Zobrazeno 1 - 10
of 39
pro vyhledávání: '"Philip I. Pavlik"'
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
Understanding the challenges faced by second language (L2) learners in lexical tone perception is crucial for effective language acquisition. This study investigates the impact of exaggerated acoustic properties on facilitating Mandarin tone learning
Externí odkaz:
https://doaj.org/article/1f897f3b779a49ccadda103e496dc7c2
Autor:
Benjamin D. Nye, Philip I. Pavlik, Alistair Windsor, Andrew M. Olney, Mustafa Hajeer, Xiangen Hu
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-20 (2018)
Abstract Background This study investigated learning outcomes and user perceptions from interactions with a hybrid intelligent tutoring system created by combining the AutoTutor conversational tutoring system with the Assessment and Learning in Knowl
Externí odkaz:
https://doaj.org/article/32ef81f5152d474ba880441c95669def
This paper presents a tool for creating student models in logistic regression. Creating student models has typically been done by expert selection of the appropriate terms, beginning with models as simple as IRT or AFM but more recently with highly c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::30ea90be46c710ed8ea515d03c0741ee
Autor:
Wei Chu, Philip I. Pavlik Jr.
In adaptive learning systems, various models are employed to obtain the optimal learning schedule and review for a specific learner. Models of learning are used to estimate the learner's current recall probability by incorporating features or predict
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::36f23b2bb2754f97dcb0f9c7be7bac72
Publikováno v:
Educational technology research and development.
Autor:
Wei Chu, Philip I. Pavlik Jr.
In intelligent tutoring systems (ITS) abundant supportive messages are provided to learners. One implicit assumption behind this design is that learners would actively process and benefit from feedback messages when interacting with ITS individually.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4577137f0f28cebd9349c1bb089a6d8d
Autor:
Kenneth J. Barideaux, Philip I. Pavlik
Publikováno v:
Applied Cognitive Psychology. 35:1547-1558
Autor:
Luke G. Eglington, Philip I. Pavlik
An important component of many Adaptive Instructional Systems (AIS) is a ‘Learner Model’ intended to track student learning and predict future performance. Predictions from learner models are frequently used in combination with mastery criterion
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d58d81be1cb621f6847b14996570352b
https://doi.org/10.31234/osf.io/gj86f
https://doi.org/10.31234/osf.io/gj86f
Percepts are naturally grouped into meaningful categories to process continuous stimulus variations in the environment. Theories of category acquisition have existed for decades, but how they arise in the brain due to learning is not well understood.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8991dcc04ce4283cd13cce7a56f00b4d
https://doi.org/10.1101/2020.12.10.420091
https://doi.org/10.1101/2020.12.10.420091
Autor:
Philip I. Pavlik, Luke G. Eglington
Publikováno v:
npj Science of Learning, Vol 5, Iss 1, Pp 1-10 (2020)
NPJ Science of Learning
NPJ Science of Learning
Decades of research has shown that spacing practice trials over time can improve later memory, but there are few concrete recommendations concerning how to optimally space practice. We show that existing recommendations are inherently suboptimal due
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f5b753a007ef4d7b3f81e4563266b812
https://doi.org/10.31234/osf.io/kaxds
https://doi.org/10.31234/osf.io/kaxds