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Implementation and Use of Simulated Students for Test and Validation of New Adaptive Educational Systems: A Practical Insight
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Dorça, Fabiano – International Journal of Artificial Intelligence in Education, 2015
Studies attest that learning is facilitated if teaching strategies are in accordance with students learning styles, making learning process more effective and considerably improving students performances. In this context, one major research point--and a challenge--is to efficiently discover students' learning styles. But, the test and validation…
Descriptors: Simulation, Students, Cognitive Style, Validity
Comparison of Direct Instruction and Simultaneous Prompting Procedure on Teaching Concepts to Individuals with Intellectual Disability
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Celik, Semiha; Vuran, Sezgin – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this study was to compare the efficiency, effectiveness, maintenance effects and social validity of two instructional methods, Direct Instruction and Simultaneous Prompting Procedure, on teaching concepts (long, old, few and thick) using a parallel treatments design. All sessions were conducted at a private special education center…
Descriptors: Direct Instruction, Prompting, Teaching Methods, Comparative Analysis
Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism
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Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema – Education and Training in Autism and Developmental Disabilities, 2014
Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…
Descriptors: Video Technology, Modeling (Psychology), Prompting, Teaching Methods
Instruction in Letter-Sound Correspondences for Children with Autism and Limited Speech
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Benedek-Wood, Elizabeth; McNaughton, David; Light, Janice – Topics in Early Childhood Special Education, 2016
This study used a multiple probe across participants' research design to evaluate the effects of instruction on the acquisition of letter-sound correspondences (LSCs) by three young children with autism spectrum disorder and limited speech. All three children (ages 3-5 years) reached criterion for identifying the LSCs targeted during instruction,…
Descriptors: Phoneme Grapheme Correspondence, Language Acquisition, Young Children, Autism
Analyzing Collaborative Learning Processes Automatically: Exploiting the Advances of Computational Linguistics in Computer-Supported Collaborative Learning
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Rose, Carolyn; Wang, Yi-Chia; Cui, Yue; Arguello, Jaime; Stegmann, Karsten; Weinberger, Armin; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2008
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners' interactions is a…
Descriptors: Language Patterns, Computational Linguistics, Classification, Learning Processes
Some Reflections on CAS Assisted Proofs of Theorems
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Dana-Picard, Thierry – International Journal for Technology in Mathematics Education, 2005
A mathematician's work consists of proving theorems, calculating, and making mathematics understandable. An assistant for all three components is a Computer Algebra System. We describe and discuss various CAS-assisted processes for proving theorems, and discuss the constraints which can appear regarding efficiency, confidence in the result and…
Descriptors: Algebra, Mathematics Instruction, Validity, Mathematical Logic