Sentence examples for interaction in learning from inspiring English sources

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Consistent with these neural findings, the present learning results did not reveal an Age × Valence interaction in learning, even in a larger behavioral sample (see Supplementary Information S4).

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According to learning technologists there is great potential in the application of social 'Web 2.0' software to support the interactions in learning networks, resulting in more effective 'learning networks 2.0'.

Related work by Michael Goldstein and colleagues at Cornell University emphasizes the role that social interactions play in learning and timing.

The findings indicate that the power of peer interaction in cooperative learning with CMC was greater than each learning environment by itself.

And finally, more than 94 % indicate that communication, interaction and motivation in learning processes are positive aspects.

Fig. 3 The agent-environment interaction in reinforcement learning.

Mentoring is a protected interaction in which learning takes place through analysis, assessment, reassessment and practice exposure, conditions, coupled with difficulties, errors and accomplishments [ 35].

Design features (technology quality, online tools and resources as well as learner interactions) and learner characteristics (self regulation), significantly predicted the learners' intrinsic motivation in blended learning suggesting that good technology, tools and high interaction levels with independence in learning led to learners being highly motivated.

Given inconsistencies in the behavioral literature on Age × Valence interactions in learning, in the present study we focused on the gain conditions of both tasks in order to isolate learning-related differences.

Gestures, for example, have been shown to play an important role in learning interactions: they externalize imagistic aspects of thought and coordinate shared attention around representational tools during learning (Alibali & Nathan, 2012) and speech-gesture discordance indicates a learner's receptiveness to instruction (Alibali & Goldin-Meadow, 1993; Breckinridge-Church & Goldin-Meadow, 1986).

Authors identified the three-thematic sources linked between strong emotions and entrepreneurial learning outcomes: interaction with outside world, uncertainty/ambiguity in learning environment, and team‐work experience.

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