地球资源数据云——数据资源详情
计算机、教育和技能
该数据集《Computers, education & skills》主要用于监督学习任务，数据形态以图像为主。 题目说明：Students using computers in maths the month prior to PISA (OECD) 任务类型：图像监督学习。 建议流程：先检查类别分布与脏样本，再用迁移学习（如 ResNet/EfficientNet）建立基线。 评估建议：使用分层切分或交叉验证，优先关注 F1、Recall、AUC 等分类指标。 可用文件：ict.csv。 Image: ICT in Education. Class 6th. SCERT Delhi https://www.youtube.com/watch?app=desktop&v=n9sIGl6gBEo "Students who reported the use of computers in mathematics lessons during the month prior to the PISA test (%)" "The following findings, based on an analysis of the 2012 Programme for International Student Assessment (PISA) data, tell us that, despite the pervasiveness of information and communication technologies (ICT) in our daily lives, these technologies have not yet been as widely adopted in formal education. But where they are used in the classroom, their impact on student performance is mixed, at best. In fact, PISA results show no appreciable improvements in student achievement in reading, mathematics or science in most countries that had invested heavily in ICT for education." "The countries with the greatest integration of ICT in schools are Australia, Denmark, the Netherlands and Norway. Rapid increases in the share of students doing schoolwork on computers can often be related to large - scale laptop - acquisition programmes, such as those observed in Australia, Chile, Greece, New Zealand, Sweden and Uruguay."
摘要概览
该数据集《Computers, education & skills》主要用于监督学习任务，数据形态以图像为主。 题目说明：Students using computers in maths the month prior to PISA (OECD)
任务类型：图像监督学习。
建议流程：先检查类别分布与脏样本，再用迁移学习（如 ResNet/EfficientNet）建立基线。
评估建议：使用分层切分或交叉验证，优先关注 F1、Recall、AUC 等分类指标。
可用文件：ict.csv。
Image: ICT in Education. Class 6th. SCERT Delhi https://www.youtube.com/watch?app=desktop&v=n9sIGl6gBEo
"Students who reported the use of computers in mathematics lessons during the month prior to the PISA test (%)"
"The following findings, based on an analysis of the 2012 Programme for International Student Assessment (PISA) data, tell us that, despite the pervasiveness of information and communication technologies (ICT) in our daily lives, these technologies have not yet been as widely adopted in formal education.
But where they are used in the classroom, their impact on student performance is mixed, at best. In fact, PISA results show no appreciable improvements in student achievement in reading, mathematics or science in most countries that had invested heavily in ICT for education."
"The countries with the greatest integration of ICT in schools are Australia, Denmark, the Netherlands and Norway. Rapid increases in the share of students doing schoolwork on computers can often be related to large - scale laptop - acquisition programmes, such as those observed in Australia, Chile, Greece, New Zealand, Sweden and Uruguay."