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With the rapid advances in computer technology during recent years, researchers have demonstrated the pivotal influences of computer-assisted diagnostic systems on student learning performance improvement. This research aims to develop a Diagnostic and Remedial Learning System (DRLS) for an algebra course in a Thai lower secondary school context based on an enhanced learning diagnosis model which employs a novel technique to preset weight of association concepts for each test item and the learning preference style of individual students to advise the students how to improve their learning performance. To evaluate the effectiveness of this innovative approach, an experiment has been conducted on an algebra course in a Thai secondary school. Pre- and post-test, questionnaire and interview data have revealed that the suggestions provided by the system could help the students improve their learning performance. [ABSTRACT FROM PUBLISHER]

Conventional testing systems usually give students a score as their test result, but do not show them how to improve their learning performance. Researchers have indicated that students would benefit more if individual learning guidance could be provided. However, most of the existing learning diagnosis models ignore the fact that one concept might contain multiple knowledge levels with different degrees of difficulty, and hence students might be guided in an inefficient and ineffective way. In order to provide more precise learning guidance to individual students, the study described in this paper uses an enhanced concept-effect model for diagnosing students' learning problems and providing learning advice. The experimental results from a mathematics course have demonstrated the utility and effectiveness of this innovative approach. [ABSTRACT FROM AUTHOR]

This paper describes a Ubiquitous Performance Support System for Teachers (UPSST) and its implementation model. Personal Digital Assistants (PDAs) were used as the platform to support high-school teachers. Based on concepts of Electronic Performance Support Systems and design-based research, the authors conducted an iterative process of analysis, design, development, and evaluation. Besides the data collected from the two initial users during the iterative process, 12 teachers were recruited for evaluating the functions and interface design of the UPSST. The participants mostly reported positive attitudes toward the functions and interface, but some expressed concerns. Explanations of the concerns and suggestions for future studies are provided. [ABSTRACT FROM AUTHOR]

In the past decade, researchers have attempted to develop computer-assisted learning and testing systems to help students improve their learning performance. Conventional testing systems simply provide students with a score, and do not offer sufficient information in order to improve their learning performance. It would be of more benefit to students if the test results could be critically analysed and hence learning suggestions could be offered accordingly. This study proposes an algorithm for diagnosing students’ learning problems and provides personalised learning suggestions for Science and Mathematics courses. An intelligent tutoring, evaluation and diagnosis system has been implemented based on the novel approach. Experimental results on a Mathematics course have demonstrated the feasibility of this approach in enhancing students’ learning performance, making it highly promising for further study. [ABSTRACT FROM AUTHOR]