A one-on-one dialogue-based mathematics intelligent tutoring system (ITS) for learning multiplication and division of fractions was developed and evaluated in this study. This system could identify students' error types and misconceptions in real-time by using a block-based matching method. The adaptive dialogue-based instruction was supported by a response-driven tutoring model, which was constructed based on the diagnostic teaching methodology. Instructional strategies including provoking cognitive conflict, problem simplification and representational teaching were used in the tutoring model of the system. Effectiveness of the math ITS in remedial instruction was evaluated through a quasi-experimental study. The participants of the study were 66 sixth graders chosen from central Taiwan. They were divided into an experimental group of 35 and a control group of 31. One week after the pretest, the experimental group received 2-h one-on-one instruction via the math ITS, while the control group took a 2-h conventional teacher instruction with the same teaching content in the classroom. All participants took a post-test within 2 days after the remedial instruction. The results showed that the experimental group using the math ITS significantly outperformed the control group. Further analysis indicated that the math ITS had a significant effect on the lesser-performing group (the lower 75% in the pretest score). In addition, a usability and user experience survey showed that students were willing and likely to learn mathematics using the dialogue-based math ITS.
At present, most existing cognitive diagnosis models (CDMs) are designed to either identify the presence and absence of skills or misconceptions, but not both. This article proposes a CDM that can be used to simultaneously identify what skills and misconceptions students possess. In addition, it proposes the use of the expectation-maximization algorithm to estimate the model parameters. A simulation study is conducted to evaluate the viability of the proposed model and algorithm. Real data are analyzed to demonstrate the applicability of the proposed model, and compare it with existing CDMs. Furthermore, a real data-based simulation study is conducted to determine how the correct classification rates in the context of the proposed model can be improved. Issues related to the proposed model and future research are discussed.
The quantitative and reproducible analysis of the standard body movement in Tai Chi Chuan (TCC) was performed in this study. We aimed to provide a reference of the upper extremities for standardizing TCC practice. Microsoft Kinect was used to record the motion during the practice of TCC. The preparation form and eight essential forms of TCC performed by an instructor and 101 practitioners were analyzed in this study. The instructor completed an entire TCC practice cycle and performed the cycle 12 times. An entire cycle of TCC was performed by practitioners and images were recorded for statistics analysis. The performance of the instructor showed high similarity (Pearson correlation coefficient (r) = 0.71 ~ 0.84) to the first practice cycle. Among the 9 forms, lay form had the highest similarity (rmean = 0.90) and push form had the lowest similarity (rmean = 0.52). For the practitioners, ward off form (rmean = 0.51) and roll back form (rmean = 0.45) had the highest similarity with moderate correlation. We used Microsoft Kinect to record the spatial coordinates of the upper extremity joints during the practice of TCC and the data to perform quantitative and qualitative analysis of the joint positions and elbow joint angle.
Models, Statistical , Movement/physiology , Tai Ji , Upper Extremity/physiology , Cohort Studies , Humans , Time and Motion Studies
Morphological awareness is the foundation for the important developmental skills involved with vocabulary, as well as understanding the meaning of words, orthographic knowledge, reading, and writing. Visual perception of space and radicals in two-dimensional positions of Chinese characters' morphology is very important in identifying Chinese characters. The important predictive variables of special and visual perception in Chinese characters identification were investigated in the growth model in this research. The assessment tool is the "Computerized Visual Perception Assessment Tool for Chinese Characters Structures" developed by this study. There are two constructs, basic stroke and character structure. In the basic stroke, there are three subtests of one, two, and more than three strokes. In the character structure, there are three subtests of single-component character, horizontal-compound character, and vertical-compound character. This study used purposive sampling. In the first year, 551 children 4-6 years old participated in the study and were monitored for one year. In the second year, 388 children remained in the study and the successful follow-up rate was 70.4%. This study used a two-wave cross-lagged panel design to validate the growth model of the basic stroke and the character structure. There was significant correlation of the basic stroke and the character structure at different time points. The abilities in the basic stroke and in the character structure steadily developed over time for preschool children. Children's knowledge of the basic stroke effectively predicted their knowledge of the basic stroke and the character structure.
Literacy/psychology , Reading , Visual Perception , Vocabulary , Asian People/psychology , Child Development , Child, Preschool , Diagnosis, Computer-Assisted/methods , Female , Follow-Up Studies , Humans , Language , Language Tests , Male , Pattern Recognition, Visual , Psychology, Educational/methods , Taiwan
Collaborative problem solving (ColPS) proficiency was developed as a new assessment for the Programme for International Student Assessment (PISA) in the 2015 international evaluation of student skills and knowledge. The assessment framework defined by the PISA ColPS 2015 expert group crossed three major collaboration processes with four problem solving processes that were adopted from the PISA 2012 individual problem solving assessment to form a matrix of 12 specific skills. The three major collaboration processes are (1) establishing and maintaining shared understanding; (2) taking appropriate action; and (3) establishing and maintaining team organization. The four problem solving processes are exploring and understanding the problem, representing and formulating the problem, planning and executing strategies, and monitoring and reflecting on the problem-solving activities. This article discusses how the problem-solving dimension was integrated with the collaboration dimension. We also discuss how computer agents were involved in the PISA ColPS 2015 assessment in order to ensure a satisfactory assessment of collaborative problem solving. Examples of the use of agents to assess ColPS are provided in the context of a released PISA item and a project conducted in Taiwan.
At present, there are only a limited number of studies examining how to optimally construct cognitive diagnostic tests. The cognitive diagnostic index (CDI) and attribute-level discrimination index (ADI) have been proposed to assemble such tests. The CDI and ADI have been shown to be instrumental in constructing cognitive diagnostic tests when the attribute relationships are assumed to be nonhierarchical. For greater generality when designing cognitive diagnostic assessment, attribute hierarchy and the ratio of test length to the number of attributes (RTA) are two important factors to be considered. This article proposes modified indices that take into account attribute hierarchy and RTA. Simulation studies show that, under the deterministic input, noisy, "and" gate model (DINA) and the reduced version of the reparameterized unified model (rRUM), the proposed indices provide higher attribute and attribute pattern correct classification rates than the original indices.
Visual perception is the fundamental skill required for a child to recognize words, and to read and write. There was no visual perception assessment tool developed for preschool children based on Chinese characters in Taiwan. The purposes were to develop the computerized visual perception assessment tool for Chinese Characters Structures and to explore the psychometrical characteristic of assessment tool. This study adopted purposive sampling. The study evaluated 551 kindergarten-age children (293 boys, 258 girls) ranging from 46 to 81 months of age. The test instrument used in this study consisted of three subtests and 58 items, including tests of basic strokes, single-component characters, and compound characters. Based on the results of model fit analysis, the higher-order item response theory was used to estimate the performance in visual perception, basic strokes, single-component characters, and compound characters simultaneously. Analyses of variance were used to detect significant difference in age groups and gender groups. The difficulty of identifying items in a visual perception test ranged from -2 to 1. The visual perception ability of 4- to 6-year-old children ranged from -1.66 to 2.19. Gender did not have significant effects on performance. However, there were significant differences among the different age groups. The performance of 6-year-olds was better than that of 5-year-olds, which was better than that of 4-year-olds. This study obtained detailed diagnostic scores by using a higher-order item response theory model to understand the visual perception of basic strokes, single-component characters, and compound characters. Further statistical analysis showed that, for basic strokes and compound characters, girls performed better than did boys; there also were differences within each age group. For single-component characters, there was no difference in performance between boys and girls. However, again the performance of 6-year-olds was better than that of 4-year-olds, but there were no statistical differences between the performance of 5-year-olds and 6-year-olds. Results of tests with basic strokes, single-component characters and compound characters tests had good reliability and validity. Therefore, it can be apply to diagnose the problem of visual perception at preschool.
In the study of Lin, Wu, Lin, Wu, Wu, Kuo, and Yeung (2012 ), the relationship between the validity of postural movement and bilateral motor integration in terms of sensory integration theory was examined. Postural movement is the ability to use the antigravity postures required for stabilization of the neck, trunk and upper extremities via muscle co-contractions in the neck and upper extremities, and balance. Niklasson's (2013 ) comment argued that postural movement should include primitive reflexes in terms of the general abilities approach. Niklasson (2013 ) focused on the efficacy of the treatment rather than the theoretical frameworks implied in the therapeutic activities. For that purpose Lin, et al. (2012 ) used sensory integration as the theoretical foundation, and the relationship between postural movement and bilateral motor integration was assessed via empirical data. The result of Lin, et al. (2012 ) was offered as a theoretical reference for therapeutic activities.
Motor Skills , Movement , Posture , Female , Humans , Male
The goal of this study was to examine the relationship between the validity of postural movement and bilateral motor integration in terms of sensory integration theory. Participants in this study were 61 Chinese children ages 48 to 70 months. Structural equation modeling was applied to assess the relation between measures tapping postural movement and bilateral motor integration: for postural movement, the measures involve the Monkey Task, Side-Sit Co-contraction, Prone on Elbows, Wheelbarrow Walk, Airplane, and Scooter Board Co-contraction from the DeGangi-Berk Test of Sensory Integration, and Standing Balance with Eyes Closed/Opened in Southern California Sensory Integration Tests. For bilateral motor integration, the measures chosen were the Rolling Pin Activity, Jump and Turn, Diadokokinesis, Drumming, and Upper Extremity Control from the DeGangi-Berk Test of Sensory Integration, and Cross the Midline in Southern California Sensory Integration Tests (SCSIT). Postural movement was highly correlated with the bilateral motor integration. The factor structure fit the theoretical conceptualization, classifying postural movement and bilateral motor integration together in the same category. Therapists could combine two separate objectives (postural movement and bilateral motor integration) of intervention in an activity to improve the adaptive skills based on the vestibular-proprioceptive integration.
Motor Skills , Movement , Posture , Child , Child, Preschool , China , Factor Analysis, Statistical , Female , Functional Laterality , Humans , Male , Reproducibility of Results
The objective of this study was to develop a computerized test of prone extension to measure performance of prone extension in children 4 to 6 years of age. The participants were selected from kindergartens, comprising 132 boys and 107 girls with a mean age of 5 yr. 2 mo. (SD = 6 mo.). Sensitivity and specificity of the computerized test of prone extension were assessed by comparison with the judgments of an expert, an occupational therapist with more than 20 yr. of pediatric experience, as the criterion standard. The computerized test of prone extension identified children with poor outcomes with a sensitivity of 0.83, a specificity of 0.88, and an accuracy of 0.87. The internal reliability index was 0.81. The computerized test of prone extension could be of value in detecting problems of antigravity posture in prone extension and permitting early intervention to correct it.
Diagnosis, Computer-Assisted/instrumentation , Image Processing, Computer-Assisted/instrumentation , Occupational Therapy/instrumentation , Physical Therapy Modalities/instrumentation , Prone Position , Video Recording/instrumentation , Child , Child, Preschool , Computers , Developmental Disabilities/diagnosis , Early Intervention, Educational , Equipment Design , Female , Humans , Male , Mass Screening/instrumentation , Prognosis , Prospective Studies , Reference Values , Software , Taiwan
