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Lehmann R, Vogt B. Improving Likert scale big data analysis in psychometric health economics: reliability of the new compositional data approach. Brain Inform 2024; 11:19. [PMID: 38987395 PMCID: PMC11236837 DOI: 10.1186/s40708-024-00232-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 06/26/2024] [Indexed: 07/12/2024] Open
Abstract
Bipolar psychometric scales data are widely used in psychologic healthcare. Adequate psychological profiling benefits patients and saves time and costs. Grant funding depends on the quality of psychotherapeutic measures. Bipolar Likert scales yield compositional data because any order of magnitude of agreement towards an item assertion implies a complementary order of magnitude of disagreement. Using an isometric log-ratio (ilr) transformation the bivariate information can be transformed towards the real valued interval scale yielding unbiased statistical results increasing the statistical power of the Pearson correlation significance test if the Central Limit Theorem (CLT) of statistics is satisfied. In practice, however, the applicability of the CLT depends on the number of summands (i.e., the number of items) and the variance of the data generating process (DGP) of the ilr transformed data. Via simulation we provide evidence that the ilr approach also works satisfactory if the CLT is violated. That is, the ilr approach is robust towards extremely large or infinite variances of the underlying DGP increasing the statistical power of the correlation test. The study generalizes former results pointing out the universality and reliability of the ilr approach in psychometric big data analysis affecting psychometric health economics, patient welfare, grant funding, economic decision making and profits.
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Affiliation(s)
- René Lehmann
- ifes Institute of Empiricism and Statistics, FOM University of Applied Science, Essen, 45127, Germany.
- Chair in Business Administration, esp. in Empirical Economics, and Health Economics, Otto von Guericke University, Universitätsplatz 2, Magdeburg, 39106, Germany.
| | - Bodo Vogt
- Chair in Business Administration, esp. in Empirical Economics, and Health Economics, Otto von Guericke University, Universitätsplatz 2, Magdeburg, 39106, Germany
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Brauer K, Proyer RT, Greiff S, Brown A, Gander F, Münscher JC, Realo A, Rivera D, Rossier J, Wagner L. Planning a Career in Psychological Assessment. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2021. [DOI: 10.1027/1015-5759/a000666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Affiliation(s)
- Kay Brauer
- Department of Psychology, Martin Luther University Halle-Wittenberg, Germany
| | - René T. Proyer
- Department of Psychology, Martin Luther University Halle-Wittenberg, Germany
| | - Samuel Greiff
- Department of Behavioural and Cognitive Sciences, University of Luxembourg, Luxembourg
| | - Anna Brown
- School of Psychology, University of Kent, United Kingdom
| | - Fabian Gander
- Department of Psychology, University of Zurich, Switzerland
| | | | - Anu Realo
- Department of Psychology, University of Warwick, United Kingdom
- Institute of Psychology, University of Tartu, Estonia
| | - Diego Rivera
- Department of Health Sciences, Public University of Navarre, Spain
| | - Jérôme Rossier
- Department of Psychology, University of Lausanne, Switzerland
| | - Lisa Wagner
- Department of Psychology, University of Zurich, Switzerland
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Luan H, Geczy P, Lai H, Gobert J, Yang SJH, Ogata H, Baltes J, Guerra R, Li P, Tsai CC. Challenges and Future Directions of Big Data and Artificial Intelligence in Education. Front Psychol 2020; 11:580820. [PMID: 33192896 PMCID: PMC7604529 DOI: 10.3389/fpsyg.2020.580820] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 09/22/2020] [Indexed: 11/27/2022] Open
Abstract
We discuss the new challenges and directions facing the use of big data and artificial intelligence (AI) in education research, policy-making, and industry. In recent years, applications of big data and AI in education have made significant headways. This highlights a novel trend in leading-edge educational research. The convenience and embeddedness of data collection within educational technologies, paired with computational techniques have made the analyses of big data a reality. We are moving beyond proof-of-concept demonstrations and applications of techniques, and are beginning to see substantial adoption in many areas of education. The key research trends in the domains of big data and AI are associated with assessment, individualized learning, and precision education. Model-driven data analytics approaches will grow quickly to guide the development, interpretation, and validation of the algorithms. However, conclusions from educational analytics should, of course, be applied with caution. At the education policy level, the government should be devoted to supporting lifelong learning, offering teacher education programs, and protecting personal data. With regard to the education industry, reciprocal and mutually beneficial relationships should be developed in order to enhance academia-industry collaboration. Furthermore, it is important to make sure that technologies are guided by relevant theoretical frameworks and are empirically tested. Lastly, in this paper we advocate an in-depth dialog between supporters of "cold" technology and "warm" humanity so that it can lead to greater understanding among teachers and students about how technology, and specifically, the big data explosion and AI revolution can bring new opportunities (and challenges) that can be best leveraged for pedagogical practices and learning.
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Affiliation(s)
- Hui Luan
- Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Peter Geczy
- National Institute of Advanced Industrial Science and Technology, Tsukuba, Japan
| | - Hollis Lai
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Janice Gobert
- Graduate School of Education, Rutgers – The State University of New Jersey, New Brunswick, NJ, United States
- Apprendis, LLC, Berlin, MA, United States
| | - Stephen J. H. Yang
- Department of Computer Science and Information Engineering, College of Electrical Engineering and Computer Science, National Central University, Taoyuan City, Taiwan
| | - Hiroaki Ogata
- Graduate School of Informatics, Kyoto University, Kyoto, Japan
| | - Jacky Baltes
- Department of Electrical Engineering, College of Technology and Engineering, National Taiwan Normal University, Taipei, Taiwan
| | - Rodrigo Guerra
- Centro de Tecnologia, Universidade Federal de Santa Maria, Santa Maria, Brazil
| | - Ping Li
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Kowloon, Hong Kong
| | - Chin-Chung Tsai
- Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
- Program of Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
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Usée F, Jacobs AM, Lüdtke J. From Abstract Symbols to Emotional (In-)Sights: An Eye Tracking Study on the Effects of Emotional Vignettes and Pictures. Front Psychol 2020; 11:905. [PMID: 32528357 PMCID: PMC7264705 DOI: 10.3389/fpsyg.2020.00905] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Accepted: 04/14/2020] [Indexed: 02/04/2023] Open
Abstract
Reading is known to be a highly complex, emotion-inducing process, usually involving connected and cohesive sequences of sentences and paragraphs. However, most empirical results, especially from studies using eye tracking, are either restricted to simple linguistic materials (e.g., isolated words, single sentences) or disregard valence-driven effects. The present study addressed the need for ecologically valid stimuli by examining the emotion potential of and reading behavior in emotional vignettes, often used in applied psychological contexts and discourse comprehension. To allow for a cross-domain comparison in the area of emotion induction, negatively and positively valenced vignettes were constructed based on pre-selected emotional pictures from the Nencki Affective Picture System (NAPS; Marchewka et al., 2014). We collected ratings of perceived valence and arousal for both material groups and recorded eye movements of 42 participants during reading and picture viewing. Linear mixed-effects models were performed to analyze effects of valence (i.e., valence category, valence rating) and stimulus domain (i.e., textual, pictorial) on ratings of perceived valence and arousal, eye movements in reading, and eye movements in picture viewing. Results supported the success of our experimental manipulation: emotionally positive stimuli (i.e., vignettes, pictures) were perceived more positively and less arousing than emotionally negative ones. The cross-domain comparison indicated that vignettes are able to induce stronger valence effects than their pictorial counterparts, no differences between vignettes and pictures regarding effects on perceived arousal were found. Analyses of eye movements in reading replicated results from experiments using isolated words and sentences: perceived positive text valence attracted shorter reading times than perceived negative valence at both the supralexical and lexical level. In line with previous findings, no emotion effects on eye movements in picture viewing were found. This is the first eye tracking study reporting superior valence effects for vignettes compared to pictures and valence-specific effects on eye movements in reading at the supralexical level.
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Affiliation(s)
- Franziska Usée
- Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany
| | - Arthur M Jacobs
- Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany.,Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
| | - Jana Lüdtke
- Department of Experimental and Neurocognitive Psychology, Freie Universität Berlin, Berlin, Germany
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