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This review was conducted in order to determine the specific role of intelligent technologies in the individual learning experience. The research work included consider articles published between 2014 and 2024, found in Web of Science, Scopus, and ERIC databases, and selected among 933 мarticles on the topic. Materials were checked for compliance with the criteria for headings, annotations and full texts and then further analyzed. The research study includes 38 review articles that were selected based on a rigorous evaluation and selection process in accordance with the PRISMA methodology and the AMSTAR2 critical assessment strategy. As a result of the analysis, it was found that the scope of application of intelligent technologies in individual education in research is diverse, and the results of articles on this topic are heterogeneous. The article identifies aspects of the effective use of intelligent technologies in education, emerging difficulties and limitations, as well as provides examples of successful implementation in various educational institutions. Although there are advantages to using smart technologies in education in general, we should not ignore what needs to be considered. On this point, the article presents the difficulties that arise when using intelligent technologies in education, and ways to prevent them. [ABSTRACT FROM AUTHOR]

The usefulness of information and communication technology has been witnessed around the globe with the occurrence of rapid changes in the field of education i.e. through the formal or informal way. For this, the researchers have assessed Interactive video-based instruction (IVBI) on (N = 95; males = 47 & females = 48 age range between 12 and 15 years) moderate intellectual disability children in Guwahati, Assam, India from three day-care rehabilitation centres. The main objective was to examine the effect of IVBI intervention (IIVBI & CIVBI) on academic performance in association with the cognitive development of children with moderate intellectual disability in a comfortable setting within working hours. The findings conclude that children in the CIVBI group performed more actively as compared to IIVBI and comparison group, and it was due to the involvement of video-based instruction that helped understand the topic more precisely and acts effectively for CIVBI children in an experimental setting. [ABSTRACT FROM AUTHOR]

Abstract This review was conducted in order to determine the specific role of intelligent technologies in the individual learning experience. The research work included consider articles published between 2014 and 2024, found in Web of Science, Scopus, and ERIC databases, and selected among 933 мarticles on the topic. Materials were checked for compliance with the criteria for headings, annotations and full texts and then further analyzed. The research study includes 38 review articles that were selected based on a rigorous evaluation and selection process in accordance with the PRISMA methodology and the AMSTAR2 critical assessment strategy. As a result of the analysis, it was found that the scope of application of intelligent technologies in individual education in research is diverse, and the results of articles on this topic are heterogeneous. The article identifies aspects of the effective use of intelligent technologies in education, emerging difficulties and limitations, as well as provides examples of successful implementation in various educational institutions. Although there are advantages to using smart technologies in education in general, we should not ignore what needs to be considered. On this point, the article presents the difficulties that arise when using intelligent technologies in education, and ways to prevent them.

Individuals learn about their environment through personal observations or by observing their social conspecifics. This results in two possible learning phenotypes – slow, accurate individual learners and fast, inaccurate social learners. While the costs and benefits of these different learning strategies are recognized, the neurophysiological mechanisms that underlie such cognitive variation remain less understood. We addressed this issue by measuring individual honey bees (Apis mellifera) for their performance on an individual and a social learning task followed by quantifying the concentrations of various neurotransmitters in their brains. Our results show that during individual learning, learning speed was associated with a positive interaction between octopamine and glutamate while learning accuracy was associated with a positive interaction between octopamine and serotonin. These patterns were exactly the opposite during social learning, where learning speed was associated with a positive interaction between octopamine and serotonin and learning accuracy was associated with a positive interaction between octopamine and serotonin. We discuss the mechanistic relevance of these patterns and the idea that mechanisms underlying social learning may be distinct from those involved in individual learning and how these differences may underlie different cognitive phenotypes that form the basis of slow-fast phenotypic differences. [ABSTRACT FROM AUTHOR]

Research Summary: We reassess existing theories on individual failure learning and propose an inverted‐U‐shaped relationship between an individual's accumulated failures and learning, based on a theoretical framework that jointly considers the opportunity, motivation, and perceived ability to learn. Using data on 307 California‐based cardiothoracic surgeons who performed coronary artery bypass graft surgeries in 133 hospitals between 2003 and 2018, we find compelling evidence that individuals reach a threshold at which they discontinue learning from their own failures. We also find that this threshold is higher for surgeons who had higher perceived ability to learn. This article aims to shed new light on the relationship between individuals' failure experience and their learning, and advance our understanding of the microfoundations of organizational learning, an important basis of firm performance. Managerial Summary: This article explores how individuals learn from their own failures. Contrary to prior theories, we propose a non‐monotonic relationship between accumulated failures and learning: as a function of failures, an individual's performance will initially increase, then taper off, and finally decrease. Analyzing data on 307 cardiothoracic surgeons operating coronary artery bypass graft surgeries, we find such an inverted‐U‐shaped pattern. Notably, surgeons with higher perceived ability to learn—those with elite training, certified expertise, and specialization in patient care—reached the tipping point later than their counterparts. Our findings imply that repeated failures can have both beneficial and harmful impacts on individuals' learning processes, and therefore, both impacts must be simultaneously considered for understanding and improving individuals' performance. [ABSTRACT FROM AUTHOR]

School tasks often include individual and collaborative activities supported by a wide variety of learning materials. These materials can elicit varied levels of attention and learning depending on the complexity (i.e., element interactivity level) and physical separation of the information elements in the study material. The aim of this study was to explore the potential effects of the element interactivity level (i.e., high vs. low) and split attention (i.e., integrated vs. separated information) on individual and collaborative learning. An experimental design was implemented with 192 high school learners, with 64 working individually and 128 in dyads. The results revealed that in tasks with high element interactivity and integrated information, individual students learned more than groups. However, separated information benefited groups more than individual learners. It is concluded that the benefits of individual and group learning are mediated by task element interactivity and the physical separation of information sources in the study material, and recommendations for education professionals are presented. [ABSTRACT FROM AUTHOR]

In the era of Covid-19 and right after the announcement of it as a pandemic and threat to humanity by the World Health Organization, most educational activities were globally forced to shut down their traditional teaching/learning activities. This is one of the biggest and most vital changes of educational settings which have led to migration to online educational platforms. This paper can be considered as one of the few first studies that aimed to investigate the Iranian EFL online learners' learning performances (individual vs. interactive classroom tasks through quizzes, presentations, assignments, feedback and discussion) during the 2020–2021 educational year. DCM package (Diagnostic Classification Modeling) using R was used to classify the learning performances of 397 Iranian EFL BA students based on their learning behavior in online classes, and to find out to what extent their learning profiles related to their achievement. The results showed that interactive learning, performed through interaction and collaborative activities among students, is more challenging for the learners though for the majority of them mastering both individual and interactive learning is required to successfully pass the course. These findings can have important significance for all the practitioners in the field of Education. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to explore the affordances of Massive Open Online Practical (MOOP) platforms in individual and collaborative learning. The purpose of this exploration is to enhance our understanding of MOOP platforms in achieving success in individual and collaborative learning. Design/methodology/approach - Qualitative data is collected by a survey of 37 undergraduate students in China. This paper extracts the affordances of MOOP platforms identified from participant feedback. Findings - this paper identifies 8 themes of MOOP affordances for individual and collaborative learning, among which the affordances for individual learning includes: practicality, informing, motivation, and efficiency; The affordances of collaborative learning includes share resources, learning pathway, synthesis, monitoring and assessment. In addition, this study provides insights into the complexity of individual and collaborative learning, and also provides advice for the future of MOOP platforms. Originality/value - This study has analyzed a unique set of data to elucidate the experiences of participants in MOOP platforms and contributed by exploring future impacts. [ABSTRACT FROM AUTHOR]

Massive open online courses (MOOCs; online courses delivered over the Internet) enable distance learning without time and place constraints. MOOCs are popular; however, active participation level among students who take MOOCs is generally lower than that among students who take in-person courses. Students who take MOOCs often lack guidance, and the courses often fail to provide personalized learning materials. Artificial intelligence (AI) has been applied to manage increasing amounts of learning data in learners’ online activity records. Driven by the trend in big data, AI technology has drawn increasing attention in various fields. AI-based recommendation systems (RSs) are powerful tools for improving resource acquisition through supply customization, and they can provide personalized learning materials as study guides. In this study, a personalized learning path for MOOCs based on long short-term memory (LSTM) was proposed to meet students’ personal needs for learning. According to students’ video-watching behaviors, we proposed an MOOC material RS that identifies students with similar learning behaviors through clustering and then uses the clustering results and the learning paths of each group of students to construct an LSTM model to recommend learning paths. The system’s learning path recommendations can effectively improve the online participation of learners, and students who received recommendations progressed from the slow-progress group to the medium-progress or fast-progress group. In addition, the learning attitude questionnaire results indicated that the proposed system not only motivated learners to continue learning and achieve high learning capacity but also supported their study planning according to their individual learning needs.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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.)

This paper delves into the role of an Action Learning Coach in real-world scenarios. The coach addresses challenges such as team members leaving for phone calls, disruptions caused by important participants and the team returning from a break visibly shaken. As the coach, I employed an approach involving awareness, team queries, and collaborative decision-making. The paper emphasizes the vital function of language in coaching, advocating for a non-judgmental, future-positive approach to instill a learning mindset. The paper underscores the transformative potential of action learning, a process that encourages constant questioning and questioning everything. Action learning coaching leverages coaching at the group level, fostering self-awareness, goal setting and feedback. The article concludes by highlighting the impact of coaching on participants' goal orientation and self-efficacy, stressing the importance of a learning orientation for building powerful, growth-oriented teams. [ABSTRACT FROM AUTHOR]

School tasks often include individual and collaborative activities supported by a wide variety of learning materials. These materials can elicit varied levels of attention and learning depending on the complexity (i.e., element interactivity level) and physical separation of the information elements in the study material. The aim of this study was to explore the potential effects of the element interactivity level (i.e., high vs. low) and split attention (i.e., integrated vs. separated information) on individual and collaborative learning. An experimental design was implemented with 192 high school learners, with 64 working individually and 128 in dyads. The results revealed that in tasks with high element interactivity and integrated information, individual students learned more than groups. However, separated information benefited groups more than individual learners. It is concluded that the benefits of individual and group learning are mediated by task element interactivity and the physical separation of information sources in the study material, and recommendations for education professionals are presented.

Decision making on exploring or exploiting technology was studied by means of a laboratory experiment with a two-generation framework. In this framework, the design of a virtual tool is transmitted from the first to second generation, and hence, the former can help the latter by frequently exploring better tool designs but at the cost of reduced opportunities to exploit the existing tool to increase its own benefits. We set two experimental conditions (‘repaid’ and ‘unrepaid’) as well as a control condition (asocial), in which the second generation is absent. In the ‘repaid’ experimental condition, participants received an extra payment proportional to the score gained by the second generation, such that they were monetarily incentivized to help the second generation. Such an incentive was not given in the ‘unrepaid’ condition. An analysis of a formal model and computer simulations predicted that rational participants should increase investment in exploration only in the repaid condition when compared with the asocial control. The prediction was confirmed by the results of the experiment. These findings together suggest that humans may not have a propensity to invest in costly exploration of new technologies solely to help future generations.

WhatsApp (WA) has become increasingly popular in second language (L2) instructional practices, primarily for assessing L2 learners' outcomes. Despite this popularity, there remains a significant gap in the literature regarding well-documented inquiries into the cognitive processes and reading comprehension of L2 learners. This study aimed to explain L2 learners' reading comprehension abilities and explore the cognitive processes of L2 learners who were taught using WA reading groups and those taught using the traditional group-driven reading approach. A mixed quantitative approach using an experimental design with 32 learners (12 males and 20 females) and a qualitative design were applied to address the two research purposes. The study results illustrated that learners' cognitive process in the WA reading group was effective, and their reading comprehension scores were higher than the traditional reading group. The effective cognitive strategies were visualized from learners' WA chat histories. The WA reading group's cognitive process involved content discussion, self-reflection, and interpretation during online reading activities. They did not discuss from word to passage, but they tended to discuss the text's content and logical flow without finding the same difficult word for all group members. Conversely, the traditional reading group cognitive processes were less effective since the group member roles were not identified, such as all learners starting to find similar unfamiliar words and then discussing them again before interpreting the content of the texts. The study's limitations and pedagogical implications are adequately discussed. [ABSTRACT FROM AUTHOR]

The article reveals a didactic algorithm for developing an individual educational trajectory. It is outlined that according to the requirements of the educational legislation in Ukraine, all students of education have the opportunity to form an individual educational trajectory, which determines the personal path of realizing personal potential and is formed taking into account abilities, interests, needs, motivation, opportunities and their experience. In the conditions of martial law, the individual educational trajectory was considered as compensation for the educational losses of education seekers and one of the ways to ensure equal access to education. It was established that the individual educational trajectory is a tool that allows you to adjust the educational process to the needs and capabilities of each student, taking into account his individual characteristics, capabilities and limitations. This is an effective mechanism that will provide conditions for pedagogical support and support for the development of personality with its uniqueness and originality. It was determined that the presence of individual educational trajectories in an educational institution is an indicator of the quality of the educational process, which is evaluated during the institutional audit of the State Education Quality Service. The idea of the student's educational route in European countries is characterized. It has been proven that learning according to an individual educational trajectory should become a didactic system that implements individual programs, content, forms, means, pace, forms of control and evaluation. The didactic algorithm for the development of an individual educational trajectory, consisting of several stages, is specified: analysis of the needs and capabilities of students; definition of educational goals; selection of educational materials and methods; training planning, implementation of an individual educational trajectory; evaluation of results. [ABSTRACT FROM AUTHOR]

Few studies have focused on the comparison between collaborative and individual digital game-based learning (DGBL) performance for students who study English as a Foreign Language (EFL). In collaborative DGBL, how the composition of foreign language anxiety (FLA) within groups of students affects students' performance remains uncertain. This study aimed to examine the effects of anxiety composition on DGBL performance of primary school students with different FLA levels to inform collaborative DGBL instruction. Ninety-six fifth-graders from four classes were identified as low, moderate, and high anxiety students according to Foreign Language Classroom Anxiety Scale (FLCAS). Two classes were randomly assigned into collaborative DGBL while the other two classes in individual DGBL. The students in the collaborative DGBL were further grouped into 12 heterogeneous groups with anxiety composition of Low & Moderate (LM), Low & High (LH), Moderate & High (MH), and Low, Moderate & High (LMH). Those in the individual DGBL underwent individual gameplay learning. It was found that either collaborative or individual DGBL effectively assisted the students to reduce their FLA. The results also showed that the students in the heterogeneous groups generally had better DGBL performance than those who worked individually. Particularly, groups with anxiety composition of LM outperformed those with LH, those with MH, and those with LMH. The study suggests group composition be considered a critical factor that may enhance students' learning with FLA in collaborative DGBL. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate which a priori factors documented in the literature and new factors that influence employees' self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations. Design/methodology/approach: The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants. Findings: The authors have identified eight factors that affect employees' self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content. Originality/value: The study conducted a unique investigation into the factors influencing employees' self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution. [ABSTRACT FROM AUTHOR]

Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service. [ABSTRACT FROM AUTHOR]

Reading comprehension is a basic skill that influences the outcomes of language learning. The role played by using different cognitive organizers and collaboration as well in the improvement of reading comprehension of academic texts has been a subject of recent literature. Hence, this study employed the experimental 2 × 2 factorial design to identify the difference in effect of two types of outlines, student-constructed versus expert-constructed, on EFL learners' reading comprehension across two modes of learning, collaborative and individual. Participants were 161 English majors from a reading intact English course at a Saudi university. They were randomly assigned into four treatment groups, two student-constructed and two expert-constructed outlines groups. After ensuring a homogenous level of the four groups in reading comprehension, the groups had the reading comprehension test on one mode of application; collaborative student-constructed, collaborative expert-constructed, individual student-constructed, and individual expert-constructed outlines. The findings revealed that there was a significant main effect among the four groups in reading comprehension scores favoring the student-constructed outlines groups. Besides that, the findings indicated that the collaborative student-constructed outlining is the most effective mode. The implications are discussed in terms of the efficacy of student-construction of outlines in a collaborative context and recommend its significance in supporting EFL learners' reading comprehension of academic texts. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to address the basic question why does high absorptive training programmes are not always beneficial for individual level learning? Thus, we seek to understand when and how cognitive absorption is beneficial for individual learning. The proposed model was tested using data obtained in a field study (N = 371) and in an experiment (N = 119). For field study, data was obtained at two points in time from three data sources (co-workers, subordinates, supervisors) working at a private commercial bank operating in Pakistan. For laboratory experiment, data was collected from the business students of a private sector university in Pakistan. The obtained data for both studies were analysed for random coefficient models with Mplus. Based on the motivationability-opportunity theory of behaviour, we proposed a model. It was found that cognitive absorption and highest individual learning was contingent upon the individual level knowledge absorption capacity. It was further found that training programmes with high cognitive absorption are likely to produce high levels of individual learning when the participants also have both high level of knowledge absorption capacity and technological opportunity. With this research, we inform practitioners that in these learner-focused trainings, personal characteristics of the participants and technology play vital role in determining effectiveness for high level of individual learning. The research findings will help practitioners understand what they need to add in training programmes for high level individual learning experience. Doing so will bring best value in form of higher learning to the cost of trainings. [ABSTRACT FROM AUTHOR]

One of the major ways that people engage in adaptive problemsolving is by copying the solutions of others. Most of the workon this field has focused on three questions: when to copy, whoto copy from, and what to copy. However, how much to copyhas been relatively less explored. In the current research, weare interested in the consequences for a group when its mem-bers engage in social learning strategies with different tenden-cies to copy entire or partial solutions and different complex-ities of search problems. We also consider different networktopologies that affect the solutions visible to each member.Using a computational model of collective problem solving,we demonstrate that strategies where social learning involvespartial copying outperform strategies where individuals copyentire solutions. We analyze the exploration/exploitation dy-namics of these social learning strategies under the differentconditions.

Simple Summary: Division of labour is a crucial characteristic of social organisations such as insect colonies and is a key feature in their well-known survival and efficacy. The presence of "laziness", or inactivity is a widely debated phenomenon that has been observed in some colonies and is puzzling because it goes against the idea that a division of labour would lead to greater efficiency and effectiveness. Inactivity has been previously explained as a by-product of social learning, which is a fundamental type of behavioural adaptation in these colonies. However, this explanation is limited because it is still unclear if social learning governs aspects of colony life. This study explores how inactivity can also emerge similarly from an individual learning paradigm, which is a firmly established paradigm of behaviour learning in insect colonies. Using individual-based simulations backed up by mathematical analysis, the study finds that individual learning can induce the same behavioural patterns as social learning. This is important for understanding the collective behaviour of social insects. The insight that both modes of learning can lead to the same patterns of behaviour opens up new ways of approaching the study of emergent patterns of collective behaviour in a more generalised manner. Division of labour, or the differentiation of the individuals in a collective across tasks, is a fundamental aspect of social organisations, such as social insect colonies. It allows for efficient resource use and improves the chances of survival for the entire collective. The emergence of large inactive groups of individuals in insect colonies sometimes referred to as laziness, has been a puzzling and hotly debated division-of-labour phenomenon in recent years that is counter to the intuitive notion of effectiveness. It has previously been shown that inactivity can be explained as a by-product of social learning without the need to invoke an adaptive function. While highlighting an interesting and important possibility, this explanation is limited because it is not yet clear whether the relevant aspects of colony life are governed by social learning. In this paper, we explore the two fundamental types of behavioural adaptation that can lead to a division of labour, individual learning and social learning. We find that inactivity can just as well emerge from individual learning alone. We compare the behavioural dynamics in various environmental settings under the social and individual learning assumptions, respectively. We present individual-based simulations backed up by analytic theory, focusing on adaptive dynamics for the social paradigm and cross-learning for the individual paradigm. We find that individual learning can induce the same behavioural patterns previously observed for social learning. This is important for the study of the collective behaviour of social insects because individual learning is a firmly established paradigm of behaviour learning in their colonies. Beyond the study of inactivity, in particular, the insight that both modes of learning can lead to the same patterns of behaviour opens new pathways to approach the study of emergent patterns of collective behaviour from a more generalised perspective. [ABSTRACT FROM AUTHOR]

This study aims to determine the most relevant attributes that graduate students perceive as defining teamwork. The research design is non-experimental and comparative on the attributes that define teamwork before and after the COVID-19 pandemic. For this purpose, an adapted survey administered to 308 graduate students and analyzed by applying the feature selection algorithm. The results show that teamwork facilitates individual and collective learning and develops interpersonal and communicative skills, with communication, trust, empathy, and leadership being the essential attributes to strengthen; that teamwork is a pedagogical practice that favors a sense of belonging, enjoyment of work and helps to eliminate disturbing emotions. These results have helped identify the relevance of teamwork in graduate students to develop and implement activities focused on collective learning to provoke a challenge in each student to maximize their strengths and achieve lifelong learning. [ABSTRACT FROM AUTHOR]

Learning is ubiquitous in animals: individuals can use their experience to finetune behaviour and thus to better adapt to the environment during their lifetime. Observations have accumulated that, at the collective level, groups can also use their experience to improve collective performance. Yet, despite apparent simplicity, the links between individual learning capacities and a collective's performance can be extremely complex. Herewe propose a centralized and broadly applicable framework to begin classifying this complexity. Focusing principally on groups with stable composition, we first identify three distinct ways through which groups can improve their collective performance when repeating a task: each member learning to better solve the task on its own, members learning about each other to better respond to one another and members learning to improve their complementarity. We show through selected empirical examples, simulations and theoretical treatments that these three categories identify distinct mechanisms with distinct consequences and predictions. These mechanisms extend well beyond current social learning and collective decision-making theories in explaining collective learning. Finally, our approach, definitions and categories help generate new empirical and theoretical research avenues, including charting the expected distribution of collective learning capacities across taxa and its links to social stability and evolution. [ABSTRACT FROM AUTHOR]

The limited evidence of complex culture in non-human primates contrasts strikingly with human behaviour. This may be because non-human primates fail to use information acquired socially as effectively as they use information acquired individually. Here, monkeys were trained on a stimulus discrimination task with a win-stay, lose-shift (WSLS) reward structure. In a social learning condition, the experimenter performed an information trial by choosing between the available stimuli; in an individual condition, monkeys made this choice themselves. The monkeys' subsequent test trials displayed the same stimulus array. They were rewarded for repetition of rewarded ('win-stay') and avoidance of unrewarded ('lose-shift') information trial selections. Nine monkeys reached our pre-determined performance criterion on the initial two-stimulus stage. Their ability to generalise the WSLS strategy was then evaluated by transfer to a three-stimulus stage. Minimal differences were found in information use between the social and individual conditions on two-stimuli. However, a bias was found towards repetition of the information trial, regardless of information source condition or whether the information trial selection was rewarded. Proficient subjects were found to generalise the strategy to three-stimuli following rewarded information trials, but performed at chance on unrewarded. Again, this was not found to vary by source condition. Overall, results suggest no fundamental barrier to non-human primates' use of information from a social source. However, the apparent struggle to learn from the absence of rewards hints at a difficulty with using information acquired from unsuccessful attempts; this could be linked to the limited evidence for cumulative culture in non-human primates. [ABSTRACT FROM AUTHOR]

Robotics Education (RE) is viewed as a tool to narrow the gender gap in STEM fields, especially for promoting girls' learning. As an emerging and potential model in RE, Pair Learning (PL) is different from Individual Learning (IL), which is impacted by many factors. Among them, social factors need to be further explored. Therefore, this study emphasized gender as a key social factor and focused on girls' learning performance in different learning models (IL and PL) and gender pairing patterns (boy-girl and girl-girl), as well as exploring the effective pedagogy for enhancing girls' learning performance in RE. To this end, we conducted a comparison experiment in two classes from the fifth grade in a Chinese primary school. Results indicated that: (a) PL outperforms IL in enhancing girls' learning engagement; (b) PL and IL have the same effect on the girls' learning attitude and robotics works; (c) Mixed-gender pairing is more beneficial for girls to complete robotics works than single-gender pairing; and (d) Mixed-gender pairing and single-gender pairing have the same effects on girls' learning attitudes and engagement. The key findings, possible reasons, and implications for practice are also discussed. [ABSTRACT FROM AUTHOR]

Copyright of Methodical Perspectives / Metodički Vidici is the property of Faculty of Philosophy, University of Novi Sad 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.)

The approaches used for assessment and instruction are powerful indicators of learning that is valued in the field of education. They are the fundamental activities in the educational process, specifically when related to designing and science. A few educational cycles, such as workforce progress, understudy scores, position, and deep insight, are impacted by ordinary content delivery and subpar evaluation. The Specific Outcomes of the Program (PSOs) and Course Outcomes are primarily managed by these two difficulties (COs). Examining the effects of movement-based learning and assessment methodologies to complete the assigned PSOs and COs through group or individual learning is the focus of the current work. The impact size of Hattie, which affects the success of the programme and course, has been examined. Two courses that were offered to a small group of college students studying electrical engineering showed the cycle. The measurements have been made based on the impact that each impact, element, and issue have on the size of the impact. The conversation also discusses the possibility of integrating action-based learning into Indian design education. [ABSTRACT FROM AUTHOR]

Working memory capacity may be a critical factor that influences the effectiveness of collaborative learning; however, no studies have directly explored this effect. Using worked examples as learning tasks, Experiment 1 used a 2 (working memory capacity) ×2 (learning format) factorial design to examine the effects of collaborative learning versus individual learning of 4th-grade Chinese elementary school students with different working memory capacities. High-capacity learners displayed less working memory resource depletion and better transfer performance during collaborative learning than individual learning. In contrast, no differences were found among the low-capacity learners. Collaborative learning benefited high-capacity learners but not lowcapacity learners, per our observations. To further optimize collaborative learning for low-capacity learners and expand the findings to heterogeneous collaborative learning, Experiment 2 adopted a 2 (member capacity) ×2 (group capacity) factorial design to explore the effects of member and group working memory capacity on collaborative learning in heterogeneous groups. Highcapacity members displayed less working memory resource depletion and better far transfer performance in high-capacity groups compared to low-capacity groups. Simultaneously, all members had better near transfer performance in high-capacity groups compared to low-capacity groups. Both member and group working memory capacities influenced the effect of heterogeneous collaborative learning. However, low-capacity members only partially benefited from collaborative learning in high-capacity heterogeneous groups. [ABSTRACT FROM AUTHOR]

Machine learning has been proven to provide good performances on stress detection tasks using multi-modal sensor data from a smartwatch. Generally, machine learning techniques need a sufficient amount of data to train a robust model. Thus, we need to collect data from several users and send them to a central server to feed the algorithm. However, the uploaded data may contain sensitive information that can jeopardize the user's privacy. Federated learning can tackle this challenge by enabling the model to be trained using data from all users without the user's data leaving the user's device. In this study, we implement federated learning-based stress detection and provide a comparative analysis between individual, centralized, and federated learning. The experiment was conducted on WESAD dataset by using Logistic Regression as the classifier. The experiment results show that in terms of accuracy, federated learning cannot reach the performance level of both individual and centralized learning. The individual learning strategy performs best with an average accuracy of 0.9998 and an average F1-measure of 0.9996. [ABSTRACT FROM AUTHOR]

The use of technology for educational purposes has been increasing over the years. The Internet of Things (IoT) is being used in education to improve students' experiences in classrooms as well as online. This quantitative study determines whether there were statistically significant differences in the frequency of usage of IoT devices and the perceived benefits in learning. Based on the results, by using IoT devices, such as tablets, laptops, smartphones, televisions, smart watches, etc., at least once a day, but preferably multiple times a day, higher education students perceive beneficial improvements in their learning experience. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the ownership and usage of Tablets among Chinese foreign language students. Adopted a quantitative approach, this research was considered a case study with exploratory nature. The data were collected from a self-reported questionnaire between May 31st and June 6th, and 276 valid responses were analyzed utilizing SPSS. Independent samples t-test and Fisher's exact tests were carried out to perform inferential and descriptive analyses. Findings revealed that augmented ownership of tablets did not result from the implementation of online courses after the outbreak of COVID-19. However, some students demonstrated preferences for paperless learning, whose learning style might have changed during the intensive distance learning process for more than one semester. Still, students' opinions towards the introduction of tablets into pedagogical practice weren't overall positive; those who did not have or were not willing to purchase tablet devices were more likely to be unsupportive. [ABSTRACT FROM AUTHOR]

This paper explores the effect of the recipient's acceptance of help on his or her personal creativity in mutual aid behavior from the perspective of the recipient and explores the mediating role of learning between the two and the moderating role of the target atmosphere. Through the two research methods of a scenario experiment and questionnaire survey, sample data were collected for screening and analysis, the research hypothesis was verified, and three main research conclusions were drawn. The study suggests that employees' acceptance of help in work situations is positively correlated with their individual creativity, and that individual learning plays an intermediary role between receiving help and employee creativity. The team-learning, goal-oriented atmosphere and the atmosphere of goal recognition can adjust the relationship between the acceptance of help behavior and individual learning, and the perception of a team-learning, goal-oriented atmosphere plays a positive adjustment role, that is, the higher the team-learning goal orientation level, the greater the impact of employees' acceptance of help behavior on their own personal learning, and the team proves that the perception of a goal-oriented atmosphere plays a negative adjustment role, that is, the lower the team's orientation to the goal-oriented level, the greater the impact of employees' acceptance of help behavior on their own personal learning. This study deepens the study of the relationship between mutual aid behavior and creativity and has a certain guiding significance for managerial practice. [ABSTRACT FROM AUTHOR]

Previous analyses have predicted that social learning should not evolve in a predator–prey system. Here we examine whether success-biased social learning, by which social learners copy successful demonstrators, allows social learning by foragers to evolve. We construct a one-predator, two-prey system in which foragers must learn how to feed on depletable prey populations in an environment where foraging information can be difficult to obtain individually. We analyze two models in which social learning is success-biased: in the first, individual learning does not depend on the resource dynamics, and in the second model it depends on the relative frequency of the resource. Unlike previous results, we find that social learning does not cause predators to over-harvest one type of prey over the other. Furthermore, increasing the probability of social learning increases the probability of learning a successful foraging behavior, especially when individually learned information tends to be inaccurate. Whereas social learning does not evolve among individual learners in the first model, the assumption of resource-dependent learning in the second model allows a mutant with an increased probability of social learning to spread through the forager population. [ABSTRACT FROM AUTHOR]

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