8/6/2023 0 Comments Webtools ncsu learning styles![]() The model was trained by learners' behavior data and applied to predicting their learning styles. A hybrid Neural Network (NN) model is proposed in this paper which integrates a Convolutional Neural Networks (CNN) and with a Gated Recurrent Unit (GRU) based Recurrent Neural Networks (RNN) in an effort to detect individual learning style dynamically. Although the major MOOC platforms or learning management systems (LMSs) have tried lots of efforts in the design of course system and the contents of the courses for sustainability education, the achievements are still unsatisfied, at least the issue of how to effectively take into account the individual characteristics of participants remains unsolved. ![]() As a new subject combined with different areas, such as economics, sociology, environment, and even engineering, the education of sustainability-related courses requires elaborate consideration of individualized teaching for students from diverse backgrounds and with different learning styles. However, it is not easy to implement the teaching process according to the specific characters of students by MOOCs because the number of participants is huge and the teacher cannot identify the characters of students through a face to face interaction. Massive Open Online Courses (MOOCs) is an innovative method in modern education, especially important for autonomous study and the sharing of global excellent education resources. ![]() We found no significant relationship between debt literacy education results and those of graph and linguistic literacy. Specifically, we found that numerical literacy is a significant mediator of debt education results, depending on the initial level of debt literacy this relation is moderated by the focus of visual attention on negatives of debt. The difference in processing the educational contents that were not known to participants before the educational session suggests that participants with better information literacy make more considerable debt literacy progress. The results confirm that short-term infographics-based debt education can improve debt literacy significantly. We also used scales of debt literacy and a set of information literacy scales: numerical, graph, and linguistic. The study used an experimental design with repeated measures and an internal comparison group. In order to study the process and results of infographics-based debt education, we used eye tracking technology (SMI RED 500 Hz) to monitor the oculomotor behavior of 108 participants (68 females) aged 18 to 60 who were shown 4 infographics. Borrowing behavior may be more resistant to formal educational treatments than other financial behaviors.
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