A Concept Map-Based Remedial Learning System With Applications to the IEEE Floating-Point Standard and MIPS Encoding

Autor/inn/en	Lin, Che-Chern; Pu, Hao-Chun; Su, Sin-Jia; Lee, Min-Shan
Titel	A Concept Map-Based Remedial Learning System With Applications to the IEEE Floating-Point Standard and MIPS Encoding
Quelle	In: IEEE Transactions on Education, 64 (2021) 2, S.147-154 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Che-Chern) ORCID (Pu, Hao-Chun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2020.3019034
Schlagwörter	Concept Mapping; Remedial Instruction; Engineering Education; Simulation; Coding; Standards; Scores; Outcomes of Education; Academic Achievement + Suchen Sie Ihr Suchwort? Concept Map; Förderkurs; Ingenieurausbildung; Simulation program; Simulationsprogramm; Codierung; Programmierung; Standard; Lernleistung; Schulerfolg; Schulleistung
Abstract	Contributions: A concept-map-based remedial learning system is presented to enhance students' grasp of the learning concepts of the IEEE floating-point standard and microprocessor without interlocked pipeline stages (MIPSs) encoding according to their understanding of these learning concepts. Background: Concept maps have been used to represent the knowledge structures of learning topics. This study presents another usage of concept maps, illustrating the prerequisite relationships between and among the learning concepts in a concept map. Simulation-based systems for learning the IEEE floating-point standard and MIPS encoding have been implemented. A simple remedial learning system that helps students to learn the IEEE floating-point standard and MIPS encoding would therefore be valuable, but had yet to be designed. Intended Outcomes: Students' understandings of the IEEE floating-point standard and MIPS encoding are expected to enhance via studying the remedial materials generated by this system. Application Design: A one-group-pretest-posttest design was utilized. The students first took a pretest to get their grasp of the learning concepts, and then studied the remedial learning materials according to their understanding of the learning concepts in the pretest. Findings: (1) The score progress of the IEEE floating-point learners was significant after they undertook remedial learning; (2) the score progress of the low-achieving students was significantly greater than that of the high-achieving students, in their learning of the IEEE float-pointing standard; (3) the score progress of the MIPS encoding learners was significant after they undertook remedial learning; and (4) the score progress of the low-achieving students was significantly greater than that of the high-achieving students in their learning of MIPS encoding, with weak evidence. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01