We define the class of conjunctive queries in relational data bases, and the generalized join operator on relations. The generalized join plays an important part in answering conjunctive queries, and it can be implemented using matrix multiplication. It is shown that while answering conjunctive queries is NP complete (general queries are PSPACE complete), one can find an implementation that is within a constant of optimal. The main lemma used to show this is that each conjunctive query has a unique minimal equivalent query (much like minimal finite automata).

/pdf/optimal-implementation-of-conjunctive-queries-in-relational-1dq95vpgwt.pdf

Optimal implementation of conjunctive queries in relational data bases

Thank you very much for reading multivariate data analysis with readings. As you may know, people have look hundreds times for their favorite books like this multivariate data analysis with readings, but end up in malicious downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they are facing with some infectious virus inside their desktop computer. multivariate data analysis with readings is available in our book collection an online access to it is set as public so you can download it instantly. Our books collection saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the multivariate data analysis with readings is universally compatible with any devices to read.

Multivariate Data Analysis With Readings

Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called ''joy'' was introduced, according to [Nielsen, J. (2002): User empowerment and the fun factor. In Jakob Nielsen's Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly high. Conclusion: The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.

/pdf/successful-implementation-of-user-centered-game-based-33it2ezwm6.pdf

Successful implementation of user-centered game based learning in higher education: An example from civil engineering

지각된 유용성(Perceived Usefulness)의 영향분석

As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process. Highlights? To investigate the impact of clickers on student learning performance. ? Interactivity as a result of using clickers promotes active collaborative learning. ? Interactivity as a result of using clickers promotes engagement. ? Engagement improves students' learning performance. ? Active collaborative learning improves students' engagement and learning performance.

Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

Multimedia technology-based interactive learning/training programs have recently emerged as major tools for learning in educational settings (schools), at home and for training in corporations. Multimedia aspects and an ability to interact with the programs are claimed to enhance the learning experiences. A central thesis of this study is that such “interactive multimedia learning systems” would significantly improve users' attitudes, and that this, in turn, would enhance their learning achievement. An additional thesis of the study is that the “learning style” of the users will moderate the relationship between interactivity and attitude. This article reports the findings of a controlled quasi-experimental study of the influences of “interactivity” on six different dimensions of user attitude (content, format, user-control, feedback, ease of use and motivation) and performance improvement (achievement-gain). The results indicate that interactivity positively influences user attitude, and some dimensions of attitude translate into enhanced user performance. The study finds some interesting support for the moderating effects of learning styles. Implications and future research directions are discussed.

User attitude as a mediator of learning performance improvement in an interactive multimedia environment

The study reported here investigates the influence of "interactivity" on the learning outcomes of users in a multimedia systems environment. Drawing from past literature base and based on key tenets of three learning theories-behaviorist, cognitivist, and constructivist-the study first proposes a measurement scheme for "interactivity" and then hypothesizes that "interactivity" would influence the learning outcomes positively in terms of users' learning achievement and attitude. Three prototypes of a multimedia instructional/training system to represent high, low, and non-interactive modes of use were developed and implemented and the hypothesized influences were investigated using a controlled laboratory research design. Multiple analysis of variance MANOVA results indicate that while interactivity does not necessarily enable enhanced gain in user learning, it positively influences participants' attitude. The study finds no support for hypothesized moderating effects of learning styles measured using Kolb's Learning Style Inventory scale on the relationship between interactivity and user outcomes. The results of this study have important implications for both education and corporations' training efforts and investments. Implications and future research directions are discussed.

An Empirical Investigation of the Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment

Collective memory is an active research area and researchers have focused on several social psychological perspective of collective memory. A form of collective memory is organizational memory that has emerged as a topic of considerable importance in recent years. Significant work has been appearing about how information technology (IT) can enable and support organizational memory systems to be developed that, in turn, facilitate organizational learning. However, much of the existing work on this area is conceptual or theoretical with very little empirical examination. In this research we discuss how a hypermedia-based prototype of collective memory, was used in a controlled experiment to investigate empirical validity of the consequential effects of using memory support on cognitive-conflict type of decisions. The results indicate that the use of collective memory information provides the study participants focused attention on the cognitive-conflict task domain and leads to faster decision-making. The results also indicate that there may be a potential for collective memory support to lead to encased learning. However, the results do not manifest any effect of collective memory on the perceived decision quality. Implications for research and practice and directions for future research are discussed. A revised, more robust but also more complex model derived from the results of the study is proposed for future research and validation.

Collective memory support and cognitive-conflict group decision-making: an experimental investigation

Despite the many expected benefits of Web services technology, some organizations are hesitating to adopt Web services on a larger scale and across their organizational boundaries. This article presents the findings from an exploratory study in the financial industry investigating the key factors preventing or slowing down the adoption of Web services technology, why these factors influence the adoption process, and what changes need to occur to promote Web services adoption. The findings are analyzed and discussed in the context of existing theories related to IS adoption and diffusion. The results suggest that the role of Web services is currently limited largely due to environmental factors, while XML based messaging is commonplace in the financial industry. The adoption of Web services is likely to substantially increase once some major players in the industry as well as IT vendors make them their key integration mechanism.

https://www.computer.org/csdl/pds/api/csdl/proceedings/download-article/12OmNyuy9UU/pdf

William D. Haseman

Papers

User attitude as a mediator of learning performance improvement in an interactive multimedia environment

An Empirical Investigation of the Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment

Collective memory support and cognitive-conflict group decision-making: an experimental investigation

Challenges of Adopting Web Services: Experiences from the Financial Industry

Introduction to data management