Although it has been suggested that automated writing evaluation (AWE) can liberate teachers’ time to focus more on higher-order concerns as it can take care of lower-order concerns, AWE’s impact on teachers’ feedback practice is underexplored. Additionally, scant literature exists on teachers’ perception of AWE when they use it to complement their feedback. This study explored how Grammarly shaped postsecondary L2 writing teachers’ feedback when it was used to complement teacher feedback as well as teachers’ perceptions of the tool. To understand Grammarly’s impact, teachers’ comments on 10 essays were analyzed. The teachers then had a semi-structured interview aimed at exploring their perceptions of Grammarly. The findings showed that teachers provided feedback both on global and local aspects of writing despite using Grammarly as a complement, and there was no division of labor such as that a teacher takes care of higher-order and Grammarly takes care of lower-order concerns. The findings also revealed factors that impacted teachers’ feedback, including teachers’ use of Grammarly reports, their attitudes toward automated feedback, as well as their beliefs about feedback and course objectives. Overall, of the six teachers, four were positive about Grammarly, while two were skeptical. The study provides implications on how to use Grammarly meaningfully as a complement to teacher feedback.

The given article emphasizes the development and modeling of a hybrid navigational controller to optimize the path length and time taken. The proposed navigational controller is developed by hybridizing the metaheuristic moth–flame optimization (MFO) approach and the reinforcement learning (RL) approach. Input parameters like obstacle and target locations are fed to the MFO controller that implements a proper navigational direction selection. It forwards to the RL controller, which exercises further refinement of the output turning angle around obstacles. The collaboration of the global MFO approach with the local-based RL approach helps to optimize the path traversed by the humanoid robot in an unknown environment. The major breakthrough in this article is the utilization of humanoid robots for navigation purposes between various checkpoints. The humanoid robots are placed in a cluttered environment and assigned specific target positions to complete the assigned tasks. In the case of a multi-humanoid robot system, to avoid self-collision, it requires a Petri-Net controller to be configured in the navigation system to prevent deadlock situations and enhance the smooth completion of tasks without inter-collision among the humanoid robots. Simulations and real-time experiments are undertaken using different controllers involving single- and multi-humanoid robot systems. The robustness of the proposed controller is also validated in dynamic environment. Comparisons are carried with an established navigational controller in a similar environmental setup, which proves the proposed hybrid controller to be robust and efficient.

Strengthening Hadwiger’s conjecture, Gerards and Seymour conjectured in 1995 that every graph with no odd $K_t$-minor is properly $(t-1)$-colourable. This is known as the Odd Hadwiger’s conjecture. We prove a relaxation of the above conjecture, namely we show that every graph with no odd $K_t$-minor admits a vertex $(2t-2)$-colouring such that all monochromatic components have size at most $\lceil \frac{1}{2}(t-2) \rceil$. The bound on the number of colours is optimal up to a factor of $2$, improves previous bounds for the same problem by Kawarabayashi (2008, Combin. Probab. Comput. 17 815–821), Kang and Oum (2019, Combin. Probab. Comput. 28 740–754), Liu and Wood (2021, arXiv preprint, arXiv:1905.09495), and strengthens a result by van den Heuvel and Wood (2018, J. Lond. Math. Soc. 98 129–148), who showed that the above conclusion holds under the more restrictive assumption that the graph is $K_t$-minor-free. In addition, the bound on the component-size in our result is much smaller than those of previous results, in which the dependency on $t$ was given by a function arising from the graph minor structure theorem of Robertson and Seymour. Our short proof combines the method by van den Heuvel and Wood for $K_t$-minor-free graphs with some additional ideas, which make the extension to odd $K_t$-minor-free graphs possible.

Fold–unfold lemmas complement the rewrite tactic in the Coq Proof Assistant to reason about recursive functions, be they defined locally or globally. Each of the structural cases gives rise to a fold–unfold lemma that equates a call to this function in that case with the corresponding case branch. As such, they are “boilerplate” and can be generated mechanically, though stating them by hand is a learning experience for a beginner, to say nothing about explaining them. Their proof is generic. Their use is precise (e.g., in terms with multiple calls) and they scale seamlessly (e.g., to continuation-passing style and to various patterns of recursion), be the reasoning equational or relational. In the author’s experience, they prove effective in the classroom, considering the clarity of discourse in the subsequent term reports and oral exams, and beyond the classroom, considering their subsequent use when continuing to work with the Coq Proof Assistant. Fold–unfold lemmas also provide a measure of understanding as well as of control about what is cut short when one uses a shortcut, i.e., an automated simplification tactic. Since Version 8.0, the functional-induction plugin provides them for functions that are defined globally, i.e., recursive equations, and so does the Equations plugin now, both for global and for local declarations, a precious help for advanced users.

In this work, an artificial neural network model is established to understand the relationship among the tensile properties of as-printed Ti6Al4V parts, annealing parameters, and the tensile properties of annealed Ti6Al4V parts. The database was established by collecting published reports on the annealing treatment of selective laser melting (SLM) Ti6Al4V, from 2006 to 2020. Using the established model, it is possible to prescribe annealing parameters and predict properties after annealing for SLM Ti-6Al-4V parts with high confidence. The model shows high accuracy in the prediction of yield strength (YS) and ultimate tensile strength (UTS). It is found that the YS and UTS are sensitive to the annealing parameters, including temperature and holding time. The YS and UTS are also sensitive to initial YS and UTS of as-printed parts. The model suggests that an annealing process of the holding time of fewer than 4 h and the holding temperature lower than 850°C is desirable for as-printed Ti6Al4V parts to reach the YS required by the ASTM standard. By studying the collected data of microstructure and tensile properties of annealed Ti6Al4V, a new Hall-Petch relationship is proposed to correlate grain size and YS for annealed SLM Ti6Al4V parts in this work. The prediction of strain to failure shows lower accuracy compared with the predictions of YS and UTS due to the large scattering of the experimental data collected from the published reports.

The goal of this paper is to develop and test a gamified design thinking framework, including its pedagogical elements, for supporting various learning objectives for school students. By synthesizing the elements and principles of design, learning and games, the authors propose a framework for a learning tool for school students to fulfil a number of learning objectives; the framework includes a design thinking process called “IISC Design Thinking” and its gamified version called “IISC DBox”. The effectiveness of the framework as a learning tool has been evaluated by conducting workshops that involved 77 school students. The results suggest that the gamification used had a positive effect on the design outcomes, fulfilment of learning objectives, and learners' achievements, indicating the potential of the framework for offering an effective, gamified tool for promoting design thinking in school education. In addition to presenting results from empirical studies for fulfilment of the objectives, this paper also proposes an approach that can be used for identifying appropriate learning objectives, selecting appropriate game elements to fulfil these objectives, and integrating appropriate game elements with design and learning elements. The paper also proposes a general approach for assessing the effectiveness of a gamified version for attaining a given set of learning objectives. The methodology used in this paper thus can be used as a reference for developing and evaluating a gamified version of design thinking course suitable not only for school education but also for other domains (e.g., engineering, management) with minimal changes.