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areas</title> <meta name="description" content="Search results for: learning areas"> <meta name="keywords" content="learning areas"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learning areas"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13340</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning areas</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13340</span> Effects of the Mathcing between Learning and Teaching Styles on Learning with Happiness of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasanee%20Satthapong">Tasanee Satthapong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to determine the relationship between learning style preferences, teaching style preferences, and learning with happiness of college students who were majors in five different academic areas at the Suansunandha Rajabhat University in Thailand. The selected participants were 729 students 1st year-5th year in Faculty of Education from Thai teaching, early childhood education, math and science teaching, and English teaching majors. The research instruments are the Grasha and Riechmann learning and teaching styles survey and the students’ happiness in learning survey, based on learning with happiness theory initiated by the Office of the National Education Commission. The results of this study: 1) The most students’ learning styles were participant style, followed by collaborative style, and independent style 2) Most students’ happiness in learning in all subjects areas were at the moderate level: Early Childhood Education subject had the highest scores, while Math subject was at the least scores. 3) No different of student’s happiness in learning were found between students who has learning styles that match and not match to teachers’ teaching styles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title="learning style">learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20with%20happiness" title=" learning with happiness"> learning with happiness</a> </p> <a href="https://publications.waset.org/abstracts/20750/effects-of-the-mathcing-between-learning-and-teaching-styles-on-learning-with-happiness-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">691</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13339</span> The Different Learning Path Analysis of Students with Different Learning Attitudes and Styles in Arts Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tracy%20Ho">Tracy Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Huann-Shyang%20Lin"> Huann-Shyang Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Lin"> Mina Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the different learning path of students with different learning attitude and learning styles in Arts Creation. Based on direct instruction, guided-discovery learning, and discovery learning theories, a tablet app including the following three learning areas were developed for students: (1) replication and remix practice area, (2) guided creation area, and (3) free creation area. Thirty. students with different learning attitude and learning styles were invited to use this app. Students’ learning behaviors were categorized and defined. The results will provide both educators and researchers with insights that can form a useful foundation for designing different content and strategy with the application of new technologies in school teaching. It also sheds light on how an educational App can be designed to enhance Arts Creation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=App" title="App">App</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20creation" title=" arts creation"> arts creation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitude" title=" learning attitude"> learning attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet" title=" tablet"> tablet</a> </p> <a href="https://publications.waset.org/abstracts/72549/the-different-learning-path-analysis-of-students-with-different-learning-attitudes-and-styles-in-arts-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72549.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13338</span> Reinforcement Learning for Classification of Low-Resolution Satellite Images</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Bouzaachane">Khadija Bouzaachane</a>, <a href="https://publications.waset.org/abstracts/search?q=El%20Mahdi%20El%20Guarmah"> El Mahdi El Guarmah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The classification of low-resolution satellite images has been a worthwhile and fertile field that attracts plenty of researchers due to its importance in monitoring geographical areas. It could be used for several purposes such as disaster management, military surveillance, agricultural monitoring. The main objective of this work is to classify efficiently and accurately low-resolution satellite images by using novel technics of deep learning and reinforcement learning. The images include roads, residential areas, industrial areas, rivers, sea lakes, and vegetation. To achieve that goal, we carried out experiments on the sentinel-2 images considering both high accuracy and efficiency classification. Our proposed model achieved a 91% accuracy on the testing dataset besides a good classification for land cover. Focus on the parameter precision; we have obtained 93% for the river, 92% for residential, 97% for residential, 96% for the forest, 87% for annual crop, 84% for herbaceous vegetation, 85% for pasture, 78% highway and 100% for Sea Lake. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=satellite%20imagery" title=" satellite imagery"> satellite imagery</a> </p> <a href="https://publications.waset.org/abstracts/141097/reinforcement-learning-for-classification-of-low-resolution-satellite-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141097.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13337</span> Flood-prone Urban Area Mapping Using Machine Learning, a Case Sudy of M'sila City (Algeria)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Medjadj%20Tarek">Medjadj Tarek</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghribi%20Hayet"> Ghribi Hayet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to develop a flood sensitivity assessment tool using machine learning (ML) techniques and geographic information system (GIS). The importance of this study is integrating the geographic information systems (GIS) and machine learning (ML) techniques for mapping flood risks, which help decision-makers to identify the most vulnerable areas and take the necessary precautions to face this type of natural disaster. To reach this goal, we will study the case of the city of M'sila, which is among the areas most vulnerable to floods. This study drew a map of flood-prone areas based on the methodology where we have made a comparison between 3 machine learning algorithms: the xGboost model, the Random Forest algorithm and the K Nearest Neighbour algorithm. Each of them gave an accuracy respectively of 97.92 - 95 - 93.75. In the process of mapping flood-prone areas, the first model was relied upon, which gave the greatest accuracy (xGboost). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geographic%20information%20systems%20%28GIS%29" title="Geographic information systems (GIS)">Geographic information systems (GIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning%20%28ML%29" title=" machine learning (ML)"> machine learning (ML)</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20mapping" title=" emergency mapping"> emergency mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=flood%20disaster%20management" title=" flood disaster management"> flood disaster management</a> </p> <a href="https://publications.waset.org/abstracts/163225/flood-prone-urban-area-mapping-using-machine-learning-a-case-sudy-of-msila-city-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13336</span> Federated Learning in Healthcare</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ananya%20Gangavarapu">Ananya Gangavarapu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Convolutional Neural Networks (CNN) based models are providing diagnostic capabilities on par with the medical specialists in many specialty areas. However, collecting the medical data for training purposes is very challenging because of the increased regulations around data collections and privacy concerns around personal health data. The gathering of the data becomes even more difficult if the capture devices are edge-based mobile devices (like smartphones) with feeble wireless connectivity in rural/remote areas. In this paper, I would like to highlight Federated Learning approach to mitigate data privacy and security issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20learning%20in%20healthcare" title="deep learning in healthcare">deep learning in healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20privacy" title=" data privacy"> data privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=federated%20learning" title=" federated learning"> federated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20in%20distributed%20environment" title=" training in distributed environment"> training in distributed environment</a> </p> <a href="https://publications.waset.org/abstracts/122875/federated-learning-in-healthcare" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122875.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13335</span> Q-Learning of Bee-Like Robots Through Obstacle Avoidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawairia%20Rasheed">Jawairia Rasheed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern robots are often used for search and rescue purpose. One of the key areas of interest in such cases is learning complex environments. One of the key methodologies for robots in such cases is reinforcement learning. In reinforcement learning robots learn to move the path to reach the goal while avoiding obstacles. Q-learning, one of the most advancement of reinforcement learning is used for making the robots to learn the path. Robots learn by interacting with the environment to reach the goal. In this paper simulation model of bee-like robots is implemented in NETLOGO. In the start the learning rate was less and it increased with the passage of time. The bees successfully learned to reach the goal while avoiding obstacles through Q-learning technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reinforlearning%20of%20bee%20like%20robots%20for%20reaching%20the%20goalcement%20learning%20for%20randomly%20placed%20obstacles" title="reinforlearning of bee like robots for reaching the goalcement learning for randomly placed obstacles">reinforlearning of bee like robots for reaching the goalcement learning for randomly placed obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacle%20avoidance%20through%20q-learning" title=" obstacle avoidance through q-learning"> obstacle avoidance through q-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=q-learning%20for%20obstacle%20avoidance" title=" q-learning for obstacle avoidance"> q-learning for obstacle avoidance</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=""></a> </p> <a href="https://publications.waset.org/abstracts/155154/q-learning-of-bee-like-robots-through-obstacle-avoidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155154.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13334</span> Finding Elves in Play Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chloe%20L.%20Southern">Chloe L. Southern</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If play is deemed to fulfill children’s social, emotional, and physical domains, as well as satisfy their natural curiosity and promote self-reflexivity, it is difficult to understand why play is not prioritized to the same extent for older children. This paper explores and discusses the importance of play-based learning as well as the preliminary implications beyond the realm of kindergarten. To further extend the inquiry, discussions pertaining to play-based learning are looked at through the lens of relevant methodologies and theories. Different education systems are looked at in certain areas of the world that lead to curiosities not only towards their play-based practices and curriculum but what ideologies they have that set them apart. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21%CB%A2%E1%B5%97%20century%20learning" title="21ˢᵗ century learning">21ˢᵗ century learning</a>, <a href="https://publications.waset.org/abstracts/search?q=play-based%20learning" title=" play-based learning"> play-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/168445/finding-elves-in-play-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168445.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13333</span> Students’ Perception of E-Learning Systems at Hashemite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities’ use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, this project aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This project critically evaluated the students’ perception of the e-learning system and recommended changes to improve students’ e-learning usage, through conducting questionnaire given to the students that have experience with e-learning systems. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. They seemed to value the resources tool and its contribution to building their knowledge more than other e-learning tools. However, they seemed to perceive a limited value from the audio or video podcasts. This study has shown that technology acceptance is the most variable, factor that contributes to students’ perception and satisfaction of the e-learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/15384/students-perception-of-e-learning-systems-at-hashemite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13332</span> Identification of Landslide Features Using Back-Propagation Neural Network on LiDAR Digital Elevation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Hao%20Chang">Chia-Hao Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Geng-Gui%20Wang"> Geng-Gui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jee-Cheng%20Wu"> Jee-Cheng Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prediction of a landslide is a difficult task because it requires a detailed study of past activities using a complete range of investigative methods to determine the changing condition. In this research, first step, LiDAR 1-meter by 1-meter resolution of digital elevation model (DEM) was used to generate six environmental factors of landslide. Then, back-propagation neural networks (BPNN) was adopted to identify scarp, landslide areas and non-landslide areas. The BPNN uses 6 environmental factors in input layer and 1 output layer. Moreover, 6 landslide areas are used as training areas and 4 landslide areas as test areas in the BPNN. The hidden layer is set to be 1 and 2; the hidden layer neurons are set to be 4, 5, 6, 7 and 8; the learning rates are set to be 0.01, 0.1 and 0.5. When using 1 hidden layer with 7 neurons and the learning rate sets to be 0.5, the result of Network training root mean square error is 0.001388. Finally, evaluation of BPNN classification accuracy by the confusion matrix shows that the overall accuracy can reach 94.4%, and the Kappa value is 0.7464. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20elevation%20model" title="digital elevation model">digital elevation model</a>, <a href="https://publications.waset.org/abstracts/search?q=DEM" title=" DEM"> DEM</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20factors" title=" environmental factors"> environmental factors</a>, <a href="https://publications.waset.org/abstracts/search?q=back-propagation%20neural%20network" title=" back-propagation neural network"> back-propagation neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=BPNN" title=" BPNN"> BPNN</a>, <a href="https://publications.waset.org/abstracts/search?q=LiDAR" title=" LiDAR "> LiDAR </a> </p> <a href="https://publications.waset.org/abstracts/93322/identification-of-landslide-features-using-back-propagation-neural-network-on-lidar-digital-elevation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13331</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13330</span> Fostering Enriched Teaching and Learning Experience Using Effective Cyber-Physical Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shubhakar%20K.">Shubhakar K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Nachamma%20S."> Nachamma S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Judy%20T."> Judy T.</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacob%20S.%20C."> Jacob S. C.</a>, <a href="https://publications.waset.org/abstracts/search?q=Melvin%20Lee"> Melvin Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Lo"> Kenneth Lo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, technological advancements have ushered in a new era of education characterized by the integration of technology-enabled devices and online tools. The cyber-physical learning environment (CPLE) is a prime example of this evolution, merging remote cyber participants with in-class learners through immersive technology, interactive digital whiteboards, and online communication platforms like Zoom and MS Teams. This approach transforms the teaching and learning experience into a more seamless, immersive, and inclusive one. This paper outlines the design principles and key features of CPLE that support both teaching and group-based activities. We also explore the key characteristics and potential impact of such environments on educational practices. By analyzing user feedback, we evaluate how technology enhances teaching and learning in a cyber-physical setting, its impact on learning outcomes, user-friendliness, and areas for further enhancement to optimize the teaching and learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyber-physical%20class" title="cyber-physical class">cyber-physical class</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20teaching" title=" hybrid teaching"> hybrid teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20learning" title=" remote learning"> remote learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20enabled%20learning" title=" technology enabled learning"> technology enabled learning</a> </p> <a href="https://publications.waset.org/abstracts/188926/fostering-enriched-teaching-and-learning-experience-using-effective-cyber-physical-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13329</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13328</span> Analysis of Cooperative Learning Behavior Based on the Data of Students' Movement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Lin">Wang Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Zhiqiang"> Li Zhiqiang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to analyze the cooperative learning behavior pattern based on the data of students' movement. The study firstly reviewed the cooperative learning theory and its research status, and briefly introduced the k-means clustering algorithm. Then, it used clustering algorithm and mathematical statistics theory to analyze the activity rhythm of individual student and groups in different functional areas, according to the movement data provided by 10 first-year graduate students. It also focused on the analysis of students' behavior in the learning area and explored the law of cooperative learning behavior. The research result showed that the cooperative learning behavior analysis method based on movement data proposed in this paper is feasible. From the results of data analysis, the characteristics of behavior of students and their cooperative learning behavior patterns could be found. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior%20pattern" title="behavior pattern">behavior pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analyze" title=" data analyze"> data analyze</a>, <a href="https://publications.waset.org/abstracts/search?q=k-means%20clustering%20algorithm" title=" k-means clustering algorithm"> k-means clustering algorithm</a> </p> <a href="https://publications.waset.org/abstracts/97916/analysis-of-cooperative-learning-behavior-based-on-the-data-of-students-movement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13327</span> Delivering Distance Educational Services in Difficult Areas: Universitas Terbuka’s Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Zubaidah">Ida Zubaidah </a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the advancement of information and communication technologies, in many cases, geographical distance is no longer considered as a main barrier in distance education. Geographical distance, even from a continent to another, between students and their instructor or students and their campus can be connected by the Internet, telephone or any other means of communication technology. Managing distance learning in an archipelagic country like Indonesia, however, has some different stories. Comprising more than 17,000 islands and 6.000 of them inhabited, Indonesia is considered as one of the most archipelagic countries in the world. In some areas or islands that have adequate public transportation and communication facilities the courses can be delivered quite well. In other areas that geographically very remote and dispersed islander, Universitas Terbuka, an open university in Indonesia, has to have very different strategies in overcoming the specific and even emergency situations in learning delivery. This ongoing research paper aims to share experiences of how Universitas Terbuka makes serious and unique efforts in overcoming the barriers and obstacles in providing educational service in part of difficult areas, especially in eastern areas of Indonesia. The data collection methods are observation of sample areas and in-depth interview with the head of regional offices of Universitas Terbuka in eastern Indonesia, staff, and tutors. Conducting educational deliveries in in difficult areas with no regular and adequate transportation has made the regional office have specific strategies in making the learning process run as smooth as possible. Sending a tutor to an area to meet some students and conducting a series of tutorial, which are supposed to be weekly, in several days is one of the strategies. Recruiting local people to manage the students in the area is another strategy. The absence of regular transportation from island to island, high tides, hurricanes, are among the obstacles faced by the regional offices in doing their job. Non geographical barriers such as unavailability of qualified tutor, inadequate tutor payment, are problems as well. The learning process, however, has to be done in any way, otherwise the distance education mission to reach unreachable cannot be achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=Terbuka%20University" title=" Terbuka University"> Terbuka University</a>, <a href="https://publications.waset.org/abstracts/search?q=difficult%20area" title=" difficult area"> difficult area</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20barrier" title=" geographical barrier"> geographical barrier</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20services" title=" learning services"> learning services</a> </p> <a href="https://publications.waset.org/abstracts/41378/delivering-distance-educational-services-in-difficult-areas-universitas-terbukas-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13326</span> Post Earthquake Volunteer Learning That Build up Caring Learning Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naoki%20Okamura">Naoki Okamura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From a perspective of moral education, this study has examined the experiences of a group of college students who volunteered in disaster areas after the magnitude 9.0 Earthquake, which struck the Northeastern region of Japan in March, 2011. The research, utilizing the method of grounded theory, has uncovered that most of the students have gone through positive changes in their development of moral and social characters, such as attaining deeper sense of empathy and caring personalities. The study expresses, in identifying the nature of those transformations, that the importance of volunteer work should strongly be recognized by the colleges and universities in Japan, in fulfilling their public responsibility of creating and building learning communities that are responsible and caring. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20development" title="moral development">moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20education" title=" moral education"> moral education</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20learning" title=" service learning"> service learning</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteer%20learning" title=" volunteer learning"> volunteer learning</a> </p> <a href="https://publications.waset.org/abstracts/11440/post-earthquake-volunteer-learning-that-build-up-caring-learning-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11440.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13325</span> Immersive Learning in University Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raminder%20Kaur">Raminder Kaur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper considers the emerging area of integrating Virtual Reality (VR) technologies into the teaching of Visual Anthropology, Research Methods, and the Anthropology of Contemporary India in the University of Sussex. If deployed in a critical and self-reflexive manner, there are several advantages to VR-based immersive learning: (i) Based on data available for British schools, it has been noted that ‘Learning through experience can boost knowledge retention by up to 75%’. (ii) It can tutor students to learn with and from virtual worlds, devising new collaborative methods where suited. (iii) It can foster inclusive learning by aiding students with SEN and disabilities who may not be able to explore such areas in the physical world. (iv) It can inspire and instill confidence in students with anxieties about approaching new subjects, realms, or regions. (v) It augments our provision of ‘smart classrooms’ synchronised to the kinds of emerging immersive learning environments that students come from in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropology" title=" anthropology"> anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20learning" title=" immersive learning"> immersive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/176721/immersive-learning-in-university-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13324</span> Evaluation of Massive Open Online Course in a Rural Marginalized Area: Case Study of Alice Community, Eastern Cape, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dare%20Ebenezer%20Fatumo">Dare Ebenezer Fatumo</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusesan%20Emmanuel%20Adelabu"> Olusesan Emmanuel Adelabu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning has taken another dimension through the introduction of Massive Open Online Courses (MOOCs), it has also become an important resource base for teaching and learning. This research aimed at investigating the use of Massive Open Online Course in a rural marginalized area. The survey research design of descriptive nature was adopted to evaluate the awareness and usage of Massive Open Online Course (MOOCs) in Alice community, Eastern Cape, South Africa. This study also employed quantitative approach by using self-structured questionnaire to evoke information from the respondents. The data collected were analyzed by Statistical Package for Social Sciences (SPSS). The findings revealed amongst others the efficacy of Massive Open Online Course (MOOCs) in fostering teaching and learning in rural marginalized areas. This study concludes that MOOCs is a veritable medium for busy or less privileged individual to acquire a degree or certification. Therefore, the study recommends MOOCs platform to be fully embraced by people in rural marginalized areas, awareness programs about its usefulness should be propagated across the municipalities nationwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20course" title=" massive open online course"> massive open online course</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/98901/evaluation-of-massive-open-online-course-in-a-rural-marginalized-area-case-study-of-alice-community-eastern-cape-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13323</span> Augmented Reality and Its Impact on Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliakbar%20Alijarahi">Aliakbar Alijarahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khaleghi"> Ali Khaleghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azadehe%20Afrasiyabi"> Azadehe Afrasiyabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the emerging technologies in the field of education that can be effectively profitable, called augmented reality, where the combination of real world and virtual images in real time produces new concepts that can facilitate learning. The paper, providing an introduction to the general concept of augmented reality, aims at surveying its capabitities in different areas, with an emphasis on Education, It seems quite necessary to have comparative study on virtual/e-learning and augmented reality and conclude their differences in education methods. As an review article, the paper is composed, instead of producing new concepts, to sum-up and analayze accomplished works related to the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning" title=" virtual learning"> virtual learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/42963/augmented-reality-and-its-impact-on-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42963.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13322</span> A Study of Learning to Enhance Ability Career Skills Consistent With Disruptive Innovation in Creative Strategies for Advertising Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kornchanok%20Chidchaisuwan">Kornchanok Chidchaisuwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project is a study of learning activities through experience to enhance career skills and technical abilities on the creative strategies for advertising course of undergraduate students. This instructional model consisted of study learning approaches: 1) Simulation-based learning: used to create virtual learning activities plans for work like working at advertising companies. 2) Project-based learning: Actual work based on the processed creating and focus on producing creative works to present on new media channels. The results of learning management found that there were effects on the students in various areas, including 1) The learners have experienced in the step by step of advertising work process. 2) The learner has the skills to work from the actual work (Learning by Doing), allowing the ability to create, present, and produce the campaign accomplished achievements and published on online media at a better level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technical" title="technical">technical</a>, <a href="https://publications.waset.org/abstracts/search?q=advertising" title=" advertising"> advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20skills" title=" career skills"> career skills</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20based%20learning" title=" simulation based learning"> simulation based learning</a> </p> <a href="https://publications.waset.org/abstracts/136581/a-study-of-learning-to-enhance-ability-career-skills-consistent-with-disruptive-innovation-in-creative-strategies-for-advertising-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13321</span> Deep Learning for Recommender System: Principles, Methods and Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basiliyos%20Tilahun%20Betru">Basiliyos Tilahun Betru</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20Awono%20Onana"> Charles Awono Onana</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernabe%20Batchakui"> Bernabe Batchakui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recommender systems have become increasingly popular in recent years, and are utilized in numerous areas. Nowadays many web services provide several information for users and recommender systems have been developed as critical element of these web applications to predict choice of preference and provide significant recommendations. With the help of the advantage of deep learning in modeling different types of data and due to the dynamic change of user preference, building a deep model can better understand users demand and further improve quality of recommendation. In this paper, deep neural network models for recommender system are evaluated. Most of deep neural network models in recommender system focus on the classical collaborative filtering user-item setting. Deep learning models demonstrated high level features of complex data can be learned instead of using metadata which can significantly improve accuracy of recommendation. Even though deep learning poses a great impact in various areas, applying the model to a recommender system have not been fully exploited and still a lot of improvements can be done both in collaborative and content-based approach while considering different contextual factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data" title="big data">big data</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=recommender%20system" title=" recommender system"> recommender system</a> </p> <a href="https://publications.waset.org/abstracts/74244/deep-learning-for-recommender-system-principles-methods-and-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13320</span> Stock Movement Prediction Using Price Factor and Deep Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hy%20Dang">Hy Dang</a>, <a href="https://publications.waset.org/abstracts/search?q=Bo%20Mei"> Bo Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of machine learning methods and techniques has opened doors for investigation in many areas such as medicines, economics, finance, etc. One active research area involving machine learning is stock market prediction. This research paper tries to consider multiple techniques and methods for stock movement prediction using historical price or price factors. The paper explores the effectiveness of some deep learning frameworks for forecasting stock. Moreover, an architecture (TimeStock) is proposed which takes the representation of time into account apart from the price information itself. Our model achieves a promising result that shows a potential approach for the stock movement prediction problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20representation" title=" time representation"> time representation</a>, <a href="https://publications.waset.org/abstracts/search?q=stock%20prediction" title=" stock prediction"> stock prediction</a> </p> <a href="https://publications.waset.org/abstracts/147469/stock-movement-prediction-using-price-factor-and-deep-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13319</span> Virtua-Gifted and Non-Gifted Students’ Motivation toward Virtual Flipped Learning from L2 Motivational Self-System Lense</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Heidari">Kamal Heidari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Covid-19 has borne drastic effects on different areas of society, including the education area, in that it brought virtual education to the center of attention, as an alternative to in-person education. In virtual education, the importance of flipped learning doubles, as students are supposed to take the main responsibility of teaching/learning process; and teachers play merely a facilitative/monitoring role. Given the students’ responsibility in virtual flipped learning, students’ motivation plays a pivotal role in the effectiveness of this learning method. The L2 Motivational Self-System (L2MSS) model is a currently proposed model elaborating on students’ motivation based on three sub-components: ideal L2 self, ought-to L2 self, and L2 learning experience. Drawing on an exploratory sequential mixed-methods research design, this study probed the effect of virtual flipped learning (via SHAD platform) on 112 gifted and non-gifted students’ motivation based on the L2 MSS. This study uncovered that notwithstanding the point that virtual flipped learning improved both gifted and non-gifted students’ motivation, it differentially affected their motivation. In other words, gifted students mostly referred to ideal L2 self, while non-gifted ones referred to ought-to L2 self and L2 learning experience aspects of motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20flipped%20learning" title="virtual flipped learning">virtual flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=giftedness" title=" giftedness"> giftedness</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=L2MSS" title=" L2MSS"> L2MSS</a> </p> <a href="https://publications.waset.org/abstracts/160059/virtua-gifted-and-non-gifted-students-motivation-toward-virtual-flipped-learning-from-l2-motivational-self-system-lense" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13318</span> Customization of Moodle Open Source LMS for Tanzania Secondary Schools’ Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellen%20A.%20Kalinga">Ellen A. Kalinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School e-Learning (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Tanzania" title=" Tanzania"> Tanzania</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/14417/customization-of-moodle-open-source-lms-for-tanzania-secondary-schools-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13317</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13316</span> Developing Serious Games to Improve Learning Experience of Programming: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shan%20Jiang">Shan Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Tang"> Xinyu Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning is an emerging pedagogy to make the learning experience more effective, enjoyable, and fun. However, most games used in classroom settings have been overly simplistic. This paper presents a case study on a Python-based online game designed to improve the effectiveness in both teaching and research in higher education. The proposed game system not only creates a fun and enjoyable experience for students to learn various topics in programming but also improves the effectiveness of teaching in several aspects, including material presentation, helping students to recognize the importance of the subjects, and linking theoretical concepts to practice. The proposed game system also serves as an information cyber-infrastructure that automatically collects and stores data from players. The data could be useful in research areas including human-computer interaction, decision making, opinion mining, and artificial intelligence. They further provide other possibilities beyond these areas due to the customizable nature of the game. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title="game-based learning">game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=research-teaching%20integration" title=" research-teaching integration"> research-teaching integration</a>, <a href="https://publications.waset.org/abstracts/search?q=Hearthstone" title=" Hearthstone"> Hearthstone</a> </p> <a href="https://publications.waset.org/abstracts/142465/developing-serious-games-to-improve-learning-experience-of-programming-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13315</span> Resilient Machine Learning in the Nuclear Industry: Crack Detection as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20Khadka">Anita Khadka</a>, <a href="https://publications.waset.org/abstracts/search?q=Gregory%20Epiphaniou"> Gregory Epiphaniou</a>, <a href="https://publications.waset.org/abstracts/search?q=Carsten%20Maple"> Carsten Maple</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a dramatic surge in the adoption of machine learning (ML) techniques in many areas, including the nuclear industry (such as fault diagnosis and fuel management in nuclear power plants), autonomous systems (including self-driving vehicles), space systems (space debris recovery, for example), medical surgery, network intrusion detection, malware detection, to name a few. With the application of learning methods in such diverse domains, artificial intelligence (AI) has become a part of everyday modern human life. To date, the predominant focus has been on developing underpinning ML algorithms that can improve accuracy, while factors such as resiliency and robustness of algorithms have been largely overlooked. If an adversarial attack is able to compromise the learning method or data, the consequences can be fatal, especially but not exclusively in safety-critical applications. In this paper, we present an in-depth analysis of five adversarial attacks and three defence methods on a crack detection ML model. Our analysis shows that it can be dangerous to adopt machine learning techniques in security-critical areas such as the nuclear industry without rigorous testing since they may be vulnerable to adversarial attacks. While common defence methods can effectively defend against different attacks, none of the three considered can provide protection against all five adversarial attacks analysed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adversarial%20machine%20learning" title="adversarial machine learning">adversarial machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=attacks" title=" attacks"> attacks</a>, <a href="https://publications.waset.org/abstracts/search?q=defences" title=" defences"> defences</a>, <a href="https://publications.waset.org/abstracts/search?q=nuclear%20industry" title=" nuclear industry"> nuclear industry</a>, <a href="https://publications.waset.org/abstracts/search?q=crack%20detection" title=" crack detection"> crack detection</a> </p> <a href="https://publications.waset.org/abstracts/147458/resilient-machine-learning-in-the-nuclear-industry-crack-detection-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13314</span> How to Guide Students from Surface to Deep Learning: Applied Philosophy in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lihong%20Wu">Lihong Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Young"> Raymond Young</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20learning" title=" surface learning"> surface learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/143479/how-to-guide-students-from-surface-to-deep-learning-applied-philosophy-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13313</span> The Increasing Importance of the Role of AI in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joshefina%20Bengoechea%20Fernandez">Joshefina Bengoechea Fernandez</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Bell"> Alex Bell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In its 2021 guidance for policy makers, the UNESCO has proposed 4 areas where AI can be applied in educational settings: These are: 1) Education management and delivery; 2) Learning and assessment; 3) Empowering teachers and facilitating teaching, and 4) Providing lifelong learning possibilities (UNESCO, 2021). Like with wblockchain technologies, AI will automate the management of educational institutions. These include, but are not limited to admissions, timetables, attendance, and homework monitoring. Furthermore, AI will be used to select relevant learning content across learning platforms for each student, based on his or her personalized needs. A problem educators face is the “one-size-fits-all” approach that does not work with a diverse student population. The purpose of this paper is to illustrate if the implementation of Technology is the solution to the Problems faced in Higher Education. The paper builds upon a constructivist approach, combining a literature review and research on key publications and academic reports. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20platforms" title=" learning platforms"> learning platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20personalised%20needs" title=" students personalised needs"> students personalised needs</a>, <a href="https://publications.waset.org/abstracts/search?q=life-%20long%20learning" title=" life- long learning"> life- long learning</a>, <a href="https://publications.waset.org/abstracts/search?q=privacy" title=" privacy"> privacy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a> </p> <a href="https://publications.waset.org/abstracts/148644/the-increasing-importance-of-the-role-of-ai-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13312</span> Blended Learning through Google Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20app" title=" learning app"> learning app</a>, <a href="https://publications.waset.org/abstracts/search?q=google%20classroom" title=" google classroom"> google classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/108493/blended-learning-through-google-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108493.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13311</span> Neuronal Mechanisms of Observational Motor Learning in Mice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Li">Yi Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Yinan%20Zheng"> Yinan Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Ya%20Ke"> Ya Ke</a>, <a href="https://publications.waset.org/abstracts/search?q=Yungwing%20Ho"> Yungwing Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motor learning is a process that frequently happens among humans and rodents, which is defined as the changes in the capability to perform a skill that is conformed to have a relatively permanent improvement through practice or experience. There are many ways to learn a behavior, among which is observational learning. Observational learning is the process of learning by watching the behaviors of others, for example, a child imitating parents, learning a new sport by watching the training videos or solving puzzles by watching the solutions. Many research explores observational learning in humans and primates. However, the neuronal mechanism of which, especially observational motor learning, was uncertain. It’s well accepted that mirror neurons are essential in the observational learning process. These neurons fire when the primate performs a goal-directed action and sees someone else demonstrating the same action, which suggests they have high firing activity both completing and watching the behavior. The mirror neurons are assumed to mediate imitation or play a critical and fundamental role in action understanding. They are distributed in many brain areas of primates, i.e., posterior parietal cortex (PPC), premotor cortex (M2), and primary motor cortex (M1) of the macaque brain. However, few researchers report the existence of mirror neurons in rodents. To verify the existence of mirror neurons and the possible role in motor learning in rodents, we performed customised string-pulling behavior combined with multiple behavior analysis methods, photometry, electrophysiology recording, c-fos staining and optogenetics in healthy mice. After five days of training, the demonstrator (demo) mice showed a significantly quicker response and shorter time to reach the string; fast, steady and accurate performance to pull down the string; and more precisely grasping the beads. During three days of observation, the mice showed more facial motions when the demo mice performed behaviors. On the first training day, the observer reduced the number of trials to find and pull the string. However, the time to find beads and pull down string were unchanged in the successful attempts on the first day and other training days, which indicated successful action understanding but failed motor learning through observation in mice. After observation, the post-hoc staining revealed that the c-fos expression was increased in the cognitive-related brain areas (medial prefrontal cortex) and motor cortices (M1, M2). In conclusion, this project indicated that the observation led to a better understanding of behaviors and activated the cognitive and motor-related brain areas, which suggested the possible existence of mirror neurons in these brain areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=observation" title="observation">observation</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20learning" title=" motor learning"> motor learning</a>, <a href="https://publications.waset.org/abstracts/search?q=string-pulling%20behavior" title=" string-pulling behavior"> string-pulling behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=prefrontal%20cortex" title=" prefrontal cortex"> prefrontal cortex</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20cortex" title=" motor cortex"> motor cortex</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive" title=" cognitive"> cognitive</a> </p> <a href="https://publications.waset.org/abstracts/153652/neuronal-mechanisms-of-observational-motor-learning-in-mice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20areas&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20areas&page=3">3</a></li> <li class="page-item"><a class="page-link" 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