Jason W Morphew
Biographic Data
| ID | 9510238 |
|---|---|
| NAME | Jason W Morphew |
| GIVEN NAMES | Jason W |
| FAMILY NAME | Morphew |
| SIGNATURE | MORPHEW J W |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0001-5971-214X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Enhancing performance factor analysis through skill profile and item similarity integration via an attention mechanism of artificial intelligence
Introduction Frequent formative assessment is essential for accurately evaluating student learning, enhancing engagement, and providing personalized feedback. In STEM education, understanding the relationship between skills that students have internalized (mastered) and those they are developing (emergent) is crucial. Traditional models, including item response and cognitive diagnosis models, primarily focus on emergent skills, often overlooking …
Unskilled and unaware? Differences in metacognitive awareness between high and low-ability students in STEM
Introduction Metacognition, or the ability to monitor and control one's cognitive processes, is critical for learning in self-regulated contexts, particularly in introductory STEM courses. The ability to accurately make predictions about one's ability and performance can determine the effectiveness in which students effectively prepare for exams and employ good study strategies. The Dunning-Kruger pattern, where low-performing individuals are mor…
Learning and transfer effects of embodied simulations targeting crosscutting concepts in science
No prominent works on this page.
Learning and transfer effects of embodied simulations targeting crosscutting concepts in science
Enhancing performance factor analysis through skill profile and item similarity integration via an attention mechanism of artificial intelligence
Introduction Frequent formative assessment is essential for accurately evaluating student learning, enhancing engagement, and providing personalized feedback. In STEM education, understanding the relationship between skills that students have internalized (mastered) and those they are developing (emergent) is crucial. Traditional models, including item response and cognitive diagnosis models, primarily focus on emergent skills, often overlooking …
Unskilled and unaware? Differences in metacognitive awareness between high and low-ability students in STEM
Introduction Metacognition, or the ability to monitor and control one's cognitive processes, is critical for learning in self-regulated contexts, particularly in introductory STEM courses. The ability to accurately make predictions about one's ability and performance can determine the effectiveness in which students effectively prepare for exams and employ good study strategies. The Dunning-Kruger pattern, where low-performing individuals are mor…
Computer Science (3 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Mathematics education (2 works) · Psychology (2 works) · Applied Psychology (1 work) · Artificial Intelligence (1 work) · Cognition (1 work)