Tesis: "Theory-based learning"

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Tsividis, Pedro A. "Theory-based learning in humans and machines." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019 Cataloged from PDF version of thesis. Includes bibliographical references (pages 123-130). Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able to learn sufficiently rich and general representations so as to support rapid, human-level learning on new, complex, tasks. This thesis examines some of the epistemic practices, representations, and algorithms that we believe underlie humans' ability to quickly learn about their world and to deploy that understanding to achieve their aims. In particular, the thesis examines humans' ability to effectively query their environment for information that helps distinguish between competing hypotheses (Chapter 2); children's ability to use higher-level amodal features of data to match causes and effects (Chapter 3); and adult human rapid-learning abilities in artificial video-game environments (Chapter 4). The thesis culminates by presenting and testing a model, inspired by human inductive biases and epistemic practices, that learns to perform complex video-game tasks at human levels with human-level amounts of experience (Chapter 5). The model is an instantiation of a more general approach, Theory-Based Reinforcement Learning, which we believe can underlie the development of human-level agents that may eventually learn and act adaptively in the real world. by Pedro A. Tsividis. Ph. D. Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences

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Pennington, Eva Patrice. "Brain-based learning theory the incorporation of movement to increase learning /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Eftekhari, Zahra. "Preana: Game-theory Based Prediction with Reinforcement Learning." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1552.

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We have developed a game-theory based prediction tool, named Preana, based on a promising model developed by Professor Bruce Beuno de Mesquita. The first part of this work is dedicated to exploration of the specifics of Mesquita's algorithm and reproduction of the factors and features that have not been revealed in literature. In addition, we have developed a learning mechanism to model the players' reasoning ability when it comes to taking risks. Preana can predict the outcome of any issue with multiple stake-holders who have conflicting interests in economic, business, and political sciences. We have utilized game theory, expected utility theory, Median voter theory, probability distribution and reinforcement learning. We were able to reproduce Mesquita's reported results and have included two case studies from his publications and compared his results to that of Preana. We have also applied Preana on Iran's 2013 presidential election to verify the accuracy of the prediction made by Preana.

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4

Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.

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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.

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5

Polistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.

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The purpose of this thesis was to develop a theory of outdoor learning grounded in the everyday lives of community-based groups and individuals in Australian Western society. The groups involved in this research where from appreciative outdoor leisure and Indigenous communities in Queensland, Australia. These community-based groups engaged with environmental learning and education through non-formal or informal means of sharing pro-environmental knowledge and values. The theory discussed in this thesis was grounded in the outdoor lifestyles of the people involved in this research and examined the epistemological underpinnings of these lifestyles. The outdoor learning that the people in this research implemented on an ongoing basis expanded their own pro-environmental knowledge and values and also assisted others in society to increase their pro-environmental knowledge and values. This research identified that the outdoor learning practices of those in this research were linked intricately to their outdoor leisure and related everyday activities. A model of the symbiotic relationship between outdoor lifestyle contexts, outdoor leisure settings and outdoor learning practices has been developed. The participatory nature of the research and the development of the theoretical framework of outdoor learning required grounded theory methodology supported by a sub-action research process. This dual methodology process combined with the social action or change aim of the research and the need for critical reflection on the neoliberalist social system currently dominant in Australia firmly established the research within the critical theorist (structural) and social action/interpretivist paradigms. The compatibility of the dual methodology enhanced the ability of the research to provide the best possible avenue for voicing the worldviews of appreciative outdoor recreationists and Aboriginal and Torres Strait Islander peoples involved in this research. Twenty-nine non-Indigenous appreciative outdoor recreationists and nineteen Indigenous people were involved in this research. People discussed their lives, the environmental worldviews that underpinned them and their outdoor learning practices. Information was also gathered on the constraints imposed by the neoliberalist ideals of the Australian social system on the outdoor learning practices of the people in this research. This thesis also addressed gaps in the literature on the characteristics of community-based environmental education. In this literature people within the community are represented as those to be educated by formal education advocates rather than those who were able to be educators in their own right. The theory developed in this thesis rejected this 'learner' or 'student' label and explained how the people in this research implemented their own educator role through their outdoor learning practices that were manifested in their outdoor lifestyles and their appreciative outdoor leisure settings. The theoretical framework developed in this thesis explained the implementation of non-formal and informal outdoor learning practices that supported a two-way dialogue of pro-environmental knowledge and values being shared between people with pro-environmental knowledge and values and others with a growing interest. The social context for this two-way dialogue was found in the outdoor network groups with whom the people in this research interacted. These appreciative outdoor leisure and social networks provided strength for the maintenance of subcultures and cultures, working within the dominant Australian Western culture, to increase the environmental literacy of the wider social group. The strength of commitment to their outdoor learning practices was highlighted in the resilience and loyalty to the continuation of these practices despite strong constraints imposed by the maintenance of neo-liberalist ideologies in Australian society. This research indicated a number of Australians implement pro-environmental values, through their outdoor lifestyles, rather than supporting the economic rationalist values of materialism. This thesis has theorised the community-based outdoor learning practices adopted by particular appreciative outdoor recreationists and Indigenous Australians living in Queensland. Their voices contribute to the broader outdoor and environmental education discourse. This thesis has also validated appreciative outdoor leisure as a prominent setting for outdoor learning of pro-environmental knowledge and values and highlighted the valuable contribution leisure could make to the environmental education agenda in Australian society. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) Griffith Business School Full Text

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6

Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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7

El-Banna, H. A. A. M. "The development of a predictive theory of science education based upon information processing theory." Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382005.

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8

Diao, Zhuo, and Yuan Gao. "The feasibility of computer games in learning theory based subjects." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17480.

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In the era of rapid development of science and technology wherethere has been an extensive development of computer games,The scope of this thesis is discussing the research on a computergame called “Treasure Hunt“, and it will establish whether acomputer game is helpful and has any advantage in learning asopposed to other traditional teaching methods. The aim of thisdocument is to let players interested in the history of Chinesecurrency learn more about it, and also to check the memory ofthe players through the real results of the survey we haveconducted. The thesis is also describing how to analyze andevaluate the result by the game and surveys to see if computergames can be considered as a helpful teaching aid. The game is a3D single player game. The main platform of game is creating inUnity3D .According to the survey results, the entertaining andteaching effectiveness of the game education is working verywell. Thus the author can conclude: computer games can bereally helpful in education.

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9

Cheng, Jie. "Learning Bayesian networks from data : an information theory based approach." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243621.

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10

Boyce, Eleanor. "An interactive web-based learning system to teach music theory composition /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/boyce.pdf.

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11

Cooper, Carol. "Problem-based learning and mental health nursing : a constructivist grounded theory." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4780/.

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This thesis explores the experiences of a group of newly qualified Mental Health Nurses (NQN) who were educated using a new Problem-based Learning (PBL) curriculum. It begins by outlining the literature and other drivers that shaped the design and delivery of this programme. Drawing on an initial evaluation of the programme together with a consideration of the literature a number of foreshadowed questions were identified that informed the constructivist grounded theory approach that the study adopted. Data were collected from former students and their supervisors using telephone interviews and analysed using constant comparison. The resultant theory describes a temporal model of the students’ experiences and identifies three basic processes that shaped their learning. These were: Struggling; Resolving; Performing. The findings support the use of PBL in developing the necessary skills and knowledge needed for Mental Health Nurses. The quality of the theory is appraised using relevant criteria. The thesis concludes by comparing the theory with the literature and considers the implications of the study for education and future research.

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12

Laschinger, Heather Kathleen. "Learning styles of baccalaureate nursing students and attitudes towards theory-based nursing practice a validation study of Kolb's experiential learning theory." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5223.

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13

Ahmad, Arshad. "Validating a theory-based design for online instruction : the integrated learning model." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36861.

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The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also explores the contribution of multiple Web-tools that facilitate specific learning outcomes. Using a multiple paradigmatic approach that blends the best of both cognitive and situative perspectives in an open-learning constructivist environment, three broad constructs were used to identify variables that influence learning. These constructs include (1) knowledge acquisition strategies ; (2) cognitive tools that support practice and (3) assessment components that capture artifacts of learning. In addition, the ILM uses expertise, pedagogical content knowledge and self-regulation as principles that anchor instructional designs. While these principles have traditionally been operationalized separately in classroom settings, they have not been implemented simultaneously to constitute the core elements of an open-learning model. The ILM represents such a synthesis. Data were collected from 338 students using various tools online, as well as from four surveys administered throughout the semester. Sixty percent of the participants were male with an average age of 21 years. They spent approximately six hours per week on the course. Print material, interactive practice tests and online information were the most frequently used tools. Other tools such as videos and communication software were also positively rated. The majority preferred a mixture of discovery learning and guided instruction. From the fifteen online items, three extracted factors explained 69% of the total variance and loadings were above the 0.7 threshold. These factors correspond to the three broad constructs identified above. Given these dimensions and the latent construct (learning), Structural Equation Modeling techniques were applied to confirm the ILM. The ELM is introduced to encourage designers of Web-based instruction to engineer appropriate knowledge acquisition strategies and to practice opportunities and appropriate assessment methods that are theoretically driven and constructively aligned in an open learning environment. Such Web-designs open new doors to faculty, administrators, employers, and learners. They help to explain why participants learn meaningfully and what might enable them to create knowledge.

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14

Strandli, Portfelt I. "The University; A Learning Organization? : An Illuminative Review Based on System Theory." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-780.

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There are voices in the research field suggesting that universities should become learning organisations in order to be more competitive and efficient. However, the proposal is mainly based on theoretical and normative discussions rather than on empirical research. Therefore, this study has explored and reviewed in what way a university organisation has organised its inner life and illuminate in what way its local organisation matches the characteristics of a constructed theoretical model of a learning organisation. The study has furthermore explored in what way the organisational characteristics interact with one another in order to find out whether they support or hinder organisational learning.

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15

Su, Walter Yu-Jen. "A study of student learning through lectures based on Information Processing Theory." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319510.

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16

Nam, Chang Soo. "A Theory-Based Integrated Design Process for Development and Evaluation of Web-Based Supplemental Learning Environments." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/30144.

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As an increasingly powerful, interactive, and dynamic medium for sharing information, the World Wide Web (Web) has found many educational applications. Because of educational benefits for both learners and educators, Web-based courses and programs have increasingly been developed and implemented by many academic institutions, organizations, and companies worldwide (Aggarwal & Brento, 2000). This study, however, asserts that many of the developmental approaches lack three important considerations to be used for implementing learning applications based on the Web: (1) integration of the human-computer interface design with instructional design, (2) development of the evaluation framework to improve the overall quality of Web-based learning support environments, and (3) development of an individualistic approach to the Web hosting of courses. This study explored the three Web-based learning environment weaknesses while developing a user-centered, Web-based learning support environment for Global Positioning System (GPS) education: Web-based distance and distributed learning (WD2L) environment. Research goals of the study were all concerned with the improvement of the design process and usability of the WD2L environment based on a theory-based Integrated Design Process (IDP) proposed in the study. Results indicated that the proposed IDP was effective in that the study showed (1) the WD2L environment's equivalence to traditional supplemental learning, especially as a Web-based supplemental learning program and (2) users' positive perceptions of WD2L environment resources. The study also confirmed that for an e-learning environment to be successful, various aspects of the learning environment as a Web-based supplemental learning program should be considered such as application domain knowledge (i.e., target subject field), conceptual learning theory, instructional design, human-computer interface design, and evaluation about the overall quality of the learning environment. Ph. D.

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17

Robinson, Margret D. H. "A theory of learning and personal development based on a double helix model." Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327827.

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Nutbrown, Cathy. "A case study of the development and implementation of a nursery curriculum based on schematic theory." Thesis, Sheffield Hallam University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281656.

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Gámiz, Sanfeliu María. "Increasing Forgiveness: design of two brief techniques based on the Social Learning Theory." Doctoral thesis, Universitat Internacional de Catalunya, 2017. http://hdl.handle.net/10803/456378.

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Forgiveness is a human strength mainly helpful for the wellbeing of social relationships. Research has showed the potential benefits of forgiving for physical and mental health as well as for restoring relationships. As a result and linked to the upsurge of Positive Psychology a variety of interventions seeking to improve forgiving have been successfully developed. The main goal of the dissertation presented here is to test the effectiveness of two brief self- designed techniques in the promotion of episodic and dispositional forgiveness. Both techniques were designed based on the Social Learning Theory, particularly on the idea of Modeling, and assuming that forgiveness is a human strength that might be susceptible of being enhanced thru observational learning. To accomplish our goal we conducted two experimental studies. In the first one, we assessed the efficiency of an Observational Learning Technique in facilitating forgiveness of a concrete offense and/or the general disposition to forgive. In the second study, we investigated whether a Reading Testimony Technique also enhances forgiveness. Participants in both studies were undergraduate or graduate students recruited from the Ludwig-Maximilians-Universität München (Study 1) and the Universitat Internacional de Catalunya (Study 1 and 2). Results indicated that both techniques were useful to promote forgiveness of a specific offense but not to significantly raise disposition to forgive. The main contribution into the research of forgiveness’ interventions is the proposing of two new techniques that could be included in wider processes of forgiveness’ interventions and the demonstration that effectiveness of a technique might be not contrary to briefness.

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Zhang, Aixiu (Monica). "Transactional Distance in Web-based College Learning Environments: Toward Measurement and Theory Construction." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd_retro/94.

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Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.

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Kwon, Eun Sook. "A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086201333.

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Thesis (Ph. D.)--Ohio State University, 2004. Title from first page of PDF file. Document formatted into pages; contains xx, 275 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Terry Barret, Dept. of Art Education. Includes bibliographical references (p. 259-275).

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Yavas, Mustafa. "Hierarchical Behavior Categorization Using Correlation Based Adaptive Resonance Theory." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613828/index.pdf.

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This thesis introduces a novel behavior categorization model that can be used for behavior recognition and learning. Correlation Based Adaptive Resonance Theory (CobART) network, which is a kind of self organizing and unsupervised competitive neural network, is developed for this purpose. CobART uses correlation analysis methods for category matching. It has modular and simple architecture. It can be adapted to different categorization tasks by changing the correlation analysis methods used when needed. CobART networks are integrated hierarchically for an adequate categorization of behaviors. The hierarchical model is developed by adding a second layer CobART network on top of first layer networks. The first layer CobART networks categorize self behavior data of a robot or an object in the environment. The second layer CobART network receives first layer CobART network categories as an input, and categorizes them to elicit the robot&#039 s behavior with respect to its effect on the object. Besides, the second layer network back-propagates the matching information to the first layer networks in order to find the relation between the first layer categories. The performance of the hierarchical model is compared with that of different neural network based models. Experiments show that the proposed model generates reasonable categorization of behaviors being tested. Moreover, it can learn different forms of the behaviors, and it can detect the relations between them. In essence, the model has an expandable architecture and it contains reusable parts. The first layer CobART networks can be integrated with other CobART networks for another categorization task. Hence, the model presents a way to reveal all behaviors performed by the robot at the same time.

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23

Abbes, Yacine. "Educational studies in heat and power technology : how students learn with multimedia tools and problem-based learning." Licentiate thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-406.

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Snider, Allyn. "A classroom preferences questionnaire based on the theory of multiple intelligences." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4426.

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A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/ or spatial activity. In addition, students' preferences for receptive and/ or expressive methods of learning, and for working by themselves, with peers, or with adults were profiled.

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25

Peng, Hsinyi. "The effects of epistemological beliefs of teacher education students in a case-based hypermedia learning environment /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099622.

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Yao, Jie. "Community service and post-college career choice a theory-based investigation /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1197391509.

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27

Stewart, Priscilla Anne. "So . . . We're Going for a Walk: A Placed-Based Outdoor Art Experiential Learning Experience." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7543.

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Schools in the United States often emphasize making children competitive in a global economy while neglecting the importance of developing citizens who are ecologically responsible. Problems of climate change, loss of biodiversity, mass extinctions and degradation of the natural environment, are often ignored. Some researchers have suggested that children lack unstructured play time in nature, have an increased amount of screen time, lack mindfulness, and are insulated from the natural world. Many children rarely have significant experience with nature's wildness. It is common for people to experience a sense of placelessness in the hyper-mobility of present times where "globalizing" agendas limit a sense of place or community. Teachers can also feel constrained by the physical confines of school and the intellectual confines of ordinary school curriculum. As a response to my students' lack of significant experiences with nature, my own dissatisfaction with ordinary teaching, and my sense that school curricula neglect ecological issues and restricts teaching innovation, I created a summer mountain wilderness art workshop designed to give 6th, 7th and 8th grade students an immersive alternative art education experience. This study explored the affordances and limitations of an alternative classroom focused on outdoor experiences, walking, art/ecological studies, and my own experiences in attempting to change the conditions of teaching and learning. This research uses qualitative methodologies including action-based research, elements of a/r/tography, arts-based research, and an ecological arts-based inquiry that involves questions about ecology, community, and artistic heritage.

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Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.

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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atat&uuml rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

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29

Musgrove, P. B. "Machine learning and the acquisition of natural concepts based on the psychological theory of prototypes." Thesis, London South Bank University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280929.

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30

Bader, El Dine Kamil. "Uterine synchronization analysis during pregnancy and labor using graph theory, classification based on machine learning." Thesis, Compiègne, 2022. http://www.theses.fr/2022COMP2680.

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L'objectif global de cette thèse est d'étudier le phénomène de la propagation de l'activité électrique utérine par une approche basée sur la théorie de graphe. La première étape dans cette thèse est de trouver de nouveaux paramètres extraits des graphes qui conviennent pour représenter les évolutions physio-pathologiques de l'utérus. Ces paramètres seront testés directement sur les signaux EHG enregistrés au niveau de l'abdomen puis au niveau des sources identifiées à partir des EHG. Cette analyse sera appliquée sur le signal EHG i) globalement (en utilisant toute la contraction) et ii) dynamiquement (en utilisant des fenêtres temporelles dans la contraction pour caractériser à chaque fois le graphe correspondant). La deuxième étape sera de développer une nouvelle méthode basée sur les réseaux de neurones et de l'appliquer sur tous les paramètres déjà utilisés afin de sélectionner les meilleurs paramètres qui peuvent différencier les contractions de grossesse et de travail. Les résultats attendus seront utilisés à la fois pour enrichir les connaissances scientifiques dans ce domaine et pour essayer d'améliorer les performances de la prédiction de la prématurité chez les femmes The overall objective of this thesis is to study the phenomenon of the propagation of uterine electrical activity by a approach based on graph theory. The first step in this thesis is to find new parameters extracted from the graphs which are suitable to represent the physio-pathological evolutions of the uterus. These parameters will be tested directly on th EHG signals recorded at the level of the abdomen then at the level of the sources identified from the EHGs. This analysis will be applied to the EHG signal i) globally (using the entire contraction) and ii) dynamically (using time windows in the contraction to characterize each time the corresponding graph). The second step will be to develop a new method based on neural networks and apply it on all the parameters already used in order to select the best parameters that can differentiate pregnancy and labor contractions. The expected results will be used both to enrich scientific knowledge in this field and to try to improve the performance of the prediction of prematurity in women

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31

Ha, Hsin-Yu. "Integrating Deep Learning with Correlation-based Multimedia Semantic Concept Detection." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2268.

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The rapid advances in technologies make the explosive growth of multimedia data possible and available to the public. Multimedia data can be defined as data collection, which is composed of various data types and different representations. Due to the fact that multimedia data carries knowledgeable information, it has been widely adopted to different genera, like surveillance event detection, medical abnormality detection, and many others. To fulfil various requirements for different applications, it is important to effectively classify multimedia data into semantic concepts across multiple domains. In this dissertation, a correlation-based multimedia semantic concept detection framework is seamlessly integrated with the deep learning technique. The framework aims to explore implicit and explicit correlations among features and concepts while adopting different Convolutional Neural Network (CNN) architectures accordingly. First, the Feature Correlation Maximum Spanning Tree (FC-MST) is proposed to remove the redundant and irrelevant features based on the correlations between the features and positive concepts. FC-MST identifies the effective features and decides the initial layer's dimension in CNNs. Second, the Negative-based Sampling method is proposed to alleviate the data imbalance issue by keeping only the representative negative instances in the training process. To adjust dierent sizes of training data, the number of iterations for the CNN is determined adaptively and automatically. Finally, an Indirect Association Rule Mining (IARM) approach and a correlation-based re-ranking method are proposed to reveal the implicit relationships from the correlations among concepts, which are further utilized together with the classification scores to enhance the re-ranking process. The framework is evaluated using two benchmark multimedia data sets, TRECVID and NUS-WIDE, which contain large amounts of multimedia data and various semantic concepts.

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32

Bates, Merrelyn, and n/a. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060112.141825.

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Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses.

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33

Bates, Merrelyn. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367421.

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Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) School of Vocational, Technology and Arts Education Full Text

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Akman, Evrim. "Student Perceptions On Learning By Design Method In Web-based Learning Environment: A Case Study." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611781/index.pdf.

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The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo Learning by Design&rdquo method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course &ldquo Foundations of Distance Education&rdquo in 2009 Summer School and 2009-2010 Fall Semesters was evaluated. The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications. Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively. Both quantitative and qualitative data indicated that the students&rsquo perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students&#039 learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the &#039 Discussion and Recommendations&#039 section.

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35

Yang, Ming-Da, and 楊明達. "Based on Situated Cognition Theory to Explore Ubiquitous Learning and Learning Effectiveness." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/78298734047884632295.

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碩士 大葉大學 資訊管理學系碩士班 95 This research aims at probing into the ubiquitous learning effectiveness of a study environment of regarding learner as standard, by wireless network, is it have year to take action, enable study to incorporate the true living environment, offer relevant situation to study the activity and offer an exercise to learners, adopt the proper teaching tactics in order to carry on the discussion to the ubiquitous influence of studying the effect. Result of study learn teaching tactics, teaching theory, teaching environment appear competence of showing all. Influence and study it in the reason parameter of satisfaction, regard teaching theory as the greatest result of influencing, namely can make the learner feel to study the theory the higher satisfaction is in situation that this research institute adopts, enable studying the effect to promote relatively. And can learn satisfaction of studying and relevant degree of studying the effect by the analysis result, and this research adopts and builds constructing in student's English study with hawk's concept of a theory, this kind of teaching tactics can really promote the learner's study satisfaction and then study effect of promoting the learner.

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36

Chen, Kuan-Ting, and 陳冠廷. "Designing a Problem-Based Learning Conversation Agent based on Speech Act Theory." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/45682598097789773805.

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碩士 中原大學 資訊工程研究所 94 Discussion is a good way for students exchanging their idea and finding out the solution of a problem. In the chat-room of an e-learning platform, a teacher could not participate in all discussion of different groups at the same time. An intelligent agent which has ability to analyse student’s conversation could help teachers solve this problem. This research focuses on how to generate a conversation agent with the abilities of participating in students’ discussion and navigating the direction of the discussion. The method of analyzing conversation data is divided into two types: sentence content-dependent analysis and sentence content-independent analysis. The sentence content-dependent analysis of a conversation is related to the theories of Pragmatic and Semantic. The sentence content-independent part is related to conversation participants and speaking timing. Based on these analyses, this research constructs a conversation agent for navigation in students’ discussion. The process of conversation agent for navigating conversation includes the following steps: sensing conversation, extracting rules, and generating guidance sentence. In the end, the conversation agent could not only participate in a chat-room on web, but also generate a Pragmatic-Semantic Analysis Report for teachers. When the agent involves in the discussion of chat-room, it would speak sentences with different sentence strength based on the sentence content-dependent and sentence content-independent analyses. After the conversation, the agent would generate the Pragmatic-Semantic Analysis Report according to the speech act of the conversation and the keywords discussion in this conversation. This report would help teachers know the discussion style and the most discussion concepts of each discussion group.

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37

Chang, Yu-Hsuan, and 張玉璇. "Learning effectiveness of using the Recommendation Learning System based on multiple intelligences theory." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87809622055854408586.

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碩士 國立臺中教育大學 數位內容科技學系碩士班 98 The recommendation system becomes to known because the popularization and advanced development of network cause information overload. On top of that, the information overload is becoming increasingly serious, and the current search engine is still unable to reach the optimization of information filtering. However, it was discovered that the recommendation learning system can reduce time cost and increase efficiency for the first-time to learn. As a result of the social change which leads to change the education thought. People pay more attention on the multiple intelligences because diversified thoughts were development. In the studies about multiple intelligences, we find that all of them have positive effect on education, for example, learning efficiency, problem solving, and class management, etc. This teaching experiment research is based on intelligent recommendation learning system, learners could use to this system to enhance their learning effectiveness. In addition, through statistical analysis of the multiple intelligences inventory, we discuss issues on the learner's strong and non-strong intelligent influence for learning efficiency. By doing this, we try to understand what kind of the intelligence suits our recommendation learning system. Students in the experimental group that utilize intelligent recommendation learning system are more prominent than students in control groups with traditional teaching. This means that the learning efficiency with intelligent recommendation learning system is better than the learning efficiency with traditional teaching. In the strong intelligences, there exist prominent differences of logical-mathematical intelligence and intrapersonal intelligence in eight intelligences of learning efficiency. This means that learners who have logical-mathematical intelligence or intrapersonal intelligence are the best suited for the teaching with intelligent recommendation learning system. Finally, the “perceived ease of use” correlates positively with “perceived usefulness” in the technology acceptance model (TAM). The “perceived usefulness”, “perceived ease of use”, “flow”, and “arousal” correlate positively with acceptance for the intelligent recommendation learning system. Besides, we look into the situation where genders in the path relation mode have significant differences. First, we find that “perceived ease of use” correlates significantly with “perceived usefulness”, and t value is 3.52. Second, the “perceived usefulness” correlates significantly with “environmental acceptance”, and t value is 4.08. Finally, the arousal correlates significantly with environmental acceptance, and t value is 7.86.

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38

Kao, Mao-teng, and 高茂登. "A Study on Designing E-Learning Environments Based on the Situated Learning Theory." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/08775510866266205889.

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碩士 世新大學 資訊傳播學研究所(含碩專班) 97 Currently, the key resource of E-Learing is underutilized usually. That is due to the fact of igoring the Learning Situation. How to design the E-Learning course from the perspective of Situated Learing Theory？ How to integrate Learner and Learning Environment with Learning Contents？ And further to implement the circulating of knowledge learing between Cooperation, Accumulation and Sharing. The development of this thesis is background and motived be this. Based on the question above, this thesis mainly performs the following study. The main dimensions adopted in this thesis include personal backgrounds, Learning Situation and Learning Satisfication. Learning Situation includes Teaching Situation, Learning Environment, Contents, Teacher Assistant, and Interpersonal Relationship. Based on the literature review and the analysis, we design the questionnaire and related interview questions. In the first phrase, the educators and researchers in E-Learning are chosen to explore the E-Learning Environment based on Situated Learning Theory. The first phrase of this thesis is to discuss what the key factors of succeed in integrated Situated Learning Theory with E-Learning are. The questionarie is distributed and gathered through My3q website. There are 321 participants and 288 effective results. The second phrase is to perform the expert interviews based on the results of the first phrase so that to correct and complement the methods. Finally, the analysis indicates the focus of improving the Satisfication towards E-Learing is to establish a better Learning Situation. Specially, it embraces the Learing Environment, Contents, Teacher Assistant and Interpersonal Relationshops. Therefore, it is also very true for the Situated Learning based on E-Learning.

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39

Lee, Chun-Feng, and 李駿豐. "Using Adaptive Learning System to Promote Learning Achievement: Based on Dynamic Scaffolding Theory." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8bm4jx.

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碩士 國立虎尾科技大學 資訊管理研究所 102 In traditional teaching activity, teacher providing different teaching methods for different students is regarded as an important issue. With educational technology constantly evolving and growing, it allows teachers to diagnose learners’ specific learning needs during instruction and to provide instructional prescriptions for these needs. Adaptive learning for individual learners has recently become popular in the educational field. This study aims to fill the void in the existing literature by building an adaptive learning system with evaluation rubrics based on the dynamic scaffoldings theory in order to promote the learning achievement. A quasi-experimental design was conducted to evaluate the effectiveness of using dynamic scaffoldings and evaluation rubrics in the learning process. A total of 60 freshman students participated in this study and executed a pre-test and a post-test. The independent-sample T-test procedure was used to examine differences of learning achievement between two groups. Research results revealed a significant difference in learning achievement between two groups. Additionally, experimental group''s students are easier to participate in the learning activity. Finally, according to research findings, some suggestions are proposed for research scholars and future research direction.

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40

Lai, Yen-Shou, and 賴膺守. "A Study of Classroom Learning Based on Cognitive Theory of Multimedia Learning for Promoting Learning Effects." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/96015722337420548953.

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博士 國立中正大學 資訊工程所 97 Information and communication technologies support an integrated educational environment for teaching and learning. Recently, educators, teachers, and staffs have an emphasis on creating, using, and managing appropriate technological processes and resources to facilitate learning and improve performance. Educational technologies are not just the aggregation of machineries and equipments, but rather the methods and processes by which technologies are used in education. The dissertation presents instructional technologies to support and construct multimedia-based learning environments for learners. Based on the cognitive theory of multimedia learning, principles of instructional design for fostering multimedia learning to promote students’ learning effects are derived and examined. First, a research study is carried out to support and structure a dual-channel learning environment for PowerPoint presentation that may trigger multimedia learning in the physical classroom. Second, a screen-capturing system with two-layer-and-two-monitor is presented to enhance classroom learning effects. Teachers apply the instructional tool to mimic writing about hint items or annotation during teaching and then make teaching materials in terms of multimedia version to provide for students’ further learning after class. Finally, a multimedia English learning system, based on Hidden Markov Models and mastery theory strategy, is applied for enhancing their English phonetic awareness and pronunciation with targeted advice in pronunciation, intonation, rhythm and volume. University and elementary students participated in this study. The exploratory research method was conducted to evaluate students’ attitudes and learning effects. The results of the study are as follows. 1. Displaying the current slide and its corresponding annotation simultaneously is helpful to increase students’ germane cognitive load because teachers can break the linear display method of materials. This way is helpful to strengthen the perception of connections between concepts and knowledge and inspire creative potential to effectively enhance learning performance. 2. While lecturing, semi-transparent objects of PowerPoint slides are helpful for teachers to confidently present materials. Additionally, students can easily recall and reorganize the recorded contents because teachers’ lecturing voice and the whole teaching actions on PowerPoint slides are simultaneously recorded into multimedia teaching contents. 3. In terms of computer-assisted adaptive learning, the technological tool used in instruction should have detailed and have carefully arranged toward the learning objectives of each stage, and have accommodated learning goals and strategies to master learning contents.

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41

Chen, Chih-Kuo, and 陳治國. "Applying Cognitive Load Theory-Based E-Learning to Improve the Learning Performance on Circular Area Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/74311374302205237504.

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碩士 亞洲大學 資訊工程學系碩士在職專班 100 Nowadays, multimedia technology and network technology are widely used in learning areas, so that learners can have a variety of materials for learning. However, other than the learning media, the acquisition of knowledge is also determined by whether the characteristics of learners, the human cognition and the characteristics and limitations of cognitive process are taken into account by the learning media and the instruction design. From the perspective of the Cognitive Load Theory, more extensive use of instructional media may not obtain better teaching and learning performance. Students often have misconceptions while learning circular area unit, such as the use of circular area formula or decimal calculations. Therefore, this study tried to explore the learning on circular area unit by applying Cognitive Load Theory in e-learning. The participants of the experiments in this research were 60 sixth graders of an elementary school in Nantou County, they were evenly divided into experimental group and control group respectively, which was 30 students in each group. For the experimental group students, the pretests of circular area unit were administered to the students and their learning deficiencies were enhanced by using the "application of cognitive load theory on e-learning" for eight weeks. For the control group, the learning deficiencies of the students were enhanced by using "general e-learning approach" for eight weeks. The results of this research indicate that the learning performance of "application of cognitive load theory on e-learning" is better than that of "general e-learning approach". Moreover, the learning achievements of the students are significantly improved through the e-learning platform constructed by this research. Therefore, the contribution of this study is to provide an e-learning platform for circular area course concerning the learners’ cognitive load. Hopefully, the proposed e-learning platform can provide as a useful reference for related future studies.

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42

Chuang, Pei-Ju, and 莊佩茹. "Forecast the foreign exchange rate based on the chaos theory and statistical learning theory." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/59151821559623484149.

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碩士 國立彰化師範大學 企業管理學系 96 Since middle 1980s, the Chaos theory initiates the great fervor of non-linear research. The Chaos theory is also known as the non-linear deterministic process. Because the exchange rate has complicated systematic characteristics of nonlinearity, controlled by the determinacy law, also demonstrating a certain random phenomenon, it satisfies the characteristics of chaotic time series. Consequently, this study tries to combine the technology of phase-space reconstruction of the chaotic dynamical system with support vector regression. Learning the chaotic rules by a training of supporting vector regression to develop a novel forecasting model of foreign exchange rate called the Chaos-SVR model. The experiment analysis reveals that the prediction performance of Chaos-SVR model is better from the traditional methods. Either support vector regression (SVR) or back-propagation neural networks (BPNN). Through the integration of the technology for phase space reconstruction, both hybrid models have better prediction than pure SVR model or BPNN being used alone. They can reduce prediction errors by around 30%. Keywords: Chaos theory, phase-space reconstruction, support vector regression, Chaos-SVR model, back-propagation neural networks

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43

Salehian, Bahram. "Bimodal adaptive hypermedia and interactive multimedia a web-based learning environment based on Kolb's theory of learning style." Thèse, 2003. http://hdl.handle.net/1866/14557.

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44

Chung, Ching-Ju, and 鐘晴如. "Personalized English Vocabulary Learning System Based on Item Response Theory and Learning Memory Cycle." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/95744757744766351258.

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碩士 國立花蓮師範學院 學習科技研究所 94 Since English learning is very popular in non-English speaking countries, to develop modern assisted learning forms or tools for supporting effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and grammatical structures. It is well-known that English learning should pay attention to vocabulary learning, and even more the vocabulary learning is a key issue for English learning because vocabularies are basic elements in an English sentence. Therefore, many researchers made efforts in improving the efficiency and performance of English vocabulary learning. This study proposes a personalized English vocabulary learning system based on Item Response Theory and learning memory cycle, which can appropriately recommend English vocabulary for learning according to individual learner vocabulary ability and learning memory cycle. Moreover, with the rapid growth of wireless and mobile technologies, the mobile learning by mobile devices such as PDA, tablet PC, and cell phone has been gradually considered as a novel and effective learning form because it inherits all the advantages of e-learning as well as breaks the limitations of learning time and space occurring in the Web-based learning systems. To provide an effective and flexible learning environment for English vocabulary learning, the proposed system is implemented on PDA to enable learners who can memorize English vocabulary at any time and any place.

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45

章淑貞. "Based on GAME Theory of Computer Supported Collaborative Learning to Enhance Students’ Learning Attitude." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37517165435478191225.

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碩士 國立新竹教育大學 人力資源與數位學習科技研究所 103 The study aims to probe into the influence of game theory-based cooperative learning upon the summary writing abilities and attitudes of fifth graders under the computer-supported e-learning environment. The study adopted quasi-experimental research to research into 73 fifth graders in three classrooms of an elementary school in Taichung City. A six-week experiment was conducted on the basis of six lessons from the Chinese textbook of fifth graders of the second semester of the academic year 2013-2014. The experimental group 1 carried out its teaching activities with the method of “game theory-based cooperative learning with one computer for each group,” and the experimental group 2 adopted “game theory-based cooperative learning with one computer for each student,” while the control group (Class C) adopted didactic instruction. Data were collected with (Class C) adopted didactic instruction. group, graders in three classrooms of an elementary school in Taichung City. A six-week experiment was conducted on the stionnaire. The results of the study found that the pre-test and post-test of the two experimental groups and one control group for summary writing had significant differences. The abilities of the stionnaire.x lessons from the Chinese textbook of fifth graders of thel group 2 in different aspects were better than those of the control group which adopted traditional “didactic” instruction. With respect to their learning attitudes, the experimental group 1 had better performance in the aspects of “system operation” and “personal performance” than the experimental group 2, and there were significant differences between the two groups. In the aspect of group cooperation, students in the experimental groups held positive attitudes toward “personal performance evaluated by group members.” In addition, most students thought that the method of personal performance could help improve the participation of group members, elevate their willingness to learn, and inspire their discussion. Moreover, the method could make students with superior abilities help those with inferior abilities in the same group and reduce the situation of relying merely on others. Last but not least, in the feedback questionnaire, most students held positive attitudes toward and perspectives on the activity of “computer-supported game theory-based cooperative learning.” Based on the study results and findings from on-site observation, the study proposed concrete suggestions on the instruction of summary writing with the computer-supported game theory-based cooperative learning to serve as references for future researches.

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46

Hsaio, Kai-Chung, and 蕭凱中. "Evaluating Digital game-based learning system by using MCDM model based on Flow theory." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/85216048080941790497.

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碩士 國立雲林科技大學 資訊管理系碩士班 101 The game-based learning as a well-known learning method used to teach students in education which learning effect depends on the quality of educational games. In the past the educators are difficult to determine whether the game is quality. Because of game environment is too complex and evaluation methods is difficult to implement. And also there is no method to help educator chosen the appropriate educational games for course. This research proposes a novel model to evaluate educational game based on flow theory and combined the MCDM method to rank educational game for assisting educator selects the best educational game with quality before curriculum implementation. In addition, this study designs the questionnaire of dimensions of flow based on previous related literature. And re-examine the dimension of flow by Delphi method which ask expert to build a new evaluation model for evaluating educational game. And this study developed a game evaluation system named eMLG based on TOPSIS method with situational OWA weighting. In case verification, several experts use the developed system to evaluate three educational games with different type of knowledge and style, and ask experts to fill questionnaire of system satisfaction after evaluation process. The results show that uses this system to evaluate game is more fast and convenient and can effectively recommended best education game with quality for educators in different situations.

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47

Hsieh, Pi-Jung, and 謝碧容. "Understanding Use and Academic Performance of Web-based Learning Systems: A Constructivism Learning Theory Perspective." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/45420400561622715313.

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博士 國立中正大學 資訊管理所暨醫療資訊管理所 98 Students will not realize the benefits of universities investing in e-learning if they fail to use Web-based learning systems. System use is an important theoretical construct because of its potential to help discover the causal links most important to e-learning research. In the downstream, system use assumes the role of an independent variable to the outcome of Web-based learning system success. In the upstream, learner’s perception is an important measure for using Web-based learning systems. Prior research has exclusively adopted a technological perspective, detrimental to understanding the multi-faceted nature of Web-based learning systems. However, the measure of Web-based learning systems must incorporate different aspects of the learning environment. Constructivism leaning is an approach to teaching and learning in which student’s active learning is paramount. However, prior researches have failed to explore the impact of constructivism learning theories on using Web-based learning systems. In response to the concern that system use is not sufficient to measure the success of Web-based learning systems, understanding and explaining academic performances with respect to adopting Web-based learning becomes crucial. Thus, this research model combines DeLone and McLean’s updated IS success model with constructivism learning theories to comprise three dimensions: perceived technology quality, content interaction, and social interaction, to study learners’ behavior and consequent academic performance with respect to learner’s perception. The research methodology in this study is based on empirical data collected through a questionnaire survey of universities in Taiwan. Perceived technology quality and content interaction is a more reliable indicator of Web-based learning system use than social interaction. This implies that self-assessments influence the cognitive constructivist when deciding to use the Web-based learning system. Examination of the latter clarifies the relationship between Web-based learning systems use and academic performance. Findings indicate that use of the Web-based learning system is the variable that most affects academic performance. By providing a multidimensional evaluation of Web-based learning systems from learners’ perspectives, this research contributes to the development of more effective Web-based learning systems.

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48

Gordon, Denise. "A Case Study of the Applied Learning Academy: Reconceptualized Quantum Design of Applied Learning." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7612.

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The purpose of this qualitative study was to examine the Applied Learning Academy (ALA) and allow the lessons learned from this public school to emerge from the narrative stories of past students, parents, teachers, administrators, and local business associates who have been directly involved and influenced by the applied learning teaching method. Accountability is critical for all public and charter schools. Districts have been trying to raise the standards with new programs and strategies in an effort to make learning experiences relevant to students? daily lives. Revisiting John Dewey?s philosophy from the progressive movement, project-based, service learning, community partnerships, and portfolio assessment helped to create the applied learning method. In the present study, a qualitative case study approach was utilized to identify successful factors, benefits, and drawbacks of applied learning in order to describe the transition of portfolio assessment, project-based learning, and community-based partnerships within the classroom and to understand the impact and misconceptions of applied learning as experienced through the Recognized Campus, ALA, a 6-8th public middle school within a large urban school district. Participant interviews, field observations, and historical records were collected which indicated that student centered project-based curriculum, small school size creating family relationships, community involvement with partnerships, service learning projects, and metacognitive development from portfolio assessments were the major factors that supported academic rigor and relevance because of the real educational applications in this applied learning middle school. Briefly defined, applied learning is when a problem is seen within the surrounding community, and the solution is generated by the students. This progressive 15-year impact of applied learning ultimately leads to the development of four applied learning schools despite the misconception that applied learning was a remedial or gifted program. Redefining applied learning for a better understanding developed a reconceptualized diagram borrowed from the quantum mechanics model. Reconceptualization expands the interpretation by increasing the intellectual flexibility. As the student becomes energized from the acquired knowledge of learning applicable skills through service learning, project-based curriculum, and portfolio assessment, the student?s academic growth should increase to a higher, educational ?energy level? supported by the critical, situated-learning, and feminist theories.

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Lai, Kuo-Hsiung, and 賴國雄. "Iterative Learning Control System Design Based On 2-D System Theory." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/55782723404735928190.

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碩士 國立成功大學 航空太空工程學系 82 Iterative learning control is an iterative approach to the problem of improving system output behaviour for processes that are repetitive in nature. The iterative learning control system (ILCS) has received considerable research interest in recent years. However, the theoret- ical results on some fundamental properties of the iter- ative learning control system have not yet been establi- shed. The common drawbacks shared by the current approa- ches are as follows: (a) there is no mathematical model for the entire learning control system which can clearly describe both the dynamics of the control system itself and the behaviour of the learning process as well, and (b) most of the current approaches adopt fixed learning laws.In order to design the learning control law, a rather specific knowledge of the plant is needed. In this dissertation, the iterative learning control problem is considered based on the two-dimensional (2-D) system theory. The 2-D model for a class of ILCS is esta- blished in the form of"Roesser''''s Model". Theoretical ana- lysis shows that the asymptotic stability of the 2-D mod- el guarantees the convergence of an ILCS. The convergence of an ILCS is also proved using the 2-D matrix Lyapunov equation. Using Lu''''s stability robustness criterion, a measure of stability robustness of the learning system matrices is obtained. The learning gain matrices used in the recursive algorithm have been determined by the prev- ious input and output of the plant. The application to the delay system is also studied.

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Li-Huei, Tseng, and 曾莉惠. "Learning Rules from Incomplete Data Based on the Rough Set Theory." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/34782780113736444699.

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碩士 義守大學 資訊工程學系 90 Machine learning and data mining techniques can extract desirable knowledge from existing databases or training instances to ease the development bottleneck in building expert systems or help supervisors make decisions. In the past, most learning or mining methods deal with complete data sets. Real applications are, however, full of incomplete data sets. The rough-set theory, proposed by Pawlak in 1982, can serve as a new mathematical tool to deal with data classification problems. It adopts the concepts of equivalence classes to partition the training instances according to some criteria. Since we find that the concept of equivalence classes can easily solve classification problems of incomplete data, the rough set theory is thus adopted in this thesis as the mining tool. Also, the fuzzy set concepts have often been used in intelligent systems to represent quantitative data by linguistic terms and membership functions because of their simplicity and similarity to human reasoning. They are thus used in this thesis to deal with incomplete quantitative data. We propose three new methods to learning rules. The first method modifies the original rough-set definitions of lower approximation and upper approximation, and simultaneously derives all general rules from incomplete data and estimates the unknown values. The second method combines the fuzzy-set concepts and the rough-set theory to simultaneously derive all general fuzzy rules from incomplete quantitative data and to estimate the unknown quantitative values. The third method further extends the first method to mining coverage rules, instead of all possible rules, from incomplete data. All the coverage rules gathered together can cover all the given training examples. In all the above three methods, unknown values in incomplete data sets are first assumed to be any possible values and are gradually refined according to the incomplete lower and upper approximations derived from the given incomplete training examples. The training instances and the approximations then interact on each other to derive certain and possible rules and to estimate appropriate unknown values. The rules derived can then be used to build a prototype knowledge base.

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Tesis sobre el tema "Theory-based learning"

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