6 results
Search Results
2. Patterns of reading behaviour in digital hypertext environments.
- Author
-
Hahnel, Carolin, Ramalingam, Dara, Kroehne, Ulf, and Goldhammer, Frank
- Subjects
HYPERTEXT systems ,LANGUAGE & languages ,POPULATION geography ,MATHEMATICS ,SOCIAL classes ,DESCRIPTIVE statistics ,READING ,HIGH school students ,SCIENCE - Abstract
Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. IDMILE: An interactive didactic math inclusion learning environment for blind students.
- Author
-
Jitngernmadan, Prajaks, Stöger, Bernhard, Petz, Andrea, and Miesenberger, Klaus
- Subjects
BLINDNESS ,BRAILLE ,CUSTOMER satisfaction ,DOCUMENT markup languages ,GRAPHIC arts ,STUDENTS with disabilities ,MATHEMATICS ,USER interfaces ,EVALUATION research ,SOFTWARE architecture - Abstract
The preparation of mathematical learning content for blind students does not include many elements of the implicit didactic information included in the visual layout of math schoolbooks, e.g. spatial arrangements for sequencing or relations, color-coded information, and other layout based content representation. This kind of information is an indispensable component for up-to-date math learning and teaching. Due to the limitation of other senses and assistive devices for blind people, this missing of explicit semantic mark-up of these implicit didactical elements is seen as one key reason for the disadvantages of in STEM education and related job opportunities. This paper presents basic research on developing an approach for making this implicit information accessible by marking-up the implicit visual elements used in math schoolbooks, which goes beyond linear text. Describing and marking-up this dynamic content forms the base for our prototyping of an inclusive math-learning environment for blind students. Interactive dialogues guide the blind user and provide assistive functionalities for better managing the complexity when solving math problems using sequential audio, refreshable braille display, and other presentation and interaction methods. In this attempt, our prototype covers four basic arithmetic operations. We use the Eclipse SWT framework and Microsoft UI Automation to be in line with known accessibility concepts and skills of users. The prototypes have been evaluated both by blind and sighted persons. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
4. Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English.
- Author
-
Steuer, Gabriele, Tulis, Maria, and Dresel, Markus
- Subjects
CURRICULUM ,SUBTRACTION (Mathematics) ,GERMAN language ,MATHEMATICS ,CLASSROOMS ,DOMAIN specificity - Abstract
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
5. On the origins of Riemann–Hilbert problems in mathematics.
- Author
-
Bothner, Thomas
- Subjects
RIEMANN-Hilbert problems ,MATHEMATICAL physics ,MATHEMATICS ,ORTHOGONAL polynomials ,SPECIAL functions - Abstract
This article is firstly a historic review of the theory of Riemann–Hilbert problems with particular emphasis placed on their original appearance in the context of Hilbert's 21st problem and Plemelj's work associated with it. The secondary purpose of this note is to invite a new generation of mathematicians to the fascinating world of Riemann–Hilbert techniques and their modern appearances in nonlinear mathematical physics. We set out to achieve this goal with six examples, including a new proof of the integro-differential Painlevé-II formula of Amir et al (2011 Commun. Pure Appl. Math. 64 466–537) that enters in the description of the Kardar–Parisi–Zhang crossover distribution. Parts of this text are based on the author's Szegő prize lecture at the 15th International Symposium on Orthogonal Polynomials, Special Functions and Applications (OPSFA) in Hagenberg, Austria. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
6. Inter-Rater and Test–Retest Reliability of the German Pediatric Evaluation of Disability Inventory (PEDI-G).
- Author
-
Schulze, Christina, Kottorp, Anders, Meichtry, André, Lilja, Margareta, and Page, Julie
- Subjects
ACTIVITIES of daily living ,CAREGIVERS ,CHI-squared test ,CONFIDENCE intervals ,INTERVIEWING ,MATHEMATICS ,RESEARCH methodology ,MOVEMENT disorders ,OCCUPATIONAL therapists ,PROBABILITY theory ,PSYCHOMETRICS ,RESEARCH funding ,SCALE analysis (Psychology) ,STATISTICS ,TRANSLATIONS ,CHILDREN with disabilities ,STATISTICAL reliability ,INTER-observer reliability ,REHABILITATION of children with disabilities ,RESEARCH methodology evaluation ,DATA analysis software ,DESCRIPTIVE statistics ,ONE-way analysis of variance ,INTRACLASS correlation ,CHILDREN - Abstract
Activities of daily living (ADL) of children are widely assessed with the Pediatric Evaluation Disability Inventory (PEDI). This study examined test–retest and inter-rater reliability of the German PEDI (PEDI-G). During the adaptation of the PEDI nine items were added. In total, 117 parents of 53 children without and 64 children with a diagnosed physical disability from Austria, Germany, and Switzerland participated. Reliability was examined by intraclass correlation coefficient (ICC), standard error of measurement (SEM) and smallest detectable difference (SDD) for the Functional Skill Scale with and without added items and the Caregiver Assistance Scale. Cohen`s Kappa was used to calculate the reliability of the Modification Scale. All ICC's for test–retest and inter-rater reliability were above 0.75, indicating good to very good reliability. The SDD varied from 0.83–5.58 across PEDI domains and scales. For the Modification Scale, Cohen's weighted kappa varied from 0.25 to 1.00 indicating sufficient reliability for some but not all items. Our findings indicate that the Functional Skill Scale and the Caregiver Assistance Scale of the PEDI-G are reliable scales that can be used to evaluate ADLs of children with and without physical disability. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.