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Metaverse—a three‐dimensional computational environment—combines physical and virtual reality to enable social relationships and immersive experiences by mimicking real‐world scenarios. Metaverse is considered the third wave of the internet revolution (exploiting Web 3.0), leveraging upcoming technologies such as extended reality and artificial intelligence shaping a new era of human–‐machine interactions. In recent years, increased research and development on educational technologies (EduTech) based on blockchain technology has seen substantial growth of metaverse‐based solutions within the higher education context. This research aims to synergize blockchain technology and metaverse environments to conduct online exams (metaExam) in a trustworthy, reliable, and secure way. The synergy between blockchain and the metaverse brings various benefits, such as improved security, cost effectiveness, and increased efficiency in the online examination process. One of the central features of the proposed solution metaExam is to leverage cryptographic protocols via blockchain to control data access, making verification faster and protecting against misuse. Exam scores and grades are stored on a blockchain ledger using a digital signature method to enhance security. We validated the proposed solution by testing a prototype on the Ethereum platform using the Sepolia Testnet network using Microsoft Windows environment. Evaluation results indicate (i) query response time (10–50 ms), (ii) and query execution performance (CPU utilization between 1%–5%) offering computationally feasible solution. This research contributes by integrating blockchain and metaverse technologies to offer a solution metaExam that can offer improved security and immersive user experience for exam management. The proposed solution and its validation can provide insights into transforming online exams, offering a fresh perspective on addressing concerns about exam grade authenticity and verifying academic credentials in EduTech. [ABSTRACT FROM AUTHOR]

Abstract In computer-based dialogue learning, students’ willingness to communicate and ability to interact is one of the important factors. Few studies have examined the testing of mobile metaverse teaching material systems built for interactive communication and learning courses. This study developed and designed course content for a virtual classroom, which is suitable for mobile learning on Android or iOS systems and can provide metaverse space for students to discuss homework using their mobile phones, as well as a system for online self-learning and testing. Students can participate in classes without time or space restrictions. In addition, questions related to life math knowledge and leveling up are included, such as the basic reproduction number of COVID-19, influenza, and enterovirus. There were 100 valid responses from two schools, which recognized the convenience and benefit of the virtual digital technology of the mobile self-learning system in the metaverse space as an auxiliary tool for learning, as it provides a more flexible and diversified educational learning mode. This system can be used for course teaching, after-class review, and testing to facilitate self-testing of learning results.

In computer-based dialogue learning, students' willingness to communicate and ability to interact is one of the important factors. Few studies have examined the testing of mobile metaverse teaching material systems built for interactive communication and learning courses. This study developed and designed course content for a virtual classroom, which is suitable for mobile learning on Android or iOS systems and can provide metaverse space for students to discuss homework using their mobile phones, as well as a system for online self-learning and testing. Students can participate in classes without time or space restrictions. In addition, questions related to life math knowledge and leveling up are included, such as the basic reproduction number of COVID-19, influenza, and enterovirus. There were 100 valid responses from two schools, which recognized the convenience and benefit of the virtual digital technology of the mobile self-learning system in the metaverse space as an auxiliary tool for learning, as it provides a more flexible and diversified educational learning mode. This system can be used for course teaching, after-class review, and testing to facilitate self-testing of learning results. [ABSTRACT FROM AUTHOR]

In recent times, Learning Management Systems (LMS) have gained significant popularity, particularly due to the COVID-19 pandemic, offering improved effectiveness and efficiency. Within LMS, online exams have emerged as a critical tool for assessing students’ performance and understanding of course material, playing a vital role in determining their progression. Ensuring the reliability and transparency of online exam results is imperative. Any vulnerability, such as hacking, can adversely impact students’ grades. Conventional online exam systems often store data centrally in databases like MySQL, making them susceptible to unauthorized access and manipulation. This paper presents a blockchain-based framework to enable secure and peer-to-peer conduction and evaluation of academic exams. The framework uses hashing techniques to ensure data integrity and employs proof of stake mechanisms for enhanced security. Blockchain’s decentralized data storage and cryptographic hashing for each block make it effective in safeguarding data integrity. The paper demonstrates the use of blockchain for developing online exams, storing each question and answer directly on the blockchain. To achieve this, we have created a module that integrates with the Moodle learning management system. Through a comparative analysis with Moodle’s default centralized storage, our module modifies the exam result storage, ensuring secure and tamper-proof data storage on the blockchain. By leveraging the blockchain, exam data is reliably secured, maintaining integrity, and resisting manipulation. Our results show that data stored on the blockchain is entirely accurate, with no discrepancies compared to Moodle’s standard approach. The blockchain network provides a reliable and immutable platform, preventing unauthorized changes to student data. In conclusion, our blockchain-based framework offers a robust solution for enhancing the security and reliability of online exam results. By harnessing blockchain’s decentralized and tamper-proof nature, we ensure data integrity and transparency, providing a more trustworthy assessment of academic performance.

AbstractComputer-based test has been administered in e-learning environments as part of ICT integration in education. Recently, online test is gaining attention in both regular and distance education institutions, and students’ preference or perception of an online test versus paper-based test is crucial in successful adoption or implementation of either of the test modes by any educational institution. For this reason, this study examined undergraduate students’ computer usage experience as a prerequisite for online test completion, and their perception and preference toward online test as opposed to paper-based test. It also examined how students’ perception of online test differed across sex, program major, and computer usage experiences. The findings would contribute to knowledge on factors for consideration, especially by faculty and instructional designers, in successful adoption of online test in undergraduate programmes. An online questionnaire was used to collect data from 213 undergraduate students at a university in Ghana, and the data were analyzed using median, standard deviation, Mann-Whitney U Test, Kruskal–Wallis Test, and Spearman correlation. The results indicated that students had high level of experience in computer usage, they had positive perception and preference for online test, there was no significant differences in perception of online test between female and male students, and among students of different majors. However, there was a positive correlation between computer use experience of the students and their perception of online test. It was recommended that universities seeking to implement online assessment ensure their students are equipped with adequate skills and experiences in computer usage.

In this study, online test scores and paper-pencil test scores of students studying through online learning were examined. Causal-comparative research was used to determine the distribution of students' test scores and to examine the relationship between them. The participants of the research are freshman students studying in 12 faculties and 8 colleges of a state university in Türkiye. The distribution of students' test scores is depicted by means, standard deviation, percentage, and graphs. The correlation coefficient was examined to find and interpret the amount of relationship between the test scores of the students. According to the findings, it was seen that the online test scores of the students were higher than the paper-pencil test scores. At the same time, it was observed that the passing of the course rates in online test exams was higher than in the paper-pencil test exams. It was observed that the relationship between the paper-pencil test scores of the students and the online test scores was lower than the relationship between the paper-pencil test scores and the paper-pencil test scores. There is an inconsistency between students' paper-pencil test scores and online test scores. The rise in students' online test scores to un-proctored online exams as the reason for the inconsistency. Moving online exams to proctored exam environments, using computerized adaptive testing, or including online activities in the assessment may reduce this inconsistency. [ABSTRACT FROM AUTHOR]

A direct test of English speaking is important to evaluate what learners can do in real-life situations. However, due to challenges in test administration, especially with a large number of test-takers, a direct speaking test may not be feasible in many contexts and thus indirect tests, such as conversational cloze tests, are mainly used. In response to this problem, this study utilized communication technology to create speaking tests with two different delivery modes: Real-Time Interview with a human interviewer (RTI) and Pre-Recorded Video (PRV). The tests were given to a group of 40 first-year university students to complete, followed by a perception questionnaire and a group interview to collect data about test-takers’ perceptions of the tasks. Results showed that the participants performed significantly better on the PRV test tasks and they perceived both tasks positively. The strongest quality of both test tasks, as perceived by the participants, was authenticity. While the RTI tasks were perceived to significantly have more impact and interactiveness than the PRV tasks, the test-takers shared in the interview that they felt more comfortable and less anxious while completing the PRV tasks. [ABSTRACT FROM AUTHOR]

Nowadays, the younger university students are increasingly using digital solutions, therefore teachers should turn to these solutions as well. One of the tools for this is to use an online platform instead of paper-based solutions for short end-of-class assessments. There are several such available software on the market, and this paper presents the use and results of Kahoot through two case studies. The details of the case studies also show the impact in logistics education. [ABSTRACT FROM AUTHOR]

The prominent method to teach clinical reasoning in preclinical years is case-based discussions. It necessitates hours of sessions. A randomised-controlled study has been conducted to determine whether preclinical students can develop illness scripts only by taking online formative testlets. A pre-test-post-test randomised-controlled design has been utilised. The intervention group (N = 20) answered general surgery questions for 18 days, while the control group (N = 19) received questions regarding urinary tract infections. These testlets were comprised of ContExtended Questions, which is a web-based tool to teach clinical reasoning. The performance was assessed by using Key-Feature Questions. While post-test scores were significantly higher than pre-test scores in the intervention group (p < 0.001), there was no statistically significant difference between the pre-test and post-test scores in the control group (p = 0.30). Taking formative case-based multiple-choice testlets without any additional teaching could assist preclinical students to learn clinical reasoning. [ABSTRACT FROM AUTHOR]

Introduction: Access to the Internet and multimedia technologies, has led traditional learning to electronic learning which has made the use of modern evaluation methods in higher education indispensable. Thus, the study was conducted to investigate the quality and satisfaction level of online tests from the point of view of Qazvin dental students (during Corona Epidemic). Methods: This descriptive-analytical study was conducted on 231 students studying at Qazvin Dental School in the academic year 2020 who were selected by enumeration. The instrument was a researcher-made questionnaire in the form of 27 questions in two parts. In the qualitative section, the data were considered based on 5-point Likert scale including ( “very low ”, “low”, “average”, “good” and “great”),and after confirmation of validity and reliability had been used. Descriptive analysis (Mean, standard deviation and …) and analytical statistics (Spearman correlation coefficent and man Whitney u test) were used to analyze the data. Results: The mean and standard deviation of satisfaction with students' online tests is 3.18±0.52, which is higher than average. Besides, the mean and standard deviation of the quality of online tests from the students' point of view is 3.19 ±0. 51, which is higher than average and indicates students' satisfaction with the quality of this type of evaluation. No significant relationship was found between these components as well as age, gender (P

TRNG is an essential component for security applications. A vulnerable TRNG could be exploited to facilitate potential attacks or be related to a reduced key space, and eventually results in a compromised cryptographic system. A digital FIRO-/GARO-based TRNG with high throughput and high entropy rate was introduced by Jovan Dj. Golic (TC’06). However, the fact that periodic oscillation is a main failure of FIRO-/GARO-based TRNGs is noticed in the paper (Markus Dichtl, ePrint’15). We verify this problem and estimate the consequential entropy loss using Lyapunov exponents and the test suite of the NIST SP 800-90B standard. To address the problem of periodic oscillations, we propose several implementation guidelines based on a gate-level model, a design methodology to build a reliable GARO-based TRNG, and an online test to improve the robustness of FIRO-/GARO-based TRNGs. The gate-level implementation guidelines illustrate the causes of periodic oscillations, which are verified by actual implementation and bifurcation diagram. Based on the design methodology, a suitable feedback polynomial can be selected by evaluating the feedback polynomials. The analysis and understanding of periodic oscillation and FIRO-/GARO-based TRNGs are deepened by delay adjustment. A TRNG with the selected feedback polynomial may occasionally enter periodic oscillations, due to active attacks and the delay inconstancy of implementations. This inconstancy might be caused by self-heating, temperature and voltage fluctuation, and the process variation among different silicon chips. Thus, an online test module, as one indispensable component of TRNGs, is proposed to detect periodic oscillations. The detected periodic oscillation can be eliminated by adjusting feedback polynomial or delays to improve the robustness. The online test module is composed of a lightweight and responsive detector with a high detection rate, outperforming the existing detector design and statistical tests. The areas, power consumptions and frequencies are evaluated based on the ASIC implementations of a GARO, the sampling circuit and the online test module. The gate-level implementation guidelines promote the future establishment of the stochastic model of FIRO-/GARO-based TRNGs with a deeper understanding.

Online tests with automated response systems are often used as pre-assessments or to give students formative feedback on their progress during a course. As an incentive, bonus points are commonly awarded. The pass threshold plays a crucial role: A low pass threshold encourages participation whereas a high pass threshold signals clear expectations for the course, yet is sometimes mitigated by allowing for repeated tries. In two first-year maths courses in different degree programs online tests with STACK questions were introduced. These tests are offered independent from the course format. They have a high pass threshold, allow only a limited number of trials and count towards the final mark, i.e. are considered a summative assessment for the course. However, to allow for practice and formative assessment, "sandbox" environments were implemented allowing for unlimited practice. This article will give an overview over the choice of parameters for different implementations and discuss the findings on the use of the "sandbox". [ABSTRACT FROM AUTHOR]

COVID-19 pandemic brought all activities remotely, especially in education. All institutions tried to provide an E-Learning platform to facilitate the teaching-learning process for delivering the material, teaching process and conducting an assessment. All were changing, focusing on the assessment process; not all institutions could provide online proctoring technology, which opened cheating among students. This study was conducted using a structural literature review to find the dependent and independent variables in designing a questionnaire. The data was taken by typing keyword academic dishonesty in google scholar during January – March 2021 and took three journals at random to identify the theory of motivation and honesty among students in cheating. The instrument was evaluated by quantitative research to assess the validity and reliability coefficient value. This study provided us with the fact that collaboration, lack of mutual trust and policy, as part of academic dishonesty types, were the main factors challenging the students to act dishonesty in doing online tests. The instrument tested was also valid with all points are on the range of 0.6-0.8, and for the reliability, showed the best result on point 0.94. The validity and reliability measurement shows that the instrument is acceptable for measuring the students’ motivation in doing academic dishonesty and can be conducted for a larger population with more varied backgrounds and levels.

Aiming at the lack of realtime detection methods of operation status for NPC three-level inverter, an indirect detection method was studied. In this method, the commutation process of NPC three-level inverter was analyzed. And according to Kirchhoff's law, the current and voltage models of three-level circuit test were built. Compared with the direct measurement method which needs large numbers of measurement devises, only three current detection units and three voltage detection units were used to obtain the operation status of four IGBTs and two clamping diodes of single-phase bridge arm in this method. The correctness of the method was verified by the pulse experiment of single-phase bridge arm. The experimental results show that this method can obtain the operation status of power devices for NPC three-level inverter in real time. At the same time, the installation of equipment is more convenient, and the measurement cost is reduced. It has certain reference significance for the design and application and fault prevention of NPC three-level inverter. [ABSTRACT FROM AUTHOR]

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Copyright of Railway Signalling & Communication Engineering is the property of Railway Signalling & Communication Engineering and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT BACKGROUND: The longitudinal evaluation of students seems to be a better way to assess their knowledge compared with that of the traditional methods of evaluation, such as modular and final tests. Currently, progress testing is the most consolidated type of longitudinal testing method. However, despite being well consolidated as an assessment tool in medical education, the use of this type of test in residency programs is scarce. OBJECTIVES: This study aimed to investigate residents’ knowledge growth regarding residency training and to describe the implementation of a longitudinal evaluation test in ophthalmological residency training across several medical schools in Brazil. Finally, the study aimed to check whether performance in the tests can be used as a predictor of the results of the specialist title test. DESIGN AND SETTING: This was a prospective observational study. This study was conducted using an online platform. METHODS: Online tests were developed following the same pattern as the Brazilian Ophthalmology Council specialist tests. All the residents performed the test simultaneously. The tests were conducted once a year at the end of the school year. RESULTS: A progress test was conducted across 13 services with 259 residents. Our results demonstrated that resident scores improved over the years (P < 0.0001) and had a moderate correlation with the Brazilian Opthalmology Council specialist test (P = 0.0156). CONCLUSION: The progress test can be considered a valuable tool to assess knowledge, meaning their knowledge increased over residency training. In addition, it can be used as a predictor of the result in the specialist title test.

Service-Oriented Architecture (SOA) is a technology for designing software systems. By using this architecture, new challenges appeared for software testing. Functional testing of services assures the quality of service-oriented applications. Herein, we introduce a new test web service named TaaWS (Test as a Web Service), which is a combination of both online testing and testing as a service to overcome SOA testing challenges. Each web service can have its test web service. Thus, the consumer can call TaaWS to assure the accuracy of the web services used in the application. TaaWS consists of semantic and structural test cases extracted from the extended-attribute grammar of the web service called Method-Based Attribute Grammar (MBAG). MBAG is created in five steps, including the definition of the input/output variables, the creation of sections in the web method, and the application of rules to specify conditions and operations on the attributes. In addition, a new coverage criterion is introduced for application on MBAG to extract test cases. Using TaaWS, we have applied semantic and structural test cases on the PersonalIDCode-INFO web method as a case study. In our proposed method, a developed program called Sharif-TaaWS as a tool automates MBAG generation steps, test cases, and TaaWS creation. To evaluate TaaWS, other functional testing techniques have been compared to our method by measuring the effectiveness of the test cases (ETC value). This value shows that TaaWS can find more faults compared to other techniques. We propose that TaaWS has advantages such as creating both semantic and structural test cases through MBAG, detecting changes in web services, running regression tests, and managing test results to inform the consumer. However, TaaWS has a drawback; the response time to the user may increase through calling TaaWS. [ABSTRACT FROM AUTHOR]

An Automated examination system for evaluation and descriptive test is an online based examination system in which exams are conducted online. The primary purpose of this Smart Examination system is to build an automated examination system. There is no need of paper and pen. Here students can write exam using internet or intranet. We will mainly use Machine Learning, Natural language processing (NLP) that generates a descriptive test automatically. The main objectives are analyzing sentence and find the semantic meaning of student answer and compare with actual answer defined by instructor and then assigns final scores. Now compare the automated evaluated score with the manual evaluated score with a specific threshold if threshold is deviated then with use of machine learning algorithm can improve the automated evaluation process. It saves lot of valuable time of teachers, reduce work, and complete the evaluation on time. [ABSTRACT FROM AUTHOR]

This paper studies the performance of the dielectric barrier discharge reactor and MnOx/γ-Al2O3 catalyst to enhance the removal of toluene. The effects of loading content, roasting temperature, roasting time and other conditions on the degradation of toluene were explored. The uniform design method was used to optimize the preparation parameters of toluene degradation, and the exhaust gas produced was monitored and analyzed online. The results show that: when the load content is 5%,the roasting temperature is 660 ℃,and the roasting time is 195 min, the degradation rate of toluene can reach 92.48%,which is significantly higher than that of the empty tower reactor（83.79%).The exhaust gas monitoring and analysis found that the concentration of O3 and NOX decreased from 246.76 mg/m³ and 110.99 mg/m³ to 90.30 mg/m³ and 20.69 mg/m³ respectively after adding the catalyst. Finally, the catalyst surface products were detected by GC-MS to analyze the reaction mechanism. The research provides new ideas for the development of plasma technology and provides a reference for the commercial application of this technology. [ABSTRACT FROM AUTHOR]

This study aims to determine the attitudes and opinions of pre-service IT teacher candidates regarding online testing at the first period of the COVID-19 pandemic. This research is a descriptive study with explanatory sequential mixed method design. The study sample consisted of 69 teacher candidates enrolled in 3 different courses lectured by the researcher at the Computer Education and Instructional Technologies Department, in the spring semester of 2019-2020 academic year. The data were collected through the Online Examination Assessment Scale and an interview form developed by researcher. In quantitative data analysis, frequency, percentage, and average, independent sample t-test, and one-way ANOVA were applied as well as descriptive statistics. The content analysis method was used to analyze the qualitative data obtained from the survey. The findings suggest that (1) teacher candidates' attitude scores were above average; (2) their attitudes towards online testing differed significantly depending on gender, age, course, and computer self-efficacy levels; and (3) the participants who had taken online tests before had a more positive attitude towards online testing, but this difference was not significant. Besides, according to teacher candidates' opinions towards online testing, the most important advantage of this type of testing was that they felt independent and comfortable due to taking the test in the home environment and without a proctor. On the other hand, possible technical problems during the test were one of the frequently mentioned issues in the student views regarding online testing. [ABSTRACT FROM AUTHOR]

Mobile learning has been increased in past years and has attracted the interests of academicians and educators in the past many years especially in higher education. The mobile-based online test is the buzzing in the current pandemic time. Institutions need to use online learning as a powerful tool for conducting exams and assess the students effectively. Integrating technology in education can be advantageous for universities and help engage better results for students. Therefore, it is important to understand each student their capacities and create a different test based on the required difficulty. Students should be graded based on their capabilities. The purpose of the research study is to develop the progressive model with the calibration of difficulty level according to the student capacity. To achieve the goal, a test of 20 python questions was conducted on 120 students with each question having difficulty given by 8 field experts. To verify the model, 5 categories were formed with different difficulty levels which in turn gave satisfactory results. To find a relation between the initial difficulty and the calculative difficulty based on the student response, a correlation test was conducted. After careful analysis of the question difficulty and student responses, it was observed that both are highly dependent on each other wherein the difficulty level of any question can be calculated using incorrect answers. The correlation coefficient obtained between them was 0.9833. Upon collecting the difficulty of the questions and student responses, respective grading could be done using the stated formula. Later on, the progressive model was simulated with five different cases (Best case, above-average case, below average case, the average case, worst case). The model outperformed in all the cases with appropriate difficulty levels. Online Tests have ushered a revolution in the assessment of students but yet they tend to be unpopular in India as the evaluation based on pen-paper approach is preferred. The main reasons for this are difficult to grade everyone at the same level, susceptible to cheating, and transition to open books. Using our study, universities can identify obstacles, and prepare an appropriate result-driven plan of action for implementing the mobile-based online test and make easy migration from paper-based test to online test. [ABSTRACT FROM AUTHOR]

Universities have made a compulsory shift to distance education due to the Covid-19 pandemic. All of the higher education instutitions in Turkey have completed 2019-2020 Spring semester using online tools. However, most of these institutions were not fully-prepared to have all of their courses online. Technical inadequencies, lack of qualified online tools, inexperience of instructors and students in distance education have emerged as major issues that instutitions have to face. In addition to all, a new question arised; which approaches will be used for assessment. This study aimed to seek the common assessment approaches used through pandemic, how students perceived the quality of the assessment and the pros and cons of using these practices. Additionally, we examined whether participants' perceptions about quality of the assessment differ according to interaction with faculty members and use of online tests. Researchers employed survey design to reply four research questions and used a three-part instrument to collect qualitative and quantitative data. 486 students from 61 universities voluntarily participated in the study. Results indicated assignments are the mostly used tools and students are generally satisfied about the quality of the assessment practices. Another result is that students who interact with faculty members are more satisfied with the quality of the assessment practices. This emphasizes the importance of formative assessment and feedback in remote assessment. Further, students who took online tests are more satisfied with the quality of assessment. Suggestions were made for future research. [ABSTRACT FROM AUTHOR]

Identifying manufacturing defects in magnetic tunnel junction (MTJ) device is crucial for the yield and reliability of spin-torque-transfer (STT) magnetic random-access memory (MRAM) arrays. Several of the MTJ defects result inparametric deviations of the device that deteriorate over time. In this article, we present the design-for-testability (DFT) scheme for monitoring the electrical parameter deviations occurring due to the defect formation over time. A programmable DFT scheme was implemented for a subarray in 65-nm CMOS technology to evaluate the feasibility of the test scheme. The scheme utilizes the read sense path to compare the bit-cell electrical parameters against known DFT cell’s characteristics. Built-in-self-test (BIST) methodology is utilized to trigger the onset of the fault once the device parameter crosses a threshold value. We demonstrate the operation and evaluate the accuracy of detection with the proposed scheme. The DFT scheme can be exploited for monitoring aging defects, modeling their behavior and optimization of the fabrication process. [ABSTRACT FROM AUTHOR]

The Network-on-Chip (NoC) has become a promising communication infrastructure for Multiprocessors-System-on-Chip (MPSoC). Reliability is a main concern in NoC and performance is degraded when NoC is susceptible to faults. A fault can be determined as a cause of deviation from the desired operation of the system (error). To deal with these reliability challenges, this work propose OFDIM (Online Fault Detection and Isolation Mechanism),a novel combined methodology to tolerate multiple permanent and transient faults. The new router architecture uses two modules to assure highly reliable and low-cost fault-tolerant strategy. In contrast to existing works, our architecture presents less area, more fault tolerance, and high reliability. The reliability comparison using Silicon Protection Factor (SPF), shows 22-time improvement and that additional circuitry incurs an area overhead of 27%, which is better than state-of-the-art reliable router architectures. Also, the results show that the throughput decreases only by 5.19% and minor increase in average latency 2.40% while providing high reliability. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine college students' satisfaction with online classes and online tests. The survey was conducted online, with 141 respondents to the class and 121 to the test. The results revealed the following: First, the students were highly satisfied with full-scale online classes and it was recognized that the 25 minutes of video lecture per credit was appropriate, the difficulty of the class and the supplemental tasks for online learning activities were also appropriate. Second, they reported that self-directed learning habits have been formed and motivated while studying online classes, there were no major difficulties in interactions with their professor and they preferred the video lecture to the real-time online class. Third, the advantages of online classes were that they could study the lectures over and over and they were free from studying time constraints. Fourth, regarding online test administration, 73.7 percent were satisfied with the online test, they thought the short test time would result in fairer test results. It can be concluded that the students were satisfied with the online classes and test, but a blended format is preferred to enhance interaction. [ABSTRACT FROM AUTHOR]

To effectively improve the computation efficiency in the strapdown inertial navigation system (SINS) alignment process, the authors propose a marginalised adaptive sparse‐grid quadrature filter (MASGQF). The filtering method combines the virtues of marginalisation technique and accuracy level switching structure to decrease the computational burden and improve the filtering precision simultaneously. With the adaptation criterion and the predefined tolerance value, different integration rules corresponding to the different accuracy levels nested in the proposed filtering method can be adjusted autonomously. It is proved that the MASGQF is exponentially bounded by theoretical analysis. The performance comparison of different filtering methods is demonstrated by the numerical results of the simulation and offline experiment. On the basis of the data performance of the online test, the validity of the proposed MASGQF is verified in the SINS alignment application. [ABSTRACT FROM AUTHOR]

This study aims to develop an NH3 concentration monitoring system based on tunable diode laser absorption spectroscopy (TDLAS) for real-time and in-situ control the environment of livestock and poultry houses. In an air chamber, an optical path was attached to a butterfly laser with a wavelength of 1512 nm as the light source. NH3 concentration was then detected in livestock poultry houses based on the molecular absorption spectroscopy and wavelength modulation technology. To optimize the performance of TDLAS system, the optimal modulation parameters were determined via tailoring the amplitude and frequency of sawtooth scanning signal and the sinusoidal modulation signal, as well as the phase difference between the input and the reference signals. Moreover, the optimal parameters included the heating temperature in an air chamber, system response time, and the average number of second harmonics. Finally, the concentration calibration experiments were used to verify the performance of TDLAS system. The results showed that the optimal second harmonic shape and amplitude were obtained when the frequency and amplitude of sinusoidal modulation signal were set as 9 kHz and 30 mV, respectively, while the scanning frequency and range of sawtooth scanning signal as 1 Hz and 170-215 mV, respectively, as well the phase difference between the input signal and the reference signal as 50°. The concentration calibration test achieved for the standard gas (N2, NH3). There was a good linear relationship between the different concentrations of NH3 and the amplitude of second harmonic (the correlation coefficient of fitting equation r 2= 0.9958). The response time of detection system was about 42 s, from the start of air chamber self-inflation to the time when the target concentration of 99% was reached. In the response test, the results showed that the appropriate increase in the flow rate of gas can effectively improve the detection efficiency of system. According to the temperature test, too high heating temperature has led to ammonia oxidation, whereas too low heating temperature cannot effectively limit ammonia adsorption in the gas chamber. The adsorption of NH3 reached the lowest level, when the heating temperature was set as 403 K in the chamber. According to Allan variance analysis, the TDLAS system reached the detection limit of 0.038 mg/m3 when the integration time was 10 s. The average number was set to 5 times, indicating a high accuracy during the stable period of detection system. Performance tests were performed on the system under the optimal system parameters, indicating a comprehensive linear error of 1.00%, and a quantitative comprehensive repeated error of 0.51%. In four concentration conditions, the accuracy and stability of detection system were close to that of the acousto-optic spectrum detection, and better than that of the electrochemical detection. The findings demonstrated that the developed system can present highly accurate detection and stable performance, and thereby to serve as the needs of long-term continuous monitoring of NH3 concentration in livestock houses. [ABSTRACT FROM AUTHOR]

Main purpose of this study is to find and build a model of Japanese accent perception practice at Japanese lessons in regular classrooms and those based on utilization of network and multimedia. Until now, Japanese phonetic researchers and teachers had to spend a disproportionate amount of time and effort to conduct experiments or test, and to develop the means to process resulting data of the experiments conducted. With the proposed [AJ-phonetic Test] system, accent tests are conducted online. In this respect, Japanese learners can take part in the phonetics experiment in a time and location convenient to them. Also, researchers and teachers can work on the obtained data by using the database available. Moreover, AJ-phonetic test feedbacks provide not only test results but also a more comprehensive data analysis. Results of the 12-year operation of AJ-phonetic test in Korea proved to have a positive effect on students as well as teachers. This paper present general guidelines necessary to conduct the AJ-phonetic test. Firstly, in case of Korean learners of Japanese, a separate set of words accentless pitch and those with accent pitch is needed because the two sets present different difficulty levels for a learner. Secondly, as the number of moras in a word affects the difficulty, we introduced dummy words, which proved successful in controling the level of difficulty and increasing learning effect. Besides, dummy words worked well as a substitute for low tone (frequency) long words as well for long words in general. Thirdly, since there are only few cases with a distinctive long-short opposition in Korean, Korean learners of Japanese have difficulties recognizing accents in words with special moras. Such words therefore need special attention. Finally, the ability of Korean learners of Japanese to recognize accent in Japanese words differs based of the learners’ native dialects. Best results were obtained by learners from the Jeonla-do region, followed by those from Gyeongsang-do region, while learners from Seoul had most difficulties in recognizing the accent. From all the above findings we conclude that Japanese accent education is highly necessary, and that in the process of education, both Japanese accent characteristics as well as learners’ native dialects should be considered.

Background: Elevated liver enzymes and chronic liver disease are associated with increased morbidity and mortality. Broad availability of internet questionnaires obtains representative insights into awareness of (chronic) liver disease in the general population. Also, these tools may be used to identify persons and populations at risk to prevent advanced liver disease. Methods: An online questionnaire regarding awareness of liver disease, risk behavior and awareness of own liver tests was implemented online. During 43 months study period, 210,230 participants accessed the online questionnaire. Of these, 117,446 individuals completed the survey. All database access and input were registered and collected in a SQL based database for further evaluation. Results: Awareness of own liver status was lower than expected. About 50.7% of all participants were uncertain about their liver enzyme status. In turn, risk behavior continues to be considerably high as 38.8% of participants stated high-risk behavior for alcohol consumption and 2.2% high-risk substance abuse such as cocaine or heroin. Our questionnaire was predominantly answered by participants under 65 years of age. Participants with high BMI may have been underrepresented. Conclusion: Our study demonstrated the urgent need for improved liver screening, health education regarding risk behavior and improved awareness campaigns on liver disease. Interest of the general population may be presumed as more than 200,000 people accessed our test of their own accord. [ABSTRACT FROM AUTHOR]

Copyright of Acta Linguistica Asiatica is the property of Acta Linguistica Asiatica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning management systems (LMS) allow for a variety of ways in which online multiple-choice assessments ("tests") can be configured, including the ability to allow for multiple attempts and options for which of and how the attempts will count. These options are usually chosen according to the instinct of the instructor; however, LMS also provide an opportunity to make data-informed decisions based on data captured by the LMS itself. This article describes an experience with extracting and analyzing LMS data for determining online test option settings that encourage behaviors that promote learning (or discourage behaviors that do not). The data extraction and cleaning process was relatively straightforward, but not without some challenges, and required beyond-novice spreadsheet skills. It seems to have been worth the effort, though, as the insights gained led directly to a change in online test administration, and current option settings seem more appropriate and are supported by data. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicoterapia is the property of Revista de Psiquiatria y Psicologia Humanista, S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Heat conduction load test is a main and tough issue in the complex and huge general atom (GA) feeder system cold test. The GA feeder system is a superconducting system connects from the room temperature power supply system to the 4.5-K busbar of the magnet, supply 52 kA current and cryogenic provisions to the central solenoid magnet (CSM) coil, used for International Thermonuclear Experimental Reactor CSM magnet test at General Atomics Company, San Diego, CA, USA. This system have been developed and constructed at the Institute of Plasma Physics, Chinese Academy of Sciences, and completed the full cold test before transferred to the USA. In all the cold test items, the requirement of overall heat load 68 W is a big challenge, for its many leakage heat sources and cooling circuits: high temperature superconducting current lead, vacuum barrier, busbars, pipes, supports, etc. In order to get the steady results, many efforts were took to achieve the required value, such as reduce the inlet pressure of the 5-K loop as much as possible, minimize the flow rate of different 5-K cooling circuits, and at the same time, a dedicated program was developed to online calculate the density and the heat load while monitoring and analyzing the heat load. This paper will give a detail description of the 5-K overall heat load measurement. [ABSTRACT FROM AUTHOR]

本研究目的旨在發展大學生基本素養測驗並進行信度與效度評估。藉由分析國內大專院校的通識教育目標和核心素養，並參考ATC21S 提出的21世紀現代學生需具備的10 項基本素養，歸納出大學生基本素養測驗的九項素養，分別為：溝通合作、美感素養、科學思辨、資訊素養、終身學習、創新領導、問題解決、公民社會及生涯發展。測驗形式為線上多媒體情境式題型，每個題本均包含九項素養的內容，每項素養皆有二至三個題組。研究對象為全國大專校院一至四年級學生，研究樣本來自20 校10,958名大學生。由效度評估結果可知，大學生基本素養測驗的題組效果不大，可以忽略，並採用部分計分模式來估計，幾乎所有試題與模式都能適配，顯示建構效度良好。試題發展過程均歷經嚴謹修審題程序，取得良好專家效度證據。此外，不同性別和年級的學生在各素養的表現上差異不大，和過去的文獻相符合，具有良好的效標關聯效度。信度證據方面，各素養能力估計誤差約在 .20～ .60 logit 之間，單一題本的信度高於 .69，顯示本測驗題數雖少，但信度大致良好。整體而言，大學生基本素養測驗具良好的信度與效度。 This study evaluated the psychometric properties of the General Literacy Test for University Students. To develop the assessment framework, the educational objectives of general literacy courses of universities in Taiwan as well as the core competencies of Assessment and Teaching of 21st Century Skills were all reviewed and considered. The general literacy test is composed of nine literacy domains: communication and collaboration, esthetics, information, lifelong learning, career, leadership, problem solving, social concerns and citizenship, and scientific thinking. The items of the general literacy test were developed into a multimedia assessment. In addition, booklets including two to three testlets on each of the nine literacy domains were organized. Overall, 10,958 students from 20 universities participated. The results demonstrated that testlet effect could be ignored and the partial credit model could be used to analyze data. In addition, the items fit the partial credit model closely and the test demonstrated favorable construct validity. In addition, small differences existed between gender and grades. The results were consistent with those of previous studies and showed that the test’s criterion-related validity was acceptable. Furthermore, the standard error of ability ranged from .20 to .60 logit and the reliabilities of the booklets were more than .69 in the nine literacy domains. The evidence supports the high degree of reliability and validity of basic literacy assessment.

The use of online testing provides a new perspective in the pedagogical evaluation process, increasing the number of people being tested and the number of examinations to be carried out. The aim of our research was to examine whether student performance could be predicted in an offline environment with initial online tests. The research was carried out among first-year students of the Hungarian Language Teacher Training Faculty of the University of Novi Sad. The sample consisted of the first-year students enrolled in the academic year courses (N=134). The specific goal of the survey was to study whether the results of the pop quizzes, which were evaluated with online summary tests, applied in the teaching of digital generations, and predicted the achievements measured with paper-based tests. On the basis of the research it can be claimed that the performance of the students fluctuated in the pre-tests and did not progress gradually. However, they achieved higher scores in the final test than in the pre-tests. Our results contribute to confirming the hypothesis that the students’ achievements in the pre-tests help predict those of the final tests. [ABSTRACT FROM AUTHOR]

In this paper, the changes in chromaticity of LED lamps given by online test during accelerated aging under thermal stress were studied. Firstly, two online accelerated aging tests of a same type of lamps were conducted, with one test at the temperature of 60 ℃ and another at the temperature of 80 ℃. With the experimental data, the activation energy was obtained through the Arrhenius model, and then the accelerated aging time at the temperature of 80 ℃ equivalent to 6000 h aging at temperature of 25 ℃ was calculated. Secondly, the correlated color temperature (CCT) and color shift during accelerated aging test at the temperature of 80 ℃ were measured by both online test and offline test. It was shown that the increment amounts of CCT and color shift given by the online test were both about 20% higher than that given by the offline test. The t test and t’ test were used to verify the difference in chromaticity, which shows that the difference is of statistical significance. Therefore, the change of CCT and color shift given by the online test during accelerated aging can be used to judge the failure of lamps with some revision of the current criterions. [ABSTRACT FROM AUTHOR]

Normalization of design rules and guidelines in English language tests to help future instructors and assessment developers in the field of examination of English as a foreign language. have not been defined sufficiently until present days. In fact, there are several experiences and investigations related to the user's experiences in the handling of computer exams for learning a foreign language that have been evaluated in, for and through different experimental interactive digital environments. These interactive scenarios oriented to the user experience, UX in the ubiquitous devices, have allowed to learn technological, functional and design aspects that will be necessary in the future to establish the standards in design and vision for language tests in its online environment. The lack of effective and realistic regulations has become a functional requirement for the progress of research on digital environments adapted to the needs of competence assessment and more specifically, to the learning environment of foreign language (FL). Proliferation of on-line tests of language certification of ls with a structural corpus depends on where there are not really functional and formal guidelines that allow evaluating their quality and adequacy from the experience of the user and according to the level of learning competences acquired in a foreign language. This article describes aspects of design that should be taken into account when defining an online test of languages in a ubiquitous device that will mark verifiable guidelines of a general nature and affect the evaluation task in the formation of languages that need to be checked and evaluated periodically. [ABSTRACT FROM AUTHOR]

Online education continues to grow, bringing opportunities and challenges for students and instructors. One challenge is the perception that academic integrity associated with online tests is compromised due to undetected cheating that yields artificially higher grades. To address these concerns, proctoring software has been developed to address and prevent academic dishonesty. The purpose of this study was to compare online test results from proctored versus unproctored online tests. Test performance of 147 students enrolled in multiple sections of an online course were compared using linear mixed effects models with nearly half the students having no proctoring and the remainder required to use online proctoring software. Students scored, on average, 17 points lower [95% CI: 14, 20] and used significantly less time in online tests that used proctoring software versus unproctored tests. Significant grade disparity and different time usage occurred on different exams, both across and within sections of the same course where some students used test proctoring software and others did not. Implications and suggestions for incorporating strategic interventions to address integrity, addressing disparate test scores, and validating student knowledge in online classes are discussed.

Semiconductor aging is a serious threat to the reliability of a system. We address the aging level of semiconductor components by describing the degree of semiconductor aging under certain operating conditions, including voltage, frequency, temperature, and usage rate. Aging level information can be used to follow the real aging rate of a device, predict the remaining life, and control the device performance under certain degradation conditions by balancing the operation of various device components. Such applications can improve the reliability of automotive semiconductor systems, which should have longer lives than mobile systems. In this brief, we present an aging level estimating flip-flop (FF) that can be used for these and other applications as well. Moreover, we can control the operation of the proposed FF by controlling its clock and control signals. We demonstrate an application of the proposed FF for aging-monitoring, showing that, by halting the operation of the proposed FF, the power consumption is significantly reduced compared with other approaches. [ABSTRACT FROM AUTHOR]

This paper summarizes the results of analysis which concerns new opened field of study with distance mode of study. The aim of analysis is to evaluate the comparability of full-time and distance mode of study and to answer three research questions. The first question concerns the characteristics of distance students who unsuccessfully ended their study already after the second semester. The second research question focuses on utilization of online tests and lists of control questions. The third question investigates how important are video records of lectures for distance students. The analysis is based on data obtained from the Integrated Study Information System. Results should be taken into account in the coming years, when lecturers will update e-earning study materials and prepare tutorials.

Moodle Quiz là một môđun của hệ thống quản lý học tập trực tuyến mã nguồn mở Moodle. Moodle Quiz có thể giúp những người giảng dạy triển khai hoạt động đánh giá kết quả học tập của người học bằng hình thức trắc nghiệm khách quan trực tuyến một cách dễ dàng, nhanh chóng, hiệu quả và tiết kiệm. Các chức năng của Moodle Quiz hầu như hoạt động ổn định không phát sinh lỗi. Tuy nhiên khi số lượng người tham gia thi đồng thời lớn, hệ thống triển khai Moodle Quiz thường dễ rơi vào tình trạng quá tải, người tham gia thi không thể thực hiện được bài thi của mình, ảnh hưởng nghiêm trọng đến kỳ thi. Bài báo này trình bày kết quả nghiên cứu về việc xác định mối quan hệ giữa tải sinh ra tương ứng với một số lượng người dùng tham gia thi trực tuyến trên Moodle. Kết quả của nghiên cứu này là cơ sở cho việc xác định hạ tầng phần cứng cần cung cấp cho Moodle đủ để đáp ứng một lượng người dùng thi trực tuyến đồng thời của một kỳ thi nào đó nhằm đảm bảo kỳ thi được diễn ra an toàn.

The study aimed to investigate the psychometric properties of mathematics achievement test using two versions (paper-pencil and online). The two versions of three mathematics achievement tests were applied on a sample consisting of 958 students distributed to 1st, 2nd and 3rd preparatory grades. Each test consisted of 30 items with four alternatives to measure students' problem solving skills and the scientific concepts. The sample of the study was randomly stratified and clustered selected. Item difficulty coefficients of the paper-pencil mathematics achievement test ranged between 0.28-0.70, 0.380.62, 0.48-0.70 for the 1st, 2nd and 3rd preparatory grades respectively. There was between 0.40-0.68, 0.48-0.66, 0.50-0.68 for the online version. Item discrimination coefficients of the paper-pencil mathematics achievement test ranged between 0.42-0.95, 0.48-0.94, 0.47-0.99 for the 1st, 2nd and 3rd preparatory grades respectively. The ranged between 0.40-0.97, 0.55-0.98, 0.43-0.99 for the online version. Results of the study showed that there was a significant difference at α=0.05 between the validity coefficients of the mathematics achievement test due to the version of the test, in favor of paper-pencil version for the 2nd and 3rd preparatory grades. However, there was no significant difference at α=0.05 between the reliability coefficients of the mathematics achievement test due to the version of the test for all of the 1st, 2nd and 3rd preparatory grades. [ABSTRACT FROM AUTHOR]

Previously found effects of age on thresholds for speech reception thresholds in noise in adolescents as measured by an online screening survey require further study in a well-controlled teenage sample. Speech reception thresholds (SRT) of 72 normal-hearing adolescent students were analyzed by means of the online speech-in-noise screening tool Earcheck (In Dutch: Oorcheck). Screening was performed at school and included pure-tone audiometry to ensure normal-hearing thresholds. The students’ ages ranged from 12 to 17 years. A group of young adults was included as a control group. Data were controlled for effects of gender and level of education. SRT scores within the controlled teenage sample revealed an effect of age on the order of an improvement of -0.2 dB per year. Effects of level of education and gender were not significant. Hearing screening tools that are based on SRT for speech in noise should control for an effect of age when assessing adolescents. Based on the present data, a correction factor of -0.2 dB per year between the ages of 12 and 17 is proposed. The proposed age-corrected SRT cut-off scores need to be evaluated in a larger sample including hearing-impaired adolescents. [ABSTRACT FROM AUTHOR]