Graphical Model: The Means for Simulation-based Learning

Aukstakalnis, Nerijus; Baniulis, Kazys; Pauliute, Jurate; Slotkienė, Asta

doi:10.2498/cit.1001398

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Learning about dynamic phenomena is essential in many domains. This approach allows the students to imitate real processes using models and to obtain knowledge and experience during the process of learning [Aukstakalnis et al 2008]. Simulation is the imitation of some real thing, state of affairs, or process.…”

Section: Virtual Life Experience Simulationmentioning

confidence: 99%

Exploration of virtual world for functional apparel design teaching

Cao

Pan

2011

Proceedings of the 10th International Conference on Virtual Reality Continuum and Its Applications in Industry

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Distributed virtual worlds, as online interactive 3D virtual environments and communities through which users can interact with one another, have been integrated widely in research in the social, medical, commercial, educational and entertainment areas. In this study, the authors present a recent instructional practice using Second Life as a platform to deepen the quality of Functional Apparel Design teaching and scaffold the construction of a virtual world with some key issues including situated cognition, role-playing strategy and virtual life experience simulation. It was found that the virtual world improved the learners' outcomes significantly in Functional Apparel Design study. In addition, it was found that the majority of the learners participating in the study think that virtual experience can arouse interest, fun and interaction.

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Section: Virtual Life Experience Simulationmentioning

confidence: 99%

Exploration of virtual world for functional apparel design teaching

Cao

Pan

2011

Proceedings of the 10th International Conference on Virtual Reality Continuum and Its Applications in Industry

View full text Add to dashboard Cite

show abstract

“…Another solution for adapted e-testing, based on students' success on previous tasks is contextual graphs [23]- [25]. The teacher or designer of the contextual graph is responsible for designing possible testing paths, which students will follow, based on the results of each test question.…”

Section: The Adaptability Of Knowledge Assessment Testsmentioning

confidence: 99%

Automated e-Assessment: Students’ Needs and e-Evaluation Solution Possibilities

Margienė¹,

Ramanauskaitė²

2022

IJIET

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E-learning is increasingly gaining its usage. In the COVID-19 period, its importance even increased. One of the important e-learning processes is e-assessment. Suitable e-evaluation implementation depends on multiple factors. One of the factors for suitable testing implementation is alignment between users’ needs for a specific purpose testing and its implementation possibilities. Therefore in this paper, we analyze what are students’ needs for e-evaluation system in knowledge level testing and self-evaluation testing cases. Student survey and multi-criteria decision-making were used to find out how students rank different criteria of e-assessment and how linear, graph-based, and tree-based testing structures rank based on these criteria.

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“…Aukstakalnis et al [7] suggest that the teacher construct context graphs in adaptive knowledge assessment systems. The use of a contextual graph makes it possible to select a further task depending on whether the previous task was performed correctly or incorrectly.…”

mentioning

confidence: 99%

Automated Transformation from Competency List to Tree: Way to Competency-Based Adaptive Knowledge E-Evaluation

et al. 2022

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E-learning is rapidly gaining its application. While actively adapting student-oriented learning with the competency evaluation model, the standard of competency support in existing e-learning systems is not implemented and varies. This complicated integration of different e-learning systems or transfer from one system to another might be challenging if the student had his or her competency portfolio in list form, while another system supports tree-based competency portfolios. Therefore, in this paper, we propose a transformation model dedicated to converting the competency list to a competency tree. This solution incorporates text processing and analysis, competency ranking based on Bloom’s taxonomy, and competency topic area clustering. The case analysis illustrates the model’s capability to generate a qualitative tree from the competency list, where the average accuracy of competency assignment to appropriate parent competency is 72%, but, in some cases, it reaches just 50%.

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Graphical Model: The Means for Simulation-based Learning

Cited by 4 publications

References 2 publications

Exploration of virtual world for functional apparel design teaching

Exploration of virtual world for functional apparel design teaching

Automated e-Assessment: Students’ Needs and e-Evaluation Solution Possibilities

Automated Transformation from Competency List to Tree: Way to Competency-Based Adaptive Knowledge E-Evaluation

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