On assessment of students' academic achievement considering categorized individual differences at engineering education (Neural Networks Approach)
On assessment of students' academic achievement considering categorized individual differences at engineering education (Neural Networks Approach)
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工程教育中考虑分类个体差异的学生学业成绩评估（神经网络方法）
DOI：
10.1109/ithet.2013.6671003
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
A. A. Khedr
中科院分区：
文献类型：
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作者：
H. Mustafa;A. Al;Saeed A. Al;Mohamed M. Hassan;A. A. Khedr
这项工作介绍了一个有趣的，具有挑战性的，跨学科的，教学问题的分析和评价。这源于对学生成绩差异（个体差异）的分类，即学生的观察学习结果结构（SOLO）。学生在课堂上的学业差异受三种互动教学方式（取向）的影响，即：表层、深层和策略。这些方法的评估已通过现实的模拟，采用人工神经网络（ANN）建模考虑Hebbian规则的重合检测学习。该模型的结果是有趣的数学类比的两个有效的学习绩效因素与学生的成就的个体差异。第一，两种脑功能现象的影响，即长时程增强（LTP）和抑郁（LTD）。这与在海马脑区观察到的N-甲基-D-天冬氨酸-NMDA交叉开放时间相一致。其次，与不同的学习/教学环境相关的神经元数量的影响包括二分法（外向/内向）。这种二分法已被调查的外部和内部环境的学习条件。所得到的模拟结果涉及学生的多样性态度（外向/内向）。在埃及的一个工程机构进行案例研究后，他们与最近发表的结果非常一致。最后，介绍了研究，主要是对基于学生个体差异的脑功能发展和学习能力进行有趣的分析。
This work introduces analysis and evaluation of an interesting, challenging, and interdisciplinary, pedagogical issue. That's originated from categorization of the achievement diversity of students' (individual differences), equivalently students' Structure of the Observed Learning Outcome (SOLO). This students' academic diversity affected in classrooms by three interactive learning/teaching approaches (orientations) namely: surface, deep, and strategic. Assessment of these approaches has been performed via realistic simulation adopting Artificial Neural Networks (ANNs) modeling considering Hebbian rule for coincidence detection learning. That modeling results in interesting mathematical analogy of two effective learning performance factors with students' achievement individual differences. Firstly, the effect of two brain functional phenomena; namely long term Potentiation (LTP) and depression (LTD). That's in accordance with opening time for crossing N-methyl-D-aspartate NMDA observed at hippocampus brain area. Secondly, the effect of neurons' number associated with diverse learning/teaching environments comprise the dichotomy (extroversion/introversion). This dichotomy has been investigated as the external and internal environmental learning conditions. The obtained simulation results concerned with student's diversity attitudes (extroversion/introversion). They shown to be in well agreement with recently published results after performing a case study at an engineering institution in Egypt. Finally, introduced study, aims mainly to present interesting analysis of brain's functional development based students' individual differences, and learning abilities.