SPLHRNMTF: robust orthogonal non-negative matrix tri-factorization with self-paced learning and dual hypergraph regularization for predicting miRNA-disease associations.

MicroRNAs (miRNAs) have been demonstrated to be closely related to human diseases. Studying the potential associations between miRNAs and diseases contributes to our understanding of disease pathogenic mechanisms. As traditional biological experiments are costly and time-consuming, computational models can be considered as effective complementary tools. In this study, we propose a novel model of robust orthogonal non-negative matrix tri-factorization (NMTF) with self-paced learning and dual hypergraph regularization, named SPLHRNMTF, to predict miRNA-disease associations. More specifically, SPLHRNMTF first uses a non-linear fusion method to obtain miRNA and disease comprehensive similarity. Subsequently, the improved miRNA-disease association matrix is reformulated based on weighted k-nearest neighbor profiles to correct false-negative associations. In addition, we utilize L 2 , 1 norm to replace Frobenius norm to calculate residual error, alleviating the impact of noise and outliers on prediction performance. Then, we integrate self-paced learning into NMTF to alleviate the model from falling into bad local optimal solutions by gradually including samples from easy to complex. Finally, hypergraph regularization is introduced to capture high-order complex relations from hypergraphs related to miRNAs and diseases. In 5-fold cross-validation five times experiments, SPLHRNMTF obtains higher average AUC values than other baseline models. Moreover, the case studies on breast neoplasms and lung neoplasms further demonstrate the accuracy of SPLHRNMTF. Meanwhile, the potential associations discovered are of biological significance.

A multimodal analysis of college students' collaborative problem solving in virtual experimentation activities: a perspective of cognitive load.

Distance education programs have become the preferred option for most higher education institutions to continue teaching during the COVID-19 pandemic, but the effectiveness of some online courses, especially those engineering courses with experimentation activities, remains disputed. The main challenge is fostering collaborative problem solving skills for novice students as online collaboration increases their cognitive load. This research thus tapped into novice engineering students' cognitive load to develop a more granular, multimodal view of how cognitive load influences student performance in collaborative problem solving during virtual experimentation activities. The findings of this research provided significant implications for the future design and implementation of virtual laboratories in computer science engineering education.

Using Data Mining Approach for Student Satisfaction With Teaching Quality in High Vocation Education.

High vocation education is an important foundation for China to cultivate high teaching quality and technical and skilled talents. In the new era, the acceleration of the development of modern vocational education is put in a more prominent position. It is proposed that we should adhere to moral education, closely combine this with the needs of technological change and industrial upgrading, constantly improve the quality of high vocational education teaching, and cultivate more technical and skilled talents with both political integrity and ability for modernization construction. Under the background of social informatization, using artificial intelligent technology to solve these problems can play an important role for improving the teaching quality of high vocational education. This paper proposed a data mining approach in promoting student satisfaction with the teaching quality of high vocational education. We design a questionnaire for Students' satisfaction with the teaching quality of basic entrepreneurship curriculum. We take the survey data of vocation education as an example and use mining technology analysis software to understand the current status of the teaching quality of basic entrepreneurship curriculum. The results determine the main factors affecting Students' satisfaction with teaching quality. The results of this paper can be used in student management, education strategy, student education satisfaction, and teaching quality in high vocation college education, and to improve the teaching quality of fundamentals of entrepreneurship curriculum in high vocation education.