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This study focuses on learning effects between firms connected by common ownership. We explore the learning effects in a certain setting that how decision-makers in focal firms learn from punishments for fraudulent disclosure in their co-owned firms. Baseline results show that punishments for fraudulent disclosure in co-owned firms reduce information disclosure fraud in focal firms. The effects still exist after excluding other potential channels of learning. In mechanism analyses, similarities between focal firms and their co-owned firms and influential common shareholders enhance the learning effects. Further, after the events in co-owned firms, there is improvement in internal control in focal firms, which contributes to the reduction of fraudulent disclosure. Additionally, empirical results mitigate the concern that the reduction of fraud is not driven by the learning argued in this paper but decision-makers alternatively conducting more other unethical behaviors such as real earnings management. In sum, empirical results support the existence of learning effects. As common ownership is an important but highly underexplored linkage between firms, future research can study learning effects between firms connected by common ownership in other suitable settings. [ABSTRACT FROM AUTHOR]

The paper considers an online scheduling problem with the effects of both learning and deterioration to minimize the total completion time. More specifically, we assume that the actual processing length of job Jj is p jr = p j r b + at , where pj is the initial processing time of Jj, t is the starting time of Jj, r is the seating arrangement position of Jj, b is the learning factor and a is the deterioration factor, respectively. For this problem, we show that the performance ratio of any deterministic online algorithm is not <2 and provide a best possible online algorithm DSBPT with a competitive ratio of 2. Furthermore, we also present a concise computational simulation study to verify the effectiveness and efficiency of the proposed algorithm DSBPT, as well as the management implications provided for decision-makers to production optimization. [ABSTRACT FROM AUTHOR]

BACKGROUND: Validating new algorithms, such as methods to disentangle intrinsic treatment risk from risk associated with experiential learning of novel treatments, often requires knowing the ground truth for data characteristics under investigation. Since the ground truth is inaccessible in real world data, simulation studies using synthetic datasets that mimic complex clinical environments are essential. We describe and evaluate a generalizable framework for injecting hierarchical learning effects within a robust data generation process that incorporates the magnitude of intrinsic risk and accounts for known critical elements in clinical data relationships. METHODS: We present a multi-step data generating process with customizable options and flexible modules to support a variety of simulation requirements. Synthetic patients with nonlinear and correlated features are assigned to provider and institution case series. The probability of treatment and outcome assignment are associated with patient features based on user definitions. Risk due to experiential learning by providers and/or institutions when novel treatments are introduced is injected at various speeds and magnitudes. To further reflect real-world complexity, users can request missing values and omitted variables. We illustrate an implementation of our method in a case study using MIMIC-III data for reference patient feature distributions. RESULTS: Realized data characteristics in the simulated data reflected specified values. Apparent deviations in treatment effects and feature distributions, though not statistically significant, were most common in small datasets (n

目前理論及實證研究多支持筆記撰寫的學習效益及其結合學生出題策略之教育潛能，然而，現有研究在學科領域運用以及高層次認知能力與情意層面效能的瞭解尚不足。有鑑於此，本研究鎖定國小社會領域，就筆記撰寫結合學生出題策略進行實徵研究，評估其對筆記撰寫品質、學習策略、學習成就、學習動機、學科態度之影響。以臺南市某國小六年級二班學生（共48名）為研究樣本，採不等組前、後測準實驗研究法，配合社會領域教學進度，進行為期11週學習活動，實驗組進行筆記撰寫結合學生出題策略，對照組進行筆記撰寫策略。資料以單因子共變數及單因子變異數進行統計分析，兩大結果發現為：一、筆記撰寫結合學生出題策略組在筆記品質表現（含內容及形式兩向度）、學習動機（含工作價值及自我效能與期望成功）及學科態度顯著優於筆記組。二、筆記撰寫結合學生出題策略組在學習策略（含認知策略及後設認知策略）及成就測驗無顯著優於筆記組。針對研究歷程中兩組學生撰寫的筆記成品（共八次）以及實驗組學生產出的題目（n = 350），根據筆記品質評分規準表、布魯納認知層次分類以及學習重點涵蓋分別進行的一系列內容分析結果發現，提供本研究未符合預期結果可能的解釋以及教學與未來研究的建議。 Introduction Although researchers widely acknowledge the importance of learning strategies and study skills to sustained academic performance and growth, students often lack these essential capacities. In particular, many students struggle to efficiently organize and present the key content of course materials. With note-taking being considered fundamental and students’ general deficiency in these skills raising concerns among educators, researchers have been led to critically assess how educators can better equip students with necessary note-taking skills. Note-taking during lectures produces generative effects and is generally indicated in research to lead to positive learning outcomes. Note-taking facilitates the activation and mobilization of mental processes such as directing, maintaining, and controlling attention. It also helps learners identify and understand the various relationships among concepts in instructional materials, which aid in forming internal connections. In addition, note-taking supports the transformation and reorganization of instructional content, which enhances retention and knowledge construction. Multiple studies have indicated the positive effects of note-taking on learning outcomes. Many scholars have emphasized the importance of reviewing one’s notes (i.e., note-review) to further enhance learning. Conceptually, note-review involves learners revisiting the content of their written notes. Because student-generated questions (SGQs) underscore similar principles as those of note-taking (e.g., active construction of knowledge and meaningful learning) and empirical research generally supports the learning benefits of SGQs, multiple scholars have experimented with integrating SGQs to increase the benefits of note-review. Combining note-taking with SGQs can direct and prompt students to consult their notes as a reference to effectively and efficiently complete SGQs tasks, potentially leading to improved note quality. Although multiple studies have investigated the effects of combining note-taking with SGQs and verified the effects of such a combination on academic performance and note quality, these studies are limited in their scope and the educational levels they involve. In addition, the effects of this combined strategy on vital educational outcomes, such as learning strategies, learning motivation, and attitudes toward the subject matter, remain unknown. Given the common learning challenges associated with social studies, the current study drew on information processing theory, metacognitive theory, and expectancy-value theory of achievement motivation to explore the effects of note-taking with SGQs on note quality, learning strategies, academic achievement, learning motivation, and attitudes toward social studies. Methods This study adopted a pretest-posttest quasi-experimental research design. Integrated strategies were introduced to support the learning of social studies. Two sixth-grade classes from an elementary school in Tainan City that the same social studies teacher taught were randomly selected for an 11-week study. These classes were randomly assigned to either an experimental group (n = 25) or a control group (n = 23). The experimental group engaged in note-taking with SGQs, whereas the control group adopted the note-taking only strategy. A set of instruments were used for measurement. First, with reference to the literature on note-taking, a detailed scoring scheme was developed to evaluate note quality. Second, first- and second-quarter social studies exams that were conducted school-wide were used as a pretest and posttest to evaluate academic performance after item analysis. Finally, scales with confirmed validity and reliability were used to measure the targeted affective learning outcomes. The data were analyzed by the analysis of covariance (ANCOVA) and analysis of variance (ANOVA) techniques. Results and Discussion This study yielded two primary findings. First, the group using note-taking with SGQs significantly outperformed the group using note-taking only in note quality (in terms of content and style). The experimental group also exhibited higher learning motivation (as indicated by task value, self-efficacy, and expectancy for success) and more positive attitudes toward social studies. Second, no significant differences were observed between the two groups in the use of learning strategies, including cognitive and metacognitive strategies, or in academic achievement. A series of content analyses were conducted on the questions generated by the experimental group (n = 350), providing insights into the unconfirmed aspects of the research questions. First, in accordance with Bloom’s taxonomy, all questions were classified at low cognitive levels, with 65.70% classified at the “remember” level and 34.30% classified at the “understand” level. Second, although each instructional unit, on average, contained five to six main ideas, all generated questions addressed only one main idea per question. In other words, no questions of an interlinked nature or assessing cross-ideas were developed. Third, more than one-fifth of the questions generated by the same student (22.86% to be precise) focused on the same main idea. In summary, with all questions targeting low cognitive levels and failing to adequately cover all main ideas of the study material in SGQs, the cognitive and metacognitive strategies (e.g., rehearsal, organization, elaboration, planning, monitoring, revision, and evaluation) expected to be triggered by the SGQs and the generative effects expected to be produced by the SGQs for academic performance were not observed in this study. Conclusion Many theories and empirical studies support the positive effects of note-taking and SGQs, respectively. Although multiple scholars have examined the educational potential and effects of combining these two learning strategies, further research is required to determine their effects on wider domains and on higher-order thinking and affective outcomes. This study was conducted to explore the effects of note-taking with SGQs on primary school students’ note quality, the use of learning strategies, academic achievement, learning motivation, and attitudes toward social studies. Given the synergistic effects of note-taking and SGQs, social studies teachers should incorporate these two strategies to enhance note quality, learning motivation, and students’ attitudes toward social studies. In addition, given the insights gained from content analyses of SGQs, teachers should focus on the technical and substantive dimensions of the generated questions. Specifically, these questions should be complete and correct in their formation. Also, questions should better target higher cognitive levels, such as application and analysis, rather than remembering and understanding. In addition, questions should include a broader range of main ideas to ensure a more comprehensive coverage of the learning content (i.e., flexibility) and emphasize the interconnections and links with prior knowledge and past learning experiences (i.e., elaboration). Focusing on these aspects can enable the realization and maximization of the intended learning outcomes of SGQs activities.

The present chapter developed a preservation-based inventory model under the condition of carbon emissions and the effect of learning on perishable goods. Carbon emissions exit from many sources and affect the greening level of the environment. It is considered that carbon emissions exit due to electricity and also for many more reasons. Finally, total inventory cost will be minimized concerning the cycle length. For the validation of this model, a numerical example has been given and briefly justified with the help of sensitivity analysis. The effect of inventory parameters has shown separately in the sensitivity section.

Forgetting effects occur whenever production is interrupted and workers lose previously acquired routine. Existing forgetting models primarily focused on the impacts of production breaks in single-product production environments. Consequently, forgetting models neglected times during which a different product type is produced despite being an important cause for forgetting in industrial mixed-model production. Therefore, this work extends existing forgetting models for application in mixed-model line scheduling models by considering times of intermittent production. These are modelled as interruptions in addition to production break interruptions. A routine loss factor is introduced that allows to partially consider times elapsed during which different products are processed. The higher the routine loss factor is, the higher the considered portion of the time elapsed due to intermittent production becomes and the higher becomes the amount of forgetting. Through means of simulation studies it is investigated how the routine loss factor affects the height of learning effects present and the line performance in terms of makespan and flow time. While sequence types with a higher degree of grouping are almost insensitive with respect to the height of the routine loss factor, sequences with no grouping are strongly affected. Depending on the height of the routine loss factor different sequence types are preferred. Hence, not modelling forgetting appropriately can lead to non-optimal schedules. [ABSTRACT FROM AUTHOR]

This paper examines the causal impact of natural disasters on property insurance take-up of firms. Using the data of industrial firms in China, we find that a one-standard-deviation increase in typhoon damage leads to a 2.6% increase in the purchase of property insurance the following year. This increase gradually declines and returns to the previous level three years later. Our results demonstrate that this impact is driven not by changes in risk preferences or supply-side variation but by the updated risk beliefs learned from the typhoon experience. Unlike household insurance decisions, the learning effect of firms demonstrates an indirect but positive effect of typhoons on the firm's insurance decisions from its related firms in the upstream or downstream sectors, but not from competitors. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University 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.)

Across waves of a panel survey, panel members are repeatedly exposed to the same or very similar survey questions, which might lead to learning effects. We used data from 24 waves of online interviews in a probability-based panel survey to investigate the positive and negative effects of becoming more familiar with the survey questions. We found that respondents became increasingly faster when answering the same questions across waves. Our analyses revealed that this effect could be attributed only partly to satisficing response behaviors associated with negative learning effects (i.e. speeding). In fact, positive learning effects (i.e. answering faster because of greater familiarity with the response tasks) appear to be the primary driver of change in response times. In summary, our research suggests that learning across waves of a panel survey has a positive effect on response behavior, which researchers should consider in survey planning and operations. [ABSTRACT FROM AUTHOR]

While enabling students to refer to and build on peer-produced work (termed 'citing' herein) during content creation appears pedagogically promising, its associated learning effects remain under-studied. This research aimed at examining the effects of online citing of peer-generated assessment items during student test-construction on promoting learning and task performance. Additionally, any negative effects this approach may have on inducing cognitive and emotional burdens were examined. A pretest-posttest quasi-experimental research design was adopted, where two treatment groups were devised (i.e. the citing and no-citing groups). A group of fifth-graders from six classes participated in an 11-week study. Based on the results of the analysis of covariance, it was found that students in the citing group scored significantly higher than those in the no-citing group on academic achievement and question-generation performance. In addition, citing did not induce significantly higher cognitive load or learning anxiety as compared to the no-citing situation. [ABSTRACT FROM AUTHOR]

The present chapter developed a preservation-based inventory model under the condition of carbon emissions and the effect of learning on perishable goods. Carbon emissions exit from many sources and affect the greening level of the environment. It is considered that carbon emissions exit due to electricity and also for many more reasons. Finally, total inventory cost will be minimized concerning the cycle length. For the validation of this model, a numerical example has been given and briefly justified with the help of sensitivity analysis. The effect of inventory parameters has shown separately in the sensitivity section. [ABSTRACT FROM AUTHOR]

Scheduling decisions in mixed-model assembly lines are frequently multi-objective. No work till date has jointly examined the impact of the production sequence in unpaced manual mixed-model assembly lines operated as permutation flow shops concerning a set of objectives broad enough to capture the interests of its customers and suppliers as well as the manufacturer's interests related to productivity, production flow and human aspects. This work sets up a simulation study based on a real unpaced mixed-model assembly line with seven products to analyse the impact of five different sequence types on objectives from all these interest fields while modelling human learning and deterioration effects explicitly. The results show that considerable trade-offs exist as different sequence types are preferred for the various scheduling objectives. For makespan and mean flow time as widely used productivity– and flow-related objectives, cases of conflicts and complementarity can be found depending on the actual operational conditions in terms of product and volume mix. A strong dilemma emerges between supplier– and human-related objectives favouring different sequence types. Concerning due date based customer-related objectives, the preferred sequence type varies with the operational conditions. The observed trade-offs confirm the multi-objective nature of the scheduling decision. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the seru scheduling problem while considering the dual effects of worker cooperation and learning behavior to minimize the makespan and order processing time. Given the complexity of this research problem, an improved shuffled frog leaping algorithm based on a genetic algorithm is proposed. We design a double-layer encoding based on the problem, introduce a single point and uniform crossover operator, and select the crossover method in probability form to complete the evolution of the meme group. To avoid damaging grouping information, the individual encoding structure is transformed into unit form. Finally, numerical experiments were conducted using numerical examples of large and small sizes for verification. The experimental results demonstrate the feasibility of the proposed model and algorithm, as well as the necessity of considering worker dual behavior in the seru scheduling problem. [ABSTRACT FROM AUTHOR]

本研究藉由繪本融入性別平等教育課程，探究兒童在身體自主權認知的學習成效及其學習感受。本研究採前實驗研究等組前後測設計，以兩班國小一年級學童為教學對象，實施八週性平教育課程，一班為實驗組接受繪本融入教學，一班維持課本講授教學，以身體自主權認知量表評估課程學習成效，並輔以質性訪談瞭解學生對於課程實施意見。研究結果顯示，將繪本融入性平課程對於國小低年級學童的身體自主權認知有成效，學童比較喜愛繪本融入課程之教學方式。比較兩種教學成效，在身體自主權認知之「基礎觀念」未達顯著差異，但在「情境判斷」上，繪本融入教學比課本講授的學習效果好且達到統計顯著性，最終，根據研究結果提出運用繪本融入教學的建議。 This study explored children’s learning effects on physical autonomy cognition and their learning feelings by integrating picture books into gender equality education courses. This study adopted the pre-test and post-test design of the pre-experimental research. The participants randomly had selected two classes of first-grade elementary school students as the teaching objects, and had implemented an eight-week sex education course. One class was the experimental group that received picture books integrated into teaching, the other class maintained textbook teaching. Before teaching, the Physical Autonomy Cognition Scale was used for pre-testing, then after teaching, post-testing was carried out to compare the quantitative analysis data, and supplemented by qualitative interviews to understand students’ opinions on the implementation of the course. The results indicated that integrating picture books into the sexual education curriculum was effective for primary school children’s physical autonomy cognition, and school children were preferred to the teaching method of integrating picture books into the curriculum. In the comparison between the two effects of picture book teaching and textbook teaching, there was no significant difference in the “basic concept” of physical autonomy cognition, but in “situational judgment”, the learning effect of picture book teaching was better than that of textbook teaching, and it had reached statistical significance. Finally, the research results proposed suggestions for integrating picture books into teaching.

An outcome of the rising popularity of crowdsourcing contest platforms has been an increase in the number of tasks available on a platform at the same time. These concurrent tasks compete for the attention of the same pool of solvers. There is some evidence that an increase in the number of competing tasks can reduce the number of solvers participating in a focal task. However, it is not clear exactly how competing tasks influence the quality of tasks, as represented by the best solutions they receive. Using data collected from a popular crowdsourcing platform, we investigate the effects of competing tasks and uncover important underlying mechanisms governing the relationship between competing tasks and task quality. Through analyses at the task, solver, and submission levels, we establish that competing tasks can influence task quality in two ways. First, the number of solvers in each task decreases when there are more competing tasks, and this reduction negatively impacts task quality. Second, the availability of a greater number of competing tasks leads to solvers participating in more tasks simultaneously. This multitasking in turn allows solvers to learn from other tasks, generate better solutions, and improve task quality. Interestingly, we find that these opposing forces offset each other, and that the overall solution quality of the focal task is not affected, despite the fact that an increase in the number of competing tasks reduces the number of solvers participating it. [ABSTRACT FROM AUTHOR]

Learnability in Automated Driving (LiAD) is a neglected research topic, especially when considering the unpredictable and intricate ways humans learn to interact and use automated driving systems (ADS) over the sequence of time. Moreover, there is a scarcity of publications dedicated to LiAD (specifically extended learnability methods) to guide the scientific paradigm. As a result, this generates scientific discord and, thus, leaves many facets of long-term learning effects associated with automated driving in dire need of significant research courtesy. This, we believe, is a constraint to knowledge discovery on quality interaction design phenomena. In a sense, it is imperative to abstract knowledge on how long-term effects and learning effects may affect (negatively and positively) users' learning and mental models. As well as induce changeable behavioural configurations and performances. In view of that, it may be imperative to examine operational concepts that may help researchers envision future scenarios with automation by assessing users' learning ability, how they learn and what they learn over the sequence of time. As well as constructing a theory of effects (from micro, meso and macro perspectives), which may help profile ergonomic quality design aspects that stand the test of time. As a result, we reviewed the literature on learnability, which we mined for LiAD knowledge discovery from the experience perspective of long-term learning effects. Therefore, the paper offers the reader the resulting discussion points formulated under the Learnability Engineering Life Cycle. For instance, firstly, contextualisation of LiAD with emphasis on extended LiAD. Secondly, conceptualisation and operationalisation of the operational mechanics of LiAD as a concept in ergonomic quality engineering (with an introduction of Concepts for Applying Learnability Engineering (CALE) research based on LiAD knowledge discovery). Thirdly, the systemisation of implementable long-term research strategies towards comprehending behaviour modification associated with extended LiAD. As the vehicle industry revolutionises at a rapid pace towards automation and artificially intelligent (AI) systems, this knowledge is useful for illuminating and instructing quality interaction strategies and Quality Automated Driving (QAD). [ABSTRACT FROM AUTHOR]

With the emergence of automated vehicles (AVs), drivers' understanding and expectations of AVs are crucial in their interaction decisions and actions. In a multi-agent driving simulator, participants encountered AVs and manually-driven vehicles (MVs) in a narrow passage. Controlled by a confederate, the vehicles communicated to yield or insist on priority, either distinctly or ambiguously. The ambiguous communication was repeated six times, involving three AVs and three MVs. The results revealed profound differences in expectations toward AVs and MVs, but similar passing times when communication was distinct. However, different learning curves emerged for AVs and MVs. Repeated exposure to ambiguous communication improved passing times for AVs, while no similar improvement was observed for MVs. The study highlights that when distinct bottom-up information is available, the influence of vehicle categories on drivers' behavior is reduced. In turn, top-down processes become more effective when bottom-up information leaves room for interpretation and behavioral adaptation. [ABSTRACT FROM AUTHOR]

On-line learning has been adopted as a major educational technique and method due to the COVID-19 pandemic. Even though COVID-19 led to many problems such as faculty's burden and stress during the early stage of COVID-19, both students and faculties have gradually become familiar with on-line educational environment. The high technology development and social requirement for new educational methods have paved the way for on-line education as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic. It seems that college will use both traditional in-person class and on-line class and develop various types of classes aligning them. In accordance with those social change and requirement of on-line education, it is necessary to prepare guidelines for effective utilizing on-line learning. The main purpose of this study is to examine the learning behaviors of the students in on-line learning and analyze the learning effects by comparing with learning behaviors in higher education. Given the lack of research on how online learning behaviors and patterns affect academic performance, this study will analyze the academic achievement by comparing with learning behaviors such as the number and duration of on-line learning sessions. The study includes theory classes and computer practical classes. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner's satisfaction. [ABSTRACT FROM AUTHOR]

While the Biodex Balance System (BBS) proved to be a reliable apparatus for testing balance, there is lacking evidence on the number of familiarization trials the subject must undergo before being tested, especially when lower stability levels are used on the BBS. The goal of this study was to determine after how many attempts the result of the balance test on the BBS stabilize. The sample consisted of 66 boys (13.42±0.50 years old) and 57 girls (13.39±0.49 years old) not active in sports. The subjects underwent the Postural Stability Test three times and the Overall Stability Index variable of the BBS was examined. In the analysis the results were separately examined for boys and girls using the t-test. Significant differences were found in all three measurements for boys while for girls there was no significant difference between the second and third measurement. The results of this study indicate that, for boys of this age, the results did not stabilize through the three trials conducted which could mean a need for more than three attempts so the negative effects of familiarization could be avoided. For girls it seems that the result stabilized at the second trial which could indicate that only one trial is needed for them to familiarize themselves with the test. These findings can be important for future studies with a similar female sample to save time and conduct just one test trial before the actual testing, since testing balance on the BBS requires a significant amount of time. [ABSTRACT FROM AUTHOR]

Abstract Background Surgical interventions are complex. Key elements of this complexity are the surgeon and their learning curve. They pose methodological challenges in the design, analysis and interpretation of surgical RCTs. We identify, summarise, and critically examine current guidance about how to incorporate learning curves in the design and analysis of RCTs in surgery. Examining current guidance Current guidance presumes that randomisation must be between levels of just one treatment component, and that the evaluation of comparative effectiveness will be made via the average treatment effect (ATE). It considers how learning effects affect the ATE, and suggests solutions which seek to define the target population such that the ATE is a meaningful quantity to guide practice. We argue that these are solutions to a flawed formulation of the problem, and are inadequate for policymaking in this setting. Reformulating the problem The premise that surgical RCTs are limited to single-component comparisons, evaluated via the ATE, has skewed the methodological discussion. Forcing a multi-component intervention, such as surgery, into the framework of the conventional RCT design ignores its factorial nature. We briefly discuss the multiphase optimisation strategy (MOST), which for a Stage 3 trial would endorse a factorial design. This would provide a wealth of information to inform nuanced policy but would likely be infeasible in this setting. We discuss in more depth the benefits of targeting the ATE conditional on operating surgeon experience (CATE). The value of estimating the CATE for exploring learning effects has been previously recognised, but with discussion limited to analysis methods only. The robustness and precision of such analyses can be ensured via the trial design, and we argue that trial designs targeting CATE represent a clear gap in current guidance. Conclusion Trial designs that facilitate robust, precise estimation of the CATE would allow for more nuanced policymaking, leading to patient benefit. No such designs are currently forthcoming. Further research in trial design to facilitate the estimation of the CATE is needed.

Abstract Background Validating new algorithms, such as methods to disentangle intrinsic treatment risk from risk associated with experiential learning of novel treatments, often requires knowing the ground truth for data characteristics under investigation. Since the ground truth is inaccessible in real world data, simulation studies using synthetic datasets that mimic complex clinical environments are essential. We describe and evaluate a generalizable framework for injecting hierarchical learning effects within a robust data generation process that incorporates the magnitude of intrinsic risk and accounts for known critical elements in clinical data relationships. Methods We present a multi-step data generating process with customizable options and flexible modules to support a variety of simulation requirements. Synthetic patients with nonlinear and correlated features are assigned to provider and institution case series. The probability of treatment and outcome assignment are associated with patient features based on user definitions. Risk due to experiential learning by providers and/or institutions when novel treatments are introduced is injected at various speeds and magnitudes. To further reflect real-world complexity, users can request missing values and omitted variables. We illustrate an implementation of our method in a case study using MIMIC-III data for reference patient feature distributions. Results Realized data characteristics in the simulated data reflected specified values. Apparent deviations in treatment effects and feature distributions, though not statistically significant, were most common in small datasets (n

Satisficing response behavior can be a threat to the quality of survey responses. Past research has provided broad empirical evidence on the existence of satisficing and its consequences on data quality, however, relatively little is known about the extent of satisficing over the course of a panel study and its impact on response quality in later waves. Drawing on panel conditioning research, we use question design experiments to investigate whether learning effects across waves of a panel study cause changes in the extent of satisficing and if so, whether general survey experience (process learning) or familiarity with specific question content (content learning) accounts for those changes. We use data from a longitudinal survey experiment comprising six panel waves administered within a German non-probability online access panel. To investigate the underlying mechanism of possible learning effects, the experimental study randomly assigned respondents to different frequencies of receiving identical question content over the six panel waves. Our results show the existence of satisficing in every panel wave, which is in its magnitude similar to the extent of satisficing in the probability-based GESIS Panel that we use as a benchmark study. However, we did not find changes in the extent of satisficing across panel waves, nor did we find moderation effects of the interval between the waves, respondents’ cognitive ability, or motivation. Additional validity analyses showed that satisficing does not only affect the distribution of individual estimates by 15 percent or more but also can have an effect on associations between variables.

This study explored children's learning effects on physical autonomy cognition and their learning feelings by integrating picture books into gender equality education courses. This study adopted the pre-test and post-test design of the pre-experimental research. The participants randomly had selected two classes of first-grade elementary school students as the teaching objects, and had implemented an eight-week sex education course. One class was the experimental group that received picture books integrated into teaching, the other class maintained textbook teaching. Before teaching, the Physical Autonomy Cognition Scale was used for pre-testing, then after teaching, post-test ing was carried out to compare the quantitative analysis data, and supplemented by qualitative interviews to understand students' opinions on the implementation of the course. The results indicated that integrating picture books into the sexual education curriculum was effective for primary school children's physical autonomy cognition, and school children were preferred to the teaching method of integrating picture books into the curriculum. In the comparison between the two effects of picture book teaching and textbook teaching, there was no significant difference in the "basic concept" of physical autonomy cognition, but in "situational judgment", the learning effect of picture book teaching was better than that of textbook teaching, and it had reached statistical significance. Finally, the research results proposed suggestions for integrating picture books into teaching. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. 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.)

Introduction: With the educational reform for skills in the 21st century, a large number of scholars have explored project-based learning. However, whether project-based learning can effectively improve the learning effect of students has not yet reached a unified conclusion. Method: This study uses a meta-analysis method to transform 66 experimental or quasi-experimental research papers based on project-based learning over the past 20 years into 190 effect values from the sample size, mean, and standard deviation of experimental data during their experiments, and to conduct in-depth quantitative analysis. Results: The results of the study showed that compared with the traditional teaching model, project-based learning significantly improved students' learning outcomes and positively contributed to academic achievement, affective attitudes, and thinking skills, especially academic achievement. Discussion: The results of the moderating effects test indicated that the effectiveness of project-based learning and teaching was influenced by different moderating variables, including country region, subject area, type of course, academic period, group size, class size, and experimental period: (1) from the perspective of country geography, the effects of project-based learning in Asia, especially in Southeast Asia, were significantly better than those in Western Europe and North America; (2) in terms of curriculum, project-based learning promotes student learning effects more significantly in engineering and technology subjects, and is better applied in laboratory classes than in theory classes; (3) from a pedagogical point of view, project-based learning is more suitable for small group teaching, in which the group size is 4-5 people teaching the best results; (4) in view of the experimental period, 9-18 weeks is more appropriate and has more obvious advantages for application at the high school level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. 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.)

Copyright of Japanese Journal of Clinical Educational Psychology: JJCEP is the property of Japanese Society of Clinical Educational Psychology 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 investigates the single-machine resource allocation scheduling problem with learning effects and group technology. The objective is to determine the optimal job and group schedules, and resource allocations such that total completion time is minimized subject to limited resource availability. For some special cases, we show that the problem remains polynomially solvable. For general case of the problem, we propose the heuristic algorithm, tabu search algorithm and branch-and-bound algorithm. Numerical experiments are tested to evaluate the performance of the heuristic and branch-and-bound algorithms. [ABSTRACT FROM AUTHOR]

Macao is a tourist city. It is home to the Ruins of Saint Paul's, a unique 100-year-old landmark, which is still standing with manual maintenance, even after three fires and reconstruction events. Therefore, the continuous preservation of its culture, heritage education, and construction are important issues for Macao. With the development of digital technology in recent years, users can quickly search historical sites and save two-dimensional and three-dimensional images and videos through smartphones. These methods also enhance the communication power of culture. Virtual browsing on a smartphone requires computing power and storage space; yet, virtual reality devices are not widely used. Therefore, augmented reality and virtual reality are rarely used simultaneously for three-dimensional interactive guided tours and operation experiences on the same theme. However, by quickly creating virtual reality scenarios and preserving historical sites on mobile devices, 4DAGE's 4DKanKan technology can provide augmented reality and metaverse virtual reality experiences. 4DKanKan can also integrate mobile guides and navigation software to connect mobile devices and assist in cultural inheritance and conduct sustainable education. This research linked this technology to the web by incorporating augmented reality and virtual reality technology to make designs and discussed the influences among service design, behavioral intentions, and learning effects. We collated and analyzed relevant data and text materials through systematic testing, observation, operation processes, and semi-structured interviews. The PLS multigroup structural model was used to explore and analyze the degree of influence and explanatory power of system quality, information quality, behavioral intention, and learning effects among themselves. The results of this study show that most users accepted the proposed innovative mode of operation and found it to be interesting and fun. Augmented reality is not limited by space or time; however, virtual reality devices taking too long to operate, switching too frequently, and having too many functional interfaces can cause operational problems. This study identified and modified the influencing factors and problems of the proposed system, with the aim of continuing to expand the applications of 4DKanKan to other cultural attractions or museums in the future. In addition, the research results can provide a reference for the sustainable development of related cultural sites. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Central China Normal University is the property of Huazhong Normal University 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.)

We study the problem of two-machine no-wait flowshop scheduling with learning effect and convex resource-dependent processing times. Under the condition of the due-date assignment with common flow allowance (i.e. slack (SLK) due-date assignment), we provide a bi-criteria analysis where the first criterion is to minimise the scheduling criteria (i.e. the weighted sum of earliness, tardiness and flow allowance costs), and the second criterion is to minimise the resource consumption cost (i.e. the weighted sum of resource consumption cost). The objective is to determine the optimal job sequence, resource allocations and common (flow allowance) slack time that minimise the three different versions of the two criteria. We prove that these problems can be solved in polynomial time. [ABSTRACT FROM AUTHOR]

This study uses the use of mobile learning which involves students and teachers in distance learning. In order to assess the knowledge and learning effects gained by the use of mobile learning, this study was a semi-experimental, survey-based approach. In the conditions of distance learning using mobile leaning, students and teachers in groups of various kinds of applications where the teacher shares knowledge and stimulates distance learning for 5 months. The findings show that students and teachers use mobile learning to a large extent influence the impact of student outcomes. The findings reveal that 30% of the research results on mobile learning activities are in accordance with a behavioristic approach to learning. 70% focus more on student learning from the device. Even so, it was found that mobile learning as the main way that allows students to get more learning material has different perceptions of each student and teacher in conducting distance learning using mobile learning. Therefore there are still many possibilities for developing mobile learning. [ABSTRACT FROM AUTHOR]

In this paper, the seller offers a credit period to his buyer for more sales and the buyer accepts the seller's policy to gain more profit, and it is assumed that the seller has defective and non-defective items. When the seller provides lots for sale to his buyer then, the buyer separates the whole lots with the help of inspection process into defective and perfect quality items. Further, in this scenario, the percentage of defective items present in the lot follows the S-shape learning curve and it is also considered that the demand rate is imprecise in nature. Here, the demand rate assumes a triangular fuzzy number due to the imprecise nature and it is the model assumption. Based on this assumption, we developed an inventory model with the effect of learning and trade credit strategy under a fuzzy environment for the buyer. The buyer's total profit has been optimized concerning the order quantity in the fuzzy environment where order quantity has been assumed as a decision variable. The results of this model were verified with the help of numerical examples and sensitivity analysis. We compared the buyer's total profit in a crisp and fuzzy environment and the buyer gained more profit in a fuzzy environment compared to the crisp environment. Moreover, we compared the results with and without the effect of learning and trade credit on the buyer's ordering policy and obtained a positive effect on the ordering policy in the numerical section. We determined positive results from the sensitivity analysis, which proved that the trade credit policy will be beneficial for both partners of the supply chain. [ABSTRACT FROM AUTHOR]

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Copyright of Commerce & Management Quarterly is the property of Chinese Association of Business & Management Technology 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.)

We consider a novel principal–agent model that captures some salient features of an agile software development project. Specifically, the project is technically complex, can be modularized via a set of independent stories which are developed in sprints, and has requirements that can change over time due to exogenous changes in business needs, technologies, or market conditions. In addition, given the iterative nature of agile development, our model also captures and analyzes the interaction between two types of learning effects, namely, viability learning and cost learning, which until our paper have been examined only individually in the literature. Our paper makes the following contributions to the literature: (i) We characterize an optimal contract for the principal in closed‐form and generate managerial insights on how the agent's incentive to work changes, and consequently how the optimal contracting terms offered by the principal change, depending upon the business environment. We show that the interaction between the two learning effects and need‐risk plays an important and yet unexplored role in influencing the dynamics in the optimal contract. (ii) Using the optimal contract as the benchmark, we examine the performance of time‐and‐material contracts that are popularly used in agile projects. (iii) We obtain an optimal contract for precedence‐dependent stories in which one story must be completed before starting another story. Overall, our results provide both prescriptive and qualitative guidance to firms outsourcing agile software development projects. [ABSTRACT FROM AUTHOR]

Now a day, green retail operations drive in many fields to improve the quality of deteriorating items during the delivery of the green items to his customer. In the present paper, retailer receives greening items from the seller and stores it. After received lot of greening items, retailer starts packing of greening items to maintain the quality of greening items and safe from some germs. We are considering that the holding units exit carbon units which are harmful to the environments. Retailer includes carbon emission cost and green packing cost and also invests on greening items to control the greening degree of the product. This paper deals a green economic order quantity (EOQ) inventory model with learning effect for decaying greening items under the inflationary condition and credit financing. An expression for the total cost of the retailer has been minimized with respect to cycle length in the environments of green operations. The objective of this paper is to analyze the impact of greening degree and trade‐credit financing with the learning effect and inflationary condition under carbon emissions on the retailer's total inventory cost. An expression for the total cost of the retailer has been minimized with respect to cycle length in the environments of green operations. Conclusively, sensitive analysis has been presented as a consequence of numerical examples. [ABSTRACT FROM AUTHOR]

Introduction: This systematic review aims to present the characteristics of the recent research in gamified EFL/ESL instruction, benefits and drawbacks of using gamification in EFL/ESL instruction, and gamification elements. Methods: The researchers carried out database search in bothWeb of Science and the Scopus for relevant articles using 15 related key terms. Finally, forty journal articles aligned with the inclusion criteria. Results: The results found that gamification has been widely utilized in more than ten non-English-speaking countries and various English language skills, which indicated that gamification has gained popularity in facilitating EFL/ESL learning. The benefits of using gamification included improving students' English language skills and abilities, positively affecting students' attitudes and emotional responses, providing an authentic language learning environment and cultivating students' comprehensive competence. The drawbacks of using gamification mainly included the technical problems, short-lived positive effect, and the negative influence caused by the gamified competition, and so forth. The most frequently used gamification elements were feedback, points, quiz, digital badges, leaderboard, and reward, followed by progress bar, story-telling, challenge, videos, time limit, and competition. Discussion: The results provide a better understanding of the state of using gamification in EFL/ESL instruction in recent years. It will be useful for researchers seeking to understand and evaluate gamification as well as to practitioners interested in using gamification. [ABSTRACT FROM AUTHOR]

• The performance of batch picking (BP) and batch-synchronized zone picking (BSZP) are compared with learning effects. • The heuristic methods, i.e. genetic algorithms, are proposed to solve BP and BSZP strategies. • With learning effects, although BSZP needs to travel longer than BP , it needs a shorter search time than BP. • If pickers' working days are long enough, the search time of BP becomes closer to BSZP , leading BP to outperform BSZP. • Which strategy outperforms mainly depends on learning rates, storage assignments, and pickers' working days. The performance of two common picking strategies, batch picking (BP) and batch-synchronized zone picking (BSZP), are compared by considering pickers' learning effects in online-to-offline (O2O) groceries. As we know from previous research, one major advantage of BSZP is that pickers can be more familiar with the item locations because each picker works in a relatively smaller picking area. However, few papers have formulated a quantitative method to verify this advantage. To address this, we use pickers' learning effects to quantify their familiarity with the item locations, and then compare the picking efficiency in BP and BSZP with learning effects. The optimization models of BP and BSZP are formulated to minimize the total service time, and heuristic methods are proposed to solve these models. The case study is implemented under three order types and three storage assignment policies, i.e. Random, ABC-1, and ABC-2. The results of the study indicate that with learning effects, although BSZP needs a longer travel time than BP , it requires a shorter search time. Which strategy, BP or BSZP , is more efficient mainly depends on the learning rates, storage assignment policies, and pickers' working days. When the storage assignments are Random and ABC-1 , a smaller learning rate can lead BSZP to perform better than BP. When the storage assignment is ABC-2, BSZP performs better than BP. When pickers' working days are long enough, the learning effect is weakened, and BP outperforms. Awareness of the learning effects is required to choose a better picking strategy, evaluate more accurate picking efficiency and hire an appropriate number of pickers. [ABSTRACT FROM AUTHOR]

IntroductionThis systematic review aims to present the characteristics of the recent research in gamified EFL/ESL instruction, benefits and drawbacks of using gamification in EFL/ESL instruction, and gamification elements.MethodsThe researchers carried out database search in both Web of Science and the Scopus for relevant articles using 15 related key terms. Finally, forty journal articles aligned with the inclusion criteria.ResultsThe results found that gamification has been widely utilized in more than ten non-English-speaking countries and various English language skills, which indicated that gamification has gained popularity in facilitating EFL/ESL learning. The benefits of using gamification included improving students’ English language skills and abilities, positively affecting students’ attitudes and emotional responses, providing an authentic language learning environment and cultivating students’ comprehensive competence. The drawbacks of using gamification mainly included the technical problems, short-lived positive effect, and the negative influence caused by the gamified competition, and so forth. The most frequently used gamification elements were feedback, points, quiz, digital badges, leaderboard, and reward, followed by progress bar, story-telling, challenge, videos, time limit, and competition.DiscussionThe results provide a better understanding of the state of using gamification in EFL/ESL instruction in recent years. It will be useful for researchers seeking to understand and evaluate gamification as well as to practitioners interested in using gamification.

Traditionally, the processing times of jobs are assumed to be fixed and known throughout the entire process. However, recent empirical research in several industries has demonstrated that processing times decline as workers improve their skills and gain experience after doing the same task for a long time. This phenomenon is known as learning effects. Recently, several researchers have devoted a lot of effort on scheduling problems under learning effects. Although there is increase in the number of research in this topic, there are few review papers. The most recent one considers solely studies on scheduling problems with learning effects models prior to early 2007. For that, this paper focuses on reviewing the most recent advances in this field. First, we attempt to present a concise overview of some important learning models. Second, a new classification scheme for the different model of scheduling under learning effects is proposed and discussed. Next, a cartography showing the relation between some well-known models is proposed. Finally, our viewpoints and several areas for future research are provided. [ABSTRACT FROM AUTHOR]