Trends in Neuroscience and Education最新文献_第5页

A machine learning prediction of academic performance of secondary school students using radial basis function neural network 利用径向基函数神经网络对中学生学习成绩进行机器学习预测

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100190

Olusola A. Olabanjo , Ashiribo S. Wusu , Mazzara Manuel

{"title":"A machine learning prediction of academic performance of secondary school students using radial basis function neural network","authors":"Olusola A. Olabanjo , Ashiribo S. Wusu , Mazzara Manuel","doi":"10.1016/j.tine.2022.100190","DOIUrl":"10.1016/j.tine.2022.100190","url":null,"abstract":"<div><h3>Background</h3><p>Predictive models for academic performance forecasting have been a useful tool in the improvement of the administrative, counseling and instructional personnel of academic institutions.</p></div><div><h3>Aim</h3><p>The aim of this work is to develop a Radial Basis Function Neural Network<span> for prediction of students’ performance using their past academic records as well as their cognitive and psychomotor abilities.</span></p></div><div><h3>Methods</h3><p>We obtained data from a secondary school repository containing academic, cognitive and psychomotor scores of the students. The preprocessed dataset was used to train the RBFNN model. The impact of Principal Component Analysis on the model performance was also measured.</p></div><div><h3>Results</h3><p>The results gave a sensitivity (pass prediction) of 93.49%, specificity (failure prediction) of 75%, overall accuracy of 86.59% and an AUC score (aggregate measure of performance across the possible classification thresholds) of 94%.</p></div><div><h3>Conclusion</h3><p>We established in this study that psychomotor and cognitive abilities also predict students’ performance. This study helps students, parents and teachers to get a projection of academic success even before sitting for the examination.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10518181","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}

引用次数: 8

Practical and ethical considerations for neurodiversity inclusion in audiology education and practice 听力学教育和实践中神经多样性纳入的实践和伦理考虑

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100185

Shade Avery Kirjava , Kate Witham

引用次数: 1

Navigating learners towards technology-enhanced learning during post COVID-19 semesters 引导学习者在COVID-19后学期进行技术增强学习

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100189

Chinaza Solomon Ironsi

{"title":"Navigating learners towards technology-enhanced learning during post COVID-19 semesters","authors":"Chinaza Solomon Ironsi","doi":"10.1016/j.tine.2022.100189","DOIUrl":"10.1016/j.tine.2022.100189","url":null,"abstract":"<div><h3>Purpose</h3><p>İn line with the objective of this special issue to unveil the challenges, opportunities, experiences, and perspectives of learners while they engage with technology during the global pandemic especially in a broader context, this study decides to examine their perceptions on the use of technology-based learning environments during the post covid semesters. This is on the premise that understanding the learners perceptions on using technology for learning after the pandemic unpacks numerous success and challenges which is essential in making propositions that would enhance learners' digital experience and while steering educational policy to the appropriate direction.</p></div><div><h3>Design</h3><p>To achieve this, a mixed-method research design was adopted for this study and 36 participants were purposively selected. Semi-structured interview questions and a 5 point Likert-type questionnaire were used to collect information from the participants on their perceptions on using technology-based instruction during the post-pandemic semesters.</p></div><div><h3>Findings</h3><p>Based on the data that was collected and analyzed, the study unveiled that though technology was perceived to enhance learning among the learners, it significantly creates boredom when used for educational purposes. Other novel findings of this study were instrumental in making valid empirical conclusions on this topic.</p></div><div><h3>Originality</h3><p>This study adds to the corpus of studies showing learners' experiences and perspectives on the use of technology for learning during the post-pandemic semester. The study is a starting point for more discussions on the need for developing learner-friendly technologies for better learning experiences among learners.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9476329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10518180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability 创造性数学推理的功能磁共振干预研究:不同认知能力水平的行为和大脑效应

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100193

Linnea Karlsson Wirebring , Carola Wiklund-Hörnqvist , Sara Stillesjö , Carina Granberg , Johan Lithner , Micael Andersson , Lars Nyberg , Bert Jonsson

{"title":"An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability","authors":"Linnea Karlsson Wirebring , Carola Wiklund-Hörnqvist , Sara Stillesjö , Carina Granberg , Johan Lithner , Micael Andersson , Lars Nyberg , Bert Jonsson","doi":"10.1016/j.tine.2022.100193","DOIUrl":"10.1016/j.tine.2022.100193","url":null,"abstract":"<div><h3>Background</h3><p>Many learning methods of mathematical reasoning encourage imitative procedures (<em>algorithmic reasoning, AR</em>) instead of more constructive reasoning processes (<em>creative mathematical reasoning, CMR</em>). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR.</p></div><div><h3>Methods</h3><p>We employed a within-subject intervention (<em>N</em>=72, <em>M</em><sub>Age</sub>=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high).</p></div><div><h3>Results</h3><p>On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups.</p></div><div><h3>Conclusions</h3><p>Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949322000217/pdfft?md5=38afa777efc91a672e8d3698a69fdfb9&pid=1-s2.0-S2211949322000217-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10518185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

YouTube as a complementary learning tool in times of COVID-19: Self-reports from sports science students 2019冠状病毒病期间YouTube作为补充学习工具:体育科学学生的自我报告

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100186

Omar Trabelsi , Mohamed Abdelkader Souissi , Swantje Scharenberg , Maher Mrayeh , Adnene Gharbi

{"title":"YouTube as a complementary learning tool in times of COVID-19: Self-reports from sports science students","authors":"Omar Trabelsi , Mohamed Abdelkader Souissi , Swantje Scharenberg , Maher Mrayeh , Adnene Gharbi","doi":"10.1016/j.tine.2022.100186","DOIUrl":"10.1016/j.tine.2022.100186","url":null,"abstract":"<div><h3>Objectives</h3><p>This study reports on sports science students’ educational experience in times of the COVID-19 pandemic and explores their interactions with online technologies, exclusively for learning purposes.</p></div><div><h3>Methods</h3><p>A total of 181 Tunisian final-year sports science students were surveyed using, a custom-designed questionnaire, following the end of the academic year 2020/2021. Semi-structured interviews were conducted for triangulation and validation of the findings.</p></div><div><h3>Findings</h3><p>Participants reported that COVID-19-induced educational disruptions had detrimental effects on their learning experiences. Even though they deemed emergency remote teaching to be less effective than classroom-based teaching, participants recognized the role technology had played in mitigating the impact of the pandemic on their graduation year. They reported using a wide range of online technologies to complement remote curriculum delivery. Ranking second after Google Meet, with a marked difference from the rest of the list, YouTube seemed to be sports science students’ best “learning companion” in times of COVID-19. YouTube helped them better understand instructional content delivered remotely and compensate for the missed opportunities for knowledge and motor skill acquisition.</p></div><div><h3>Conclusions</h3><p>It is very likely that curriculum-based YouTube videos can smoothen emergency implementation of flipped classrooms during future crises that may force teachers and students into home confinement once again, but further empirical research is needed in this area.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9444580/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10572527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The impact of a global pandemic on undergraduate learning experiences: One year later 全球大流行对大学生学习经历的影响:一年后

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100184

Emilie E. Caron, Allison C. Drody, Lydia J. Hicks, Daniel Smilek

{"title":"The impact of a global pandemic on undergraduate learning experiences: One year later","authors":"Emilie E. Caron, Allison C. Drody, Lydia J. Hicks, Daniel Smilek","doi":"10.1016/j.tine.2022.100184","DOIUrl":"10.1016/j.tine.2022.100184","url":null,"abstract":"<div><h3>Background and Purpose</h3><p>We examined students perceived changes in their attention, motivation, affect, and time perception following the implementation of the pandemic-related restrictions.</p></div><div><h3>Methods</h3><p>One year after the restrictions were implemented, we surveyed students’ (<em>N</em> = 153) perceived changes in their experiences relative to their remembered pre- and early-pandemic ones, as well as their predicted future changes.</p></div><div><h3>Results</h3><p>Consistent with prior work, when students compared their current experiences (March/April 2021) to their remembered pre-pandemic ones, they perceived increases in mind-wandering, technology use, external distraction, and negative affect, as well as decreases in focus, flow, motivation, and time perception. Although somewhat attenuated, students also noted changes in these behaviours when comparing the memory of their early pandemic experiences to their current experiences. Finally, they further anticipated negative changes in their future experiences, possibly due to continued pandemic-related isolation.</p></div><div><h3>Implications</h3><p>Reducing students’ sense of isolation might improve their cognitive and affective experiences.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10518178","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}

引用次数: 1

First understand the context and then look at the graph - the effect of attentional guidance on cognitive linear graph processing? 先了解上下文再看图——注意引导对认知线性图处理的影响?

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100191

Pirchia-Tamar Waxman , Ronit Ram-Tsur , Michal Zion

{"title":"First understand the context and then look at the graph - the effect of attentional guidance on cognitive linear graph processing?","authors":"Pirchia-Tamar Waxman , Ronit Ram-Tsur , Michal Zion","doi":"10.1016/j.tine.2022.100191","DOIUrl":"10.1016/j.tine.2022.100191","url":null,"abstract":"<div><h3>Purpose</h3><p>Many studies have investigated the effect of signaling on graph processing, but not the effect of a question's timing as attentional guidance (AG). We investigated how the AG, task level, and visual load affect graph processing, among university students.</p></div><div><h3>Design</h3><p>We developed a graph processing task. The AG process created by displaying the question before the graph was displayed. We used behavioral measures and observation duration of eye movements to evaluate graph processing.</p></div><div><h3>Findings</h3><p>AG has more significant impact on graph processing than the cognitive load of the graph. This means that understanding the context before looking at the graph is important to graph processing. In addition, AG influencing was seen mainly in process duration, rather than on decision-making accuracy.</p></div><div><h3>Originality</h3><p>The results have important implications both for teachers and students how to develop interpretations of visual information into</p></div><div><h3>Conclusions</h3><p>These results are discussed broadly in the article.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10523282","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}

引用次数: 0

Educational neurotechnology: Where do we go from here? 教育神经技术:我们将何去何从?

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100195

Adam John Privitera , Hao Du

引用次数: 2

The differential relationship between visual and spatial working memory in children's mathematics performance 视觉和空间工作记忆在儿童数学成绩中的差异关系

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100188

Sarit Silverman, Sarit Ashkenazi

{"title":"The differential relationship between visual and spatial working memory in children's mathematics performance","authors":"Sarit Silverman, Sarit Ashkenazi","doi":"10.1016/j.tine.2022.100188","DOIUrl":"10.1016/j.tine.2022.100188","url":null,"abstract":"<div><h3>Background</h3><p>Previous research suggests that visuospatial working memory (WM) is a unique predictor of mathematics. However, evidence from neuropsychology and cognitive studies suggests dissociations between visual and spatial WM.</p></div><div><h3>Procedure</h3><p>We examined the differential relationships between visual and spatial WM with mathematics using a new task that 1) utilized the same paradigm across visual and spatial tasks and 2) required executive WM.</p></div><div><h3>Main findings</h3><p>We found that our new spatial WM task related to mathematics scores while visual WM did not. Spatial WM related to mathematics scores for fourth-graders and not second graders, consistent with previous findings on the relationship between spatial skills and mathematics as mathematics becomes more complex. No relationship was found between spatial WM and reading scores at either grade level.</p></div><div><h3>Conclusions</h3><p>Our results highlight the dynamic relationship between WM components and mathematics over the elementary school years and suggest that spatial WM is a unique predictor of mathematics starting from middle childhood.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10518183","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}

引用次数: 0

Mother-child synchrony is high across child executive function levels for both physical and digital spatial play 母子同步性在儿童物理和数字空间游戏的执行功能层面上都很高

IF 3.3

Trends in Neuroscience and Education Pub Date : 2022-12-01 DOI: 10.1016/j.tine.2022.100183

Jamie J. Jirout , Sierra Eisen , Zoe S. Robertson , Tanya M. Evans

{"title":"Mother-child synchrony is high across child executive function levels for both physical and digital spatial play","authors":"Jamie J. Jirout , Sierra Eisen , Zoe S. Robertson , Tanya M. Evans","doi":"10.1016/j.tine.2022.100183","DOIUrl":"10.1016/j.tine.2022.100183","url":null,"abstract":"<div><h3>Purpose</h3><p>Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play.</p></div><div><h3>Procedures</h3><p>We tested whether children's executive function relates to mother-child synchrony during physical and digital play in sixty mother-child dyads.</p></div><div><h3>Main findings</h3><p>Mother-child synchrony did not relate to children's executive function or differ by play type (physical, digital), though during digital play mother-child synchrony was higher for girls relative to boys.</p></div><div><h3>Conclusions</h3><p>The findings suggest that mother-child synchrony is not influenced by children's executive function and physical and digital play can be similarly beneficial in offering the opportunity for responsive, reciprocal, dynamic interactions. The sex difference suggests that further factors should be explored as influences of play synchrony.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10572528","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}

引用次数: 2