201
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Boublil S, Blair D, Treagust DF. Design and Implementation of an Einsteinian Energy Learning Module. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION 2023; 22:49-72. [PMID: 38192727 PMCID: PMC10771381 DOI: 10.1007/s10763-022-10348-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Accepted: 12/05/2022] [Indexed: 01/10/2024]
Abstract
The most famous equation in physics, E = mc2, is rarely introduced in middle school physics curricula. Recent research has shown that teaching Einsteinian concepts at the middle school level is feasible and beneficial. This paper analyses an Einsteinian energy teaching module for Year 8 students (13-14 years old), which encompasses the two fundamental energy formulas in modern physics, E = mc2 and E = hf. In the context of activity-based learning, the Einsteinian energy module relates to all the forms of energy in traditional school curricula. This study uses a design-based research approach within the Model of Educational Reconstruction framework. Modern experiments, historical events, and educational research helped us identify relevant Einsteinian energy concepts, activities, and assessments. The study included 22 students who participated in nine in-class Einsteinian energy lessons. Analysing results in the post-test showed a 31% mean increase from the pre-test, a clear and significant positive change in students' conceptual understanding. The results demonstrated students' ability to deal with very large and small constants of proportionality and physical concepts involved in the module.
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Affiliation(s)
- Shachar Boublil
- School of Physics, University of Western Australia, Crawley, Perth, Australia
| | - David Blair
- School of Physics, University of Western Australia, Crawley, Perth, Australia
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202
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Yang L, Xiong C, Wong JK, Wu A, Qu H. Explaining With Examples: Lessons Learned From Crowdsourced Introductory Description of Information Visualizations. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2023; 29:1638-1650. [PMID: 34780329 DOI: 10.1109/tvcg.2021.3128157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Data visualizations have been increasingly used in oral presentations to communicate data patterns to the general public. Clear verbal introductions of visualizations to explain how to interpret the visually encoded information are essential to convey the takeaways and avoid misunderstandings. We contribute a series of studies to investigate how to effectively introduce visualizations to the audience with varying degrees of visualization literacy. We begin with understanding how people are introducing visualizations. We crowdsource 110 introductions of visualizations and categorize them based on their content and structures. From these crowdsourced introductions, we identify different introduction strategies and generate a set of introductions for evaluation. We conduct experiments to systematically compare the effectiveness of different introduction strategies across four visualizations with 1,080 participants. We find that introductions explaining visual encodings with concrete examples are the most effective. Our study provides both qualitative and quantitative insights into how to construct effective verbal introductions of visualizations in presentations, inspiring further research in data storytelling.
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203
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Schurer T, Opitz B, Schubert T. Mind wandering during hypertext reading: The impact of hyperlink structure on reading comprehension and attention. Acta Psychol (Amst) 2023; 233:103836. [PMID: 36641815 DOI: 10.1016/j.actpsy.2023.103836] [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: 04/19/2022] [Revised: 01/04/2023] [Accepted: 01/09/2023] [Indexed: 01/15/2023] Open
Abstract
Online reading is becoming more and more popular in learning and teaching environments. However, little is known about characteristics of hypertexts that influence on reading comprehension and attention. Some previous studies have suggested that attention failures also referred to as mind wandering (MW) occur whenever the available resources of the reader (e.g., working memory capacity; WMC) do not match the task demands (e.g., text difficulty). This study aims to investigate the effect of restructuring a linear text into different hypertext types by means of hyperlinks on MW in a cognitively demanding task like reading. We hypothesized that participants exposed to a difficult to read hypertext with networked structure engage more in task-unrelated thoughts (TUTs) compared to participants asked to read a difficult but hierarchically organized hypertext. 90 participants read either an easy or difficult version of the same unfamiliar hypertext with either a hierarchical or networked structure and with embedded thought probes. Reading comprehension and WMC measures followed. As expected, participants reading the difficult (to read) hypertext with networked link structure showed significantly more TUTs than participants reading the hierarchical link structure hypertext. In addition, readers with a low-WMC showed significantly more TUTs while reading a demanding hypertext regardless of its structure. These findings are in line with the view that mind wandering occurs if available resources do not match with task demands, and thus deepen assumptions about hyperlinks as new cohesive devices.
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Affiliation(s)
- Teresa Schurer
- Center of Multimedia Teaching and Learning, Martin Luther University Halle-Wittenberg, Hoher Weg 8, 06120 Halle, Germany.
| | - Bertram Opitz
- Department of Psychology, Brandenburg Medical School, Neuruppin, Germany.
| | - Torsten Schubert
- Center of Multimedia Teaching and Learning, Martin Luther University Halle-Wittenberg, Hoher Weg 8, 06120 Halle, Germany; Department of Experimental Psychology, Martin Luther University Halle-Wittenberg, Emil-Abderhalden-Str. 26-27, 06099 Halle, Germany.
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204
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Chengzheng L, Peng P, Lei C. Robust SSRL analysis framework for intervention strategy construction in CSCL environment. Heliyon 2023; 9:e14300. [PMID: 36967884 PMCID: PMC10036491 DOI: 10.1016/j.heliyon.2023.e14300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 02/19/2023] [Accepted: 03/01/2023] [Indexed: 03/11/2023] Open
Abstract
While the importance of socially shared regulatory of learning (SSRL) in computer-supported collaborative learning (CSCL) environments has increasingly been emphasized, a surge of research has been conducted to identify socially shared regulation activities and their transition sequences. However, little research has been carried out on constructing a systematic framework in which significant regulation activities and transition sequences can be mined automatically with high reliability. Moreover, though efforts have been made, the current SSRL analysis neither serves the construction of downstream teaching intervention strategy nor explores how SSRL analysis results can be utilized conversely for refining the intervention strategy. Based on advanced machine learning techniques, this work proposes a robust framework on SSRL analysis, aiming to find the optimal teaching intervention strategy to improve learners' performance in CSCL by analyzing the SSRL process. In particular, our framework can automatically identify significant SSRL regulation activities along with high-contribution activity transition sequences. The proposed Ensemble Learning-based classification model with four distilled additional regulation activities can ensure the high reliability of our framework. The framework serves to construct a downstream teaching intervention strategy, while the strategy is updated and verified based on empirical and experimental statistical results within five rounds of iterative experiments. Extensive theoretical analysis and experimental results both confirm the effectiveness of our framework. Meanwhile, the attempt to leverage advanced machine learning algorithms to enhance SSRL analysis in this work can provide a nontrivial contribution to the literature.
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205
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Klein E, Knops A. The two-network framework of number processing: a step towards a better understanding of the neural origins of developmental dyscalculia. J Neural Transm (Vienna) 2023; 130:253-268. [PMID: 36662281 PMCID: PMC10033479 DOI: 10.1007/s00702-022-02580-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Accepted: 12/23/2022] [Indexed: 01/21/2023]
Abstract
Developmental dyscalculia is a specific learning disorder that persists over lifetime and can have an enormous impact on personal, health-related, and professional aspects of life. Despite its central importance, the origin both at the cognitive and neural level is not yet well understood. Several classification schemas of dyscalculia have been proposed, sometimes together with an associated deficit at the neural level. However, these explanations are (a) not providing an exhaustive framework that is at levels with the observed complexity of developmental dyscalculia at the behavioral level and (b) are largely mono-causal approaches focusing on gray matter deficits. We suggest that number processing is instead the result of context-dependent interaction of two anatomically largely separate, distributed but overlapping networks that function/cooperate in a closely integrated fashion. The proposed two-network framework (TNF) is the result of a series of studies in adults on the neural correlates underlying magnitude processing and arithmetic fact retrieval, which comprised neurofunctional imaging of various numerical tasks, the application of probabilistic fiber tracking to obtain well-defined connections, and the validation and modification of these results using disconnectome mapping in acute stroke patients. Emerged from data in adults, it represents the endpoint of the acquisition and use of mathematical competencies in adults. Yet, we argue that its main characteristics should already emerge earlier during development. Based on this TNF, we develop a classification schema of phenomenological subtypes and their underlying neural origin that we evaluate against existing propositions and the available empirical data.
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Affiliation(s)
- Elise Klein
- LaPsyDÉ, UMR CNRS 8240, Université Paris Cité, La Sorbonne, 46 Rue Saint-Jacques, 75005, Paris, France.
- Leibniz-Institut Fuer Wissensmedien Tuebingen, Tuebingen, Germany.
| | - André Knops
- LaPsyDÉ, UMR CNRS 8240, Université Paris Cité, La Sorbonne, 46 Rue Saint-Jacques, 75005, Paris, France
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206
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King GP, Russo-Tait T, Andrews TC. Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events. CBE LIFE SCIENCES EDUCATION 2023; 22:ar14. [PMID: 36735542 PMCID: PMC10074277 DOI: 10.1187/cbe.22-06-0104] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 12/02/2022] [Accepted: 12/21/2022] [Indexed: 06/18/2023]
Abstract
Undergraduate science, technology, engineering, and mathematics (STEM) classrooms are not race-neutral spaces, and instructors have the power to center racial equity and inclusion in their instructional practices. Yet how instructors think about race and racism can impact whether and how they adopt inclusive practices. We examined how 39 undergraduate STEM instructors noticed anti-Black racialized events that were experienced by students in classroom narratives. We created narrative cases that described multiple common, harmful anti-Black racialized experiences based on extant research and guidance from an expert advisory board. Instructors responded to cases by describing the problems they noticed. Using frameworks of racial noticing and color-evasive racial ideology, we conducted qualitative content analysis of instructor responses. Color-evasive racial ideology was pervasive, with most responses (54%) avoiding any discussion of race, and few responses acknowledging race or racism in more than one event (10%). We characterized six forms of color-evasiveness. This study adds to a growing body of literature indicating that color-evasion is pervasive in STEM culture. Instructors would benefit from professional development that specifically aims to counter color-evasiveness and anti-Blackness in teaching. Furthermore, STEM disciplines must pursue systemic change so that our organizations value, expect, promote, and reward the development and enactment of a critical racial consciousness.
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Affiliation(s)
- Gretchen P. King
- Owens Institute for Behavioral Research, University of Georgia, Athens, GA 30602
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207
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Emhardt SN, Kok E, van Gog T, Brandt-Gruwel S, van Marlen T, Jarodzka H. Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09731-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Abstract
Abstract
Eye movement modeling examples (EMMEs) are instructional videos (e.g., tutorials) that visualize another person’s gaze location while they demonstrate how to perform a task. This systematic literature review provides a detailed overview of studies on the effects of EMME to foster observers’ performance and learning and highlights their differences in EMME designs. Through a broad, systematic search on four relevant databases, we identified 72 EMME studies (78 experiments). First, we created an overview of the different study backgrounds. Studies most often taught tasks from the domains of sports/physical education, medicine, aviation, and STEM areas and had different rationales for displaying EMME. Next, we outlined how studies differed in terms of participant characteristics, task types, and the design of the EMME materials, which makes it hard to infer how these differences affect performance and learning. Third, we concluded that the vast majority of the experiments showed at least some positive effects of EMME during learning, on tests directly after learning, and tests after a delay. Finally, our results provide a first indication of which EMME characteristics may positively influence learning. Future research should start to more systematically examine the effects of specific EMME design choices for specific participant populations and task types.
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208
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Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09738-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
AbstractAccording to cognitive load theory, learning can only be successful when instructional materials and procedures are designed in accordance with human cognitive architecture. In this context, one of the biggest challenges is the accurate measurement of the different cognitive load types as these are associated with various activities during learning. Building on psychometric limitations of currently available questionnaires, a new instrument for measuring the three types of cognitive load—intrinsic, extraneous, and germane cognitive load—is developed and validated relying on a set of five empirical studies. In Study 1, a principal component analysis revealed a three-component model which was subsequently confirmed using a confirmatory factor analysis (Study 2). Finally, across three experiments (Studies 3–5), the questionnaire was shown to be sensitive to changes in cognitive load supporting its predictive validity. The quality of the cognitive load questionnaire was underlined by satisfactory internal consistencies across all studies. In sum, the proposed questionnaire can be used in experimental settings to measure the different types of cognitive load in a valid and reliable manner. The construction and validation process of the questionnaire has also shown that the construct germane cognitive load remains controversial concerning its measurement and theoretical embedding in cognitive load theory.
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209
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Chytas D, Salmas M, Paraskevas G, Demesticha T, Kefaliakos A, Stavroulakis A, Noussios G. Gestures-enhanced anatomy teaching: A literature review of an educational strategy with promising outcomes. Morphologie 2023; 107:6-11. [PMID: 35659715 DOI: 10.1016/j.morpho.2022.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 04/28/2022] [Accepted: 04/29/2022] [Indexed: 11/18/2022]
Abstract
PURPOSE The educational use of gestures has resulted in positive outcomes in several fields. We performed a literature review to investigate the outcomes of the use of gestures to enhance the existing anatomy education methods. METHODS PubMed, SCOPUS, ERIC and Cochrane databases were searched for papers with purpose to investigate the outcomes of the use of gestures (either seeing or performing them or both) as adjuncts to existing anatomy education methods. RESULTS Six articles were included. Three studies comprised both seeing and performing gestures by the students, while the remaining three studies only comprised either seeing or performing gestures by the students. Most studies evaluated the acquisition of anatomical knowledge after the educational intervention and demonstrated that the addition of gestures resulted in significant benefit compared to control groups, while positive students' perceptions were recorded. It was not clarified whether seeing or performing gestures by the students leads to better educational outcomes. CONCLUSION Gestures-enhanced anatomy education seems to be a promising teaching strategy, given that it has led to significantly increased acquisition of anatomical knowledge compared to no gestures-enhanced modalities. The addition of gestures to existing anatomy education modalities seems able to increase their potential without increasing their cost. Further research is needed to determine if seeing or performing gestures by the students is more effective.
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Affiliation(s)
- D Chytas
- Department of physiotherapy, university of Peloponnese, 20, Plateon Street, 23100 Sparta, Greece.
| | - M Salmas
- Department of anatomy, school of medicine, National and Kapodistrian university of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - G Paraskevas
- Department of anatomy and surgical anatomy, school of medicine, faculty of health sciences, Aristotle university of Thessaloniki, 54124 Thessaloniki, Greece
| | - T Demesticha
- Department of anatomy, school of medicine, National and Kapodistrian university of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - A Kefaliakos
- National and Kapodistrian university of Athens, 75, Mikras Asias Street, 11527 Athens, Greece
| | - A Stavroulakis
- School of medicine, university of Crete, 71003 Heraklion, Greece
| | - G Noussios
- Department of physical education and sports sciences of Serres, Aristotle university of Thessaloniki, 54124 Thessaloniki, Greece
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210
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Aboody R, Velez-Ginorio J, Santos LR, Jara-Ettinger J. When Naïve Pedagogy Breaks Down: Adults Rationally Decide How to Teach, but Misrepresent Learners' Beliefs. Cogn Sci 2023; 47:e13257. [PMID: 36970940 DOI: 10.1111/cogs.13257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 12/02/2022] [Accepted: 01/22/2023] [Indexed: 03/29/2023]
Abstract
From early in childhood, humans exhibit sophisticated intuitions about how to share knowledge efficiently in simple controlled studies. Yet, untrained adults often fail to teach effectively in real-world situations. Here, we explored what causes adults to struggle in informal pedagogical exchanges. In Experiment 1, we first showed evidence of this effect, finding that adult participants failed to communicate their knowledge to naïve learners in a simple teaching task, despite reporting high confidence that they taught effectively. Using a computational model of rational teaching, we found that adults assigned to our teaching condition provided highly informative examples but failed to teach effectively because their examples were tailored to learners who were only considering a small set of possible explanations. In Experiment 2, we then found experimental evidence for this possibility, showing that knowledgeable participants systematically misunderstand the beliefs of naïve participants. Specifically, knowledgeable participants assumed naïve agents would primarily consider hypotheses close to the correct one. Finally, in Experiment 3, we aligned learners' beliefs to knowledgeable agents' expectations and showed learners the same examples selected by participants assigned to teach in Experiment 1. We found that these same examples were significantly more informative once learners' hypothesis spaces were constrained to match teachers' expectations. Our findings show that, in informal settings, adult pedagogical failures result from an inaccurate representation of what naïve learners believe is plausible and not an inability to select informative data in a rational way.
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Affiliation(s)
| | - Joey Velez-Ginorio
- Department of Computer and Information Science, University of Pennsylvania
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211
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Wilke M, Depaepe F, Van Nieuwenhuyse K. Fostering Secondary Students' Historical Thinking: A Design Study in Flemish History Education. JOURNAL OF FORMATIVE DESIGN IN LEARNING 2023; 7:1-21. [PMID: 37360549 PMCID: PMC9970131 DOI: 10.1007/s41686-023-00074-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/18/2023] [Indexed: 06/28/2023]
Abstract
A recent curriculum reform in Flanders (Belgium) has introduced historical thinking as a central goal for history education. Historical thinking aims to introduce students to the methods of historians and disciplinary ways of thinking. It is a complex act, requiring the application of substantive and second-order knowledge, and is difficult to foster among students. International (intervention) research has provided several guidelines for the design of instructional practices that are effective in promoting specific aspects of students' historical thinking. However, these studies do not approach historical thinking in a holistic manner, are often vague about how general design principles were adapted to history education, and rarely report on whether the designed curricula were considered relevant and useful by teachers. Taking into account the many difficulties that teachers encounter in designing practices aimed at historical thinking, this design research aims to gain more insight into the design of instructional practices that are both effective in fostering historical thinking in a holistic manner and that are considered socially valid by teachers. The designed artifact is a 12- to 14-h lesson series on the theme "decolonization after 1945," for students in the 12th grade. It applies the model of cognitive apprenticeship's (Collins et al., 1991) general design principles to the specific context of history and approaches historical thinking in a holistic manner. The initial lesson series was evaluated and revised in two rounds based on a pilot study, an expert review and an intervention study.
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Affiliation(s)
- Marjolein Wilke
- Faculty of Arts, KU Leuven, Blijde Inkomststraat 21-Bus 3301, 3000 Louvain, Belgium
| | - Fien Depaepe
- Faculty of Psychology and Educational Sciences, Center for Instructional Psychology and Technology, KU Leuven, Dekenstraat 2-Bus 3773, 3000 Louvain, Belgium
- ITEC, Imec Research Group at KU Leuven, Imec, Louvain, Belgium
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212
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Young J, Pantidi N, Wood M. I Can't See That! Considering the Readability of Small Objects in Virtual Environments. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2023; PP:2567-2574. [PMID: 37027613 DOI: 10.1109/tvcg.2023.3247468] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Though virtual reality has repeatedly seen usability improvements through higher fidelity headsets, interacting with small objects has remained an issue due to a reduction in visual acuity. Given the current uptake of virtual reality platforms and the range of real world applications that they may be used for, it is worth considering how such interactions can be accounted for. We propose three techniques for improving the usability of small objects in virtual environments: i) expanding them in place, ii) showing a zoomed-in twin above the original object, and iii) showing a large readout of the object's current state. We conducted a study comparing each technique's usability, induced presence, and effect on short-term knowledge retention in a VR training scenario that simulated the common geoscience exercise of measuring strike and dip. Participant feedback highlighted the need for this research, however simply scaling the area of interest may not be enough to improve the usability of information-bearing objects, while displaying this information in large text format can make tasks faster to complete at the cost of reducing the user's ability to transfer knowledge they've learned to the real world. We discuss these results and their implications for the design of future virtual reality experiences.
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213
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Zhou C, Izadpanah S. Relationship between using educational technology and academic passion with academic achievement and creative self-efficacy: structural equations modelling approach. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04385-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2023]
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214
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Braasch JLG, Anmarkrud Ø, Andresen A, Ferguson LE, Kardash CM. Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles. READING PSYCHOLOGY 2023. [DOI: 10.1080/02702711.2023.2179145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Affiliation(s)
- Jason L. G. Braasch
- Department of Learning Sciences, Adult Literacy Research Center, Georgia State University, Atlanta, Georgia, USA
| | - Øistein Anmarkrud
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Anette Andresen
- School of Health Sciences, Kristiania University College, Oslo, Norway
| | - Leila E. Ferguson
- School of Health Sciences, Kristiania University College, Oslo, Norway
| | - CarolAnne M. Kardash
- Department of Educational Psychology and Higher Education, University of Nevada, Las Vegas, Nevada, USA
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215
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Londra F, Saux G. The effect of document source trustworthiness on the evaluation and strategic use of embedded sources when reading health information online. READING PSYCHOLOGY 2023. [DOI: 10.1080/02702711.2023.2179144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Affiliation(s)
- Franco Londra
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro de Investigaciones en Psicología y Psicopedagogía (CIPP), Pontificia Universidad Católica Argentina (UCA)
| | - Gastón Saux
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro de Investigaciones en Psicología y Psicopedagogía (CIPP), Pontificia Universidad Católica Argentina (UCA)
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216
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Patwardhan V, Mallya J, Shedbalkar R, Srivastava S, Bolar K. Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility. F1000Res 2023; 11:1038. [PMID: 38317804 PMCID: PMC10840087 DOI: 10.12688/f1000research.124884.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/10/2023] [Indexed: 02/07/2024] Open
Abstract
Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students' perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on students' learning agility (LA) and perceived learning (PL) in professional/technical education. Methods: In this cross-sectional study, a DigiComp 2.1 framework was attempted to investigate the relationship between DC and PL among higher education students in India. The data from 359 graduate and post-graduate students were analyzed using Structural equation modelling and Process Macro 4.0. Results: The findings of this study revealed that DC has a significant positive impact on PL (b = 0.33; p < 0.001), indicating that higher learners' DC leads to higher learning outcomes. Similarly, DC also had a significant positive impact on LA (b = 0.59; p < 0.001), suggesting that the higher DC of learners leads to higher learning agility. Further, a positive significant relationship was also found between LA and PL (b = 0.21; p < 0.001). This significant positive path reveals that higher learners' agility leads to higher student learning outcomes. Discussion: Post-COVID, DC, a technology-related skill set is linked to the academic performance of teachers and students. Our findings reveal that DC significantly positively impacts PL and LA. Therefore, we recommend that the higher educational institutes in India consider the inclusion of DC in their curriculum as a fundamental competence for a better learning outcome for learners.
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Affiliation(s)
- Vidya Patwardhan
- Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India
| | - Jyothi Mallya
- Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India
| | - Rahul Shedbalkar
- Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India
| | - Sandeep Srivastava
- Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India
| | - Kartikeya Bolar
- T A Pai Management Institute, Manipal Academy of Higher Education, Manipal, Udupi, Karnataka, 576104, India
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217
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Unraveling the contextuality of adolescents’ interest pursuits in daily life: four latent configurations. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-023-00684-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Abstract
Abstract
While interest pursuits are widely recognized as being inherently contextual, what this contextuality entails for different interests has not been explored systematically. In this study, 410 adolescents reported on the temporal, epistemic, material, geographical, social, institutional, and cultural dimensions of 820 interest pursuits. Latent class analyses identified four interest pursuit configurations, revealing quantitative (overall high/low structure) and qualitative (expertise- and social-oriented) differences. We observed similar interests being pursued in the same configuration, but also identified individual differences, reflecting the social–historical meaning and object characteristics of interests, as well as adolescents’ preferences and structural opportunities. The findings show that interest entails more than a preference for an object, but also a preference for a wider configuration, which should be considered when designing (educational) contexts to stimulate adolescents’ interest.
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218
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Steciuch CC, Millis K, Kopatich RD. Is viewing a painting like reading a story?: Trans-symbolic comprehension processes and aesthetic responses across two media. DISCOURSE PROCESSES 2023. [DOI: 10.1080/0163853x.2023.2172299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Affiliation(s)
- Christian C. Steciuch
- Department of Psychology, Rockford University
- Center for the Interdisciplinary Study of Language and Literacy
| | - Keith Millis
- Center for the Interdisciplinary Study of Language and Literacy
- Department of Psychology, Northern Illinois University
| | - Ryan D. Kopatich
- Center for the Interdisciplinary Study of Language and Literacy
- Department of Psychology and Neuroscience, Augustana College
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Hall A, Gowda R, Wilkinson B, Finch WJG, Rajpal S, Athanasiadis G, Jain S, Elmamoun MH, Hanchanale V, Biyani CS. The influence of Non-Technical Skills of a Technical Skills Trainer (NTS-TeST) checklist on skills training: Perceptions from trainers and trainees. Am J Surg 2023; 225:1111-1112. [PMID: 36801135 PMCID: PMC9916180 DOI: 10.1016/j.amjsurg.2023.02.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 02/09/2023] [Indexed: 02/12/2023]
Affiliation(s)
| | - Raj Gowda
- South Tees Hospitals NHS Foundation Trust, Middlesbrough, United Kingdom
| | - Bev Wilkinson
- Sheffield Teaching Hospitals NHS Trust, Sheffield, United Kingdom
| | | | | | | | - Sunjay Jain
- Department of Urology, St James's University Hospital, Leeds, West Yorkshire, United Kingdom
| | - Mamoun Hamid Elmamoun
- Department of Urology, St James's University Hospital, Leeds, West Yorkshire, United Kingdom
| | | | - Chandra Shekhar Biyani
- Department of Urology, St James's University Hospital, Leeds, West Yorkshire, United Kingdom.
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220
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Steenhof N. Adaptive Expertise in Undergraduate Pharmacy Education. PHARMACY 2023; 11:pharmacy11010032. [PMID: 36827670 PMCID: PMC9962267 DOI: 10.3390/pharmacy11010032] [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: 12/20/2022] [Revised: 02/03/2023] [Accepted: 02/06/2023] [Indexed: 02/11/2023] Open
Abstract
Pharmacy educators are grappling with concerns around curriculum overload and core pharmacist competencies in a rapidly changing and increasingly complex healthcare landscape. Adaptive expertise provides a conceptual framework to guide educators as they design instructional activities that can support students on their journey towards becoming pharmacists who can perform procedural tasks efficiently, as well as creatively handle new and difficult-to-anticipate problems that arise regularly in pharmacy practice. This article explores undergraduate pharmacy education through a cognitive psychology lens and foregrounds three instructional design strategies which support the development of adaptive expertise: (1) cognitive integration, (2) productive failure, and (3) inventing with contrasting cases. These three evidence-based strategies cultivate long-term learning and provide a practical mechanism to combat curriculum overload and backwards-facing assessments. Pharmacy education can encourage the development of procedural and conceptual knowledge and position pharmacy students to excel as they move into more complicated and ambiguous roles in our healthcare system.
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Affiliation(s)
- Naomi Steenhof
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON M5S 3M2, Canada;
- The Wilson Centre, University Health Network & University of Toronto, Toronto, ON M5G 2C4, Canada
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221
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Ben Izhak S, Lavidor M. Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis. JOURNAL OF COGNITION AND DEVELOPMENT 2023. [DOI: 10.1080/15248372.2023.2172413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Shachar Ben Izhak
- Department of Psychology, and the Gonda Brain Research Center, Bar Ilan University
| | - Michal Lavidor
- Department of Psychology, and the Gonda Brain Research Center, Bar Ilan University
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222
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Abendroth J, Richter T. Reading perspectives moderate text-belief consistency effects in eye movements and comprehension. DISCOURSE PROCESSES 2023. [DOI: 10.1080/0163853x.2023.2172300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Affiliation(s)
- Johanna Abendroth
- Department of Psychology IV, Educational Psychology, University of Würzburg, Würzburg, Germany
| | - Tobias Richter
- Department of Psychology IV, Educational Psychology, University of Würzburg, Würzburg, Germany
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223
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Hoffman RR, Mueller ST, Klein G, Litman J. Measures for explainable AI: Explanation goodness, user satisfaction, mental models, curiosity, trust, and human-AI performance. FRONTIERS IN COMPUTER SCIENCE 2023. [DOI: 10.3389/fcomp.2023.1096257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023] Open
Abstract
If a user is presented an AI system that portends to explain how it works, how do we know whether the explanation works and the user has achieved a pragmatic understanding of the AI? This question entails some key concepts of measurement such as explanation goodness and trust. We present methods for enabling developers and researchers to: (1) Assess the a priori goodness of explanations, (2) Assess users' satisfaction with explanations, (3) Reveal user's mental model of an AI system, (4) Assess user's curiosity or need for explanations, (5) Assess whether the user's trust and reliance on the AI are appropriate, and finally, (6) Assess how the human-XAI work system performs. The methods we present derive from our integration of extensive research literatures and our own psychometric evaluations. We point to the previous research that led to the measurement scales which we aggregated and tailored specifically for the XAI context. Scales are presented in sufficient detail to enable their use by XAI researchers. For Mental Model assessment and Work System Performance, XAI researchers have choices. We point to a number of methods, expressed in terms of methods' strengths and weaknesses, and pertinent measurement issues.
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224
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Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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225
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Cianciolo AT, Ashburn C, Han H, Schwind C, Matos S, Rafaquat A, Davila J. If You Build It, Will They Come? Exploring the Impact of Medical Student Engagement on Clerkship Curriculum Outcomes. MEDICAL SCIENCE EDUCATOR 2023; 33:205-214. [PMID: 37008421 PMCID: PMC10060481 DOI: 10.1007/s40670-023-01739-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/13/2023] [Indexed: 06/19/2023]
Abstract
Introduction Inconsistent or superficial access to workplace learning experiences can impede medical students' development. Well-designed clerkship curricula provide comprehensive education by offering developmental opportunities in and out of the workplace, explicitly linked to competency objectives. Questions remain about how students engage with clerkship curriculum offerings and how this affects their achievement. This study investigated student engagement as the source of an apparent clerkship curriculum malfunction: increasing rate of substandard summative clinical competency exam (SCCX) performance over 3 years following curriculum reform. Materials and Methods We sampled from three cohorts of US medical students (classes of 2018-2020) based on their post-clerkship SCCX performance: substandard (N = 33) vs. exemplary (N = 31). Using a conceptually based, locally developed rubric, a five-person team rated students' engagement in a curriculum offering designed to provide standardized deliberate practice on the clerkship's competency objectives. We examined the association between engagement and SCCX performance, taking prior academic performance into account. Results Rate of substandard SCCX performance could not be explained by cohort differences in prior academic performance. Student engagement differed across cohorts and was significantly associated with SCCX performance. However, engagement did not meaningfully predict individual students' SCCX performance, particularly in light of prior academic performance. Discussion Engagement with a particular learning opportunity may not affect clerkship outcomes, but may reflect students' priorities when navigating curricular offerings, personal learning goals, and curriculum policy. Proposing four patterns of engagement in clerkship learning, this study prompts reflection on the complex interaction among factors that affect engagement and outcomes.
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Affiliation(s)
- Anna T. Cianciolo
- Southern Illinois University School of Medicine, PO Box 19681, IL 62794-9681 Springfield, USA
| | - Cheryl Ashburn
- Southern Illinois University School of Medicine, PO Box 19681, IL 62794-9681 Springfield, USA
| | - Heeyoung Han
- Southern Illinois University School of Medicine, PO Box 19681, IL 62794-9681 Springfield, USA
| | - Cathy Schwind
- Southern Illinois University School of Medicine, PO Box 19681, IL 62794-9681 Springfield, USA
| | - Sophia Matos
- Southern Illinois University School of Medicine, PO Box 19681, IL 62794-9681 Springfield, USA
| | - Aysha Rafaquat
- Southern Illinois University School of Medicine, PO Box 19681, IL 62794-9681 Springfield, USA
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226
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Calloway RC, Helder A, Perfetti CA. A measure of individual differences in readers' approaches to text and its relation to reading experience and reading comprehension. Behav Res Methods 2023; 55:899-931. [PMID: 35505178 DOI: 10.3758/s13428-022-01852-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/27/2022] [Indexed: 11/08/2022]
Abstract
Readers have different motivations and approaches to text that covers a range of topics and difficulty levels. We introduce the concept of readers' approaches to text to establish a link between motivational and cognitive aspects of reading comprehension. Study 1 describes the development of a self-report measure of readers' approaches to text with a community sample. An exploratory factor analysis revealed that The Readers' Approaches to Text Questionnaire (TReAT-Q) had four subscales: (1) intrinsic goals, (2) extrinsic goals and strategies, (3) effort at understanding, and (4) avoidance of text difficulty. Aside from avoidance of text difficulty, these factors predicted adults' reading experience above and beyond the related, but more general, measure of need for cognition. A confirmatory factor analysis on TReAT-Q in Study 2 revealed that all subscales except effort at understanding contributed to a readers' approaches to text latent construct for college students. A subsequent structural equation model (SEM) evaluating a cognitive model of reading comprehension showed that college students' TReAT-Q scores predicted reading comprehension through an indirect pathway, mediated by reading experience and vocabulary knowledge. Readers who enjoy reading and deploy reading strategies to meet a desired level of understanding tend to have more reading experiences. The SEM also demonstrated the mediating role of vocabulary knowledge in text comprehension by linking reading experience and reading comprehension. Extending beyond measures of motivation, TReAT-Q incorporates the positive and negative approaches readers have to texts, which is fundamental for assessing what readers gain from their reading experiences that assists reading comprehension.
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Affiliation(s)
- Regina C Calloway
- Institute for Systems Research, University of Maryland, College Park, MD, USA.
- Center for the Comparative and Evolutionary Biology of Hearing, University of Maryland, College Park, MD, USA.
| | - Anne Helder
- Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands
| | - Charles A Perfetti
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
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227
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O'Donnell SC, Yan VX, Bi C, Oyserman D. Is Difficulty Mostly About Impossibility? What Difficulty Implies May Be Culturally Variant. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023; 49:309-328. [PMID: 34964424 DOI: 10.1177/01461672211065595] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Difficulty can signal low odds (impossibility) and high value (importance). We build on culture-as-situated cognition theory's description of culture-based fluency and disfluency to predict that the culturally fluent meaning of difficulty is culture-bound. For Americans, the culturally fluent understanding of ability is success-with-ease-not-effort, hence difficulty implies low odds of ability. This may disadvantage American institutions and practices-learning requires gaining competence and proficiency through effortful engagement. Indeed, Americans (Studies 1, 3-8; N = 4,141; Study 2, the corpus of English language) associate difficulty with impossibility more than importance. This tendency is not universal. Indian and Chinese cultures imply that difficulty can equally signal low odds and value. Indeed, people from India and China (Studies 9-11, N = 762) are as likely to understand difficulty as being about both. Effects are culture-based; how much people endorse difficulty-as-importance and difficulty-as-impossibility in their own lives did not affect results.
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228
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Bremmell KE, Barnes TJ, Hughes BP, Birbeck DJ, Johnson J, Suppiah V. Design and implementation of a program wide pharmaceutical compounding curriculum using the scaffold learning approach. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:178-185. [PMID: 36898884 DOI: 10.1016/j.cptl.2023.02.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Revised: 11/20/2022] [Accepted: 02/23/2023] [Indexed: 06/06/2023]
Abstract
BACKGROUND AND PURPOSE We evaluated the design and implementation of a program wide pharmaceutical compounding curriculum covering five modules over four years using the scaffold learning approach in a pharmacy degree program. EDUCATIONAL ACTIVITY AND SETTING A programmatic approach was taken in the development of compounding expertise, which required moving away from a compartmentalized course design to a multi-course approach spanning all four years of the pharmacy program. FINDINGS Since the intervention began in 2014, course failure rates, which were around 34% (2012-2014), have significantly decreased to 1.5% (2015-2019), and the percentage of students achieving distinction and above has increased four-fold from 20% (2012-2014) to 80% (2015-2019). SUMMARY A program wide scaffold learning approach was more effective in the development of compounding skills throughout the pharmacy program than teaching compounding techniques in different modules without clear vertical integration.
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Affiliation(s)
- Kristen E Bremmell
- University of South Australia, Clinical and Health Sciences, Adelaide 5000, Australia.
| | - Timothy J Barnes
- University of South Australia, Clinical and Health Sciences, Adelaide 5000, Australia.
| | - Bernard P Hughes
- University of South Australia, Clinical and Health Sciences, Adelaide 5000, Australia.
| | - David J Birbeck
- Academic Developer: Curriculum Development University of South Australia, Teaching Innovation Unit, Adelaide 5000, Australia.
| | - Jacinta Johnson
- University of South Australia, Clinical and Health Sciences, Adelaide 5000, Australia.
| | - Vijayaprakash Suppiah
- University of South Australia, Clinical and Health Sciences, Adelaide 5000, Australia.
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229
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Gongora J, van Gelderen I, Vost M, Zaki S, Sutherland S, Pye M, Quain A, Taylor R. Cultural Competence Is Everyone's Business: Embedding Cultural Competence in Curriculum Frameworks to Advance Veterinary Education. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:1-14. [PMID: 35085060 DOI: 10.3138/jvme-2021-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Cultural competence in professional and research practice is important to effectively deliver animal and One Health services and programs. Veterinarians work with culturally and linguistically diverse teams, clients, and communities. Cultural perspectives on the significance and perceptions of animals and differences in consultation and engagement protocols and strategies can influence client-practitioner and researcher-community relationships, impacting animal health, welfare, and/or research outcomes. Curricula have been proposed to build cultural capacity in graduates, but these have not been reported in veterinary programs, and early attempts to integrate cultural competency into the University of Sydney veterinary curriculum lacked a formal structure and were ad hoc with respect to implementation. To address this, the authors introduced a broad curriculum framework into the University of Sydney veterinary program, which defines cultural competence, perceptions of animals, effective communication, and community engagement in a range of contexts. Cultural competency learning outcomes were described for units of study. These were contextually relevant and aligned to course learning outcomes and University of Sydney graduate qualities. Constructive alignment was achieved by linking learning outcomes to teaching and learning activities and assessment. The continuum of cultural competency underpinned mapping of cultural competency across the curriculum with staged, vertical integration of key principles. Additionally, action to engage staff, students, and stakeholders in a cultural competence agenda assisted in sustaining curriculum change. The result was integration of cultural competency across the curriculum aligning with recommendations from accrediting bodies and with best practice models in medicine, nursing, and allied health programs.
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Affiliation(s)
- Jaime Gongora
- Wildlife Genetics and Genomics, Indigenous Strategy and Services, Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Ingrid van Gelderen
- Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Meg Vost
- Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Sanaa Zaki
- Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Stewart Sutherland
- Indigenous Cultures, Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia, and is Lecturer, College of Health and Medicine, Australian National University, Canberra ACT 0200, Australia
| | - Matthew Pye
- FHEA, School of Life and Environmental Sciences, Faculty of Science, University of Sydney, Camperdown NSW 2006, Australia
| | - Anne Quain
- Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
| | - Rosanne Taylor
- Emerita, Sydney School of Veterinary Science, Faculty of Science, University of Sydney, Regimental Dr., Camperdown NSW 2050, Australia
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Jordan J, Haas MRC, Hickam G, Murray CT, Hill J, Cico SJ, Wolff M, Manthey DE, Wagner JC, Santen SA. Development of a lecture evaluation tool rooted in cognitive load theory: A modified Delphi study. AEM EDUCATION AND TRAINING 2023; 7:e10839. [PMID: 36711254 PMCID: PMC9873869 DOI: 10.1002/aet2.10839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 11/22/2022] [Accepted: 12/02/2022] [Indexed: 06/18/2023]
Abstract
Background Didactics play a key role in medical education. There is no standardized didactic evaluation tool to assess quality and provide feedback to instructors. Cognitive load theory provides a framework for lecture evaluations. We sought to develop an evaluation tool, rooted in cognitive load theory, to assess quality of didactic lectures. Methods We used a modified Delphi method to achieve expert consensus for items in a lecture evaluation tool. Nine emergency medicine educators with expertise in cognitive load participated in three modified Delphi rounds. In the first two rounds, experts rated the importance of including each item in the evaluation rubric on a 1 to 9 Likert scale with 1 labeled as "not at all important" and 9 labeled as "extremely important." In the third round, experts were asked to make a binary choice of whether the item should be included in the final evaluation tool. In each round, the experts were invited to provide written comments, edits, and suggested additional items. Modifications were made between rounds based on item scores and expert feedback. We calculated descriptive statistics for item scores. Results We completed three Delphi rounds, each with 100% response rate. After Round 1, we removed one item, made major changes to two items, made minor wording changes to nine items, and modified the scale of one item. Following Round 2, we eliminated three items, made major wording changes to one item, and made minor wording changes to one item. After the third round, we made minor wording changes to two items. We also reordered and categorized items for ease of use. The final evaluation tool consisted of nine items. Conclusions We developed a lecture assessment tool rooted in cognitive load theory specific to medical education. This tool can be applied to assess quality of instruction and provide important feedback to speakers.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Mary R. C. Haas
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Grace Hickam
- Department of Emergency MedicineVirginia Commonwealth UniversityRichmondVirginiaUSA
| | - Collyn T. Murray
- Department of Emergency MedicineUniversity of North Carolina Chapel HillChapel HillNorth CarolinaUSA
| | - Jefferey Hill
- Department of Emergency MedicineUniversity of CincinnatiCincinattiOhioUSA
| | - Stephen J. Cico
- Department of Emergency MedicineUniversity of Central Florida College of MedicineOrlandoFloridaUSA
| | - Meg Wolff
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - David E. Manthey
- Department of Emergency MedicineWake Forest School of MedicineWinston‐SalemNorth CarolinaUSA
| | - Jason C. Wagner
- Department of Emergency MedicineWashington University in St. LouisSt. LouisMissouriUSA
| | - Sally A. Santen
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
- Department of Emergency MedicineVirginia Commonwealth UniversityRichmondVirginiaUSA
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231
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Qin R, Salter SM, Clifford R, Skull S, Lee K. Can Research Training be Improved in Health Professional Student Curricula? A Qualitative Descriptive Study of Health Students' Experiences with an Integrated Research Training Platform. MEDICAL SCIENCE EDUCATOR 2023; 33:49-62. [PMID: 36467743 PMCID: PMC9702650 DOI: 10.1007/s40670-022-01690-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Project-based learning is currently the status quo for research training for health professional students; however, it alone is not sufficient for holistic development of research skills. One promising style of intervention that can complement project-based research training is a centralised hub of e-learning resources. Therefore, we explored the perception of health professionals in tertiary education, towards the E-learning hub named 'Health and Medical Sciences Research Modules'. Specifically, we explored (1) the role the Modules can play in supporting students in their research training courses, (2) the perception of the selection of topics and content quality and (3) student engagement with content. METHODS Semi-structured interviews were conducted via the online platform Zoom for University of Western Australia 3rd- and 4th-year Dental doctoral students, and 2nd-year Master of Pharmacy students. Interview transcripts were analysed using the framework method, to identify manifest and latent level themes. RESULTS Eleven participants completed the interview, including five dentistry and six pharmacy students. The analysis yielded numerous manifest level themes including selection and depth of topics, and four latent level themes: content volume and balance, relevance of content to project, alignment and sequencing, and interactivity. DISCUSSION The present study suggests the Modules content and the online platform were well received as a complementary intervention to project-based learning. However, issues such as content oversaturation emerged as topics which can be addressed to improve the learning experience. These topics should be considered when considering further implementation of e-learning hubs to complement project-based learning, across Australia and worldwide.
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Affiliation(s)
- Ruolin Qin
- School of Medicine, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA Australia
| | - Sandra M. Salter
- Division of Pharmacy, School of Allied Health, The University of Western Australia, Perth, WA Australia
| | - Rhonda Clifford
- School of Allied Health, The University of Western Australia, Perth, WA Australia
| | - Sue Skull
- School of Medicine, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA Australia
- Head Research Education Program, Dept of Research and Consultant Paediatrician, Child and Adolescent Health Service, Perth, WA Australia
| | - Kenneth Lee
- Division of Pharmacy, School of Allied Health, The University of Western Australia, Perth, WA Australia
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232
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Nowinski WL. Bridging neuroradiology and neuroanatomy: NOW inBRAIN-a repository with sequences of correlated and labeled planar-surface neuroimages. Neuroradiol J 2023; 36:94-103. [PMID: 35702757 PMCID: PMC9893156 DOI: 10.1177/19714009221108674] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
Purpose: Integrating neuroradiology with neuroanatomy is essential in medical neuroeducation and neuroimage interpretation. To bridge 2D neuroradiology and 3D neuroanatomy, spatially correlated pairs of labeled images were employed, planar radiologic, and planar-surface combined. Research design: The method employs a 3D fully parcellated and labeled brain atlas extended to the head and neck with about 3000 3D components to create planar radiologic and surface neuroanatomic images. The atlas handles reformatted radiologic images as 3D objects using texture mapping which provides consistency with polygonal 3D neuroanatomic structures. This ensures a precise spatial correspondence of dual 2D-2D/3D images for any composed 3D scene reformatted in arbitrary orientation. The sequences of labeled dual images were created spanning a structure/system of interest in multiple orientations. To facilitate image searching, the image name encodes its content, orientation, and stereotactic location. Results: Labeled dual 2D-2D/3D neuroimage sequences in multiple orientations were created for the cerebrum, brainstem, deep nuclei, cerebral ventricles, intracranial arteries, dural sinuses, extracranial arteries, extracranial veins, trigeminal nerve, head muscles, glands, bones of cranium, and visual system. They all were hierarchically organized as a planar-surface gallery with 42 folders and 502 neuroimages. This gallery was integrated with a public NOWinBRAIN repository at www.nowinbrain.org with more than 7700 neuroimages. Conclusions: Owing to its advantages, simplicity, and free availability, this resource is useful for medical students, residents, educators, and clinicians to study the brain, head, and neck as well as to prepare presentations and teaching materials. The approach might potentially enhance image interpretation by integrating brain atlases with radiologic workstations.
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Affiliation(s)
- Wieslaw L Nowinski
- Founder and Chairman, Nowinski Brain Foundation, Warsaw West County, Poland
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233
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Bisagno E, Cadamuro A, Morra S. Multiple influences of working memory capacity on number comprehension: The interplay with metacognition and number-specific prerequisites. J Exp Child Psychol 2023; 226:105568. [PMID: 36257253 DOI: 10.1016/j.jecp.2022.105568] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 08/01/2022] [Accepted: 09/25/2022] [Indexed: 11/06/2022]
Abstract
A wide literature has studied the predictors of number comprehension and early math learning by considering both domain-general and number-specific prerequisites. However, a consensus has not been reached regarding the specific contribution of these prerequisites. This study aimed to analyze the contribution and interplay of two domain-general functions, working memory (WM) and metacognitive abilities, and number-specific prerequisites in determining number comprehension. The participants, 126 Italian first-graders, were tested on two WM capacity tasks, an early metacognition questionnaire, five number-specific prerequisites tasks (e.g., quantity and/or size comparison; placement of Arabic numeral), and the Number Knowledge Test for whole-number comprehension. We hypothesized that WM capacity would predict number comprehension both directly and indirectly via metacognition and domain-specific prerequisites. This is because both metacognition and domain-specific prerequisites might place an information load on WM to establish schemes for declarative metamemory and metacognitive monitoring and for emerging counting skills, respectively. The results confirmed these hypotheses. WM capacity was positively associated with number comprehension both directly and via increased metacognition and domain-specific prerequisites. These findings offer a model for interpreting the interplay between domain-general and number-specific predictors of whole-number comprehension, but they also underline the multiple ways in which WM capacity affects it.
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Affiliation(s)
- Elisa Bisagno
- Surgical, Medical and Dental Department of Morphological Sciences related to Transplant, Oncology and Regenerative Medicine, University of Modena and Reggio Emilia, 41124 Modena, Italy.
| | - Alessia Cadamuro
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 41125 Modena, Italy
| | - Sergio Morra
- Department of Education, University of Genoa, 16128 Genova, Italy
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234
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Crossley S, Heintz A, Choi JS, Batchelor J, Karimi M, Malatinszky A. A large-scaled corpus for assessing text readability. Behav Res Methods 2023; 55:491-507. [PMID: 35297016 PMCID: PMC10027808 DOI: 10.3758/s13428-022-01802-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/19/2022] [Indexed: 11/08/2022]
Abstract
This paper introduces the CommonLit Ease of Readability (CLEAR) corpus, which provides unique readability scores for ~ 5000 text excerpts along with information about the excerpt's year of publishing, genre, and other metadata. The CLEAR corpus will provide researchers interested in discourse processing and reading with a resource from which to develop and test readability metrics and to model text readability. The CLEAR corpus includes a number of improvements in comparison to previous readability corpora including size, breadth of the excerpts available, which cover over 250 years of writing in two different genres, and unique readability criterion provided for each text based on teachers' ratings of text difficulty for student readers. This paper discusses the development of the corpus and presents reliability metrics for the human ratings of readability.
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A Step-Based Tutoring System to Teach Underachieving Students How to Construct Algebraic Models. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2023. [DOI: 10.1007/s40593-023-00328-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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236
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Studying the effect of self-selected background music on reading task with eye movements. Sci Rep 2023; 13:1704. [PMID: 36717669 PMCID: PMC9886987 DOI: 10.1038/s41598-023-28426-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 01/18/2023] [Indexed: 02/01/2023] Open
Abstract
Using background music (BGM) during learning is a common behavior, yet whether BGM can facilitate or hinder learning remains inconclusive and the underlying mechanism is largely an open question. This study aims to elucidate the effect of self-selected BGM on reading task for learners with different characteristics. Particularly, learners' reading task performance, metacognition, and eye movements were examined, in relation to their personal traits including language proficiency, working memory capacity, music experience and personality. Data were collected from a between-subject experiment with 100 non-native English speakers who were randomly assigned into two groups. Those in the experimental group read English passages with music of their own choice played in the background, while those in the control group performed the same task in silence. Results showed no salient differences on passage comprehension accuracy or metacognition between the two groups. Comparisons on fine-grained eye movement measures reveal that BGM imposed heavier cognitive load on post-lexical processes but not on lexical processes. It was also revealed that students with higher English proficiency level or more frequent BGM usage in daily self-learning/reading experienced less cognitive load when reading with their BGM, whereas students with higher working memory capacity (WMC) invested more mental effort than those with lower WMC in the BGM condition. These findings further scientific understanding of how BGM interacts with cognitive tasks in the foreground, and provide practical guidance for learners and learning environment designers on making the most of BGM for instruction and learning.
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237
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Corcoran R, de Bezenac C, Davis P. 'Looking before and after': Can simple eye tracking patterns distinguish poetic from prosaic texts? Front Psychol 2023; 14:1066303. [PMID: 36777211 PMCID: PMC9909270 DOI: 10.3389/fpsyg.2023.1066303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 01/09/2023] [Indexed: 01/27/2023] Open
Abstract
Introduction The study of 'serious' literature has recently developed into an emerging field called neurocognitive poetics that applies cognitive neuroscientific techniques to examine how we understand and appreciate poetry. The current research used eye-tracking techniques on a small sample of young adults to see if and how the reading of short pieces of poetry differed from the reading of matched prosaic texts. Methods With 'proof of concept' intentions reflecting arguments first proposed by 19th Century literary figures, there was a particular focus on the differences between the reading of poetry and prose in terms number and frequency of fixations and regressive eye movements back and forth within the texts in this two-by-two experimental design (poetry vs. prose x need vs. no need for final line reappraisal). Results It was found that poetic pieces compared to prosaic pieces were associated with more and longer fixations and more regressive eye movements throughout the text. The need to reappraise meaning at the prompt of a final line was only significantly associated with more regressive eye movements. Comparisons examining the 4 text conditions (poetic reappraisal, poetic non-reappraisal, prosaic reappraisal, and prosaic non-reappraisal) showed that the poetic reappraisal condition was characterised by significantly more regressive eye movements as well as longer fixations compared to the prosaic non-reappraisal condition. No significant correlations were found between self-reported literary familiarity and eye tracking patterns. Discussion Despite limitations, this proof-of-concept study provides insights into reading patterns that can help to define objectively the nature of poetic material as requiring slower reading particularly characterised by more and longer fixations and eye movements backwards through the texts compared to the faster, more linear reading of prose. Future research using these, and other psychophysiological metrics can begin to unpack the putative cognitive benefits of reading literary material.
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Affiliation(s)
- Rhiannon Corcoran
- Department of Primary Care and Mental Health, Institute of Population Health, University of Liverpool, Liverpool, United Kingdom,*Correspondence: Rhiannon Corcoran, ✉
| | - Christophe de Bezenac
- Department of Molecular and Clinical Pharmacology, Institute of Translational Medicine, University of Liverpool, Liverpool, United Kingdom
| | - Philip Davis
- Department of Primary Care and Mental Health, Institute of Population Health, University of Liverpool, Liverpool, United Kingdom
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238
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Lescarret C, Magnier J, Le Floch V, Sakdavong JC, Boucheix JM, Amadieu F. “Because I agree with him”: the impact of middle-school students’ prior attitude on the evaluation of source credibility when watching videos. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-023-00678-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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239
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López-Quiñones A, Martinez-Lopez M, Moreno Sandoval CD, Carroll-Miranda J, Lindala AE, Chatman MC, Fleming J, Shockley ET, Cadeau D, Flores-Reyes E. Ancestral Computing for Sustainability: Centering Indigenous Epistemologies in Researching Computer Science Education. TECHTRENDS : FOR LEADERS IN EDUCATION & TRAINING 2023; 67:435-445. [PMID: 36711120 PMCID: PMC9868492 DOI: 10.1007/s11528-022-00820-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/06/2022] [Indexed: 05/24/2023]
Abstract
This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students' academic and personal growth within CSE education and research.
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Affiliation(s)
| | | | | | - Joseph Carroll-Miranda
- College of Education, University of Puerto Rico, Rio Piedras Campus, San Juan, Puerto Rico
| | - April E. Lindala
- Center for Native American Studies, Northern Michigan University, Marquette, MI USA
| | | | - Jeffery Fleming
- University of the District of Columbia, D.C. Washington, USA
| | - Ebony Terrell Shockley
- Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, MD USA
| | - Denise Cadeau
- Keweenaw Bay Ojibwa Community College, Baraga, MI USA
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240
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Differential instructional effectiveness: overcoming the challenge of learning to solve trigonometry problems that involved algebraic transformation skills. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-022-00670-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
AbstractThe design principles of cognitive load theory and learning by analogy has independently contributed to our understanding why an instruction will or will not work. In an experimental study involving 97 Year 9 Australian students conducted in regular classrooms, we evaluated the effect of the unguided problem-solving approach, worked examples approach and analogy approach on learning to solve two types of trigonometry problem. These trigonometry problems (sin40° = $$\frac{x}{6}$$
x
6
vs. cos50° = $$\frac{14}{x}$$
14
x
) exhibited two levels of complexity owing to the location of the pronumeral (numerator vs. denominator). The solution procedure of worked examples provided guidance, whereas the unguided problem-solving was without any guidance. Analogical learning placed emphasis on comparing a pair of isomorphic examples to facilitate transfer. Across the three approaches, solving practice problems contributed towards performance on the post-test. However, the worked examples approach and analogy approach were more efficient than the unguided problem-solving approach for acquiring skills to solve practice problems regardless of their complexity. Therefore, the worked examples approach and analogy approach that emphasizes algebraic transformation skills have the potential to reform instructional efficiency for learning to solve trigonometry problems.
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241
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Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning. MULTIMODAL TECHNOLOGIES AND INTERACTION 2023. [DOI: 10.3390/mti7020009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023] Open
Abstract
Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.
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242
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Hossein-Mohand H, Hossein-Mohand H. Influence of motivation on the perception of mathematics by secondary school students. Front Psychol 2023; 13:1111600. [PMID: 36743609 PMCID: PMC9893926 DOI: 10.3389/fpsyg.2022.1111600] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 12/20/2022] [Indexed: 01/20/2023] Open
Abstract
Motivation, the teacher-student relationship, the use of resources, and the time spent studying, in addition to the family economic and social context, are some of the factors that affect academic performance and directly influence student failure. This paper evaluates the motivation in mathematics students' performances by analyzing indicators of the mathematics learning dimensions. A total of 2,018 secondary students were evaluated in this cross-sectional study. Motivation, teaching, resources, and study time were analyzed with a validated 20-item questionnaire. Statistical analysis revealed that student motivation appears to be significantly related to perceptions of teaching practices and the use of resources for study. Students with high motivation have positive perceptions of teaching practices. Gender differences were not observed. In addition, the motivation indicator allowed for grouping students into various motivational profiles.
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Affiliation(s)
- Hassan Hossein-Mohand
- Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid, Madrid, Spain
| | - Hossein Hossein-Mohand
- Department of Didactics of Mathematics, Faculty of Education and Sport, Universidad de Granada, Granada, Spain
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243
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Huang L, Wang K, Li S, Guo J. Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students' learning experience? Front Psychol 2023; 13:1098585. [PMID: 36733865 PMCID: PMC9887726 DOI: 10.3389/fpsyg.2022.1098585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 12/19/2022] [Indexed: 01/18/2023] Open
Abstract
Despite its importance, interaction remains limited in MOOC-based flipped classroom (MBFC) Grounded in social learning theory, we proposed an MBFC approach supported by social media to facilitate students' interaction with peers and learning performance. A quasi-experiment was conducted to compare the MBFC approach (N = 58) based on WeChat with the conventional MBFC approach (N = 52). The results revealed that the use of WeChat in an MBFC approach led to better performance in terms of watching video lectures and completing online exercises before the class; however, it did not significantly enhance student learning performance compared to the conventional MBFC approach. In addition, the study found that students were moderately satisfied with the MBFC approach supported by WeChat. According to a WeChat interaction quantity and quality analysis, students' non-substantive postings are much higher than students' substantive postings in WeChat interaction groups, but students' contributions to the postings have no significant effect on the final marks. Findings from this study could be of valuable reference for practitioners and researchers who plan to leverage social media tools such as WeChat to support student MOOC learning.
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Affiliation(s)
- Lanzi Huang
- Center for Teacher Education Research, Beijing Normal University, Beijing, China,School of Education, Hunan First Normal University, Changsha, Hunan Province, China
| | - Kai Wang
- Center for Teacher Education Research, Beijing Normal University, Beijing, China,*Correspondence: Kai Wang,
| | - Shihua Li
- School of Education, Hunan First Normal University, Changsha, Hunan Province, China
| | - Jianwen Guo
- Center for Teacher Education Research, Beijing Normal University, Beijing, China
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244
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Li X, Hu W, Li Y, Mao Z. Exploring what synchronized physiological arousal can reveal about the social regulatory process in a collaborative argumentation activity. Front Psychol 2023; 13:1042970. [PMID: 36733882 PMCID: PMC9888411 DOI: 10.3389/fpsyg.2022.1042970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 12/15/2022] [Indexed: 01/19/2023] Open
Abstract
Combining physiological measures with observational data (e.g., video or self-reports) to further capture and understand the temporal and cyclical process of social regulation has become a trend in the field. Synchronized physiological arousal is a particularly meaningful situation in collaboration. However, little attention has been given to synchronized physiological arousal episodes and their relationship with the social regulatory process. In addition, only a few research utilized heart rate (HR) as a physiological measure in the current collaboration literature. More research is necessary to reveal the potential of HR to expand the diversity of physiological indicators in the field. Therefore, the current study aimed to explore what synchronized physiological arousal can further reveal about the social regulatory process. To achieve this goal, this study designed a collaborative argumentation (CA) activity for undergraduates (mean age 20.3). It developed an arousal-regulation analysis platform, which could automatically detect synchronized physiological arousal in HR and align them with coding challenges and social regulation based on the timeline. In total, 14 four-member groups were recruited. After analyzing both videos and HR data, several findings were obtained. First, only one-third of episodes were synchronized physiological arousal episodes, and the situations where four members were all in arousal states were rare during CA. Second, synchronized physiological arousal was more sensitive to socio-emotional aspects of collaboration as the shared physiological arousal more frequently co-occurred with socio-emotional challenges and socio-emotional regulation, while it happened the least under motivational challenges. Third, synchronized physiological arousal has also been found to be associated with the challenges being regulated. Finally, pedagogical implications were suggested.
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Affiliation(s)
- Xiaoran Li
- Faculty of Education, Beijing Normal University, Beijing, China,Beijing Advanced Innovation Center for Language Resources, Beijing Language and Culture University, Beijing, China
| | - Wanqing Hu
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Yanyan Li
- Faculty of Education, Beijing Normal University, Beijing, China,*Correspondence: Yanyan Li,
| | - Ziqi Mao
- Faculty of Education, Beijing Normal University, Beijing, China
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245
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Wang Z, He R, Rebelo F, Vilar E, Noriega P, Zeng J. A human-centered design approach: design a new evacuation alarm system for building fire emergency considering the influence of pre-emergency activity. THEORETICAL ISSUES IN ERGONOMICS SCIENCE 2023. [DOI: 10.1080/1463922x.2023.2166144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Affiliation(s)
- Zihao Wang
- The China Academy of Art, Hangzhou, China
- The School of Design, Hunan University, Changsha, China
- The Faculdade de Arquitetura, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
| | - Renke He
- The School of Design, Hunan University, Changsha, China
| | - Francisco Rebelo
- CIAUD, Research Centre for Architecture, Urbanism and Design, Lisbon School of Architecture, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
- ITI/LARSyS, Interactive Technology Institute, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
- ergoUX Lab, Faculdade de Arquitetura, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
| | - Elisângela Vilar
- CIAUD, Research Centre for Architecture, Urbanism and Design, Lisbon School of Architecture, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
- ITI/LARSyS, Interactive Technology Institute, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
- ergoUX Lab, Faculdade de Arquitetura, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
| | - Paulo Noriega
- CIAUD, Research Centre for Architecture, Urbanism and Design, Lisbon School of Architecture, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
- ITI/LARSyS, Interactive Technology Institute, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
- ergoUX Lab, Faculdade de Arquitetura, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
| | - Jiayu Zeng
- The School of Design, Hunan University, Changsha, China
- The Faculdade de Arquitetura, Universidade de Lisboa, Rua Sá Nogueira, Polo Universitário, Lisbon, Portugal
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246
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Haensel M, Schmitt TM, Bogenreuther J. Teaching the Modeling of Human-Environment Systems: Acknowledging Complexity with an Agent-Based Model. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2023; 32:256-266. [PMID: 36688120 PMCID: PMC9842197 DOI: 10.1007/s10956-022-10022-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/09/2022] [Indexed: 06/17/2023]
Abstract
UNLABELLED Agent-based modeling is a promising tool for familiarizing students with complex systems as well as programming skills. Human-environment systems, for instance, entail complex interdependencies that need to be considered when modeling these systems. This complexity is often neglected in teaching modeling approaches. For a heterogeneous group of master's students at a German university, we pre-built an agent-based model. In class, this was used to teach modeling impacts of land use policies and markets on ecosystem services. As part of the course, the students had to perform small research projects with the model in groups of two. This study aims to evaluate how well students could deal with the complexity involved in the model based on their group work outcomes. Chosen indicators were, e.g., the appropriateness of their research goals, the suitability of the methods applied, and how well they acknowledged the limitations. Our study results revealed that teaching complex systems does not need to be done with too simplistic models. Most students, even with little background in modeling and programming, were able to deal with the complex model setup, conduct small research projects, and have a thoughtful discussion on the limitations involved. With adequate theoretical input during lectures, we recommend using models that do not hide the complexity of the systems but foster a realistic simplification of the interactions. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s10956-022-10022-z.
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Affiliation(s)
- Maria Haensel
- University of Bayreuth, Professorship of Ecological Services, Bayreuth Center of Ecology and Environmental Research (BayCEER), Universitätsstraße 30, Bayreuth, 95447 Germany
| | - Thomas M. Schmitt
- University of Bayreuth, Professorship of Ecological Services, Bayreuth Center of Ecology and Environmental Research (BayCEER), Universitätsstraße 30, Bayreuth, 95447 Germany
| | - Jakob Bogenreuther
- University of Bayreuth, Professorship of Ecological Services, Bayreuth Center of Ecology and Environmental Research (BayCEER), Universitätsstraße 30, Bayreuth, 95447 Germany
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247
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Zepeda CD, Nokes-Malach TJ. Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures. J Intell 2023; 11:jintelligence11010016. [PMID: 36662146 PMCID: PMC9862149 DOI: 10.3390/jintelligence11010016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 12/22/2022] [Accepted: 01/10/2023] [Indexed: 01/18/2023] Open
Abstract
Metacognition is hypothesized to play a central role in problem solving and self-regulated learning. Various measures have been developed to assess metacognitive regulation, including survey items in questionnaires, verbal protocols, and metacognitive judgments. However, few studies have examined whether these measures assess the same metacognitive skills or are related to the same learning outcomes. To explore these questions, we investigated the relations between three metacognitive regulation measures given at various points during a learning activity and subsequent test. Verbal protocols were collected during the learning activity, questionnaire responses were collected after the learning tasks but before the test, and judgments of knowing (JOKs) were collected during the test. We found that the number of evaluation statements as measured via verbal protocols was positively associated with students' responses on the control/debugging and evaluation components of the questionnaire. There were also two other positive trends. However, the number of monitoring statements was negatively associated with students' responses on the monitoring component of the questionnaire and their JOKs on the later test. Each measure was also related to some aspect of performance, but the particular metacognitive skill, the direction of the effect, and the type of learning outcome differed across the measures. These results highlight the heterogeneity of outcomes across the measures, with each having different affordances and constraints for use in research and educational practice.
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Affiliation(s)
- Cristina D. Zepeda
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37235, USA
- Correspondence:
| | - Timothy J. Nokes-Malach
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA
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248
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Xu Z, Wu Y, Bao Y, Li J, Zhou Z. Using Co-Design to Explore New Trends in Future Kitchen Designs: An Exploratory Workshop Study of College Students in China. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1550. [PMID: 36674307 PMCID: PMC9861016 DOI: 10.3390/ijerph20021550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 01/05/2023] [Accepted: 01/13/2023] [Indexed: 06/17/2023]
Abstract
The current COVID-19 pandemic is exacerbating the challenges facing human society. The public is increasingly concerned about the health and well-being of individuals, families, and communities. To enhance human health and well-being, user expectations for the future need to be understood. The kitchen, a central area of a home, is closely related to healthy living. In this study, a series of seven exploratory workshops were held at a Chinese university using co-design to understand the expectations and thinking of Chinese college students about the future of kitchen design in terms of health and well-being. A methodological innovation was introduced in co-design workshops, where participants were asked to imagine, discuss, and sketch concepts together to stimulate creative design. A six-dimensional tentative model of future kitchen expectations, including 34 sub-themes, was constructed based on the data analysis to explore the expected characteristics of kitchens. These dimensions include intelligent technologies and interaction experiences, health and well-being, inclusivity and extensibility, ecosystem circulation and sustainability, emotional and meaningful experience, and spatial planning and aesthetic experience. The resulting model provides valuable insights into the expectations of future users, providing direction and systematic strategies for future kitchens along the six-dimensional characteristics. Future kitchens, if the younger generation is to adopt them, need to positively affect users' lives and meet their health and well-being standards.
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Affiliation(s)
- Zhidiankui Xu
- School of Design, Jiangnan University, Wuxi 214122, China
| | - Yu Wu
- School of Design, Jiangnan University, Wuxi 214122, China
| | - Yixi Bao
- School of Design, Jiangnan University, Wuxi 214122, China
| | - Jiawei Li
- School of Design, Jiangnan University, Wuxi 214122, China
| | - Zhengzhong Zhou
- Academy of Arts and Design, Tsinghua University, Beijing100089, China
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249
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Galbraith F, Ginns P. Does the size of tracing actions affect learning outcomes? EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2023. [DOI: 10.1080/20590776.2022.2161879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Affiliation(s)
- Felicity Galbraith
- Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
| | - Paul Ginns
- Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
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250
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Chen Y, Yang K. Variables for designing cube folding tasks influencing sixth‐graders' performance. APPLIED COGNITIVE PSYCHOLOGY 2023. [DOI: 10.1002/acp.4032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Affiliation(s)
- Yun‐Zu Chen
- Taipei Municipal Nanhu High School Taipei Taiwan
| | - Kai‐Lin Yang
- Department of Mathematics National Taiwan Normal University Taipei Taiwan
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