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Comprehension of an audio versus an audiovisual lecture at 50% time-compression
Title
Comprehension of an audio versus an audiovisual lecture at 50% time-compression.
Creator
Perez, Nicole, Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Since students can adjust the speed of online videos by time-compression which is available through common software (Pastore & Ritzhaupt, 2015), it is important to learn at which point compression impacts comprehension. The focus of the study is whether the speaker’s face benefits comprehension during a 50% compressed lecture. Participants listened to a normal lecture or a 50% compressed lecture. Each participant saw an audio and audiovisual lecture, and were eye tracked during the...
Show moreSince students can adjust the speed of online videos by time-compression which is available through common software (Pastore & Ritzhaupt, 2015), it is important to learn at which point compression impacts comprehension. The focus of the study is whether the speaker’s face benefits comprehension during a 50% compressed lecture. Participants listened to a normal lecture or a 50% compressed lecture. Each participant saw an audio and audiovisual lecture, and were eye tracked during the audiovisual lecture. A comprehension test revealed that participants in the compressed lecture group performed better with the face. Eye fixations revealed that participants in the compressed lecture group looked less at the eyes and more at the nose when compared to eye fixations for those that viewed the normal lecture. This study demonstrates that 50% compression affects eye fixations and that the face benefits the listener, but this much compression will still lessen comprehension.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004847, http://purl.flvc.org/fau/fd/FA00004847
Subject Headings
Learning--Case studies., Perceptual-motor learning., Nonverbal communication., Internet videos--Education.
Format
Document (PDF)
An Empirical Study of Random Forests for Mining Imbalanced Data
Title
An Empirical Study of Random Forests for Mining Imbalanced Data.
Creator
Golawala, Moiz M., Khoshgoftaar, Taghi M., Florida Atlantic University
Abstract/Description
Skewed or imbalanced data presents a significant problem for many standard learners which focus on optimizing the overall classification accuracy. When the class distribution is skewed, priority is given to classifying examples from the majority class, at the expense of the often more important minority class. The random forest (RF) classification algorithm, which is a relatively new learner with appealing theoretical properties, has received almost no attention in the context of skewed...
Show moreSkewed or imbalanced data presents a significant problem for many standard learners which focus on optimizing the overall classification accuracy. When the class distribution is skewed, priority is given to classifying examples from the majority class, at the expense of the often more important minority class. The random forest (RF) classification algorithm, which is a relatively new learner with appealing theoretical properties, has received almost no attention in the context of skewed datasets. This work presents a comprehensive suite of experimentation evaluating the effectiveness of random forests for learning from imbalanced data. Reasonable parameter settings (for the Weka implementation) for ensemble size and number of random features selected are determined through experimentation oil 10 datasets. Further, the application of seven different data sampling techniques that are common methods for handling imbalanced data, in conjunction with RF, is also assessed. Finally, RF is benchmarked against 10 other commonly-used machine learning algorithms, and is shown to provide very strong performance. A total of 35 imbalanced datasets are used, and over one million classifiers are constructed in this work.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00012520
Subject Headings
Data mining--Case studies, Machine learning--Case studies, Data structure (Computer science), Trees (Graph theory)--Case studies
Format
Document (PDF)
A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension
Title
A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
Creator
Drayton, Audrita, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results...
Show moreThis qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004586, http://purl.flvc.org/fau/fd/FA00004586
Subject Headings
Metacognition--Case studies., Reading comprehension--Case studies., Learning strategies--Case studies., Motivation in education--Case studies., Action research in education--Case studies., Cognitive learning--Case studies.
Format
Document (PDF)