The usage of imprecise probabilities has been advocated in many domains: A number of philosophers have argued that our belief states should be “imprecise” in response to certain sorts of evidence, ...and imprecise probabilities have been thought to play an important role in disciplines such as artificial intelligence, climate science, and engineering. In this paper I’m interested in the question of whether the usage of imprecise probabilities can be given a practical motivation (a motivation based on practical rather than epistemic, or alethic concerns). My aim is to challenge the central motivation for using imprecise probabilities in decision-making that has been offered in the literature: the idea that, in at least some contexts, it’s desirable to be ambiguity averse. If I succeed, this will show that we need to reconsider whether there are good reasons to use imprecise probabilities in contexts in which making good decisions is what's of primary concern.
Jérôme Waser
Angewandte Chemie (International ed.),
June 1, 2016, Letnik:
55, Številka:
23
Journal Article
Recenzirano
“My biggest motivation is to see young students become independent researchers. My best investment was to wait one year for a good PhD student to join my group ...” This and more about Jérôme Waser ...can be found on page 6583.
Vocabulary by Gamification Kingsley, Tara L.; Grabner-Hagen, Melissa M.
The Reading teacher,
March/April 2018, Letnik:
71, Številka:
5
Journal Article
Recenzirano
Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is ...sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
“My biggest motivation is unexpected results. I lose track of time when I am doing experiments ...” This and more about Akira Harada can be found on page 1244.
This book, focused exclusively on demotivation, helps readers understand motivational issues in language learning from a new perspective. It presents research situated in Japanese English-teaching ...contexts and serves as a base for anyone wishing to better understand the causes of demotivation in SLA and to explore the topic in their own contexts.
This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice ...can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students' need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students' interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students' culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.
A “Good Game” of Readers Responding Smutny, Nicole Danice; Saal, Leah Katherine
The Reading teacher,
March/April 2021, Letnik:
74, Številka:
5
Journal Article
Recenzirano
In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and ...transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.
In order to effectively use the temporal information of multi-temporal InSAR and ensure the homogeneity of pixels in the window, a homogenous pixels-weighted interferometric phase filtering method is ...proposed. The method firstly uses the goodness-of-fit test to identify the statistically homogenous pixels (SHP) in the multi-temporal SAR images, and then the weighted interferometric phase filtering is performed just within those SHP, which ensures that the central pixels is not affected by the surrounding heterogeneous pixels. The experimental results based on real SAR interferograms show that compared with classic Goldstein filter and Lee filter, the proposed filter has advantages in visual effect, phase residues reduction, and phase derivative standard deviation, and achieves the original intention of the design of this filter.
Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To ...begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges.
We identify two post-acceptance information system (IS) usage behaviors related to how employees leverage implemented systems. Routine use (RTN) refers to employees' using IS in a routine and ...standardized manner to support their work, and innovative use (INV) describes employees' discovering new ways to use IS to support their work. We use motivation theory as the overarching perspective to explain RTN and INV and appropriate the rich intrinsic motivation (RIM) concept from social psychology to propose a conceptualization of RIM toward IS use, which includes intrinsic motivation toward accomplishment (IMap), intrinsic motivation to know (IMkw), and intrinsic motivation to experience stimulation (IMst). We also consider the influence of perceived usefulness (PU)—a representative surrogate construct of extrinsic motivation toward IS use—on RTN and INV. We theorize the relative impacts of the RIM constructs and PU on RTN and INV and the role of personal innovativeness with IT (PIIT) in moderating the RIM constructs' influences on INV. Based on data from 193 employees using a business intelligence system at one of the largest telecom service companies in China, we found (1) PU had a stronger impact on RTN than the RIM constructs, (2) IMkw and IMst each had a stronger impact on INV than either PU or IMap, and (3) PIIT positively moderated the impact of each RIM construct on INV. Our findings provide insights on managing RTN and INV in the post-acceptance stage.
