Cognition in Mathematics最新文献

{"title":"Remedying Education with Personalized Homework: Evidence from a Randomized Field Experiment in India","authors":"Anuj Kumar, Amit Mehra","doi":"10.2139/ssrn.2756059","DOIUrl":"https://doi.org/10.2139/ssrn.2756059","url":null,"abstract":"Can Information and Communication Technology (ICT) enabled personalization remedy the educational production in resource-strapped schooling systems? We conduct a randomized field experiment on a group of residential schools in Hyderabad India to examine this question. In a school setting, students first learn concepts through class room instructions and then reinforce their learning by doing homework. In our experiment, students were first taught different topics in mathematics through classroom instructions, and then a randomly selected one half of them were assigned computer-generated adaptive homework (CGAHW) and the other half were offered paper-based traditional homework (PBTHW). In a PBTHW, a pre-decided fixed number of easy and hard questions were offered from different topics. In a CGAHW, first half of the total questions were offered in the easy category, and based on a student’s performance on these questions, later questions were adaptively generated such that: (1) more questions were offered on the topics in which student incorrectly answered questions and (2) hard questions on a topic were offered when the student correctly answered easy questions on that topic. Thus, while all PBTHW students received the same number of easy and hard questions on different topics, CGAHW students received different numbers and difficulty levels of questions on different topics based on their individual learning needs. A total of 50 homework in each category were offered to students between October 2014 and April 2015, and their learning was assessed in two standardized exams offered in this period.We found that CGAHW students on average obtained lower homework scores than PBTHW students, but they obtained 4.28 percent higher scores in exams than PBTHW students. Lower homework scores could be attributed to students receiving more questions in their weak areas in CGAHW. However, by doing more questions in their weak areas and less in their strong areas, students achieved personalized learning in CGAHW, and hence obtained higher exam scores. To provide evidence that personalized learning in CGAHW resulted in improvement in their exam scores, we show that students that were offered higher levels of personalization in CGAHW, obtained higher exam scores. To further understand the differential effect of CGAHW on students of different abilities, we categorized students in low, medium, and high categories of ability based on their mathematics scores in standardized exams at the beginning of experiment. We found that personalized learning through CGAHW helped the students in low and medium ability categories but not in high ability category. Overall, we developed and deployed an adaptive homework generation application in a field set up to show how ICT-enabled personalized learning could improve educational production with existing school resources.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114232822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Mnemonic Vocabulary Instruction on Content Vocabulary Learning of Students","authors":"Parima Fasih, Siros Izadpanah, A. Shahnavaz","doi":"10.17323/2411-7390-2018-4-1-42-62","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-1-42-62","url":null,"abstract":"The present article is an investigation about the effects of mnemonic vocabulary teaching to improve content vocabulary learning in EFL classrooms. A major issue with the most of the past studies was that they paid little or no attention to the effects of using mnemonic strategies to improve content vocabulary learning. The purpose of this paper is to investigate how key word mnemonic vocabulary teaching can improve the comprehension and learning of the content vocabulary for the students. To this end, 256 third year senior high school students from 6 senior high schools in Zanjan (Iran) were selected through a multistage cluster random sampling method and based on the Cambridge placement test (2010), 230 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on content vocabulary learning. In this article there were one control group (A, n=115), and one experimental group (C, n=115) all of which were male and there were selected randomly. This study was done in May 2017, and over four weeks, in two thirty-minute sessions per week, group C received key word mnemonic instruction. In order to test the effects of mnemonic vocabulary teaching on content vocabulary learning, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved content vocabulary learning for students. The use of keyword mnemonics as a means to differentiate instruction is an educational result that can assist teachers. \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123610998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Analysis of the Thermal Performance of Selected Public School Classroom Buildings in Lagos, Nigeria","authors":"Adeyemi Oginni","doi":"10.2139/ssrn.3162274","DOIUrl":"https://doi.org/10.2139/ssrn.3162274","url":null,"abstract":"Limited research has been carried out on school buildings in Africa, especially for children below the age of 11. The aim of this research was to assess the thermal performance of the building envelopes of selected public school classrooms in Lagos Metropolis, in order to have an assessment of the impact of thermal performance (measurement of the environmental factors) on pupils’ comfort. A two stage method of sampling was used; a purposive method to select 5 samples from each of the 6 educational districts in Lagos and then random selection of schools. Questionnaires were administered to 5 pupils per school. Subjective and objective measurements were carried out according to class II field experiment method and in consonance with ASHRAE’s (American Society of Heating, Refrigerating and Air-Conditioning, Engineers) standards. Results showed that classrooms on the mainland had a significantly higher performance than those on the Island. Recommendations were made for future provisions of classroom designs to be suited to the microclimate of their locations and tailored towards enhancement of activities at the hottest periods of the day and year, and no single design template should be adopted for use on various sites.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128355849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolution of the Economics of Science in the Twenty Century","authors":"M. Coccia","doi":"10.1453/JEL.V5I1.1577","DOIUrl":"https://doi.org/10.1453/JEL.V5I1.1577","url":null,"abstract":"Abstract. A new discipline analyses the role of science in society: the economics of scientific research. The purpose of this paper is to investigate the origins, nature, evolution and structure of the economics of scientific research. The paper suggests that one of the first scholars that has tried to systematize this discipline is Paul Freedman with the book “The principles of scientific research” published in London in 1949 by Pergamon Press. In addition, the study here also endeavours to show whenever possible the evolution of this discipline through central topics from emerging research fields. Keywords. Science, Scientific research, History of science, Evolution of Science, Research policy, Research laboratory, R&D management. JEL. B20, D80, L30.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121515609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to Gamify a Mobile Learning Application – A Modularization Approach","authors":"S. Schöbel, Andreas Janson, Sissy-Josefina Ernst, J. Leimeister","doi":"10.2139/ssrn.3042181","DOIUrl":"https://doi.org/10.2139/ssrn.3042181","url":null,"abstract":"Countless possibilities of usage make it more and more difficult to engage and motivate users in a regular use of mobile learning applications. However, users must be convinced to complete and explore every given option within the application. Considering this, gamification seems to be a promising approach to engage and motivate users. Gamification refers to the use of game-like elements in a non-entertainment-based context. Regarding previous research, most game design elements are randomly selected and combined. This is why we use modularization to systematically select and combine game design elements. Following the design science approach and the cognitive evaluation theory, we aim to define a new way of gamifying a mobile learning application. We, therefore, present an approach for the combination of game design elements. Contributions will be given by providing guidance in how to systematically select and combine game design elements.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126535239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring the Impact of Crowdsourcing Features on Mobile App User Engagement and Retention: A Randomized Field Experiment","authors":"Zhuojun Gu, R. Bapna, Jason Chan, Alok Gupta","doi":"10.2139/ssrn.3057424","DOIUrl":"https://doi.org/10.2139/ssrn.3057424","url":null,"abstract":"The most commonly cited issues with mobile apps are low user engagement and retention levels. In this paper, we use a randomized control trial to test the efficacy of crowdsourcing on enhancing user engagement and retention in the context of mobile gaming apps. We examine two specific crowdsourcing features: the ability to submit content and the ability to access crowdsourced content. We find that the content submission significantly increases engagement and retention by reducing users’ hazard of ending a session by approximately 11% relative to the baseline and reducing the hazard of abandoning the game app by 14%. In contrast, giving users the ability to access crowdsourced content has no significant effect on engagement but has a positive effect on retention by reducing the hazard of abandoning the game app by 13%. Surprisingly, we find that the interaction effect of these two crowdsourced features is negative on user engagement. Individually, the submission feature manifests itself via empowering users to control their product use experience, whereas the access feature’s positive effect on retention is mediated by diversity and novelty of content. However, the two effects are not complementary. It turns out when these two features are given together, the empowerment enabled by one’s own submission is crowded out by others’ submissions, and this dominates the diversity benefit. Crowdsourcing features have heterogeneous impact on different user segments, with heavy users and users of longer tenure being more affected by the crowdsourcing features. This paper was accepted by Anandhi Bharadwaj, information systems.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"848 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114098088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proctored in Person or via Webcam: Is There a Difference?","authors":"Oskar Harmon, J. Lambrinos, Paul Tomolonis","doi":"10.2139/ssrn.3057006","DOIUrl":"https://doi.org/10.2139/ssrn.3057006","url":null,"abstract":"This study uses data from a Principles of Microeconomics course taught in online format. For the cumulative multiple-choice final exam, students were asked to select one of two proctoring formats: a traditional proctor in an in-person classroom, or proctored at home via a webcam proctoring service. Learning outcomes are predicted from a model with independent variables of student characteristics common to the literature. The authors expect the prediction model to have the same explanatory power for both proctored exam formats. If there is a significant difference in explanatory power of the two models, this can be attributed to unobserved factors such as cheating or anxiety related to the proctoring format. This study is a follow-up to an earlier study on the comparison of the proctoring formats of the traditional an in-person classroom proctor and an unproctored online exam.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134520541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Megasfinities","authors":"Mario Arturo Ruiz Estrada","doi":"10.2139/ssrn.3048672","DOIUrl":"https://doi.org/10.2139/ssrn.3048672","url":null,"abstract":"This paper introduces a new mega-number that is called “Megasfinities”. The primary objective to propose the uses of Megasfinities in any multi-dimensional coordinate space is to extend new and unknown dimensions of analysis. These unknown dimensions involve new general-spaces, sub-spaces, micro-spaces, and Nano-space in any multi-dimensional coordinate space. In fact, this paper suggests the application of the Megasfinities coordinate space that can permit the visualization of a large number of unknown general-spaces, sub-spaces, micro-spaces, and Nano-spaces in any mega-graphical space. At the same time, all these spaces are representing different dimensions respectively.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126329239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Students Understanding of Introductory Accounting by Integrating Split-Attention Instructional Material","authors":"Seedwell T. M. Sithole","doi":"10.1108/ARJ-08-2015-0104","DOIUrl":"https://doi.org/10.1108/ARJ-08-2015-0104","url":null,"abstract":"Purpose - The purpose of this study is to investigate the effects of two instructional design formats on learning outcomes in introductory accounting. Design/methodology/approach - This study describes split-source instructional designs and uses an experiment administered to two groups of students enrolled in an undergraduate introductory accounting subject. The performance scores in recall and transfer test items are used to evaluate students’ learning outcomes. Findings - The study suggests that instructors can enhance students understanding of introductory accounting by integrating text and diagrams in introductory accounting. Practical implications - University instructors require evidence of teaching and learning activities that enhance student learning during the study of introductory accounting. This study shows that a redesign of accounting instructional material improves students’ performance and learning experience. Originality/value - This study addresses a gap in the literature by examining the use of integrated instructional materials as an alternative to the separate diagram and text when learning accounting. The study also explores the effect of reorganising learning material on students load by analysing the mental effort reported by students. Finally, the study contributes useful findings on reorganising accounting instructional material aimed at enhancing the understanding of introductory accounting.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116875735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Bayesian Beta-Mixture Model for Nonparametric IRT (BBM-IRT)","authors":"E. Arenson, G. Karabatsos","doi":"10.22237/JMASM/1531318047","DOIUrl":"https://doi.org/10.22237/JMASM/1531318047","url":null,"abstract":"Item response models typically assume that the item characteristic (step) curves follow a logistic or normal cumulative distribution function, which are strictly monotone functions of person test ability. Such assumptions can be overly-restrictive for real item response data. We propose a simple and more flexible Bayesian nonparametric IRT model for dichotomous items, which constructs monotone item characteristic (step) curves by a finite mixture of beta distributions, which can support the entire space of monotone curves to any desired degree of accuracy. A simple adaptive random-walk Metropolis-Hastings algorithm is proposed to estimate the posterior distribution of the model parameters. The Bayesian IRT model is illustrated through the analysis of item response data from a 2015 TIMSS test of math performance.","PeriodicalId":153695,"journal":{"name":"Cognition in Mathematics","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127505080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}