On Educational psychology: A cognitive view.

The Whole Brain Business Book

Due to the COVID-19 pandemic and government policy to carry out online learning or study from home in Balikpapan, Indonesia, this study aims to describe the teachers’ perception of the challenges in the implementation of online learning in teaching English subjects in the learning process and the recommendation to overcome the problems. This research is a qualitative descriptive study. Three English teachers volunteered to participate in this research through invitation at SMK Nusantara Balikpapan. The research data collected through in-depth interviews, which were analyzed descriptively by using interactive techniques. The Thematic analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. The results of the data analysis show that three English teachers were not too familiar with online learning at first, so they still have many obstacles in the teaching process by using online applications or platforms. There are several obstacles, such as using applications or platforms as media, teachers' knowledge, time schedule, teacher and students’ motivation, and plagiarism. To run online learning, these obstacles should be overcome.

/pdf/teachers-perception-toward-the-challenges-in-online-english-1kd1ucw601.pdf

Teachers’ Perception toward the Challenges in Online English Teaching during Covid-19 Pandemic

Classification of attention levels using a Random Forest algorithm optimized with Particle Swarm Optimization

In this paper, we empirically examine and assess the effectiveness of a chatbot workshop as experiential teaching and learning tool to engage undergraduate students enrolled in an elective course “Doing Business with A.I.” in the Lee Kong Chian School of Business (LKCSB) at Singapore Management University. The chatbot workshop provides non-STEM students with an opportunity to acquire basic skills to build a chatbot prototype using the ‘Dialogflow’ program. The workshop and the experiential learning activity are designed to impart conversation and user-centric design know how and know why to students. A key didactical aspect which informs the design and flow of the chatbot workshop is that novice learners with no or very little knowledge about A.I. recognize and create the important linkage between knowledge inputs and outputs of conversational agents powered by natural language processing (NLP) so that user queries can be effectively addressed. According to the study results, 90.7% of all surveyed students (n = 43) were satisfied with the experiential learning chatbot workshop; 81.4% of the respondents felt engaged while 81.3% of the participants reported moderate to high levels of competencies (81.3%) as result of the hands-on workshop. Almost all students surveyed (97.7%) felt that the experiential chatbot workshop had met the expected learning outcomes. Besides presenting empirical data that underscore the pedagogical usefulness of conducting an experiential Chatbot workshop in basic A.I. classes with special reference to NLP, we are trying to corroborate a conceptual model developed from learning theories and technology mediated learning (TML) models aimed at measuring the effects of a chatbot practicum on students’ engagement and motivation as potential drivers of successfully acquiring basic NLP skills and learner satisfaction. The paper provides useful practical information for instructors interested in deploying a practical chatbot workshop as effective TML tool in a tertiary educational context aimed at making learners ‘future-ready’. 

/pdf/assessing-the-effectiveness-of-a-chatbot-workshop-as-39m8w5ap.pdf

Assessing the effectiveness of a chatbot workshop as experiential teaching and learning tool to engage undergraduate students

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

/pdf/motivation-of-university-students-towards-the-use-of-3g1o4799ut.pdf

Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

The presence and need to integrate educational technology into the teaching process is becoming increasingly common in the pedagogical field. The presence of students who show difficulty focusing their attention on daily activities is also very common and can be an influencing factor on their academic performance. The objective of this research is to analyse the visual behaviour of fifth year primary education students with attention problems, and to assess the effect of this attention problems when different formats are presented. For this purpose, an eye tracking technique was used to record the differences that took place when students with and without attention difficulties were looking at a screen that presented images, text and videos. After analysing the data collected, it is concluded that there are some differences in the observation process of these students. In some cases there are only different observations when some formats (text and video) appear for the first time, while the main differences between the participating groups occur when the displayed contents contain images.

Experience of use of eye tracking technology with children who have attention problems

ABSTRACT In a period of accelerated urban transformation, there are certain types of heritage that are currently vulnerable due to the social strata or historical period they represent. Many of the buildings that make up the Historic Centre of the Central District of Honduras (HCCD) face this threat. This paper aims to identify and characterise the HCCD built heritage from a broader perspective considering emerging heritage that is linked to modernity and everyday life. To this end, a review was carried out of the heritage protection registers in the Honduran Inventory of Immovable Cultural Assets (PIBICH) and other available tools such as the Catalogue of the Master Plan (CMP) and citizen perceptions. The methodology characterises heritage assets in a new format by historical era and by type. Data related to citizen perceptions, an asset’s conservation and ownership status were then analysed before a final comparison was carried out between the PIBICH and the CMP. The results generate a constructive and clarifying reflection on the policy documents. The CMP generates a more inclusive, innovative and sustainable vision of heritage and reveals the need for new heritage protection with broader historical and conceptual perspectives, as well as the participation of wider range of stakeholders.

Everyday and Modern Heritage: Endorsing the Inclusion of Emerging Heritages in the Catalogue of the Master Plan of the Historic Centre of the Central District of Honduras

At present a great deal of historical gender prejudice is still visible in society. It is essential to eliminate these invisible barriers that impede achieving real equality between men and women. This article seeks to provide a vision of the perception of primary school girls and boys regarding the masculine and feminine genders. A questionnaire was given to groups of schoolchildren in different locations, including rural areas and large cities such as Madrid, the capital of Spain. In addition to detecting prejudice towards one of the two genders, some of the most often repeated answers were taken into account. On several occasions one of the two sexes, or the two, were linked to intelligence or to the ideal of beauty . However, differences were not observed in all cases. Comments are made on the most relevant data regarding the predisposition amongst children to link girls with more passive attitudes than boys’. For many years society has fought to achieve real equality between the two sexes. However, there is still a great deal to be done, and the younger generations have the responsibility of succeeding in having the two sexes live together in a more egalitarian society. The role of education is to encourage this process.

http://ojs.bbwpublisher.com/index.php/JCER/article/view/406/370

Sexist Prejudice of Primary School Children in Different Urban and Rural Contexts of Spain

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Papers

Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

Experience of use of eye tracking technology with children who have attention problems

Everyday and Modern Heritage: Endorsing the Inclusion of Emerging Heritages in the Catalogue of the Master Plan of the Historic Centre of the Central District of Honduras

Sexist Prejudice of Primary School Children in Different Urban and Rural Contexts of Spain