Fast Path Planning for Unmanned Aerial Vehicles by Self-Correction Based on Q-Learning

Wang, Ziyang; Yang, Hongbing; Wu, Qingsong; Zheng, Jiafei

doi:10.2514/1.i010856

Cited by 4 publications

(1 citation statement)

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“…For both objective measures – that is the measure of the level of expertise before starting to learn and the writing performance during learning – the students' writing was assessed in terms of the percentage correctness of each Japanese letter in each of the three sections (3 × 3 letters). The percentage correctness was calculated as the total correctness of the shape on the X‐ and Y‐coordinates of the tablet and the configuration and order of single strokes, required to write a letter (see also Wang et al, 2014). To assist in this calculation, an algorithm based on an $N‐protractor was used (Anthony & Wobbrock, 2012).…”

Section: Methodsmentioning

confidence: 99%

Expertise reversal effect in a pen‐tablet‐based learning environment: The role of learningcentered emotions in the interplay between learner expertise and task complexity

Schrader

Kalyuga

2022

Brit J of Edu Psychol

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The study investigated interactions between learner expertise and task complexity evaluated from both cognitive and affective perspectives. One hundred and seventy-three students, both novices and advanced learners, were asked to learn Japanese writing in a pen-tablet-based digital learning environment with varying task complexity levels. Cognitive load and learning-centred emotions were measured at intervals during learning, while writing performance was monitored by runtime tracking. Results indicated that while advanced learners performed better than novices across the range of task complexity, the moderate task complexity was shown to be superior in enhancing performance for both levels of expertise. Results for learning-centred emotions showed that advanced learners reported lower enjoyment and higher frustration when completing the low complexity task, whereas the moderately complex task was reported to be the most enjoyable and less frustrating for these learners. No significant difference in emotions was found across levels of task complexity for novices. Finally, a constructed composite indicator of cognitive-affective efficiency of instructional conditions showed a significant interaction between levels of learner expertise and task complexity primarily caused by affective factors.

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Section: Methodsmentioning

confidence: 99%