Blooms Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.Comment: 12 pages, 5 figures, 2 tables, Journal pape

Molecular biology is a complex, abstract, subject that can be challenging for higher education students to comprehend. The current manuscript describes the design, implementation, and evaluation of two immersive VR simulations of a DNA lab and a crime scene investigation (CSI) for a forensic molecular biology course in the context of the “TESLA” Erasmus+ project. It illustrates the instructional design and technical aspects of the VR simulations’ development. The experimental study employed a comparative quantitative research design. The guiding research questions examined how instructional modalities (online vs. face-to-face) affect learners’ perceptions of VR-based training in higher education and the key factors influencing learners’ intention for their adoption. Forty-six (n = 46) undergraduate students completed a 17-item questionnaire, which served as the main data collection instrument. Results demonstrate that both online and face-to-face VR-based instruction can effectively convey core concepts, thus challenging the traditional notion that face-to-face interaction is inherently superior. Its implications underscore the potential of VR simulations to supplement or even substitute traditional teaching methods, particularly for complex science subjects.

The objective of this research is to enhance performance of Stochastic Gradient Descent (SGD) algorithm in text classification. In our research, we proposed using SGD learning with Grid-Search approach to fine-tuning hyper-parameters in order to enhance the performance of SGD classification. We explored different settings for representation, transformation and weighting features from the summary description of terrorist attacks incidents obtained from the Global Terrorism Database as a pre-classification step, and validated SGD learning on Support Vector Machine (SVM), Logistic Regression and Perceptron classifiers by stratified 10-K-fold cross-validation to compare the performance of different classifiers embedded in SGD algorithm. The research concludes that using a grid-search to find the hyper-parameters optimize SGD classification, not in the pre-classification settings only, but also in the performance of the classifiers in terms of accuracy and execution time.

Blooms Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.