No description available.

No description available.

No description available.

No description available.

No description available.

Certain Operative Dentistry skill sets, such as bonding procedures, do not require a refined psychomotor skill level as much as a mastery of the concepts, placement and timing requirements of the bonding procedure. Procedures such as these may lend themselves well to the interactive media style that today's students are so familiar with in a computer module "gaming" format.

Kan intensivträning med digitala verktyg påverka elevers taluppfattning och motivation? - En interventionsstudie på högstadiet. Can intensive practice with digital tools affect students number sense and motivation? – An intervention study in Secondary School.   Utgångspunkten för denna studie är de negativa konsekvenser matematiksvårigheter kan få för den enskilda eleven, som lämnar grundskolan utan godkänt betyg i matematik. Viktiga faktorer för att lyckas är god taluppfattning och motivation för att jobba med matematik.   Syftet med studien är att undersöka intensivträningens effekter på taluppfattning och motivation för att arbeta med matematik, genom att använda det webbaserade träningsprogrammet Mattelek Flex. Studien är gjord som fallstudie, där intervention, intervjuer och observationer ingått. Fem SUM-elever, som vid studiens början gick i åk 8, deltog. För att undersöka interventionens effekter på taluppfattningen gjordes en diagnos före, direkt efter samt efter sommarlovet. Diagnosen som användes var test 6 i Förstå och använda tal (McIntosh, 2008). Interventionens effekter på motivationen synliggjordes genom intervjuer och observationer, som analyserats utifrån några påverkansfaktorer som Jenner(2004) lyfter fram.   Resultatet visar att arbetet med Mattelek Flex stärker elevernas taluppfattning samtidigt som datorns effekter gör att motivationen ökar. / Can intensive practice with digital tools affect students number sense and motivation?  – an intervention study in Secondary School.   The starting point in this study is the negative consequences difficulties in mathematics may have on the individual student, who leaves primary school without passing there math grades. Important factors to succeed are good number sense and motivation to work with mathematics.   The purpose of this examine is to notice what effect intensive training has on number sense and the motivation to work with mathematics, by using the web based training program Mattelek Flex. The study was made as a case study, concluded interventions, interviews and observations. Five SEM-students, as in the beginning of the study were in the eighth grade, participated. To examine the interventions effects on the number sense, a test was made before, directly after and after a summer breake. The used test was test 6 in “Förstå och använda tal (McIntosh, 2008). The interventions effects on the motivation were made visible through interviews and observations. They were analysed based on some influencing factors by Jenner(2004).   The result shows that, working with Mattelek Flex strengthens the students number sense and the effects of the computer increases the motivation.

Orientador: Heloisa Vieira da Rocha / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-08T19:26:22Z (GMT). No. of bitstreams: 1 Vargas_Ariel_M.pdf: 14292812 bytes, checksum: 5e95a71dec0ab3e727e297596c906b70 (MD5) Previous issue date: 2007 / Resumo: Nos dias de hoje, a produção de vídeos é uma atividade bastante comum, que desperta curiosidade, fascínio e identificação, principalmente entre as crianças e os jovens, como se pode observar pela crescente popularidade de sites onde se assiste e disponibiliza vídeos pela Internet. A produção de vídeos, além de uma atividade de lazer e entretenimento, pode ser utilizada como ferramenta de ensino e aprendizagem, com grande potencial educacional. Desse modo, esta dissertação apresenta um trabalho de pesquisa realizado com objetivo de desenvolver um software educacional voltado a dar suporte à produção de vídeos, por crianças e adolescentes. O protótipo do software desenvolvido, denominado Promídia, visa contemplar as principais etapas da produção de vídeo em um único ambiente, dando ao usuário uma visão geral de todo o processo. Dessa forma, pretende-se facilitar o desenvolvimento da atividade e contribuir para a compreensão do processo, por alunos. Com o protótipo implementado, realizou-se alguns experimentos com o objetivo verificar o potencial que a produção de vídeos tem como atividade educacional e testar a interação dos usuários com a interface desenvolvida para a ferramenta. Os resultados iniciais permitiram observar, na prática, os benefícios educacionais da atividade, descritos na literatura. Além disso, permitiram validar a interface da ferramenta que tem o propósito de auxiliar o desenvolvimento das etapas da produção de vídeos / Abstract: Nowadays, video production is a common activity, which arouses curiosity, fascination, and identification, mainly between children and young people. This can be noticed in the growing popularity of WEB sites, where is possible to watch and to share videos on the Internet. Video production, in addition to be an entertaining activity, can be used as teaching and learning tool, having great educational power. In this way, this work presents a research carried out whith goals towards the development of an educational software to assist video production by children and young people. The developed software prototype, called Promídia, intends to gather the main steps of video production activity in one computational tool, giving to the user the whole view of process. Therefore, it intends to ease the activity development and help the process realization by users. Also, we realized some experiments using the prototype aiming to validate our design decisions and to verify the acceptance of this kind of software in educational settings. Early results had enabled the observation of educational benefits of the activity, such as described in literature. Moreover, the experiments have validated the interface tool, as an assistant in the development of video production stages / Mestrado / Mestre em Ciência da Computação

由國際教育學習成就調查委員會統一命題之國際數學與科學教育成就趨勢調查測驗，為便於台灣中小學生施測與理解，英文原文試題內容需要經過許多人工討論及翻譯時間。為了增進翻譯內容一致性及其效率，我們設計一套符合測驗試題的輔助翻譯系統，將不同格式的試題文件，經執行語法分析式的片語擷取和字典查詢，透過使用者介面，選擇合適的片語詞彙翻譯選項和詞序調整，以及提供目前常用之線上翻譯服務、回顧翻譯類似句、以及加減詞彙等功能。為了能提昇翻譯詞彙的選擇正確性，我們記錄翻譯者選詞動作，讓翻譯者能回顧過去曾處理過的翻譯類似句，並且按照系統提供之選詞頻率資訊、科學領域的期刊語料之詞頻統計，以及利用統計式中英詞彙對列和語言模型，更改選詞的優先順序。我們嘗試以過去試題為實驗對象，按年級及學科區分6大試題類別，搭配4種選詞策略，透過BLEU及NIST之翻譯評估指標比較線上翻譯系統和本系統，實驗結果顯示在各實驗組的評估上均有優於線上翻譯系統的效果。 / Test items used in the Trends in International Mathematics and Science Study (TIMSS) are designed by The International Association for the Evaluation of Education Achievement, for facilitating education scientists to measure students’ competence in science and mathematics. Translating the English items into Chinese items demands a lot of work. Therefore, we would like to offer a computer-aided translation environment to improve the consistency and efficiency of the translation process. Through the user interface, translators could input different document format of test items, use phrase analysis and dictionary to find different phrase translations, and adjust word orders. Users of our system may obtain translations from on-line translations provided by Google and Yahoo, can look for previously translated items that contain specific word patterns, and so on. For selecting appropriate Chinese translations for English words, we considered users’ past selection, word frequencies in relevant corpora, and other language-related information in parallel corpora. We employed test items used in TIMSS 1999 and TIMSS 2003 to evaluate the effectiveness of our translation environment. Translations recommended by our system were compared with actual Chinese translations of the test data, and the similarity was measured with the BLEU and NIST metrics. Experimental results indicate that our system performed better or similarly with Google and Yahoo on-line translation systems.

Σκοπός της μελέτης ήταν η ανάπτυξη και αξιολόγηση ενός προγράμματος πολυμέσων για την εκμάθηση των φυσικών αρχών της μαγνητικής τομογραφίας από μεταπτυχιακούς φοιτητές της Ιατρικής Φυσικής του Πανεπιστημίου της Πάτρας. Η ανάπτυξη του εκπαιδευτικού προγράμματος έγινε με την χρήση κατάλληλου προγράμματος συγγραφής πολυμέσων. Δεκαοχτώ μεταπτυχιακοί φοιτητές της Ιατρικής Φυσικής κατατάχτηκαν τυχαία σε δύο ομάδες, την ομάδα των υπολογιστών και την ομάδα του βιβλίου. Όλοι οι συμμετέχοντες αξιολογήθηκαν με ένα τεστ με ερωτήσεις πολλαπλής επιλογής 2 εβδομάδες πριν την αρχή των παραδόσεων, στο τέλος των παραδόσεων και ένα μήνα μετά το τέλος των παραδόσεων. Επιπλέον συμπλήρωσαν ερωτηματολόγια για την αξιολόγηση των στάσεων και πεποιθήσεων τους σχετικά με την χρήση υπολογιστών στην εκπαίδευση. Οι βαθμολογίες των δύο ομάδων συγκρίθηκαν με την βοήθεια της στατιστικής δοκιμασίας ANOVA. Το εκπαιδευτικό πρόγραμμα που αναπτύχτηκε αποτελείται από 6 ενότητες για την διδασκαλία πολύπλοκων φυσικών αρχών MRI με την βοήθεια animation. Κάθε ενότητα περιλαμβάνει ένα τεστ και οι επιδόσεις των χρηστών μπορούν να καταγραφούν και να αναλυθούν με ένα ξεχωριστό πρόγραμμα. Στην ενότητα που χρησιμοποιήθηκε για την αξιολόγηση οι φοιτητές της ομάδας με τους υπολογιστές πέτυχαν στατιστικά υψηλότερους βαθμούς (Μ=80.5, SD=9.4) από τους σπουδαστές με το βιβλίο (M=61.3, SD=12.5, p=.003). Επιπλέον οι φοιτητές των υπολογιστών φαίνεται να εκτιμούν περισσότερο την εκμάθηση μέσω της χρήσης υπολογιστών συγκριτικά με τους σπουδαστές της ομάδας του βιβλίου (p=.230). Οι απόψεις των φοιτητών για την επέκταση της χρήσης των πολυμέσων στην ιατρική φυσική εστιάζονται σε θέματα σχετικά με τα κίνητρα, τις εκπαιδευτικές δυνατότητες και την αξία του περιεχομένου. Τα αναφερθέντα μειονεκτήματα ήταν ελάχιστα, και ήταν επικεντρωμένα κυρίως σε τεχνικά θέματα και σε μαθησιακές δυσκολίες. Η εκπαίδευση με χρήση πολυμέσων είναι χρήσιμη και επικουρική μέθοδος για την εκμάθηση των φυσικών αρχών MRI από μεταπτυχιακούς φοιτητές. Η παρούσα μελέτη έδειξε ότι η χρήση κατάλληλων προγραμμάτων πολυμέσων βελτιώνει την κατανόηση πολύ περισσότερο συγκριτικά με παραδοσιακές μεθόδους μάθησης. / The objectives of this study were to develop and evaluate an interactive multimedia computer based instructional package in MRI physics and to provide first year medical physics postgraduate students of University of Patras with an interactive means of self-study and self-evaluation. An authoring system was used to develop the courseware package. Eighteen postgraduate medical physics students were prospectively, randomly assigned to receive instruction on the same topic from a textbook and an interactive computer module. Participants were evaluated by a multiple choice test 2 weeks before the lectures, at the end of the lectures and by a retention test 1 month after the end. They also completed questionnaires to elicit their attitudes toward the two instructional methods. Mean test scores of the textbook and computer groups were compared by means of analysis of variance. The developed MRI program is a suite of 6 interactive modules designed to dynamically teach complex MRI concepts using media-rich animations. All modules include a quiz and since patterns of use by student can be recorded a Log Decryption utility and a Log Reader utility was also developed. The tested module demonstrated that students in the computer group (M=80.5, SD=9.4) scored significantly higher on their post-test when compared with the textbook group (M=61.3, SD=12.5, p=.003). Furthermore students in the computer group seem to appreciate multimedia modules more compared to textbook students (p=.003). There were no differences noted between method of instruction and learner satisfaction (p=.230). Students’ rationale for expanding the use of multimedia in physics education seemed to focus on issues concerning motivation, instructional capabilities and content value. The disadvantages reported were few, their prevalence considerably small, especially after the intervention and were mostly focused on technical issues and some difficulties in learning. Computer aided instruction is a useful and effective aid for teaching MRI principles to postgraduate students. The study demonstrated that the inclusion of properly designed multimedia modules enhance conceptual understanding far more than do traditional methods.