The Experts below are selected from a list of 2742 Experts worldwide ranked by ideXlab platform
Henry H Emurian - One of the best experts on this subject based on the ideXlab platform.
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Programmed Instruction and interteaching applications to teaching java tm a systematic replication
Computers in Human Behavior, 2010Co-Authors: Henry H Emurian, Peng ZhengAbstract:Students in a Java computer programming course completed a Programmed Instruction tutor and an interteaching session to learn a Java computer program as the first technical training exercise. The program presented a text string in a browser window. Prior to the interteaching session, students completed a tutorial that included exemplars of a test of rule-governed performance that was administered on three different occasions during this initial learning. Students showed progressive improvements in test performance and software self confidence, although the gains observed during interteaching did not always transfer to a subsequent quiz. The reported backgrounds of the students were found to relate to the knowledge acquired from the several Instructional tactics. The replication shows the value of using several different Instructional media successively to help students achieve skill and confidence.
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managing Programmed Instruction and collaborative peer tutoring in the classroom applications in teaching java tm
Computers in Human Behavior, 2008Co-Authors: Henry H Emurian, Heather Holden, Rachel A AbarbanelAbstract:To fulfill part of the course requirements, 34 undergraduate students in two courses completed an online Programmed Instruction tutor as the first technical training exercise in a Java(TM) programming course designed for information systems majors. The tutor taught a simple JApplet program to display a text string within a browser window on the Web. Students in the first course next participated in a collaborative peer tutoring session, based on the JApplet program, followed by a lecture on the program and by successfully running the program on the Web. For the second course, the peer tutoring session was scheduled after the lecture and after successfully running the program. Students in both courses completed tests of far transfer (''meaningful learning'') and software self-efficacy before using the tutor and on several subsequent occasions following that initial learning. Students in the second course also completed a 4-item scale to assess the development of classification and functionality knowledge regarding elements of the program. Students in both courses showed progressive improvement in all performance measures across the several assessment occasions. Students' positive ratings of the effectiveness of both the tutor and the collaborative peer tutoring supported the value of these learning experiences in a technical knowledge domain. The results of this study, based on student performance observed within the context of the classroom, show the importance of providing a range of synergistic learning experiences that culminate in a level of skill and confidence that prepares and motivates all students for advanced Instruction in Java. They also show how to manage the Instructional techniques in the classroom to accomplish that educational outcome.
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Programmed Instruction for teaching java consideration of learn unit frequency and rule test performance
The behavior analyst today, 2007Co-Authors: Henry H EmurianAbstract:At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based Programmed Instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor’s required terminal performance, which involved writing the program and passing multiple-choice tests on the program’s elements. Before entering and after exiting the tutor, students completed a test of rule-based performance that required applications of general programming principles to solve novel problems. In both classes, the number of correct rule answers observed before entering the tutor did not predict the number of learn units that students subsequently used to complete the tutor. However, the frequency of learn units was inversely related to post-tutor rule-test performance, i.e., as the number of learn units used in the tutor increased over students, the number of correct answers on the post-tutor rule test decreased. Since time to complete the tutor was unrelated to learn unit frequency, these data suggest that high achieving students may have generated autoclitic learn units while using the tutor. Interteaching, as an occasion for generating and sharing interlocking learn units, may be an effective complement to Programmed Instruction in promoting optimal learning in all students.
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assessing the effectiveness of Programmed Instruction and collaborative peer tutoring in teaching java
International Journal of Information and Communication Technology Education, 2006Co-Authors: Henry H EmurianAbstract:Students in two Java programming classes completed an individualized tutoring system that taught a simple applet program. Before and after using the tutor, students completed questionnaires that assessed software self-efficacy and understanding of general programming principles. The questionnaires also were administered following a lecture session on the program that included having the students successfully run the applet in a browser on the Web. For the second class, a collaborative peer tutoring session based on the applet program occurred between completion of the tutor and the lecture session. Students in both classes increased in software self-efficacy and program understanding across the assessment occasions. For students in the second class, correct answers on the final test of understanding were higher than observed in the first class. Collaborative peer tutoring used in combination with a Programmed Instruction tutoring system may potentiate learning for novitiate students.
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web based Programmed Instruction evidence of rule governed learning
Computers in Human Behavior, 2005Co-Authors: Henry H EmurianAbstract:Abstract Seventeen graduate students in two classes worked on a web-based Programmed Instruction tutoring system as the first technical exercise in a JavaTM programming course. The system taught a simple Java applet to display a text string in a browser window on the world wide web. Students completed tests of near transfer and far transfer before and after using the tutor and again after a lecture on the material. The results showed that performance improved over pre-tutor baseline on all assessments, to include the far transfer test, which required integrating information in the tutor into a rule to apply to solve a novel programming problem not explicitly taught in the tutor. Software self-efficacy also increased across four assessment occasions. These data show that Programmed Instruction can produce problem solving skills and can foster student confidence, based upon the documented mastery of fundamental material in a technical domain. An investigative approach that follows systematic replication, rather than null hypothesis refutation, may be best suited to assess the impact and dependability of competency-based Instructional systems.
Jette Led Soerensen - One of the best experts on this subject based on the ideXlab platform.
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the efficacy of virtual reality simulation training in laparoscopy a systematic review of randomized trials
Acta Obstetricia et Gynecologica Scandinavica, 2012Co-Authors: Christian Rifbjerg Larsen, Jeanett Oestergaard, Bent Ottesen, Jette Led SoerensenAbstract:Background. Virtual reality (VR) simulators for surgical training might possess the properties needed for basic training in laparoscopy. Evidence for training efficacy of VR has been investigated by research of varying quality over the past decade. Objective. To review randomized controlled trials regarding VR training efficacy compared with traditional or no training, with outcome measured as surgical performance in humans or animals. Data sources. In June 2011 Medline, Embase, the Cochrane Central Register of Controlled Trials, Web of Science and Google Scholar were searched using the following medical subject headings (MeSh) terms: Laparoscopy/standards, Computing methodologies, Programmed Instruction, Surgical procedures, Operative, and the following free text terms: Virtual real* OR simulat* AND Laparoscop* OR train* Limits: Controlled trials. Study eligibility criteria. All randomized controlled trials investigating the effect of VR training in laparoscopy, with outcome measured as surgical performance. Methods. A total of 98 studies were screened, 26 selected and 12 included, with a total of 241 participants. Results. Operation time was reduced by 17–50% by VR training, depending on simulator type and training principles. Proficiency-based training appeared superior to training based on fixed time or fixed numbers of repetition. Simulators offering training for complete operative procedures came out as more efficient than simulators offering only basic skills training. Conclusions. Skills in laparoscopic surgery can be increased by proficiency-based procedural VR simulator training. There is substantial evidence (grade IA – IIB) to support the use of VR simulators in laparoscopic training.
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The efficacy of virtual reality simulation training in laparoscopy: A systematic review of randomized trials
Acta Obstetricia et Gynecologica Scandinavica, 2012Co-Authors: Christian Rifbjerg Larsen, Bent S. Ottesen, Jeanett Oestergaard, Jette Led SoerensenAbstract:BACKGROUND: Virtual reality (VR) simulators for surgical training might possess the properties needed for basic training in laparoscopy. Evidence for training efficacy of VR has been investigated by research of varying quality over the past decade.\n\nOBJECTIVE: To review randomized controlled trials regarding VR training efficacy compared with traditional or no training, with outcome measured as surgical performance in humans or animals.\n\nDATA SOURCES: In June 2011 Medline, Embase, the Cochrane Central Register of Controlled Trials, Web of Science and Google Scholar were searched using the following medical subject headings (MeSh) terms: Laparoscopy/standards, Computing methodologies, Programmed Instruction, Surgical procedures, Operative, and the following free text terms: Virtual real* OR simulat* AND Laparoscop* OR train* Limits: Controlled trials.\n\nSTUDY ELIGIBILITY CRITERIA: All randomized controlled trials investigating the effect of VR training in laparoscopy, with outcome measured as surgical performance.\n\nMETHODS: A total of 98 studies were screened, 26 selected and 12 included, with a total of 241 participants.\n\nRESULTS: Operation time was reduced by 17-50% by VR training, depending on simulator type and training principles. Proficiency-based training appeared superior to training based on fixed time or fixed numbers of repetition. Simulators offering training for complete operative procedures came out as more efficient than simulators offering only basic skills training.\n\nCONCLUSIONS: Skills in laparoscopic surgery can be increased by proficiency-based procedural VR simulator training. There is substantial evidence (grade IA - IIB) to support the use of VR simulators in laparoscopic training.
Mostafa Mohammed - One of the best experts on this subject based on the ideXlab platform.
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support for Programmed Instruction in an etextbook
Technical Symposium on Computer Science Education, 2021Co-Authors: Mostafa Mohammed, Samnyeong Heo, Clifford A ShafferAbstract:Students often skip through Instructional material without paying enough attention to the content, resulting in less understanding. Inspired by the Programmed Instruction (PI) technique, we implemented extensions to an eTextbook system to support Instructional slideshows with a large number of interspersed questions. Students must answer a question correctly to pass to the next slide. This completely changes how students interact with the material. Our initial results show a significant increase in students' grades when they used PI for a Formal Languages course.
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teaching formal languages through visualizations simulators auto graded exercises and Programmed Instruction
Technical Symposium on Computer Science Education, 2020Co-Authors: Mostafa MohammedAbstract:The material taught in a Formal Languages course is mathematical and requires students to practice proofs and algorithms to understand the content. Traditional Formal Languages textbooks are heavy on prose, and homework typically consists of solving many paper exercises. Students need to read a significant amount of text to achieve understanding. Inspired by the principles of the Programmed Instruction (PI) teaching method, we seek to develop a new Formal Languages eTextbook. The PI approach has students read a little, ideally a sentence or a paragraph, and then answer a question or complete an exercise related to that information. Based on the question response, students are permitted to continue to other frames of information or must retry to solve the exercise. However, students need to build Formal Languages models and apply different algorithms. Some instructors make use of Finite State Machine simulators like JFLAP for this purpose. However, JFLAP is built using Java, and it gives no support for auto-grading. We developed an open-access version of JFLAP, called OpenFLAP. OpenFLAP provides proficiency exercises, auto-graded exercises, and visualizations to help students understand and practice Formal Languages contents. To evaluate the pedagogical effectiveness of our new eTextbook, we conduct time and performance evaluations across three offerings of the course CS4114 Formal Languages and Automata at Virginia Tech.
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using interactive visualization and Programmed Instruction to teach formal languages
Technical Symposium on Computer Science Education, 2019Co-Authors: Mostafa Mohammed, Clifford A Shaffer, Susan H RodgerAbstract:The material taught in a Formal languages course is mathematical in nature and requires students to practice proofs and algorithms to understand the content. Traditional Formal Languages textbooks are heavy on prose rather than visuals, and homework consists of solving many paper exercises. Some instructors make use of Finite State Machine simulators like JFLAP. JFLAP allows students to build different models and apply algorithms on these models, which improves student interaction with the material. However, students still need to read a significant amount of text without direct and immediate feedback on their understanding. Inspired by the Programmed Instruction (PI) teaching method, we have begun developing a new Formal Languages eText-book capable of conveying these concepts more intuitively (through visualizations) and more interactively (through the use of PI methods). Under PI methods, students read a little, ideally a sentence or a paragraph, and then answer a question related to that information. Based on the question response, students can go further and complete other frames of information or retry to solve the same question. To evaluate the pedagogical effectiveness of our new eTextbook, we will conduct time and performance evaluations across two offerings of a Formal Languages course. We will compare the time spent by students using materials with text and exercises only, with text and visualizations, and with the PI frames to determine levels of students engagement. Students grades will be compared to assess learning gains.
Christian Rifbjerg Larsen - One of the best experts on this subject based on the ideXlab platform.
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the efficacy of virtual reality simulation training in laparoscopy a systematic review of randomized trials
Acta Obstetricia et Gynecologica Scandinavica, 2012Co-Authors: Christian Rifbjerg Larsen, Jeanett Oestergaard, Bent Ottesen, Jette Led SoerensenAbstract:Background. Virtual reality (VR) simulators for surgical training might possess the properties needed for basic training in laparoscopy. Evidence for training efficacy of VR has been investigated by research of varying quality over the past decade. Objective. To review randomized controlled trials regarding VR training efficacy compared with traditional or no training, with outcome measured as surgical performance in humans or animals. Data sources. In June 2011 Medline, Embase, the Cochrane Central Register of Controlled Trials, Web of Science and Google Scholar were searched using the following medical subject headings (MeSh) terms: Laparoscopy/standards, Computing methodologies, Programmed Instruction, Surgical procedures, Operative, and the following free text terms: Virtual real* OR simulat* AND Laparoscop* OR train* Limits: Controlled trials. Study eligibility criteria. All randomized controlled trials investigating the effect of VR training in laparoscopy, with outcome measured as surgical performance. Methods. A total of 98 studies were screened, 26 selected and 12 included, with a total of 241 participants. Results. Operation time was reduced by 17–50% by VR training, depending on simulator type and training principles. Proficiency-based training appeared superior to training based on fixed time or fixed numbers of repetition. Simulators offering training for complete operative procedures came out as more efficient than simulators offering only basic skills training. Conclusions. Skills in laparoscopic surgery can be increased by proficiency-based procedural VR simulator training. There is substantial evidence (grade IA – IIB) to support the use of VR simulators in laparoscopic training.
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The efficacy of virtual reality simulation training in laparoscopy: A systematic review of randomized trials
Acta Obstetricia et Gynecologica Scandinavica, 2012Co-Authors: Christian Rifbjerg Larsen, Bent S. Ottesen, Jeanett Oestergaard, Jette Led SoerensenAbstract:BACKGROUND: Virtual reality (VR) simulators for surgical training might possess the properties needed for basic training in laparoscopy. Evidence for training efficacy of VR has been investigated by research of varying quality over the past decade.\n\nOBJECTIVE: To review randomized controlled trials regarding VR training efficacy compared with traditional or no training, with outcome measured as surgical performance in humans or animals.\n\nDATA SOURCES: In June 2011 Medline, Embase, the Cochrane Central Register of Controlled Trials, Web of Science and Google Scholar were searched using the following medical subject headings (MeSh) terms: Laparoscopy/standards, Computing methodologies, Programmed Instruction, Surgical procedures, Operative, and the following free text terms: Virtual real* OR simulat* AND Laparoscop* OR train* Limits: Controlled trials.\n\nSTUDY ELIGIBILITY CRITERIA: All randomized controlled trials investigating the effect of VR training in laparoscopy, with outcome measured as surgical performance.\n\nMETHODS: A total of 98 studies were screened, 26 selected and 12 included, with a total of 241 participants.\n\nRESULTS: Operation time was reduced by 17-50% by VR training, depending on simulator type and training principles. Proficiency-based training appeared superior to training based on fixed time or fixed numbers of repetition. Simulators offering training for complete operative procedures came out as more efficient than simulators offering only basic skills training.\n\nCONCLUSIONS: Skills in laparoscopic surgery can be increased by proficiency-based procedural VR simulator training. There is substantial evidence (grade IA - IIB) to support the use of VR simulators in laparoscopic training.
Rachel A Abarbanel - One of the best experts on this subject based on the ideXlab platform.
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managing Programmed Instruction and collaborative peer tutoring in the classroom applications in teaching java tm
Computers in Human Behavior, 2008Co-Authors: Henry H Emurian, Heather Holden, Rachel A AbarbanelAbstract:To fulfill part of the course requirements, 34 undergraduate students in two courses completed an online Programmed Instruction tutor as the first technical training exercise in a Java(TM) programming course designed for information systems majors. The tutor taught a simple JApplet program to display a text string within a browser window on the Web. Students in the first course next participated in a collaborative peer tutoring session, based on the JApplet program, followed by a lecture on the program and by successfully running the program on the Web. For the second course, the peer tutoring session was scheduled after the lecture and after successfully running the program. Students in both courses completed tests of far transfer (''meaningful learning'') and software self-efficacy before using the tutor and on several subsequent occasions following that initial learning. Students in the second course also completed a 4-item scale to assess the development of classification and functionality knowledge regarding elements of the program. Students in both courses showed progressive improvement in all performance measures across the several assessment occasions. Students' positive ratings of the effectiveness of both the tutor and the collaborative peer tutoring supported the value of these learning experiences in a technical knowledge domain. The results of this study, based on student performance observed within the context of the classroom, show the importance of providing a range of synergistic learning experiences that culminate in a level of skill and confidence that prepares and motivates all students for advanced Instruction in Java. They also show how to manage the Instructional techniques in the classroom to accomplish that educational outcome.
