they were taught during their own educational experience. This finding does not support our hypothesis that teachers teach the way they were taught. Qualitative data from interviews introduces a new hypothesis that teachers teach the way they themselves preferred to be taught, or the way they think students learn best, demonstrating that teachers are taking a much more metacognitive approach to teaching than is suggested by that famous quote, ‘teachers teach the way they were taught.’ Our results suggest that reform classes and workshops develop a more metacognitive approach to exposing future teachers to current, evidence based pedagogy, allowing teachers to reflect on their own learning and experience for themselves the benefits of student-centered learning. These future teachers will then apply what they learn if they are convinced it is a better way to teach students. They will teach the way they were taught because they experienced a positive experience when leaning.
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Nachtigäller, Kerstin [Verfasser]. "Long-term word learning in 2-year-old children - How does narrative input about pictures and objects influence retention and generalization of newly acquired spatial prepositions? / Kerstin Nachtigäller." Bielefeld : Universitätsbibliothek Bielefeld, 2015. http://d-nb.info/1078112452/34.

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Banks, Johnetta P. "Student Retention at Online Learning Institutions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7593.

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At a local community college in Texas, student retention remained a concern as enrollment was increasing while online student retention was decreasing. The purpose of this study was to examine student retention in online courses at the college. The conceptual framework that guided the project study was Tinto’s integration model, which provided insight as to why students choose to leave or continue their educational journey. The overarching question that guided the study queried the factors influencing students’ decisions to take online courses at the higher education level. A qualitative case study was used to capture information on 10 students regarding their perceptions of online learning and retention issues within the programs. Interviews were used to collect the data, along with research notes from each 40 minute interview. All information was transcribed and member checked, the data and research notes were uploaded in Nvivo 11. Once analyzed the following themes emerged, personal, academic, and institutional. The results also revealed that student participation and belonging are key indicators of student performance online and seem to be the most significant reason for failure or withdrawal from online courses. To address the reasons, a professional development plan was developed for the local community college to increase student, faculty, and staff awareness, interaction, and to assist in creating a welcoming, learning, and supportive environment. The implications for social change include presenting the professional development to the local community college to increase student retention and success rates for online courses by understanding the student population and their needs to be successful, resulting in an increase for graduation.
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Henderson, Samantha Lou. "Factors that Influence Special Education Teacher Retention." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618670.

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<p> In this study, the factors that influence special education teachers to remain in their profession for at least five years were identified and analyzed. The study involved a mixed-methods design including a survey and interviews with experienced special educators. The survey items and their categorizations as relational support or organizational factors were based upon Billingsley's (2004) landmark research. The population consisted of special educators who remained in their current teaching positions for at least five years. The sample group for the survey included 35 veteran special educators from eight school districts in Missouri, and the stratified interview sample of five educators was gleaned from the survey participants. Survey and interview data were collected and analyzed. Quantitative findings indicated no significant difference existed at a 5% probability level between the response data modes for relational support factors and the response data modes for organizational factors. The four most influential retention factors included enjoyment gained from job, ability to make a difference in the lives of students, support of district-level special education administrators, and support of fellow special education teachers. Four themes emerged from the interview data gathered: making a difference was of utmost influence, relational support factors were more influential than organizational factors, and the actions of both building-level and special education administrators promoted an increase in special education teacher retention. The data collected in this study may assist administrators as they address influential teacher retention factors in order to increase the retention of experienced and qualified special education teachers.</p>
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Mazur, Danielle. "Optimizing Long-Term Retention of Abstract Learning." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000201.

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Ahmad, Rizal. "Customer retention management : influence of context on practice." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493955.

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This thesis reports a study that investigated customer retention practices in four business contexts: a bank; a sales company; a chemical processing company; atid an airport. The main objective of the study is to understand the 'contextualised' phenomena associated with customer retention management and in particular the influences of contextual factors on the firms' customer retention practices, in addition, the study examined the applicability of current theory to the four firms.
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Books on the topic "Retention of Learning Influence"

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Hotchkiss, Julie L. Freshman learning communities, college performance, and retention. Federal Reserve Bank of Atlanta, 2005.

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Hotchkiss, Julie L. Freshman learning communities, college performance, and retention. Federal Reserve Bank of Atlanta, 2005.

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Dittburner, Terry-Lynn. The influence of posthypnotic intervention and retention interval on recall accuracy. Laurentian University, Department of Psychology, 1992.

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Liebowitz, Jay. Knowledge retention: Strategies and solutions. Auerbach Publications, 2008.

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F, Healy Alice, and Bourne Lyle Eugene 1932-, eds. Foreign language learning: Psycholinguistic studies on training and retention. L. Erlbaum Associates, 1998.

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Census, Canada Statistics Canada 1991. Language retention and transfer, 1991: dimensions. Statistics Canada, 1991.

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Rao, K. Sudha. Influence of continuous evaluation on learning. National Council of Educational Research and Training, 1986.

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R, Schmidt G., and United States. National Aeronautics and Space Administration., eds. Influence of two-phase thermocapillary flow on cryogenic liquid retention in microscopic pores. American Institute of Aeronautics and Astronautics, 1994.

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R, Schmidt G., and United States. National Aeronautics and Space Administration., eds. Influence of two-phase thermocapillary flow on cryogenic liquid retention in microscopic pores. American Institute of Aeronautics and Astronautics, 1994.

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R, Schmidt G., and United States. National Aeronautics and Space Administration., eds. Influence of two-phase thermocapillary flow on cryogenic liquid retention in microscopic pores. American Institute of Aeronautics and Astronautics, 1994.

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Book chapters on the topic "Retention of Learning Influence"

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Michońska-Stadnik, Anna. "Awareness of Derivational Morphology and its Influence on Vocabulary Retention." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_8.

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Denić, Nenad, Slavko Janković, Rosica Veskov, Ljubisav Rakić, and Julius Ivanuš. "The Influence of Electroconvulsive Shock on Learning and Retention of Memory in Rat." In Brain Plasticity, Learning, and Memory. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-5003-3_67.

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Schmaltz, G., and P. Marcant. "Influence of Training Strength on Long-Term Retention of a Conditioned Saccharin Aversion in Rats." In Brain Plasticity, Learning, and Memory. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-5003-3_87.

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Janssenswillen, Gert, Seppe Van Daele, and Marc Van Daele. "Measuring Skill Acquisition and Retention: A Case Study of Math Fluency." In Lecture Notes in Business Information Processing. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82225-4_10.

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Abstract This study examines the application of process-oriented techniques to analyse learning stages in primary education, specifically developing math fact fluency. Utilizing data from an arithmetic practice platform used in primary schools, this research addresses three primary questions: the amount of practice time required to master arithmetic operations, the learning characteristics influencing this duration, and the impact of different learning characteristics on skill retention. The analysis reveals significant variability in the time and effort needed for a pupil to master a skill, influenced by initial skill levels and whether students prioritise accuracy or speed. Students leaning towards accuracy tend to achieve steady progress, attaining higher accuracy before enhancing their speed, whereas those leaning towards speed may reach mastery more quickly but risk inconsistencies in accuracy resulting in a lower skill retention. The findings highlight the effectiveness of process-oriented methodologies in education, in providing more nuanced insights into student learning phases. The case study underscores the necessity for adaptive learning platforms and personalised educational strategies that accommodate diverse learning behaviours and needs. It furthermore highlights that gamification tactics should facilitate these diverse learning behaviours, rather than counteract them.
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Huang, Judy Tzu. "Learning Retention." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_184.

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Van Der Heijden, E. A., B. C. Van Mierlo, S. J. H. Majoor, and P. J. Beers. "Controlling the Valves: Dealing with Conflict in a Transition Initiative for Public–Private Water Governance in Amsterdam." In Sustainable Urban Transitions. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2695-4_8.

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AbstractConflict lies at the core of urban sustainability transitions and the indispensable structural changes that accompany them. In this chapter we examine the RESILIO project, a multi-actor collaboration in Amsterdam aiming to transition towards a 'climate proof' city through smart water retention systems on urban roofs. The focus is on the conflict that emerged during discussions about controlling the smart valves on the rooftops which are designed to prevent urban flooding. Using a discourse analytical framework, the study analyses participant interactions, conflicting positions, and discursive strategies employed by the partners involved in the initiative. Participants utilised several discursive strategies, including identity, stake, and accountability management, to manage their positions in the conflict and influence the discourse. The study highlights the challenges of addressing conflict that involves redefining accountability and responsibility between public and private actors in the collaborative setting of transition initiatives. By doing so the findings contribute to a deeper understanding of how conflict can shape learning processes and foster sustainable urban transitions.
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Rennie, Frank, and Keith Smyth. "Retention." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-162.

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Bennett, Andrew G., and N. Sanjay Rebello. "Retention and Learning." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_664.

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Nebel, Cynthia, and Zohra Damani. "Talent Retention." In Uniting Learning Science and Talent Management. Routledge, 2024. http://dx.doi.org/10.4324/9781032711591-5.

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Mackh, Bruce M. "Generating Excitement for Learning." In Teaching for Retention. Routledge, 2024. http://dx.doi.org/10.4324/9781003498704-2.

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Conference papers on the topic "Retention of Learning Influence"

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Kumar, Ashutosh, and Sonali Agarwal. "Knowledge Retention in Incremental Learning using Deep Neural Networks." In 2024 15th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2024. http://dx.doi.org/10.1109/icccnt61001.2024.10725188.

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Charanya, J., T. Sureshkumar, V. Kavitha, I. Nivetha, S. Dhamu Pradeep, and C. Ajay. "Customer Churn Prediction Analysis for Retention Using Ensemble Learning." In 2024 15th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2024. http://dx.doi.org/10.1109/icccnt61001.2024.10724852.

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Sharma, Rishabh, and Abhishek Singla. "Deep Learning in HRM: Transforming Employee Retention through Predictive Analytics." In 2024 4th Asian Conference on Innovation in Technology (ASIANCON). IEEE, 2024. https://doi.org/10.1109/asiancon62057.2024.10837776.

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Muthugala, Dilina, Samantha Mathara Arachchi, Pandula Pallewatta, Akila Maithripala, and Gihan Seneviratne. "Predicting Employee Attrition & Employee Retention Period using Supervised Learning." In 2024 6th International Conference on Advancements in Computing (ICAC). IEEE, 2024. https://doi.org/10.1109/icac64487.2024.10851009.

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Beedhi Reddy, Hemanth Kumar, and M. Vijay Anand. "Customer Segmentation and Retention Strategies for Bank Using Machine Learning." In 2024 International Conference on Recent Innovation in Smart and Sustainable Technology (ICRISST). IEEE, 2024. https://doi.org/10.1109/icrisst59181.2024.10922047.

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Knolmar, Marcell, and Sandor Szel. "RETENTION-BASED SOLUTIONS FOR OUTFALL REDUCTION." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/3.1/s12.22.

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The discharge emanating from a municipal wastewater treatment plant (WWTP) is a contributing factor to the pollution load within the adjacent natural water body. Generally, effluent constraints can be upheld during periods of dry weather. Nonetheless, instances of surpassing these limitations are common during storm events due to the substantial surge in inflow. The retention of incoming stormwater presents an opportunity to mitigate both quantitative and qualitative concerns. However, the spatial and financial prerequisites for constructing such facilities necessitate comprehensive deliberation. Hydrodynamic simulations utilizing EPA Storm Water Management Model (SWMM) were conducted for the network model encompassing the catchment area of the WWTP. This aimed to assess the efficacy of retention-based measures implemented at the wastewater treatment facility and its associated catchment, utilizing extensive historical rainfall data. Various strategies, including network extensions such as storage tanks, and leveraging existing infrastructure for inline storage, were scrutinized and compared based on their impact on overflow occurrences. The findings underscore the considerable reduction in overflow volumes achieved through the proposed solutions. Nonetheless, they also serve to facilitate an estimation of the retention system's influence on water quality within the receiving water body.
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Devereux, Aisling, and Markus Hofmann. "Factors that Influence Student Retention." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8018.

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With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.
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Tretola, Betsy, Khondkar Islam, and Niels Bulskov. "SOCIAL INFLUENCE IN REGISTRATION AND RETENTION IN AN ONLINE TECHNICAL COURSE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0881.

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Tsumagari, Shunki, Kayoko Kurita, Satori Hachisuka, and Shin’Ichi Warisawa. "Examining the Influence of Auditory Stimuli on Memory Retention Using the Method of Loci." In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. http://dx.doi.org/10.1109/tale56641.2023.10398241.

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Ou, Kuo-Liang, WernHuar Tarng, Yu-Chung Yao, and Gwo-Dong Chen. "The Influence of a Motion-sensing and Game-based Mobile Learning System on Learning Achievement and Learning Retention." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.158.

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Reports on the topic "Retention of Learning Influence"

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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Hezlett, Sarah A., Jeff W. Johnson, and Nehama Babin. Influence of the Officer Retention Resource Website on Attitudes and Retention Intentions. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada531572.

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Wells, Rosalie, and Joseph D. Hagman. Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada217450.

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Suresh Kumar, Karthika. Cognitive Offloading and Learning: Enhancing Memory Retention through ChatGPT Integration. Iowa State University, 2023. http://dx.doi.org/10.31274/cc-20240624-379.

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Whitehill, Betty V., and John A. Ellis. The Effect of Qualitative Explanations and Pictures on Learning, Retention, and. Defense Technical Information Center, 1995. http://dx.doi.org/10.21236/ada300093.

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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, et al. Computer simulation of processes that influence adolescent learning motivation. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.
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Wampler, W. R., and R. A. Causey. Influence of lattice damage on retention and transport of deuterium in beta silicon carbide. Office of Scientific and Technical Information (OSTI), 1993. http://dx.doi.org/10.2172/10114994.

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Carmichael, Remy, Olivia N. Genther-Schroeder, and Stephanie L. Hansen. The Influence of Supplemental Zinc and Ractopamine Hydrochloride on Mineral and Nitrogen Retention of Beef Steers. Iowa State University, 2018. http://dx.doi.org/10.31274/ans_air-180814-577.

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Meeker, Jessica. Mutual Learning for Policy Impact: Insights from CORE. Sharing Experience and Learning on Approaches to Influence Policy and Practice. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/core.2021.005.

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On 23 June 2021, Southern Voice and the Institute of Development Studies co-hosted an online dialogue which aimed to enhance efforts to inform and influence policy by sharing learning between CORE projects, at different stages in their policy engagement activities, on their approaches and experiences at sub-national, national, and regional levels. The event was attended by over 70 participants from across the CORE cohort and highlighted the experiences of CORE partners, Partnership for Economic Policy (PEP), International Centre for Research on Women (ICRW), and Group for the Analysis of Development (GRADE). This learning guide captures the practical insights and advice from the event to help inform the practice of both participants and other projects across the portfolio. The guide is structured around the key challenges identified in influencing policy, particularly within the changing parameters of the current pandemic, highlighting key messages and examples from the three partners.
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Johnson, David W., and Roger T. Johnson. Impact of Cooperative-Team Learning on Performance and Retention of Navy Air-Traffic Controller Trainees. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada213435.

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