Adaptive learning: toward an intentional model for learning process guidance based on learner’s motivation

Bayounes, Walid; Saâdi, Inés Bayoudh; Kinshuk, Kinshuk

doi:10.1186/s40561-022-00215-9

Cited by 14 publications

(9 citation statements)

References 34 publications

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“…So, it is not surprising that someone who repeatedly does activities will affect their learning achievement, just as these findings reveal that learning routine (LR) can mediate practical learning achievement (PLA) CAD through theoretical learning achievement (TLA) CAD. Several factors influence CAD learning achievement (LA) apart from the variables studied, including learning style, motivation, interest, parental attention, discipline, environment, family, school or class, and independence (Quiminsao & Sumalinog, 2023 ;Bayounes et al, 2022;Haataja et al, 2022 ;Amiri & El Karfa, 2021;Sari et al, 2021;Howell et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Desire or Routine? Evaluating Their Influence on Computer-Aided Design Learning Achievement

Indra,

Pardjono,

Rahdiyanta

et al. 2023

JTET

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Technological progress can be felt in various sectors, including vocational schools. One of these technological advances is computer-aided design (CAD). Many articles discuss the desire to learn and the learning routine influencing learning achievement. However, only some discuss how significant the influence is and what factors affect the results of this contribution to learning achievement in CAD theory and practice. This article explores in depth the direct and indirect influence between the variables of desire to learn and learning routine on learning achievement in CAD theory and practice of vocational school students majoring in mechanical engineering, analysing their influence and what factors influence the findings. Ex-post facto research was conducted involving 339 participants. Data was collected through questionnaires, multiple-choice tests (primary data), and structured interviews (cross-check). Path analysis tests the direct and indirect effects of several variables. The findings show that the proposed model can directly influence CAD learning achievement in theory and practice with significant value, and its contribution is in the weak category. Indirectly, the desire to learn variable cannot mediate the CAD practice learning achievement variable through CAD theory learning achievement. Still, on the contrary, the learning routine variable can reconcile the CAD practice learning achievement variable through the CAD theory learning achievement variable as an intervening variable. Several factors that influence this include unexplained absences, exclusion at school, inappropriate learning methods, psychological, economic, health, family, environmental, and social.

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Section: Discussionmentioning

confidence: 99%

Desire or Routine? Evaluating Their Influence on Computer-Aided Design Learning Achievement

Indra,

Pardjono,

Rahdiyanta

et al. 2023

JTET

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“…The strength of adaptive expertise, or adeptness of one's adaptive toolbox, relies on both the quality and quantity of one's exposure to a range of problem-solving frameworks. This includes both the conscious and unconscious use of tools, something which can be enhanced with intentional effort and conscientious instruction (Bayounes and Saâdi, 2022). Piaget (1923) published, The Language and Thought of the Child in which he introduced the concept of mental schema.…”

Section: The Potentials Of Problem-solving: Adaptive Expertisementioning

confidence: 99%

A Theory of Mental Frameworks

Tokuhama-Espinosa,

Simmers,

Batchelor

et al. 2023

Front. Psychol.

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Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called “higher order cognitive functions” in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. “Ways of thinking” have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain’s approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of “mental frameworks” may help organize and formalize the instruction of thinking skills that underpin problem-solving–and by extension–that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

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“…In this micro-lecture, the author adopts a combination of PowerPoint presentation and oral narration. The author utilizes a geometric drawing board to illustrate function graphs, employs Bandicam software for course recording, and utilizes Pr software for post-production editing to complete the micro-lecture recording [8] .…”

Section: Design Of Teaching Support Servicesmentioning

confidence: 99%

Research on the design of micro-course in secondary vocational mathematics by ARCS model

2023

IJNDE

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With the widespread adoption of internet technology in the information age, diverse forms of teaching have garnered attention from educators and learners. Micro-lessons, characterized by their precision and brevity, have emerged as a dominant teaching format for sharing instructional resources. The development of vocational education in the new era presents an opportune moment, as micro-lessons offer a new pathway for cultivating high-quality skilled talents. In the context of mathematics education in secondary vocational schools, there is a need to emphasize a shift in teaching approaches. This article utilizes the ARCS model to design micro-lessons, facilitating teachers' ability to incorporate innovation, distinctiveness, and highlights into their instruction. By implementing this approach in regular classroom teaching, where the design of the lessons is clearly structured, students at different proficiency levels can experience growth, enabling them to truly embrace the desire to learn and enjoy the process. As a result, this method effectively enhances students' learning outcomes and increases their confidence.

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Adaptive learning: toward an intentional model for learning process guidance based on learner’s motivation

Cited by 14 publications

References 34 publications

Desire or Routine? Evaluating Their Influence on Computer-Aided Design Learning Achievement

Desire or Routine? Evaluating Their Influence on Computer-Aided Design Learning Achievement

A Theory of Mental Frameworks

Research on the design of micro-course in secondary vocational mathematics by ARCS model

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