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4. What is Parental Monitoring?

Author

Pelham, III, William E., Racz, Sarah J., Davis, Isabella S., Aks, Isabel R., Patel, Herry, McMahon, Robert J., Thornburg, Makayla A., Huang, Yun-Ting Wendy, Schulze, Emily M., Gonzalez, Oscar, Tapert, Susan F., and Brown, Sandra A.

Published
2024
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13. Item Response Theory-Based Gaming Detection

Author

Huang, Yun, Dang, Steven, Richey, J. Elizabeth, Asher, Michael, Lobczowski, Nikki G., Chine, Danielle, McLaughlin, Elizabeth A., Harackiewicz, Judith M., Aleven, Vincent, and Koedinger, Kenneth

Abstract

Gaming the system, a behavior in which learners exploit a system's properties to make progress while avoiding learning, has frequently been shown to be associated with lower learning. However, when we applied a previously validated gaming detector across conditions in experiments with an algebra tutor, the detected gaming was not associated with learning, challenging its construct validity. Our iterative exploratory data analysis suggested that some contextual factors that varied across and within conditions might contribute to this lack of association. We present a latent variable model, "item response theory-based gaming detection" (IRT-GD), that accounts for contextual factors and estimates latent gaming tendencies as the degree of deviation from normative behaviors across contexts. Item response theory models, widely used in knowledge assessment, account for item difficulty in estimating latent student abilities: students are estimated as having higher ability when they can get harder items correct than when they only get easier items correct. Similarly, IRT-GD accounts for contextual factors in estimating latent gaming tendencies: students are estimated as having a higher gaming tendency when they game in less commonly gamed contexts than when they only game in more commonly gamed contexts. IRT-GD outperformed the original detector on three datasets in terms of the association with learning. IRT-GD also more accurately revealed intervention effects on gaming and revealed a correlation between gaming and perceived competence in math. Our approach is not only useful for others wanting to apply a gaming assessment in their context but is also generally applicable in creating robust behavioral measures. [For the full proceedings, see ED623995.]

Published
2022

18. Supporting Skill Integration in an Intelligent Tutoring System for Code Tracing

Author

Huang, Yun, Brusilovsky, Peter, Guerra, Julio, Koedinger, Kenneth, and Schunn, Christian

Abstract

Background: Skill integration is vital in students' mastery development and is especially prominent in developing code tracing skills which are foundational to programming, an increasingly important area in the current STEM education. However, instructional design to support skill integration in learning technologies has been limited. Objectives: The current work presents the development and empirical evaluation of instructional design targeting students' difficulties in code tracing particularly in integrating component skills in the Trace Table Tutor (T3), an intelligent tutoring system. Methods: Beyond the instructional features of active learning, step-level support, and individualized problem selection of intelligent tutoring systems (ITS), the instructional design of T3 (e.g., hints, problem types, problem selection) was optimized to target skill integration based on a domain model where integrative skills were represented as combinations of component skills. We conducted an experimental study in a university-level introductory Python programming course and obtained three findings. Results and Conclusions: First, the instructional features of the ITS technology support effective learning of code tracing, as evidenced by significant learning gains (medium-to-large effect sizes). Second, performance data supports the existence of integrative skills beyond component skills. Third, an instructional design focused on integrative skills yields learning benefits beyond a design without such focus, such as improving performance efficiency (medium-to-large effect sizes). Major Takeaways: Our work demonstrates the value of designing for skill integration in learning technologies and the effectiveness of the ITS technology for computing education, as well as provides general implications for designing learning technologies to foster robust learning.

Published
2023
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24. Las dimensiones culturales aplicadas a la enseñanza / aprendizaje de ELE: Un análisis de caso entre la cultura española y la cultura china

Author

Huang, Yun-Ting

Subjects
chinese culture, cultura china, cultura española, cultural dimensions, dimensiones culturales, ELE, interculturalidad, interculturality, SMFL, spanish culture, Language and Literature
Abstract

En este estudio se tratan los aspectos culturales, en concreto, los que están relacionados con la cultura española y la cultura china. En primer lugar, tratamos aspectos culturales comunes o diferenciadores entre España y Taiwán según el Modelo de las seis dimensiones elaborado por Hofstede. En segundo lugar, analizamos las aportaciones realizadas por Hall respecto del Modelo contextual. Los resultados de este estudio tienen importantes implicaciones didácticas que podrían servir de guía para la enseñanza de ELE, y también, esperamos que la aplicación de las citadas teorías a diversos campos sirva de ayuda a los interesados.

Published
2015

26. Para-infectious brain injury in COVID-19 persists at follow-up despite attenuated cytokine and autoantibody responses

Author

Michael, Benedict D., Dunai, Cordelia, Needham, Edward J., Tharmaratnam, Kukatharmini, Williams, Robyn, Huang, Yun, Boardman, Sarah A., Clark, Jordan J., Sharma, Parul, Subramaniam, Krishanthi, Wood, Greta K., Collie, Ceryce, Digby, Richard, Ren, Alexander, Norton, Emma, Leibowitz, Maya, Ebrahimi, Soraya, Fower, Andrew, Fox, Hannah, Tato, Esteban, Ellul, Mark A., Sunderland, Geraint, Held, Marie, Hetherington, Claire, Egbe, Franklyn N., Palmos, Alish, Stirrups, Kathy, Grundmann, Alexander, Chiollaz, Anne-Cecile, Sanchez, Jean-Charles, Stewart, James P., Griffiths, Michael, Solomon, Tom, Breen, Gerome, Coles, Alasdair J., Kingston, Nathalie, Bradley, John R., Chinnery, Patrick F., Cavanagh, Jonathan, Irani, Sarosh R., Vincent, Angela, Baillie, J. Kenneth, Openshaw, Peter J., Semple, Malcolm G., Taams, Leonie S., and Menon, David K.

Published
2023
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43. Asymptomatic surveillance testing for COVID-19 in health care professional students: lessons learned from a low prevalence setting

Author

Burrows, Alyssa G., Linton, Sophia, Thiele, Jenny, Sheth, Prameet M., Evans, Gerald A., Archer, Stephen, Doliszny, Katharine M., Finlayson, Marcia, Flynn, Leslie, Huang, Yun, Kasmani, Azim, Hugh Guan, T., Maier, Allison, Hansen-Taugher, Adrienne, Moore, Kieran, Sanfilippo, Anthony, Snelgrove-Clarke, Erna, Tripp, Dean A., Walker, David M. C., Vanner, Stephen, and Ellis, Anne K.

Published
2023
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47. How Students Search Video Captions to Learn: An Analysis of Search Terms and Behavioral Timing Data

Author

Zhang, Zhilin, Bhavya, Bhavya, Angrave, Lawrence, Sui, Ruihua, Kooper, Rob, Mahipal, Chirantan, and Huang, Yun

Abstract

Engineering students used ClassTranscribe, an accessible video player, in multiple engineering courses to view course videos and search for video content. The tool collected detailed timestamped student behavioral data from 1,894 students across 25 engineering courses that included what individual students searched for and when. A previous analysis, published in ASEE 2020 [1], found that using ClassTranscribe caption search significantly predicted improvement in final exam scores in a computer science course. In this paper we present how students used the search functionality based on a more detailed analysis of the log data. ClassTranscribe automatically created captions and transcripts for all lecture videos using an Azure speech-to-text system that was supplemented with crowd-sourced editing to fix captioning errors. The search functionality used the timestamped caption data to find specific video moments both within the current video or across the entire course. The number of search activities per person ranged from zero to 186 events. An in-depth analysis of the students (N=167) who performed 1,022 searches was conducted to gain insight into student search needs and behaviors. Based on the total number of searches performed, students were grouped into "Infrequent Searcher" (< 18 searches) and "Frequent Searcher" (18 to 110 searches) using clustering algorithms. The search queries used by each group were found to follow the Zipf's Law and were categorized into STEM-related terms, course logistics and others. Our study reports on students' search context, behaviors, strategies, and optimizations. Using Universal Design for Learning as a foundation, we discuss the implications for educators, designers, and developers who are interested in providing new learning pathways to support and enhance video-based learning environments.

Published
2021

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