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Emotions exist widely in the entire process of learning and affect students’ motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers’ emotions or the emotional design of multimedia learning materials on students’ emotions and learning results. Few studies have investigated how to enhance learning by regulating students’ pre-learning emotions. This study focused on whether playing funny videos before learning could promote students’ positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students’ understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.

Pre-learning evaluation helps map students' abilities and readiness to follow the learning of a subject. This shows the need for instruments of pre-learning evaluation that can be used for teachers. Software developed later can help teachers determine the best strategy for student learning. As a result, differentiated learning can be optimized. Differentiated learning is a starting point to meet diverse student learning needs but create equal learning opportunities. Based on these problems, this study aims to design test software for pre-learning evaluation that measures students' mastery of concepts and provides learning design recommendations to optimize differentiated learning. This research uses the research and development method with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This research has produced test software for pre-learning evaluation. The results of validation show that the test software for pre-learning evaluation that has been developed can be declared feasible with an outstanding category when viewed in terms of media and evaluation.The trial results also provide information that the developed test software for pre-learning is very well received by some teachers. The interview results showed that 91.57% of teachers were satisfied with the learning design recommendations that should be used for each student. Based on the research results and discussion, this study concludes that the test software for pre-learning evaluation has been successfully developed with outstanding criteria. Teachers will also receive recommendations for each student's learning design through this software test. So, through this software test, the implementation of differentiated learning is more optimal.

Background Opportunities to practice procedural skills in the clinical learning environment are decreasing, and faculty time to coach skills is limited, even in simulation-based training. Self-directed learning with hands-on practice early in a procedural skill course might help maximize the benefit of later faculty coaching and clinical experience. However, it may also lead to well-learned errors if learners lack critical guidance. The present study sought to investigate the effects of a hands-on, self-directed “study hall” for central line insertion among first-year residents. Methods Learner cohorts before vs. after introduction of the study hall ( n  = 49) were compared on their pre- and post-test performance of key procedural behaviors that were comparable across cohorts, with all learners receiving traditional instructor-led training between tests. Results Study hall participants spent a median of 116 min in hands-on practice (range 57–175). They scored higher at pre-test (44% vs. 27%, p  = .00; Cohen’s d  = 0.95) and at post-test (80% vs. 72%, p  = .02; Cohen’s d  = 0.69). A dose–response relationship was found, such that 2 h of study hall were roughly equivalent to the performance improvement seen with four clinical observations or supervised insertions of central lines. Conclusions Self-directed, hands-on “study hall” supported improved procedural skill learning in the context of limited faculty availability. Potential additional benefits make the approach worth further experimentation and evaluation.

Purpose – Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning. Design/methodology/approach – A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research. Findings – Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session. Practical implications – The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class. Originality/value – The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.

Background Simulation-based mastery learning (SBML) is an effective, evidence-based methodology for procedural skill acquisition, but its application may be limited by its resource intensive nature. To address this issue, an enhanced SBML programme has been developed by the addition of both pre-learning and peer learning components. These components allowed the enhanced programme to be scaled up and delivered to 106 postgraduate doctors participating in a national educational teaching programme. Methods The pre-learning component consisted of an online reading pack and videos. The peer learning component consisted of peer-assisted deliberate practice and peer observation of assessment and feedback within the SBML session. Anonymised pre- and post-course questionnaires were completed by learners who participated in the enhanced programme. A mixture of quantitative and qualitative data was obtained. Results Questionnaires were distributed to and completed by 50 learners. Both sections of the pre-learning component were highly rated on the basis of a seven-point Likert scale. The peer learning component was also favourably received following a Likert scale rating. Peer observation of the performance and assessment process was rated similarly by first and second learners. The thematic analysis of the reasons for which peer-assisted deliberate practice was considered useful showed that familiarisation with equipment, the rehearsal of the procedure itself, the exchange of experiences and sharing of useful tips were important. The thematic analysis of the reasons why peer observation during ‘performance, assessment and feedback’ was useful highlighted that an ability to compare a peer’s performance to their own and learning from observing a peer’s mistakes were particularly helpful. Conclusion The SBML programme described has been enhanced by the addition of pre-learning and peer learning components which are educationally valued and allow its application on a national scale.

The main purpose of this study is to examine the effects of the mobile pre-learning system developed according to the surface learning approach on academic achievement and mobile learning attitudes. It was observed that the mobile pre-learning system developed according to the surface learning approach had a close to medium-level effect on the satisfaction and motivation factors of the participant students’ mobile learning attitudes. However, it was determined that it had no significant effect on the impact and usefulness factors of learning. In addition, it was concluded that the mobile pre-learning system based on the surface learning approach had a significant effect on the participant students’ academic achievement.

This study investigated the potential of pre-learning frequently occurring low-frequency vocabulary as a means to increase comprehension of television and incidental vocabulary learning through watching television. Eight television programmes, each representing different television genres, were analysed using the RANGE program to determine the 10 most frequent low-frequency word-families in each programme and the coverage that they represented. The results showed that coverage of the 10 most frequent low-frequency word-families ranged from 0.70% to 3.91%, coverage of the most frequent 3,000 to 3,999 word-families ranged from 0.22% to 2.58%, and coverage of the 4,000 to 4,999 word-families ranged from 0.35% to 1.96%. This result shows the relative value of pre-learning vocabulary in television programmes and provides a strong argument for pre-learning vocabulary. The findings also suggested that if learners knew the most frequent 3,000 word-families and pre-learned low-frequency vocabulary, comprehension and incidental vocabulary learning may increase.

针对少样本文本分类任务,提出提示学习增强的分类算法(EPL4FTC).该算法将文本分类任务转换成基于自然语言推理的提示学习形式,在利用预训练语言模型先验知识的基础上实现隐式数据增强,并通过两种粒度的损失进行优化.为捕获下游任务中含有的类别信息,采用三元组损失联合优化方法,并引入掩码语言模型任务作为正则项,提升模型的泛化能力.在公开的 4 个中文文本和 3 个英文文本分类数据集上进行实验评估,结果表明 EPL4FTC 方法的准确度明显优于所对比的基线方法.

[目的 /意义]深度学习语言模型是当前提高机器语言智能的主要方法之一，已成为数据资源自动处理分析与知识情报智能挖掘计算不可或缺的重要技术手段，但在图情领域利用其进行技术开发和应用服务仍存在着一些困难。本研究通过系统梳理与揭示深度学习语言模型的研究进展、技术原理与应用开发方法，以期为图书馆员及同行从业者深入理解与应用深度学习语言模型提供理论依据与方法路径。[方法 /过程]系统地调研和梳理了深度学习语言模型的产生背景、基础性特征表示算法、代表性应用开发工具，揭示其演化发展的动态历程及技术原理，分析各算法模型与开发工具的优缺点与适用性；深入地归纳总结了深度学习语言模型应用开发面临的挑战问题，提出两种拓展其应用能力的方法策略。[结果 /结论]深度学习语言模型应用开发面临的重要挑战包括参数繁多，精度难调；依赖于大量准确的训练数据，变化困难；可能引发知识产权和信息安全问题等。未来可考虑从面向特定领域和特征工程两方面入手以拓展和提升其应用能力。

Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent? This book contends that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, this book urges us to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, improve their emotional health, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, this book demonstrates the powerful effects of play in the intellectual, social, and emotional spheres.