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Download Adaptive and Adaptable Learning: 11th European Conference on by Katrien Verbert, Mike Sharples, Tomaž Klobučar PDF

By Katrien Verbert, Mike Sharples, Tomaž Klobučar

ISBN-10: 3319451529

ISBN-13: 9783319451527

ISBN-10: 3319451537

ISBN-13: 9783319451534

This e-book constitutes the complaints of the eleventh eu convention on expertise more advantageous studying, EC-TEL 2016, held in Lyon, France, in September 2016.
The 26 complete papers, 23 brief papers, eight demo papers, and 33 poster papers offered during this quantity have been conscientiously reviewed and chosen from 148 submissions.

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Additional resources for Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

Sample text

08, with a SD Social Facilitation Due to Online Inter-classrooms Tournaments 25 Fig. 5. GPA and performance during the non-game-based training session, and GPA and performance during the tournament, shown with confidence intervals. 52. 25 points. It is much lower than the gap in GPA. 16 SD of the GPA for the weak male students. Therefore, the gap during the tournament is 9 % of the gap in GPA. This is a huge decrease; much bigger (3 times) than the decrease in the gap for the girls. The empirical evidence regarding the gender difference for the improvement made by weak students therefore seems to confirm the hypothesis that this improvement is mainly caused by the inter-classroom nature (“Us” against “Them”) of the game used during the tournament, and not just the game-based nature of the activity itself.

GPA and performance during the non-game-based training session, and GPA and performance during the tournament, shown with confidence intervals. 52. 25 points. It is much lower than the gap in GPA. 16 SD of the GPA for the weak male students. Therefore, the gap during the tournament is 9 % of the gap in GPA. This is a huge decrease; much bigger (3 times) than the decrease in the gap for the girls. The empirical evidence regarding the gender difference for the improvement made by weak students therefore seems to confirm the hypothesis that this improvement is mainly caused by the inter-classroom nature (“Us” against “Them”) of the game used during the tournament, and not just the game-based nature of the activity itself.

Furthermore, given the fact that two consecutive frames from the same video camera where the student is looking at the teacher (consecutive meaning that they are only one second apart) do not represent two independent gazes, rather the same gaze that was maintained for more than one second, we define a ‘scene’ as two or more consecutive frames coming from the same student’s camera. Of the 264 frames where the students were looking directly at the teacher, we found 83 scenes, with the shortest containing only two frames, and the longest containing up to ten frames.

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Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings by Katrien Verbert, Mike Sharples, Tomaž Klobučar


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