Submit your P2 Packet including your outline, an annotated bibliography, and any other notes you used to develop and manage your research.
here is my annotated bibliography
- International Journal of Emerging Technologies in Learning:
- Development of an infinite element boundary to model gravity for subsurface civil engineering applications:
Yaniawati, Poppy, et al. “Integration of e-Learning for Mathematics on Resource- Based Learning: Increasing Mathematical Creative Thinking and Self-Confidence.” Https://Online-Journals.org/Index.php/i-Jet/Articl….
Abstract:The purpose of this study is to introduce utilization of e-Learning for mathematics on Resource-Based Learning (RBL) with a scientific approach to increase mathematical creative thinking ability and to develop students’ self-confidence. This study is mixed method research with classroom action research for its design. Data analysis is with one-way ANOVA for creative mathematical thinking ability, t-test for self- confidence survey, qualitative analysis for observation and interviews on the self-confidence of grade VII junior high school students in Sumedang, Indonesia. Integration of e-learning into Resource-Based Learning method produced a better enhancement in mathematical creative thinking ability and self-confidence development in comparison to learning without learning. The scientific approach contributed positive influence on students’ learning achievement. Creative mathematical thinking ability showed increases from one cycle. Analysis of mathematical creative thinking ability covered aspect of fluency, flexibility, originality, and elaboration. The post-test result showed lower achievement in comparison to test result of the final learning cycle.
Astriani, Dyah. Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills. online-journals.org/index.php/i-jet/article/view/12657/6715.
Abstract:“This study aimed to measure the role of mind mapping in learning models to improve students’ metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good); (2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05; and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates.”
G.Gkeka, Eugenia, et al. “Mobile Multimedia Education for Language Disorders.” Https://Online-Journals.org/Index.php/i-Jet/Articl….
Abstract:“This article describes the importance of new multimedia tools that provide multi-sensory education for language learning, especially for students who need special education. These contemporary appliances stimulate the senses, enter the motivation and reinforce the memory. In particular, these tools advance language skills such as comprehension, oral language and vocabulary, speaking expressions, reading capacities and writing abilities. Also, the evaluation for students with language disorders lies on cognitive and metacognitive capabilities, being created by these interactive media devices.
Na, Wei. “A Data Mining Method for Students’ Behavior Understanding.” Https://Doi.org/10.3991/Ijet.v15i06.13175.
Abstract:“To model students’ behavior and describe their behavior characteristics accurately and comprehensively, a framework for predicting students’ learning performance based on behavioral model is proposed, which extracts features from multiple perspectives to describe behaviors more comprehensively, including statistical features and association features. In addition, a multi-task model is designed for fine-grained prediction of students’ learning performance in the curriculum. A framework for predicting mastery based on online learning behavior is also put forward. Additional context information is added to the collaborative filtering algorithm, including student-knowledge-point mastery and class-knowledge-point, and students’ mastery is predicted according to the learning path excavated. Considering the time-varying of mastery, the approximate curve of students’ mastery of knowledge points is fitted according to the Ebinhaus forgetting curve. The experiments show that the proposed framework has a high recall rate for the prediction of learning performance, and also shows a certain practicability for early warning. Further, based on the model, the correlation between student behavior patterns and learning performance is discussed. The addition of additional information has improved the prediction efficiency, especially the operational efficiency. At the same time, the proposed framework can not only dynamically assess students’ master of knowledge, but also facilitate the system to review feedback or adjust the learning order, and provide personalized learning services.”.
2-American Society for Engineering Education:
Rahimzadeh, Farough, and David Chapman. “Development of an Infinite Element Boundary to Model Gravity for Subsurface Civil Engineering Applications.” Https://Onlinelibrary-Wiley-Com.ezproxy.lib.usf.ed….
Abstract:The accurate modelling of gravity is of crucial importance for a variety of issues including, but not restricted to, the identification of buried objects. Gravity is an unbounded problem, which causes challenges when applying numerical models, i..e.., it results in computational difficulties when specifying the relevant boundary conditions. In order to address this, previous research has tended to generate artificial boundary conditions, e.g., truncating the simulated domain and adding many unrealistic zero‐density layers, which introduces more unknown parameters and unnecessarily excessive computational time. In order to overcome such inaccuracies, this paper proposes an innovative development of the finite element modelling technique, which represents a step change in the field of gravity forward modelling. A comprehensive formulation of an infinite element to reproduce the far‐field boundary effect using only one layer of infinite elements is presented. The developed model considerably reduces the computational time while obtaining high degrees of accuracy. The model is validated against the exact solution of the problem, and its results show an excellent performance. The proposed method can significantly improve the postprocessing and interpretation stages of data analysis relevant to micro‐gravity sensors. The new method is applied to subsurface civil engineering although its applicability is manifold.
Haji, Twana. Development of an Infinite Element Boundary to Model Gravity for Subsurface Civil Engineering Applications. onlinelibrary-wiley-com.ezproxy.lib.usf.edu/doi/full/10.1002/nag.3027.
Abstract:The accurate modelling of gravity is of crucial importance for a variety of issues including, but not restricted to, the identification of buried objects. Gravity is an unbounded problem, which causes challenges when applying numerical models, i..e.., it results in computational difficulties when specifying the relevant boundary conditions. In order to address this, previous research has tended to generate artificial boundary conditions, e.g., truncating the simulated domain and adding many unrealistic zero‐density layers, which introduces more unknown parameters and unnecessarily excessive computational time. In order to overcome such inaccuracies, this paper proposes an innovative development of the finite element modelling technique, which represents a step change in the field of gravity forward modelling. A comprehensive formulation of an infinite element to reproduce the far‐field boundary effect using only one layer of infinite elements is presented. The developed model considerably reduces the computational time while obtaining high degrees of accuracy. The model is validated against the exact solution of the problem, and its results show an excellent performance. The proposed method can significantly improve the postprocessing and interpretation stages of data analysis relevant to micro‐gravity sensors. The new method is applied to subsurface civil engineering although its applicability is manifold.
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