Related papers: Student's Video Production as Formative Assessment
Video generation models (VGMs) are rapidly entering classrooms, yet existing benchmarks evaluate only perceptual quality, intrinsic faithfulness, generic safety, or video as a reasoning medium, and none assesses whether the outputs are…
Performance in introductory courses, particularly physics, is often crucial for student success in STEM majors and can impact an individual's tendency to persist in their chosen field. To enhance students' individual learning experiences,…
It is well known that the quality and quantity of training data are significant factors which affect the development and performance of machine intelligence algorithms. Without representative data, neither scientists nor algorithms would be…
We discuss first experiences with a new variant of self-assessment in higher mathematics education. In our setting, the students of the course have to mark a part of their homework assignments themselves and they receive the corresponding…
Explication and reflection on expert vs. novice considerations within the problem-solving process characterize a cognitive apprenticeship approach for the development of expert-like problem solving practices. In the context of grading, a…
Course selection is a crucial activity for students as it directly impacts their workload and performance. It is also time-consuming, prone to subjectivity, and often carried out based on incomplete information. This task can, nevertheless,…
Students sometimes produce code that works but that its author does not comprehend. For example, a student may apply a poorly-understood code template, stumble upon a working solution through trial and error, or plagiarize. Similarly,…
Students who serve as Learning Assistants (LAs) and have the opportunity to teach the content they are learning, while also studying effective teaching pedagogy, have demonstrated achievement gains in advanced content courses and positive…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the…
This paper provides a review on representation learning for videos. We classify recent spatiotemporal feature learning methods for sequential visual data and compare their pros and cons for general video analysis. Building effective…
With the adoption of instructional laboratories (labs) that require students to make their own decisions, there is a need to better understand students' activities as they make sense of their data and decide how to proceed. In particular,…
We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on…
Despite the significant progress that has been made in video generative models, existing state-of-the-art methods can only produce videos lasting 5-16 seconds, often labeled "long-form videos". Furthermore, videos exceeding 16 seconds…
Background: Software modelling is a creative yet challenging task. Modellers often find themselves lost in the process, from understanding the modelling problem to solving it with proper modelling strategies and modelling tools. Students…
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research…
Video generation models are increasingly used as world simulators for storytelling, simulation, and embodied AI. As these models advance, a key question arises: do generated videos obey the physical laws of the real world? Existing…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
When executed well, project-based learning (PBL) engages students' intrinsic motivation, encourages students to learn far beyond a course's limited curriculum, and prepares students to think critically and maturely about the skills and…
Detailed feedback on courses and lecture content is essential for their improvement and also serves as a tool for reflection. However, feedback methods are often only used sporadically, especially in mass courses, because collecting and…