ethanporcaro/eric-fulltext-meta huggingface dataset:
Multimodal Learning Analytics and Education Data Mining: Using Computational Technologies to Measure Complex Learning Tasks
Author: Blikstein, Paulo
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Educational Research,Constructivism (Learning),Educational Environment,Computation,Educational Technology,Measurement,Discourse Analysis,Natural Language Processing,Speech,Content Analysis,Handwriting,Recognition (Psychology),Freehand Drawing,Bayesian Statistics,Nonverbal Communication,Affective Measures,Physiology,Eye Movements,Learning Modalities,Multimedia Materials,Literature Reviews

New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics and educational data mining has been focused on online courses and cognitive tutors, both of which provide a high degree of structure to the tasks, and are restricted to interactions that occur in front of a computer screen. In this paper, we argue that multimodal learning analytics can offer new insights into student learning trajectories in more complex and open-ended learning environments. We present several examples of this work and its educational applications.
Learning Factor Models of Students at Risk of Failing in the Early Stage of Tertiary Education
Author: Gray, Geraldine
Date: 2016-00-00
Type: Journal Articles
Subjects: Prediction,At Risk Students,Academic Failure,College Freshmen,Personality Traits,Student Motivation,Self Control,Learning Strategies,Age Differences,Gender Differences,Comparative Analysis,Models,Data Collection,Data Analysis,Foreign Countries,Questionnaires,Grade Point Average,Statistical Analysis,Classification,Correlation

This paper reports on a study to predict students at risk of failing based on data available prior to commencement of first year. The study was conducted over three years, 2010 to 2012, on a student population from a range of academic disciplines, n=1,207. Data was gathered from both student enrollment data and an online, self-reporting, learner-profiling tool administered during first-year student induction. Factors considered included prior academic performance, personality, motivation, self-regulation, learning approaches, age, and gender. Models were trained on data from the 2010 and 2011 student cohort, and tested on data from the 2012 student cohort. A comparison of eight classification algorithms found k-NN achieved best model accuracy (72%), but results from other models were similar, including ensembles (71%), support vector machine (70%), and a decision tree (70%). However, improvements in model accuracy attributable to non-cognitive factors were not significant. Models of subgroups by age and discipline achieved higher accuracies, but were affected by sample size; n&lt;900 underrepresented patterns in the dataset. Factors most predictive of academic performance in first year of study at tertiary education included age, prior academic performance, and self-efficacy. Early modelling of first-year students yielded informative, generalizable models that identified students at risk of failing.
Designing an Automated Assessment of Public Speaking Skills Using Multimodal Cues
Author: Chen, Lei
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Speaking,Educational Assessment,Correlation,Factor Analysis,Communication Skills,Suprasegmentals,Motion,Video Technology,Psychomotor Skills,Speech Communication,Cues

Traditional assessments of public speaking skills rely on human scoring. We report an initial study on the development of an automated scoring model for public speaking performances using multimodal technologies. Task design, rubric development, and human rating were conducted according to standards in educational assessment. An initial corpus of 17 speakers with four speaking tasks was collected using audio, video, and 3-D motion capturing devices. A scoring model based on basic features in speech content, speech delivery, and hand, body, and head movements significantly predicts human rating, suggesting the feasibility of using multimodal technologies in the assessment of public speaking skills.
Revealing Opportunities for 21st Century Learning: An Approach to Interpreting User Trace Log Data
Author: Martin, Caitlin K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Collection,Data Interpretation,Creativity,Socialization,Independent Study,Electronic Learning,Coding,Ethnography,Grade 6,Middle School Students,Cohort Analysis,Qualitative Research,Case Studies,Educational Environment,Learning Activities,Users (Information),Social Networks,Social Media,Network Analysis,Youth Programs,Integrated Learning Systems,Community Development,Educational Opportunities

Online environments can cultivate what have been referred to as 21st century skills and capabilities, as youth contribute, pursue, share, and interact around work and ideas. Such environments also hold great potential for addressing digital divides related to the development of such skills by connecting youth in areas with fewer resources and opportunities to social and material supports for learning. However, even with increasing attention to the importance of 21st century skills, there is still relatively little known about how to measure these sorts of competencies effectively. In this paper, we offer an exploratory approach for interpreting student user trace log data to reveal opportunities for creative production, self-directed learning, and social learning online. Our approach engages social learning analytics to code actions according to relationships between users and engages in self-report and ethnographic methods to supplement initial results. We share our methods; provide rich description of the unique learning environment; present results of logged opportunities for creative production, self-directed learning, and social learning across the sixth grade cohort; and explore these results through the lens of individual learners, including cohort self-reports of identity, interest, and perceptions, and qualitative case studies of two students.
Sleepers' Lag: Study on Motion and Attention
Author: Raca, Mirko
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Behavior,Attention,Reaction Time,Student Reaction,Video Technology,Human Body,Motion,Interaction,Hypothesis Testing,Cues,Nonverbal Communication,Questionnaires,Likert Scales,Environmental Influences,Foreign Countries,College Students

Body language is an essential source of information in everyday communication. Low signal-to-noise ratio prevents us from using it in the automatic processing of student behaviour, an obstacle that we are slowly overcoming with advanced statistical methods. Instead of profiling individual behaviour of students in the classroom, the idea is to compare students and connect the observed traits to different levels of attention. With the usage of novel techniques from the field of computer vision, we focus on features that can be automatically extracted with a system of cameras, by means of passive observation of the classroom population. We show parallels between our work and previous theories and formulate a new concept for measuring the level of attention based on synchronization of student body movement. We observed that students with lower levels of attention are slower to react than focused students, a phenomenon we named &quot;sleepers' lag.&quot; This realization may give rise to novel measurements that can act as a technological support for teacher metacognition. The goal is to improve the teacher-student conversation and to propose techniques that can enable a shorter feedback loop of the teacher's performance compared to the current-day methods.
Using Multimodal Learning Analytics to Model Student Behaviour: A Systematic Analysis of Behavioural Framing
Author: Andrade, Alejandro
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Behavior,Data Analysis,Models,Video Technology,Data Interpretation,Identification,Epistemology,Coding,Markov Processes,Elementary School Students,Grade 1,Grade 2,Semi Structured Interviews,Nonverbal Communication,Logical Thinking

One of the challenges many learning scientists face is the laborious task of coding large amounts of video data and consistently identifying social actions, which is time consuming and difficult to accomplish in a systematic and consistent manner. It is easier to catalog observable behaviours (e.g., body motions or gaze) without explicitly attempting to identify their social relevance for the participants. We explore the potential for using a multimodal learning analytic approach to identify whether clusters of observable behaviours can be used to identify and characterize behavioural frames in rich video data of student interviews. We argue that by conducting a systematic analysis of behavioural frames using computerized algorithms we can model student frames as a latent class variable. We explore whether those behavioural frames overlap in productive ways with epistemological frames, thus supporting our efforts to interpret rich video data. We believe that a positive feedback loop between methodological approaches and theory will emerge as we further our understanding of framing by developing analytical models leveraged by multimodal learning analytics.
Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh
Author: Ahmed, Md. Kawser
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Program Implementation,Strategic Planning,Communicative Competence (Languages),Conversational Language Courses,Second Language Instruction,Questionnaires,English (Second Language),Instructional Effectiveness,Technology Uses in Education,Appropriate Technology,Skill Development,Class Activities,Pronunciation Instruction,Oral English,Resource Allocation,Relevance (Education),Student Attitudes,College Second Language Programs

Communicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational institutes be- it secondary or higher secondary are inclined to accept and apply the CLT in classroom, though there has been a lack of resources, materials and language experts. Ignoring the reality, the policy makers would like to follow the other countries, though they are self-sufficient and self-dependent on their strategic plans and strong funds who have already executed CLT with success. This paper attempts to present the reality behind the implementation of CLT in the language teaching and learning environment and outlines the malpractices widely obvious in educational institutes of Bangladesh. This paper also focuses on the strategic points, data collection and analysis and probable remedy regarding the real picture of CLT in Bangladesh.
A Study of Students' Attitude toward Teachers' Affective Factors in EFL Classrooms
Author: Ranjbar, Nahid Amini
Date: 2016-10-00
Type: Journal Articles
Subjects: Affective Objectives,Teacher Behavior,English (Second Language),Class Activities,Teacher Attitudes,Self Efficacy,Anxiety,Language Attitudes,Classroom Techniques,Student Surveys,Cultural Context,Females,Student Attitudes,Student Evaluation of Teacher Performance,Foreign Countries

In any teaching-learning situation, teacher plays a significant role in the classroom. This study aimed at investigating the students' attitude toward teachers' affective factors in EFL classrooms. In this study, the students' population was 300 pre-intermediate (based on the institutes' placement test) female EFL students (10 to 25 years old) in four English language institutes located in Rafsanjan. In accordance with Morgan and Krejcie table (1970), 160 pre-intermediate female EFL students were selected randomly as the sample size from four English language institutes in Rafsanjan. The results revealed that teachers' self-confidence, attitude toward English culture, attitude toward English language, attitude toward English people, lack of anxiety (class management), lack of anxiety(topic management), integrative motivation, and instrumental motivation were the affective factors that could affect students' English language learning. The most important factor to affect the students' achievement was teachers' integrative motivation and the least important factor was teachers' lack of anxiety (topic management).
Investigating the Perceptions of Pakistani English Language Learners on Language Learning Anxiety in EFL Classroom
Author: Bhatti, Nasreen
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Anxiety,Statistical Analysis,English (Second Language),College Second Language Programs,Student Surveys,Student Attitudes,Likert Scales,Affective Behavior,Attribution Theory,Stress Variables

This quantitative study aims to investigate the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. Participants of the study were 145 Intermediate level students of different public colleges of Hyderabad, Sindh who are learning English as a foreign language. The data was collected through the modified form of Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al., (1986). Findings of this study reveal the causes of foreign language anxiety from the learners' perceptions such as communication apprehension was identified as the main cause of anxiety followed by the learners' self-perceived proficiency, fear of being negatively evaluated and nervousness as other sources of anxiety. However, their motivational intensity is higher to learn English. Based on the findings of the study, many of the suggestions are recommended for language teacher however it is also considered that language anxiety is a multi-faceted and complicated in nature which needs further exploration.
Jhumpa Lahiri's &quot;Unaccustomed Earth&quot; and the Reading of Nathaniel Hawthorne
Author: Taher, Israa Hashim
Date: 2016-10-00
Type: Journal Articles
Subjects: United States Literature,English Literature,Authors,Didacticism,Literary Styles,Literature Appreciation,Identification (Psychology),Fiction

Born in England, to Bengali parents, and raised in America, Jhumpa Lahiri (1967) has been variously labeled as Indian-American, post-modern, post-colonial, and Indian writer. Naming Lahiri has been a long and intricate process. However, the identity she chooses for herself is something different. She wants herself to be simply recognized as an American writer. In her first novel, The Namesake (2003), the protagonist, reflecting the dilemma of his creator, suffers the confusing experience of having an appropriate name. Lahiri resorts to Russian literature to establish an identity for her protagonist. In her second collection of short stories, Unaccustomed Earth (2008), Lahiri uses the American writer Nathaniel Hawthorne not just to suggest the title, and epigraph for the collection, but more importantly to &quot;establish her belonging in an American literary canon,&quot; as Ambreen Hai suggests in &quot;Re-Rooting Families: The Alter/Natal as the Central Dynamic of Jhumpa Lahiri's Unaccustomed Earth.&quot; I want to push this argument further by suggesting that Lahiri attempts to gain her formal entry into the main stream American literature by re-writing Hawthorne's &quot;The Scarlet Letter&quot; (1850) in reverse order in &quot;Hema and Kaushik,&quot; the second part of Unaccustomed Earth.
Impact of WhatsAPP on Learning and Retention of Collocation Knowledge among Iranian EFL Learners
Author: Ashiyan, Zahra
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Software,Telecommunications,Handheld Devices,English (Second Language),Second Language Learning,Phrase Structure,Instructional Materials,Second Language Instruction,Retention (Psychology),Language Tests,Student Placement,Scores,Experimental Groups,Control Groups,Pretests Posttests,Test Reliability,Social Networks,Vocabulary Development,Foreign Countries,Statistical Analysis

During the recent technological years, language learning has been attempted to transform its path from the conventional methods to instrumental applications. Mobile phone provides people to reach and exchange information through chats (WhatsApp). It is a tool or mode that means the facilities are used for main purposes. The unique features of the application are its compatibility to exchange information, enhance communication and relationship. A mobile phone provides to download, upload and store learning materials and information files. The purpose of the current study was to investigate the use and effect of mobile applications such as WhatsApp on school work and out of school work. In this way, Oxford Placement Test (OPT) was conducted among 80 learners in order to select intermediate EFL learners. In total, 60 participants whose scores were 70 or higher were elected as the intermediate level and were divided into experimental and control groups. In order to control the reliability of the collocation pretest, the test was pilot studied on 15 learners. Then, the pretest was conducted to measure the learner's collocation knowledge in both of the groups. The experimental group frequently installed WhatsApp application in order to learning and practicing new collocations in order to learning and practicing new collocations, while the control group did not use any tool for learning them. An immediate posttest after the treatment was administered. The results in each group were statistically evaluated and the findings manifested that the experimental group who used WhatsApp application in learning collocation significantly outperformed the control group in posttest. Thus usage of WhatsApp application to acquire collocations can reinforce and enhance the process of collocations acquisition and it can guarantee retention of collocations. This study also prepares pedagogical implications for utilizing mobile application as an influential instrument in learning a second language.
Pastiche in Paul Auster's &quot;The New York Trilogy&quot;
Author: Zare'e, Maedeh
Date: 2016-10-00
Type: Journal Articles
Subjects: Postmodernism,Novels,Authors,Educational Theories,Literary Styles,Literature Appreciation,Literary Criticism,Didacticism

This article is a Jamesonian study of Auster's &quot;The New York Trilogy&quot; in which one of Fredric Jameson's notions of postmodernism, pastiche, has been applied on three stories of the novel. This novel is one of Auster's outstanding postmodern works to which Jameson's theories of postmodernism, in particular, pastiche can be applicable. Pastiche has been defined by Fredric Jameson as an imitation of a strange style and contrasted to the concept of postmodern parody. This article indicates that theory of pastiche can be applied on both the form and content of three stories of the above mentioned novel.
Renaissance Epyllions: A Comparative Reading of Christopher Marlowe's &quot;Hero and Leander,&quot; Thomas Lodge's &quot;Scylla's Metamorphosis&quot; and Francis Beaumont's &quot;Salmacis and Hermaphroditus&quot;
Author: Mahmoudi, Yazdan
Date: 2016-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Classics (Literature),English Literature,Poetry,Narration,Discourse Analysis,Reader Text Relationship,Painting (Visual Arts),Literary Devices,Females

The present paper is supposed to compare and contrast three of these masterpieces written the Renaissance period. The epyllions under study are Christopher Marlowe's &quot;Hero and Leander,&quot; Thomas Lodge's &quot;Scylla's Metamorphosis&quot; and Francis Beaumont's &quot;Salmacis and Hermaphroditus.&quot; Bush believes that &quot;the influence of Marlowe is very pronounced in the &quot;Salmacis and Hermaphroditus&quot; of 1602, which has been associated with Francis Beaumont, but, it is generally agreed, is almost certainly no this. The poem is top heavy with decorative additions, and the myth-making faculty runs wild&quot; (213). The shared characteristic of these works is their indebtedness to Ovid's &quot;Metamorphosis,&quot; so it is important to analyze their modifications so as to observe in what way or ways they are different from their original stories. Moreover, the paper will analyze these works based on their treatment of such elements as narration, subversive facets, intertextuality, their relation to their paintings and other important aspects of the works. At the end, the researcher is going to compare and contrast these epyllions and their paintings of the era in order to analyze their mutual influence which may affect the understanding of their readers.
A Re-examination of &quot;Al-?i?laal&quot; in Arabic: An Autosegmental Approach
Author: Altakhaineh, Abdel Rahman Mitib
Date: 2016-12-00
Type: Journal Articles
Subjects: Semitic Languages,Linguistic Theory,Suprasegmentals,Vowels,Orthographic Symbols,Language Usage,Phonology,Morphology (Languages),Data Analysis

This study analyses &quot;Al-?i?laal&quot; phenomenon which takes place in Modern Standard Arabic (henceforth, MSA) derivational processes. Based on the description of Arab traditionalists such as Al-Raagihi (1984: 155) and AlGalaayiini (1991), &quot;Al-?i?laal&quot; is defined as &quot;a change that occurs with vowel letters where they can be deleted or substituted by another letter in certain cases&quot;. For example, the letter &quot;w&quot; in &quot;da?aw&quot; &quot;prayed to God&quot; is substituted by the letter &quot;a&quot; in &quot;da?aa&quot; (Al-Raagihi 1984). Clearly, the previous example analysed by Arab traditionalists demonstrates that the changes that take place are heavily reliant on the orthography of MSA, rather than the phonological system. For instance, /y/ and /w/ are regarded as vowels, rather than glides or semi vowels. Therefore, this study analyses examples of words in which &quot;Al-?i?laal&quot; takes place based on autosegmental or non-linear phonology; an approach in which phonological representations consist of several levels or tiers (Goldsmith 1979). The analysis of the words reveals that there is actually no substitution of sounds and the change that occurs in these words is phonologically motivated. Finally, the study recommends the reconsideration of the concept of &quot;Al-?i?laal&quot; in Arabic morphological literature to account for the phonological changes that occur in these words.