Dein Suchergebnis zum Thema: Model

Bias reduction in robust mean-geometric mean linking via SIMEX – Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

https://www.leibniz-ipn.de/de/forschen/publikationen/bias-reduction-in-robust-mean-geometric-mean-linking-via-simex?show_navhelper=1

Robust mean–geometric mean (MGM) linking is a method for comparing the performance of two groups on a test involving dichotomous items and is particularly suited to settings with fixed and sparse differential item functioning (DIF). However, robust MGM linking has been shown to yield biased estimates in finite samples because the estimated item parameters are affected by sampling error, which in turn induces bias in the estimated linking parameters. To address this issue, the simulation extrapolation (SIMEX) method is applied to robust MGM linking to reduce bias in the linking parameter estimates. Results from a simulation study demonstrate that SIMEX reduces bias in robust MGM linking. Moreover, SIMEX with a linear extrapolation function also reduces the variance of the parameter estimates in the absence of DIF effects. These findings indicate that the application of SIMEX in robust MGM linking methods can be generally recommended for empirical research aimed at removing DIF items from group comparisons.
Keywords differential item functioning, mean–geometric mean linking, item response model

Individualized self-guided tour proposals support learning in a complex science center exhibition – Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

https://www.leibniz-ipn.de/de/forschen/publikationen/individualized-self-guided-tour-proposals-support-learning-in-a-complex-science-center-exhibition?show_navhelper=1

As science museums and science centers increasingly address complex topics like biotechnology and quantum physics, visitors face mounting challenges navigating exhibit-dense environments and making informed choices aligned with their backgrounds. To reduce these challenges, this study introduces individualized tour proposals tailored to visitors’ prior knowledge and interests in a biotechnology exhibition. Comparison of experimental and control visitors’ tracking data (N = 285) demonstrate that these proposals successfully redirect movement patterns, leading experimental group participants to prioritize suggested exhibits over conventional circulation routes. Participants visited fewer exhibits overall but engaged more selectively and intensively, suggesting deeper learning potential through focused attention. Post-visit interviews reveal nuanced responses: participants reported enhanced thematic coherence, reduced cognitive load, and improved exhibit selection, aligning with cognitive load theory applications in informal learning. However, some experienced autonomy restrictions that conflicted with free-choice learning principles. These findings contribute to discussions in museum studies regarding visitor guidance in complex scientific exhibitions. The personalized tour approach demonstrates potential for enhancing learning outcomes while raising important questions about the balance between structured support and visitor autonomy. This research offers evidence for museums developing strategies to support visitor navigation in content-rich exhibitions, though implementation considerations include maintaining visitor agency and accommodating diverse learning preferences.
21548455.2025.2596913 Publikationsstatus Veröffentlicht – 09.2026 Keywords Attention-value model

IPN-Kolloquium zum Modellieren und Simulieren im Studium: Wie lassen sich Studierende wirksam unterstützen? – Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

https://www.leibniz-ipn.de/de/das-ipn/aktuelles/aktuelle-meldungen/ipn-kolloquium-zum-modellieren-und-simulieren-im-studium-wie-lassen-sich-studierende-wirksam-unterstuetzen

Am 26. Juni begrüßt die Arbeitsgruppe Didaktik der Informatik am IPN Dr. Alejandra J. Magana, Professorin für Computer and Information Technology sowie für Engineering Education an der Purdue University (USA).
For this, students need to be able to understand the behavior of a model by connecting