المؤلفون: Dan, Yongjun

المصدر: Empirical Studies of the Arts; Jul2024, Vol. 42 Issue 2, p398-411, 14p

مصطلحات موضوعية: COGNITIVE styles, INTUITION, CREATIVE thinking, CREATIVE ability, STRUCTURAL equation modeling, COLLEGE students

مصطلحات جغرافية: CHINA

مستخلص: This study aimed to examine the mediating effects of cognitive style on the relationship between music competence and creative thinking. The participants were college students from a university in Eastern China. The categorization between rationality and experientiality (intuition) was adopted to measure students' cognitive styles. A model was formulated in which music competence predicted cognitive style, which in turn predicted creativity. Structural equation modeling with Mplus 7.4 was utilized to examine the model fit and mediating effects. The result showed that (a) the model fit was acceptable; (b) both rationality and experientiality functioned as significant mediators on the path from music ability to creativity; and (c) the mediating effect of rationality was significantly greater than that of experientiality. The model presented an overall description of the relationships among the four variables; additionally, it revealed that rationality played a more prominent role than intuition did in creative thought. [ABSTRACT FROM AUTHOR]

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المؤلفون: Girmay, Samuel, Yliniemi, Kirsi, Nieminen, Minna, Linnera, Jarno, Karttunen, Antti J.

المصدر: Education for Chemical Engineers; Apr2024, Vol. 47, p12-21, 10p

مصطلحات موضوعية: LABORATORY safety, COGNITIVE styles, LEARNING laboratories, VIRTUAL tourism, LEARNING

مستخلص: This paper investigates the role of learning pathway design in a web-based 360° virtual laboratory safety training. A linearly structured virtual laboratory safety training was designed and implemented. Student experiences with the linear learning pathway were compared with a previously implemented non-linear learning pathway. In the linear pathway, students complete the virtual laboratory tour in a predetermined order, while in a non-linear pathway the students can complete the virtual laboratory tour in any order. Student feedback was collected from over 900 students and the experiences from the linearly structured virtual laboratory were highly positive. Compared to the previously implemented non-linear learning pathway, the student feedback related to the learning experience improved significantly. The feedback also showed a difference between preferred learning styles, highlighting the importance of choosing the learning pathway based on the intended learning outcomes and offering different types of learning materials for different learners. Overall, the findings of this study indicate that the linearly structured virtual laboratory offers an effective and motivating learning environment for laboratory safety training. [Display omitted] • The role of learning pathway design in a web-based 360^∘ virtual laboratory safety training was studied. • Significant proportion of students favored a linearly structured learning pathway over of free roaming. • Catering to diverse learning styles was important when designing virtual laboratories for safety education. • Students reported several benefits for the virtual laboratory training, including refreshing experience and interactivity. [ABSTRACT FROM AUTHOR]

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المؤلفون: Meok, Nixson Jeheskial, Kamdi, Waras, Sutadji, Eddy, Widiyanti

المصدر: International Journal of Instruction; Apr2024, Vol. 17 Issue 2, p685-706, 22p

مصطلحات موضوعية: COGNITIVE styles, VOCATIONAL high schools, CRITICAL thinking, CLASS differences

مستخلص: Renewal efforts in learning basic electricity and electronics in vocational high schools need to be carried out in order to find the right formula in learning as a new tool to improve students' higher-order thinking skills (HOTS). HOTS are in three dimensions of knowledge, namely conceptual, procedural, and metacognition, which intersect with cognitive levels C4 (analyse), C5 (evaluate), and C6 (create). This research is a quasi-experimental, nonequivalent control group design by applying Matlab application-based learning in the experimental class and comparing it with direct learning in the control class to see differences in students' higher-order thinking skills. In addition, it also looks at the interaction effect between the type of learning applied and the moderator variable, namely the thinking style of students (internal and external), on students' HOTS in three dimensions of knowledge (conceptual, procedural, and metacognition). The participants, or experimental subjects, in this study were class X students with audio-video engineering expertise (TAV). Class X TAV 1 was selected as the experimental class with 34 students, while class X TAV 2 became the control group with 32 students. The results obtained showed the effect of matrix-based learning better than direct learning on students' HOTS in the dimensions of conceptual knowledge, procedural knowledge, and metacognition, and there was no interaction between the type of learning applied and the students' thinking style. Matlab-based learning and thinking styles had a strong influence separately on students' HOTS in the three knowledge dimensions. [ABSTRACT FROM AUTHOR]

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المؤلفون: Ruamba, Marthinus Yohanes, Sukestiyarno, Yohanes Leonardus, Rochmad, Asih, Tri Sri Noor

المصدر: Journal of Higher Education Theory & Practice; 2024, Vol. 24 Issue 5, p37-53, 17p

مصطلحات موضوعية: PROBLEM solving, COGNITIVE styles, MATHEMATICS education, TEACHERS, MATHEMATICAL ability, CONCEPT learning

مستخلص: This study investigates the correlation between cognitive styles and the thinking process utilized when solving mathematical problems, emphasizing the significance of aligning problem-solving strategies with problem representations. Employing a qualitative approach, the research examines two cognitive styles-- Field Independent (FI) and Field Dependent (FD)--chosen based on participants' mathematical abilities. Conducted at Cenderawasih University's Mathematics Education Study Program, the study reveals that students' mathematical problem-solving proficiency remains relatively low, warranting further exploration of their thinking processes. While FI subjects demonstrate competence in aligning thinking processes with mathematical representations, particularly in structuring problem-solving steps, FD subjects exhibit limitations in articulating meaning and verbal representations. These findings underscore the importance of instructing educators not only in teaching mathematical concepts but also in guiding students to articulate problem-solving steps using verbal representations. This study highlights the need for a holistic approach to mathematical education, integrating conceptual understanding with effective problem-solving strategies tailored to individual cognitive styles. [ABSTRACT FROM AUTHOR]

: Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Aymane, EZZAIM, Aziz, DAHBI, Abdelfatteh, HAIDINE, Abdelhak, AQQAL

المصدر: Procedia Computer Science; 2024, Vol. 236, p533-540, 8p

مصطلحات موضوعية: MACHINE learning, ARTIFICIAL neural networks, ARTIFICIAL intelligence, COGNITIVE styles, GREEN technology, DIGITAL learning, INTELLIGENT tutoring systems

مستخلص: Adaptive learning seeks to create personalized learning experiences by considering various cognitive and affective factors. However, conventional adaptive models often fall short in meeting diverse learner needs, relying heavily on single factors like learning style. In response, we present a comprehensive framework that integrates an AI-based adaptive learning model, which not only accounts for multiple factors such as prior performance, leisure interests, and learning style but also aligns with principles of green smart education. Leveraging the k-means clustering algorithm, our approach brings together learners with similar leisure interests. Predicting student performance involves a Gradient Boosting Regressor, with demographic data and past performance contributing to a performance metric. Additionally, our system incorporates sustainability practices, optimizing resource usage in computation and data storage to promote eco-friendliness in education. Artificial neural networks predict individual learning styles, and a decision tree algorithm personalizes educational content delivery to align with preferences. Our objective is twofold: to enhance the overall performance of the proposed model and to champion sustainability in education, fostering a greener and more adaptive learning ecosystem. [ABSTRACT FROM AUTHOR]

: Copyright of Procedia Computer Science is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Carter, Justin W., Cumbie, Barry A., Stafford, Jeremy, Beaver, Jana P.

المصدر: Journal of Higher Education Theory & Practice; 2024, Vol. 24 Issue 3, p1-10, 10p

مصطلحات موضوعية: COGNITIVE styles, TRANSFER of training, CAPSTONE courses, EXPERIENTIAL learning, TEAM learning approach in education, AWARENESS

مستخلص: Building on the research foundations of the traditional team-based business simulation environment, we present a new Transfer of Training and Awareness of Learning Style (TOTALS) Capstone model that draws from Organizational and Transfer of Training literature. This research-to-practice insight supports and describes how the Capstone simulation is sequenced with a team-based learning experience first and individual application second, thereby mirroring corporate training practices. This approach allows students to collaborate and exchange ideas, emulating workplace dynamics, and then demonstrate their understanding and skills during individual rounds. The model incorporates a reflection exercise to foster self-awareness of students' learning styles and the best possible self, an important step toward empowering them to implement the skills and knowledge gained while working with a team. Lastly, we present results of an exploratory study that indicate that students of the Accommodator learning type are well-positioned to successfully transfer knowledge from training into individual success. [ABSTRACT FROM AUTHOR]

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المؤلفون: Al Doghan, Mohammed A., Piaralal, Shishi Kumar

المصدر: Eurasian Journal of Educational Research (EJER); 2024, Issue 109, p158-176, 19p

مصطلحات موضوعية: SELF-efficacy in students, DIGITAL learning, COGNITIVE styles, ONLINE education, STATISTICAL sampling, EDUCATORS

مصطلحات جغرافية: SAUDI Arabia

مستخلص: Purpose: This research endeavours to investigate the intermediary role played by self-efficacy within the context of e-learning, elucidating its mediating influence on the association among multiple factors. These factors include the perceived impact of e-learning, the efficacy of recommendations concerning e-learning, computer usability, alignment with learning styles, motivational dynamics within e-learning, and students' encounters within e-learning environments. Methodology: Data were gathered from a cohort of 248 students participating in diverse E-learning programs across multiple universities in Saudi Arabia. In order to address the absence of a definitive roster or enumeration of students enrolled in various E-learning programs, a simple random sampling method was employed to solicit responses from this student population. The quantitative research methodology adopted for this study involved the dissemination of surveys to a subset of students currently engaged in e-learning courses. Research Findings: The study revealed that self-efficacy in E-learning serves as a mediator between various factors including perceived impacts on E-learning, computer utilization, learning style adaptation, and learning motivation. However, it does not act as a mediator between the perceived usefulness of E-learning suggestions and students' E-learning experiences. These findings underscore the pivotal role of self-efficacy in shaping students' online learning experiences, emphasizing the importance of fostering positive individual beliefs and attitudes to enhance the effectiveness of online learning endeavours. Novelty: This study offers empirical validation concerning the mediating influence of self-efficacy on students' experiences in online learning, thereby augmenting extant scholarly discourse. It furnishes both theoretical insights and practical recommendations for e-learning environment designers and educators, facilitating a comprehensive understanding and application of findings in this domain [ABSTRACT FROM AUTHOR]

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المؤلفون: Thunchanok Nilmanee, Krich Sintanakul, Puttida Sakulviriyakitkul

المصدر: International Journal of Emerging Technologies in Learning; 2024, Vol. 19 Issue 1, p54-67, 14p

مصطلحات موضوعية: DESIGN thinking, CONCEPT learning, COGNITIVE styles, LEARNING modules

مستخلص: This research focuses on designing a learning experience platform using xAPI and incorporating design thinking principles to foster innovation. The study focused on two main areas: a) analyzing and synthesizing the conceptual framework for a learning experience platform using xAPI with design thinking learning to promote innovation; and b) evaluating the suitability of a learning management model design for the learning experience platform using xAPI with design thinking learning to promote innovation. The evaluation was conducted by nine experts and the model consists of five parts: 1) the student module, 2) the teacher module, 3) the learning module, 4) the analytical module, and 5) the portfolio module. These modules were derived from an assessment of the suitability of the learning style, which indicated the highest level. The result regarding the suitability of the components of the LEP-DT learning model was at the highest level ( x ... 4.79, S.D). The value is 0.39. According to the assessment results, the model can be applied to learning management. [ABSTRACT FROM AUTHOR]

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المؤلفون: Monsalve-Pulido, Julián, Aguilar, Jose, Montoya, Edwin, Salazar, Camilo

المصدر: Applied Computing & Informatics; 2024, Vol. 20 Issue 1/2, p69-88, 20p

مصطلحات موضوعية: COURSEWARE, RECOMMENDER systems, ARCHITECTURAL details, COGNITIVE styles

مستخلص: This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently recommending digital resources. The paper presents the architectural details of the intelligent and autonomous dimensions of the recommendation system. The paper describes a hybrid recommendation model that orchestrates and manages the available information and the specific recommendation needs, in order to determine the recommendation algorithms to be used. The hybrid model allows the integration of the approaches based on collaborative filter, content or knowledge. In the architecture, information is extracted from four sources: the context, the students, the course and the digital resources, identifying variables, such as individual learning styles, socioeconomic information, connection characteristics, location, etc. Tests were carried out for the creation of an academic course, in order to analyse the intelligent and autonomous capabilities of the architecture. [ABSTRACT FROM AUTHOR]

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المؤلفون: Garizábalo-Dávila, Claudia, Ospino-Mendoza, Elisa, Marin-Hamburger, Yadira, Arrieta-Reales, Nancy, Díaz-Arroyo, Esperanza, Marina-Rueda, Alba

المصدر: Procedia Computer Science; 2024, Vol. 231, p623-628, 6p

مصطلحات موضوعية: STUDENT health services, HEALTH services administration, COGNITIVE styles, ELECTRONIC spreadsheets, POPULATION health

مصطلحات جغرافية: BARRANQUILLA (Colombia)

مستخلص: The objective of the study is to determine the relationship between learning styles and the development of generic competencies in Health Services Administration students; through a correlational study, in a population of 170 Health Services Administration students in the city of Barranquilla. For learning styles, Kolb's learning styles instrument was used; and for generic competencies, a standardized test designed under the methodology of the Evidence-Based Model and oriented to monitor the development of critical reading, written communication, citizenship competencies, quantitative reasoning and English. The resulting data were organized in a spreadsheet and processed using Statgraphics and R software. The results show that there is a strong relationship between divergent style and written communication, resulting from diversity in their concrete and reflective approach. [ABSTRACT FROM AUTHOR]

: Copyright of Procedia Computer Science is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)