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Li X, Zhang J, Yang J. The effect of computer self-efficacy on the behavioral intention to use translation technologies among college students: Mediating role of learning motivation and cognitive engagement. Acta Psychol (Amst) 2024; 246:104259. [PMID: 38608364 DOI: 10.1016/j.actpsy.2024.104259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Revised: 02/29/2024] [Accepted: 04/08/2024] [Indexed: 04/14/2024] Open
Abstract
Amid an era of rapid globalization and technological advancement, translation technologies stand as valuable assets for college students to enhance accuracy and efficiency in the translation process. However, the adoption and acceptance of these technologies are contingent on several psychological factors, which are underexplored in the academic field. This study, populated by a cohort of 397 college students, employs a multiple-item questionnaire measuring computer self-efficacy, learning motivation, cognitive engagement, and the behavioral intention to utilize translation technologies. The collected data were analyzed through a Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach. Results indicated that computer self-efficacy significantly correlated with learning motivation, cognitive engagement, and behavioral intention to use translation technologies. Learning motivation and cognitive engagement were identified as critical mediators; combined, they exhibited a chain mediating effect on the association between computer self-efficacy and the intention to adopt translation technologies. Untangling the intertwined influences of these psychological constructs provides profound implications for the stakeholders, including tertiary education institutions, educators, curriculum developers, and technologists, to design effective pedagogical strategies and technology platforms to enhance translation technology adoption. This will equip students to harness these technologies and create a conducive environment for them to thrive in a globalized and digitally interconnected world.
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Affiliation(s)
- Xiang Li
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China
| | - Jian Zhang
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China.
| | - Jie Yang
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China
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Borer H, Dubovi I. Fostering childbirth education on upright positions and mobility during labor in nulliparous women. BMC Pregnancy Childbirth 2023; 23:870. [PMID: 38104069 PMCID: PMC10724979 DOI: 10.1186/s12884-023-06166-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Accepted: 12/01/2023] [Indexed: 12/19/2023] Open
Abstract
BACKGROUND Upright labor positions and movement during labor have a positive effect on childbirth, yet the predominant labor positions are still horizontal. Therefore, it is important to explore how it is possible to improve childbirth education, particularly its instructional design, to strengthen women's self-efficacy toward the use of upright positions and mobility during labor. The aim of the study was to evaluate the impact of an instructional approach based on a cognitive engagement ICAP (Interactive, Constructive, Active, Passive) framework on the development of knowledge, attitudes, and self-efficacy expectations toward upright positions and mobility during labor. METHODS A prospective quasi-experimental study was conducted among nulliparous women from the ultra-orthodox Jewish community (n = 74). While the control group (n = 34) participated in routine childbirth education, the intervention group (n = 36) learned with childbirth education that included interactive and constructive cognitive engagement activities. Participants in both groups completed a set of questionnaires regarding knowledge, attitudes, and self-efficacy. RESULTS The post-test analysis revealed that women in the intervention group compared to the control group gained significantly higher knowledge scores (p < 0.05), more positive attitudes (p < 0.001), and stronger self-efficacy expectations toward upright positions and mobility during labor (p < 0.01). CONCLUSIONS The findings suggest that by fostering women's cognitive engagement levels during childbirth education toward the interactive and constructive modes of the ICAP framework, women's self-efficacy to move during labor and to use upright positions can be induced. These results can serve as a foundation to improve the overall effectiveness of childbirth instruction. TRIAL REGISTRATION The study was registered retrospectively.
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Affiliation(s)
- Hanna Borer
- Nursing Department, Faculty of Medicine, The Stanley Steyer School of Health Professions, Tel Aviv University, Tel Aviv, 69978, Israel
| | - Ilana Dubovi
- Nursing Department, Faculty of Medicine, The Stanley Steyer School of Health Professions, Tel Aviv University, Tel Aviv, 69978, Israel.
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Lape ME, Roopnarine JL, Krishnakumar A, Blake C. Socioeconomic and home educational resource risk factors and Children's literacy and social skills in Guyanese families: Mediating role of parental cognitive engagement and parental guidance. Int J Psychol 2023; 58:554-562. [PMID: 37470342 DOI: 10.1002/ijop.12931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 06/28/2023] [Indexed: 07/21/2023]
Abstract
This study examined the mediating role of parental cognitive engagement and parental guidance on the associations between family socioeconomic and home environment resource risk factors and children's literacy and social skills in Guyana. The sample consisted of 1208 families from diverse ethnic and socioeconomic backgrounds drawn from the 2019 to 2020 country-level UNICEF MICS data. Caregivers provided assessments of socioeconomic conditions, educational resources in the home environment, cognitive engagement, parental guidance and children's literacy and social skills. Family socioeconomic risk had an indirect association with social skills through cognitive engagement. Home environment educational resource risk had indirect associations with children's literacy and social skills through parental guidance. Findings are discussed in terms of identifying protective factors within families in low- and middle-income Caribbean countries that can better inform intervention efforts geared at reducing risks to childhood development.
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Affiliation(s)
| | - Jaipaul L Roopnarine
- Syracuse University, Syracuse, NY, USA and Anton de Kom University, Paramaribo, Suriname
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Xu MM, Tian Q, Yu SH, Liu YT, Cao ML, Zhang W. Cognitive engagement of nursing undergraduates in blended learning: A parallel mixed method study. Nurse Educ Today 2023; 130:105947. [PMID: 37660588 DOI: 10.1016/j.nedt.2023.105947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Revised: 07/28/2023] [Accepted: 08/19/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND Blended learning is being integrated into undergraduate nursing education at all levels and from all directions. Cognitive engagement is not only an embodiment and guarantee of students' engagement into the curriculum from a cognitive level, deep engagement and high-level thinking, but also an important indicator of whether students are effectively engaged in the blended learning curricula. However, no studies have been seen to investigate the cognitive engagement of nursing undergraduates in the blended learning curricula and its influential factors. OBJECTIVES To explore nursing undergraduates' cognitive engagement during the blended learning curricula and its influential factors. DESIGN A convergent parallel mixed-methods was used. Data were collected between November 2021 and May 2022, inclusive. SETTINGS AND PARTICIPANTS The study was carried out in the nursing school at a university in China. Participants including students undertaking entry to the blended learning curricula. METHODS In the quantitative component (n = 142), participants' cognitive engagement was investigated and factors associated with it were examined using univariate analysis, correlation analysis and multiple regression analysis. During this period, personal, semi-structured interviews were conducted with a subset of these participants (n = 15) to understand participants' cognitive engagement experiences. RESULTS The cognitive engagement of nursing undergraduates was at a moderate level and the cognitive engagement experiences were reflected in the four themes of Reconstitution, Connection, Elaboration and Retention. The influential factors of cognitive engagement were learning activities (β = 0.226, p = 0.004), autonomy (β = 0.158, p = 0.047), academic self-efficacy (β = 0.311, p < 0.001, β = 0.271, p < 0.001) and social interaction (β = 0.358, p < 0.001). CONCLUSIONS The cognitive engagement of nursing undergraduates in the blended learning curricula needs to be improved. To maximize promote cognitive engagement of nursing undergraduates in the blended learning curricula, educators should design diverse learning activities, engage in high quality social interactions with students, and maximize students' autonomy and self-efficacy.
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Affiliation(s)
- Meng-Meng Xu
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China; Pingxiang Health Vocational College, No. 333 Wugongshan Street, Pingxiang 337000, Jiangxi Province, China
| | - Qi Tian
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Shuang-Han Yu
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Yan-Tong Liu
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Ming-Lu Cao
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China
| | - Wei Zhang
- Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China.
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Anzeneder S, Zehnder C, Martin-Niedecken AL, Schmidt M, Benzing V. Acute exercise and children's cognitive functioning: What is the optimal dose of cognitive challenge? Psychol Sport Exerc 2023; 66:102404. [PMID: 37665845 DOI: 10.1016/j.psychsport.2023.102404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 11/26/2022] [Accepted: 02/08/2023] [Indexed: 09/06/2023]
Abstract
Acute bouts of exercise have the potential to benefit children's cognition. Inconsistent evidence on the role of qualitative exercise task characteristics calls for further investigation of the cognitive challenge level in exercise. Thus, the study aim was to investigate which "dose" of cognitive challenge in acute exercise benefits children's cognition, also exploring the moderating role of individual characteristics. In a within-subject experimental design, 103 children (Mage = 11.1, SD = 0.9, 48% female) participated weekly in one of three 15-min exergames followed by an Attention Network task. Exergame sessions were designed to keep physical intensity constant (65% HRmax) and to have different cognitive challenge levels (low, mid, high; adapted to the ongoing individual performance). ANOVAs performed on variables that reflect the individual functioning of attention networks revealed a significant effect of cognitive challenge on executive control efficiency (reaction time performances; p = .014, ƞ2p = .08), with better performances after the high-challenge condition compared to lower ones (ps < .015), whereas alerting and orienting were unaffected by cognitive challenge (ps > .05). ANOVAs performed on variables that reflect the interactive functioning of attention networks revealed that biological sex moderated cognitive challenge effects. For males only, the cognitive challenge level influenced the interactive functioning of executive control and orienting networks (p = .004; ƞ2p = .07). Results suggest that an individualized and adaptive cognitively high-challenging bout of exercise is more beneficial to children's executive control than less challenging ones. For males, the cognitive challenge in an acute bout seems beneficial to maintain executive control efficiency also when spatial attention resources cannot be validly allocated in advance. Results are interpreted referring to the cognitive stimulation hypothesis and arousal theory.
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Affiliation(s)
- Sofia Anzeneder
- Institute of Sport Science, University of Bern, Bern, Switzerland.
| | - Cäcilia Zehnder
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | | | - Mirko Schmidt
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Valentin Benzing
- Institute of Sport Science, University of Bern, Bern, Switzerland
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Abbasi M, Ghamoushi M, Mohammadi Zenouzagh Z. EFL learners' engagement in online learning context: development and validation of potential measurement inventory. Univers Access Inf Soc 2023:1-15. [PMID: 37361676 PMCID: PMC10106874 DOI: 10.1007/s10209-023-00993-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/06/2023] [Indexed: 06/28/2023]
Abstract
Research has proved learner engagement is a strong predictor of academic achievement, especially in the online learning environment. The lack of any reliable and valid instrument to measure this construct in the context of online education made the researchers of the current study develop and validate a potential measurement inventory to assess EFL learners' engagement in the online learning environment. For this purpose, a comprehensive review of the related literature and careful investigation of the existing instruments were carried out to find the theoretical constructs for learner engagement which led to the development of a 56-item Likert scale questionnaire. The newly developed questionnaire was piloted with 560 female and male EFL university students selected based on nonprobability convenience sampling. The results of the factor analysis indicated the reduction of items to 48 loaded on three main components, namely behavioral engagement (15 items), emotional engagement (16 items), and cognitive engagement (17 items). The results also revealed that the newly developed questionnaire enjoyed a reliability index of 0.925. The findings of the current study will undoubtedly help teaching practitioners assess EFL learners' engagement in the online learning context and make principled decisions when it comes to learners' engagement.
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Affiliation(s)
- Maryam Abbasi
- Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
| | - Masoumeh Ghamoushi
- Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
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Zheng L, Zhong L, Fan Y. An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning. Educ Inf Technol (Dordr) 2023; 28:1-22. [PMID: 36688219 PMCID: PMC9845826 DOI: 10.1007/s10639-023-11588-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 01/05/2023] [Indexed: 06/17/2023]
Abstract
Online collaborative learning (OCL) has been a mainstream pedagogy in the field of higher education. However, learners often produce off-topic information and engage less during online collaborative learning compared to other approaches. In addition, learners often cannot converge in knowledge, and they often do not know how to coregulate with peers. To cope with these problems, this study proposed an immediate analysis of interaction topics (IAIT) approach through deep learning technologies. The purpose of this study is to examine the effects of the IAIT approach on group performance, knowledge convergence, coregulation, and cognitive engagement in online collaborative learning. In total, 60 undergraduate students participated in this quasi-experimental study. They were assigned to either the experimental or the control groups. The students in the experimental groups conducted online collaborative learning with the IAIT approach, and the students in the control groups conducted online collaborative learning only without any particular approach. The whole study lasted for three months. Both qualitative and quantitative methods were adopted to analyze data. The results indicated that the IAIT approach significantly promoted group performance, knowledge convergence, coregulated behaviors, and cognitive engagement. The IAIT approach did not increase learners' cognitive load. The results, together with the implications for teachers, practitioners and researchers, are also discussed in depth.
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Affiliation(s)
- Lanqin Zheng
- School of Educational Technology, Faculty of Education, Beijing Normal University, No. 19, XinJieKouWai Street, HaiDian District, 100875 Beijing, People’s Republic of China
| | - Lu Zhong
- School of Educational Technology, Faculty of Education, Beijing Normal University, No. 19, XinJieKouWai Street, HaiDian District, 100875 Beijing, People’s Republic of China
| | - Yunchao Fan
- School of Educational Technology, Faculty of Education, Beijing Normal University, No. 19, XinJieKouWai Street, HaiDian District, 100875 Beijing, People’s Republic of China
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Lu K, Pang F, Shadiev R. Understanding college students' continuous usage intention of asynchronous online courses through extended technology acceptance model. Educ Inf Technol (Dordr) 2023; 28:1-19. [PMID: 36688218 PMCID: PMC9843658 DOI: 10.1007/s10639-023-11591-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Asynchronous online learning has gained great popularity in higher education, especially due to the recent COVID-19 pandemic. However, few studies have investigated how to maintain students' continuous usage intention of asynchronous online courses in the context of higher education. This study incorporated four key factors (intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement) associated with students' continuous usage intention of asynchronous online courses into technology acceptance model (TAM) to identify the influencing factors on students' continuous usage intention. A survey with 325 college students was conducted to explore their continuous usage intention of asynchronous online courses and structural equation modeling analysis was carried out to analyze the relationships between the key influencing factors and students' continuous usage intention. The results showed that cognitive engagement was the only factor that directly related to continuous usage intention. Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly correlated with students' continuous usage intention through different pathways. The results of the study have several theoretical and practical implications. Theoretically, the study verified what key learning factors incorporated into TAM and in what way they relate to the continuous usage intention of asynchronous online courses. Practically, the present study indicated that it is required to take intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement and TAM into consideration when designing and conducting asynchronous online learning courses to ensure college students' continuous usage intention of asynchronous online courses.
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Affiliation(s)
- Kaili Lu
- College of Education Science and Technology, Nanjing University of Posts and Telecommunications, No. 09 Wenyuan Road, 210023 Nanjing, China
| | - Feng Pang
- Cyber Security and Informatization Office, Nanjing Forestry University, No. 159 Longpan Road, 210037 Nanjing, China
| | - Rustam Shadiev
- College of Education, Zhejiang University, No. 866, Yuhangtang Road, 310058 Hangzhou, China
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Adekannbi JO, Ipadeola O. Predictors of satisfaction with emergency remote teaching (ERT) during Covid 19 among undergraduate students of Nigeria's premier university. SN Soc Sci 2023; 3:51. [PMID: 36879657 DOI: 10.1007/s43545-023-00638-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 02/13/2023] [Indexed: 03/05/2023]
Abstract
University of Ibadan, Nigeria's premier university commenced emergency remote teaching (ERT) in February 2021 in other to control the spread of Covid-19. After a full session of learning through this mode, this paper investigated determinants of undergraduate students' satisfaction with the institution's ERT. Proportional-to-size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire and data were collected on the factors-attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use); and cognitive engagement. Findings showed that all the variables except accessibility had significant relationships with students' satisfaction. However, only motivation to learn (β = 0.140, p = 0.019) and cognitive engagement (β = 0.154, p = 0.005) were significant predictors of students' satisfaction with the ERT. The study emphasized the need for the institution to take steps towards ensuring that online learning is interesting and motivating for students, such that when faced with such abrupt change in learning mode in the future, students are motivated to learn and are willing to invest their mental effort into understanding their academic work, which may ultimately improve their satisfaction with the learning process.
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Lo Presti L, Testa M, Maggiore G, Marino V. Key drivers involved in the telemonitoring of covid-19 for self-health management: an exploratory factor analysis. BMC Health Serv Res 2022; 22:520. [PMID: 35440043 PMCID: PMC9016691 DOI: 10.1186/s12913-022-07828-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Accepted: 03/15/2022] [Indexed: 12/20/2022] Open
Abstract
Background The recent COVID-19 pandemic and the shortage of general practitioners has determined a strong pressure on the Italian health system. This critical issue highlighted the fundamental support of e-health services not only to lighten the workload of doctors, but also to offer patients a health service tailored to real needs. Therefore, the digital engagement platforms represent a valid aid, as they reconcile the efficiency needs of the healthcare system with the benefits for the patients involved. In this perspective, little is known about the main factors associated with use of telemonitoring platforms and their effectiveness. This paper investigates the critical success factors of telemonitoring platforms during COVID-19 in order to understand the mechanisms underlying patient participation with the health engagement platforms. Methods An exploratory factor analysis was used to explain the main dimensions of patient participation in the COVID-19 telemonitoring. A sample of 119 patients with a suspected or confirmed infection was used in the investigation. Moreover, an analysis of variance was calculated to identify the differences between three types of patients (infected, uninfected, with suspected infection) and verify the effectiveness of the platform. Main Findings There are six main factors underlying the use of the COVID-19 telemonitoring platform. “Self-Health Engagement” emerges as a novel factor. Moreover, compared to other platforms, cognitive engagement is a crucial trigger for effective telemonitoring. Discussion By identifying the main triggers involved in the use of health engagement platforms, we can improve the satisfaction of telemonitoring services for appropriate health-crisis management. Furthermore, the COVID-19 telemonitoring platform appears to improve health management for both patients and health care providers as it provides the patient with the necessary tools for Self-Health Management (SHM), as well as helping to enrich the literature on health care. Conclusion A new construct emerges in the study of digital telemonitoring platforms: “health self-engagement”, that is, an engagement based on self-care that demonstrates the decisive role assumed by both digital technology and patient participation in self-management. Supplementary Information The online version contains supplementary material available at 10.1186/s12913-022-07828-3.
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Affiliation(s)
- Letizia Lo Presti
- Department of Law and Economics, University of Rome "Unitelma Sapienza", Rome, Italy.
| | - Mario Testa
- Department of Management and Innovation Systems, University of Salerno, Fisciano, SA, Italy
| | - Giulio Maggiore
- Department of Law and Economics, University of Rome "Unitelma Sapienza", Rome, Italy
| | - Vittoria Marino
- Department of Law, Economics, Management and Quantitative Methods, University of Sannio, Benevento, Italy
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Beck D, Borup J, Wood C. The Role of the Advocate in Cyber Schools during the COVID-19 Pandemic. TechTrends 2022; 66:366-379. [PMID: 35287340 PMCID: PMC8907005 DOI: 10.1007/s11528-022-00710-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students' cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates' role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning.
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Affiliation(s)
- Dennis Beck
- University of Arkansas, Fayetteville, AR USA
| | | | - Camie Wood
- University of Arkansas, Fayetteville, AR USA
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Seet HAA, Tan E, Rajalingam P. Effect of Seating Arrangement on Class Engagement in Team-based Learning: a Quasi-Experimental Study. Med Sci Educ 2022; 32:229-237. [PMID: 35154899 PMCID: PMC8814094 DOI: 10.1007/s40670-021-01469-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/05/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION This study investigated the effects of seating distance and orientation on engagement in novice and experienced learners in a large classroom explicitly designed for team-based learning (TBL). Learning what affects TBL engagement may improve its implementation. METHODS Participants were novice first-year and experienced second-year undergraduate medical students in Singapore (male = 103, female = 57). Their age ranged from 18 to 23 (M = 19.5, SD = 1.06). This quasi-experimental study considered two factors. Firstly, the distance from the teams' table to the tutor's table. Secondly, students' orientation at each table, with either their front or back facing the tutor. Engagement was measured using two instruments, Situational Cognitive Engagement Measure and Classroom Engagement Survey at two TBL sessions - before and after swapping seating arrangements. RESULTS For experienced students, seating distance did not significantly affect engagement (p = 0.08-0.89). Novice student's engagement levels decreased significantly for those who moved further; M = 3.30 to 2.98 (p = 0.009-0.023). However, overall engagement also decreased post-swap regardless of direction moved; M = 3.26 to 3.00 (p = 0.004). For both cohorts, seating orientation did not significantly affect engagement (p = 0.07-0.62). Those unaffected by seating arrangement commended the classroom's design, such as screens all around and quality audio-visual system. Novice students exhibited a stronger preference to sit nearer to the tutor than experienced students. Both groups preferred sitting with their front-facing the tutor. DISCUSSION Within specially designed TBL classrooms, seating distance and orientation did not significantly affect engagement. Technologically enhanced team-centric spaces provide a favourable environment for TBL, though students' preferences for seats may change with more TBL experience. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01469-7.
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Affiliation(s)
- Hong An Andrew Seet
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Novena Campus, 308232 Singapore
| | - Emmanuel Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Novena Campus, 308232 Singapore
| | - Preman Rajalingam
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Novena Campus, 308232 Singapore
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Kumar P, Dwivedi YK, Anand A. Responsible Artificial Intelligence (AI) for Value Formation and Market Performance in Healthcare: the Mediating Role of Patient's Cognitive Engagement. Inf Syst Front 2021; 25:1-24. [PMID: 33948105 PMCID: PMC8084266 DOI: 10.1007/s10796-021-10136-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/18/2021] [Indexed: 05/31/2023]
Abstract
The Healthcare sector has been at the forefront of the adoption of artificial intelligence (AI) technologies. Owing to the nature of the services and the vulnerability of a large section of end-users, the topic of responsible AI has become the subject of widespread study and discussion. We conduct a mixed-method study to identify the constituents of responsible AI in the healthcare sector and investigate its role in value formation and market performance. The study context is India, where AI technologies are in the developing phase. The results from 12 in-depth interviews enrich the more nuanced understanding of how different facets of responsible AI guide healthcare firms in evidence-based medicine and improved patient centered care. PLS-SEM analysis of 290 survey responses validates the theoretical framework and establishes responsible AI as a third-order factor. The 174 dyadic data findings also confirm the mediation mechanism of the patient's cognitive engagement with responsible AI-solutions and perceived value, which leads to market performance.
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Affiliation(s)
- Pradeep Kumar
- Indian Institute of Management Ranchi, Ranchi, India
- Emerging Markets Research Centre (EMaRC), School of Management, Swansea University, Bay Campus, Wales SA1 8EN Swansea, UK
| | - Yogesh K. Dwivedi
- Emerging Markets Research Centre (EMaRC), School of Management, Swansea University, Bay Campus, Wales SA1 8EN Swansea, UK
| | - Ambuj Anand
- Indian Institute of Management Ranchi, Ranchi, India
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Aguilera-Hermida AP, Quiroga-Garza A, Gómez-Mendoza S, Del Río Villanueva CA, Avolio Alecchi B, Avci D. Comparison of students' use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Educ Inf Technol (Dordr) 2021; 26:6823-6845. [PMID: 33867810 PMCID: PMC8043760 DOI: 10.1007/s10639-021-10473-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Accepted: 02/15/2021] [Indexed: 05/21/2023]
Abstract
Due to the COVID-19 pandemic, and pursuant to the governments' order of citizens remaining at home, several countries were required to transition from face-to-face instruction to an online model to provide higher education to their students. While factors affecting the use of online learning are diverse and have been studied by models of use and acceptance of technology, this cross-sectional study explores the factors unique to the current emergency situation that influence students' use and acceptance of emergency online learning. Moreover, it proposes a model to predict a student's cognitive engagement in Mexico, Peru, Turkey, and the USA. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. Data was collected from 1009 students from the four countries, who completed surveys anonymously. The factors analyzed were attitude, affect, and motivation, perceived behavioral control (ease of use, self-efficacy, and accessibility), and cognitive engagement. The data was analyzed using descriptive, correlation, and regression analysis. The predictive model shows that students' attitude toward online learning impacts their cognitive engagement in Mexico, Peru, and the USA. Furthermore, self-efficacy is a significant moderator for cognitive engagement in all four countries. The model also shows that each country has different determinants for cognitive engagement. Understanding the factors that affect the use of emergency online learning is essential for the success and/or achievement of its maximum benefits in situations like a global pandemic. Limitations of this study have been identified as use of convenience sampling, and an inability to explore factors related to instruction and system attributes. Professors who did not teach online learning lacked knowledge about online educational strategies and used the technological resources that were immediately available to them. Therefore, research that explores the use of instructional strategies and the use of technological systems during emergency online learning is necessary. This study includes suggestions to incorporate open educational resources that use microlearning and emphasizes the importance of student self-efficacy; because it was predictor of cognitive engagement in all four countries. Faculty and higher education institutions can and should develop strategies to increase students' sense of self-efficacy.
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Affiliation(s)
- A. Patricia Aguilera-Hermida
- School of Behavioral Sciences and Education, The Pennsylvania State University, 777 West Harrisburg Pike, W314 Olmsted Building, Middletown, PA 17057 USA
| | - Angélica Quiroga-Garza
- Psychology Department, Universidad de Monterrey, Ave. Ignacio Morones Prieto 4500 Pte., 66238 San Pedro, Garza García, N.L. Mexico
| | - Sanjuana Gómez-Mendoza
- Psychology Department, Universidad de Monterrey, Ave. Ignacio Morones Prieto 4500 Pte., 66238 San Pedro, Garza García, N.L. Mexico
| | - Carmen Amalia Del Río Villanueva
- CENTRUM Católica Graduate Business School, Pontificia Universidad Católica del Perú, Avenida Universitaria 1801, San Miguel, Lima Peru
| | - Beatrice Avolio Alecchi
- CENTRUM Católica Graduate Business School, Pontificia Universidad Católica del Perú, Avenida Universitaria 1801, San Miguel, Lima Peru
| | - Dilek Avci
- Department of Psychological Counseling and Guidance & Psychological Center, Hacettepe University, Ankara, Turkey
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15
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Ballenghein U, Kaakinen JK, Tissier G, Baccino T. Cognitive engagement during reading on digital tablet: Evidence from concurrent recordings of postural and eye movements. Q J Exp Psychol (Hove) 2020; 73:1820-1829. [PMID: 32427051 DOI: 10.1177/1747021820931830] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study utilised a novel combination of eye movement and motion capture recordings to examine cognitive engagement during reading on a hand-held tablet computer. Participants read a multiple-page text with a specific task in mind and after reading recalled the main contents of text from memory. The results showed that head distance from screen was slightly shorter, and readers spent longer time reading task-relevant than irrelevant segments of text and had better memory for task-relevant than irrelevant text information, indicating that there are task-induced momentary changes in engagement during reading. Moreover, head motion and individual fixation durations decreased during the course of reading of relevant segments, and even though there was an overall increase in table motion during reading, the slope of this increase was steeper for irrelevant than relevant text segments. These results suggest that readers become more engaged with relevant and less engaged with irrelevant text segments across the text. The novel methodological combination of eye and postural movements seems to provide valuable information about cognitive engagement during reading in digital environments. The cumulation of evidence from this and previous studies suggests that reading on a tablet affords different interactions between the reader and the text than reading on a computer screen. Reading on a tablet might be more similar to reading on paper, and this may impact the attentional processes during reading.
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Affiliation(s)
- Ugo Ballenghein
- Department of Psychology, University of Paris 8, Saint-Denis, France.,CHArt LUTIN Laboratories, Paris, France
| | - Johanna K Kaakinen
- Turku Institute for Advanced Studies and Department of Psychology, University of Turku, Turku, Finland
| | | | - Thierry Baccino
- Department of Psychology, University of Paris 8, Saint-Denis, France.,CHArt LUTIN Laboratories, Paris, France
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16
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Engels MC, Pakarinen E, Lerkkanen MK, Verschueren K. Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study. J Sch Psychol 2019; 76:140-158. [PMID: 31759462 DOI: 10.1016/j.jsp.2019.07.012] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Revised: 05/28/2019] [Accepted: 07/23/2019] [Indexed: 10/26/2022]
Abstract
The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates.
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Affiliation(s)
- Maaike C Engels
- Department of Sociology, University of Groningen, the Netherlands; Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, the Netherlands.
| | - Eija Pakarinen
- Department of Teacher Education, University of Jyväskylä, Finland
| | - Marja-Kristiina Lerkkanen
- Department of Teacher Education, University of Jyväskylä, Finland; Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Norway
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17
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Garcia-Gorro C, Garau-Rolandi M, Escrichs A, Rodriguez-Dechicha N, Vaquer I, Subira S, Calopa M, Martinez-Horta S, Perez-Perez J, Kulisevsky J, Muñoz E, Santacruz P, Ruiz-Idiago J, Mareca C, de Diego-Balaguer R, Camara E. An active cognitive lifestyle as a potential neuroprotective factor in Huntington's disease. Neuropsychologia 2018; 122:116-124. [PMID: 30563619 DOI: 10.1016/j.neuropsychologia.2018.10.017] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 10/16/2018] [Accepted: 10/20/2018] [Indexed: 01/21/2023]
Abstract
A cognitive stimulating lifestyle has been observed to confer cognitive benefits in multiple neurodegenerative diseases. However, the underlying neurobiological basis of this phenomenon remains unclear. Huntington's disease can provide a suitable model to study the effects and neural mechanisms of cognitive engagement in neurodegeneration. In this study, we investigate the effect of lifestyle factors such as education, occupation and engagement in cognitive activities in Huntington's disease gene carriers on cognitive performance and age of onset as well as the underlying neural changes sustaining these effects, measured by magnetic resonance imaging. Specifically, we analyzed both gray matter volume and the strength of connectivity of the executive control resting-state network. High levels of cognitive engagement were significantly associated with more preserved executive functions, a delay in the appearance of symptoms, reduced volume loss of the left precuneus and the bilateral caudate and a modulation of connectivity strength of anterior cingulate cortex and left angular gyrus with the executive control network. These findings suggest that a cognitively stimulating lifestyle may promote brain maintenance by modulating the executive control resting-state network and conferring protection against neurodegeneration, which results in a delayed onset of symptoms and improved performance in executive functions.
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Affiliation(s)
- Clara Garcia-Gorro
- Cognition and Brain Plasticity Unit, Neuroscience Program, IDIBELL (Institut d'Investigació Biomèdica de Bellvitge), L'Hospitalet de Llobregat, Barcelona, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
| | - Maria Garau-Rolandi
- Hestia Duran i Reynals. Hospital Duran i Reynals, Hospitalet de Llobregat, Barcelona, Spain
| | - Anira Escrichs
- Cognition and Brain Plasticity Unit, Neuroscience Program, IDIBELL (Institut d'Investigació Biomèdica de Bellvitge), L'Hospitalet de Llobregat, Barcelona, Spain
| | | | - Irene Vaquer
- Hestia Duran i Reynals. Hospital Duran i Reynals, Hospitalet de Llobregat, Barcelona, Spain
| | - Susana Subira
- Hestia Duran i Reynals. Hospital Duran i Reynals, Hospitalet de Llobregat, Barcelona, Spain; Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Barcelona, Spain
| | - Matilde Calopa
- Movement Disorders Unit, Neurology Service, Hospital Universitari de Bellvitge, Barcelona, Spain
| | - Saul Martinez-Horta
- Movement Disorders Unit, Department of Neurology, Biomedical Research Institute Sant Pau (IIB-Sant Pau), Hospital de la Santa Creu i Sant Pau, Barcelona, Spain; CIBERNED (Center for Networked Biomedical Research on Neurodegenerative Diseases), Carlos III Institute, Madrid, Spain
| | - Jesus Perez-Perez
- Movement Disorders Unit, Department of Neurology, Biomedical Research Institute Sant Pau (IIB-Sant Pau), Hospital de la Santa Creu i Sant Pau, Barcelona, Spain; CIBERNED (Center for Networked Biomedical Research on Neurodegenerative Diseases), Carlos III Institute, Madrid, Spain
| | - Jaime Kulisevsky
- Movement Disorders Unit, Department of Neurology, Biomedical Research Institute Sant Pau (IIB-Sant Pau), Hospital de la Santa Creu i Sant Pau, Barcelona, Spain; CIBERNED (Center for Networked Biomedical Research on Neurodegenerative Diseases), Carlos III Institute, Madrid, Spain; Universidad Autónoma de Barcelona, Barcelona, Spain
| | - Esteban Muñoz
- Movement Disorders Unit, Neurology Service, Hospital Clínic, Barcelona, Spain; IDIBAPS (Institut d'Investigacions Biomèdiques August Pi i Sunyer), Barcelona, Spain; Facultat de Medicina, University of Barcelona, Barcelona, Spain
| | - Pilar Santacruz
- Movement Disorders Unit, Neurology Service, Hospital Clínic, Barcelona, Spain
| | | | - Celia Mareca
- Hospital Mare de Deu de la Mercè, Barcelona, Spain
| | - Ruth de Diego-Balaguer
- Cognition and Brain Plasticity Unit, Neuroscience Program, IDIBELL (Institut d'Investigació Biomèdica de Bellvitge), L'Hospitalet de Llobregat, Barcelona, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain; The Institute of Neurosciences, University of Barcelona, Barcelona, Spain; ICREA (Catalan Institute for Research and Advanced Studies), Barcelona, Spain
| | - Estela Camara
- Cognition and Brain Plasticity Unit, Neuroscience Program, IDIBELL (Institut d'Investigació Biomèdica de Bellvitge), L'Hospitalet de Llobregat, Barcelona, Spain.
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18
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Chen S, Zhu X, Androzzi J, Nam YH. Evaluation of a concept-based physical education unit for energy balance education. J Sport Health Sci 2018; 7:353-362. [PMID: 30356610 PMCID: PMC6189271 DOI: 10.1016/j.jshs.2016.06.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 04/03/2016] [Accepted: 05/30/2016] [Indexed: 06/08/2023]
Abstract
BACKGROUND Physical education (PE) is a key channel that impacts children's decisions and behaviors for healthful living. This study evaluated the effects of a concept-based PE (CBPE) instructional unit, featured by energy balance (EB) education, on students' knowledge learning, situational interest, cognitive, and physical engagements as well as teachers' perceptions. METHODS Fourth and 5th grade students (n = 468) in a mid-western state of the United States were recruited as the participants. Four elementary schools were randomized to the CBPE or control groups. Students' EB knowledge, situational interest, cognitive engagement, and physical engagement were measured by a knowledge test, the Situational Interest Scale-Elementary, written task sheets, and accelerometers, respectively, while teachers' perceptions of the CBPE unit were captured by individual interviews at the end of the experiment. RESULTS The CBPE group showed a significant increase in EB knowledge, while the control did not. Both groups showed a similar increasing trend for situational interest over time, although the statistical results favored the control group. For physical engagement, the CBPE group demonstrated a statistically different but substantively similar level of in-class physical activity compared to the control group. The CBPE group also showed a moderate level of cognitive engagement throughout the unit. The PE teachers reported overall positive perceptions about teaching the CBPE unit. CONCLUSION These results support the utility of the CBPE unit in enhancing EB education along with facilitating positive student interest and engagement as well as positive teaching experiences.
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Affiliation(s)
- Senlin Chen
- Department of Kinesiology, Iowa State University, Ames, IA 50011, USA
| | - Xihe Zhu
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA 23529, USA
| | - Jared Androzzi
- Department of Health, Physical Education, Recreation, and Sport, Shepherd University, Shepherdstown, WV 25443, USA
| | - Yoon Ho Nam
- School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO 80639, USA
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Chi MTH, Adams J, Bogusch EB, Bruchok C, Kang S, Lancaster M, Levy R, Li N, McEldoon KL, Stump GS, Wylie R, Xu D, Yaghmourian DL. Translating the ICAP Theory of Cognitive Engagement Into Practice. Cogn Sci 2018; 42:1777-1832. [PMID: 29954048 DOI: 10.1111/cogs.12626] [Citation(s) in RCA: 48] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2016] [Revised: 03/19/2018] [Accepted: 04/23/2018] [Indexed: 11/28/2022]
Abstract
ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers' overall difficulty in designing and eliciting Interactive engagement.
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Affiliation(s)
| | - Joshua Adams
- Mary Lou Fulton Teachers College, Arizona State University
| | | | | | - Seokmin Kang
- School of Informatics and Decision Systems Engineering, Arizona State University
| | | | - Roy Levy
- Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Na Li
- Center for Human Applied Reasoning and IOT, University of Southern California
| | | | - Glenda S Stump
- Strategic Initiatives Group, Office of Digital Learning, Massachusetts Institute of Technology
| | - Ruth Wylie
- Center for Science and the Imagination, Arizona State University
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20
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Rotgans JI, Schmidt HG, Rajalingam P, Hao JWY, Canning CA, Ferenczi MA, Low-Beer N. How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement. Adv Health Sci Educ Theory Pract 2018; 23:339-351. [PMID: 29101496 DOI: 10.1007/s10459-017-9801-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2017] [Accepted: 10/26/2017] [Indexed: 06/07/2023]
Abstract
The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (β = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.
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Affiliation(s)
- Jerome I Rotgans
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore.
| | - Henk G Schmidt
- Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Preman Rajalingam
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore
| | - Joey Wong Ying Hao
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore
| | - Claire Ann Canning
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore
| | - Michael A Ferenczi
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore
| | - Naomi Low-Beer
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore
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21
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Auerbach AJJ, Andrews TC. Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking. Int J STEM Educ 2018; 5:19. [PMID: 30631709 PMCID: PMC6310404 DOI: 10.1186/s40594-018-0112-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 03/20/2018] [Indexed: 05/15/2023]
Abstract
BACKGROUND Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation. We investigated the pedagogical knowledge that 77 instructors who report implementing active-learning instruction used as they analyzed video clips of lessons in large active-learning biology courses. We used qualitative content analysis, and drew on cognitive and sociocultural perspectives of learning, to identify and characterize the pedagogical knowledge instructors employed. We used the collective thinking of these instructors to generate a framework of pedagogical knowledge for active-learning instruction in large undergraduate biology courses. RESULTS We identified seven distinct components of pedagogical knowledge, as well as connections among these components. At the core of their thinking, participants evaluated whether instruction provided opportunities for students to generate ideas beyond what was presented to them and to engage in scientific practices. They also commonly considered student motivation to engage in this work and how instruction maximized equity among students. Participants noticed whether instructors monitored and responded to student thinking in real-time, how instruction prompted metacognition, and how links were built between learning tasks. Participants also thought carefully about managing the logistics of active-learning lessons. CONCLUSIONS Instructors who report using active-learning instruction displayed knowledge of principles of how people learn, practical knowledge of teaching strategies and behaviors, and knowledge related to classroom management. Their deep knowledge of pedagogy suggests that active-learning instruction requires much more than content knowledge built through training in the discipline, yet many college STEM instructors have little or no training in teaching. Further research should test this framework of pedagogical knowledge in different instruction contexts, including different STEM disciplines. Additional research is needed to understand what teacher knowledge is critical to effective active-learning instruction and how the development of this knowledge is best facilitated. Achieving widespread improvement in undergraduate STEM education will likely require transforming our approach to preparing and supporting undergraduate instructors.
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Affiliation(s)
- Anna Jo J. Auerbach
- Department of Genetics, University of Georgia, 120 East Green St., Athens, GA 30602 USA
| | - Tessa C. Andrews
- Department of Genetics, University of Georgia, 120 East Green St., Athens, GA 30602 USA
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Hadie SN, Abdul Manan@Sulong H, Hassan A, Mohd Ismail ZI, Talip S, Abdul Rahim AF. Creating an engaging and stimulating anatomy lecture environment using the Cognitive Load Theory-based Lecture Model: Students' experiences. J Taibah Univ Med Sci 2018; 13:162-172. [PMID: 31435319 PMCID: PMC6695024 DOI: 10.1016/j.jtumed.2017.11.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Revised: 10/31/2017] [Accepted: 11/11/2017] [Indexed: 10/25/2022] Open
Abstract
OBJECTIVE There is a need to create a standard interactive anatomy lecture that can engage students in their learning process. This study investigated the impact of a new lecturing guideline, the Cognitive Load Theory-based Lecture Model (CLT-bLM), on students' cognitive engagement and motivation. METHODS A randomised controlled trial involving 197 participants from three institutions was conducted. The control group attended a freestyle lecture on the gross anatomy of the heart, delivered by a qualified anatomist from each institution. The intervention group attended a CLT-bLM-based lecture on a similar topic, delivered by the same lecturer, three weeks thereafter. The lecturers had attended a CLT-bLM workshop that allowed them to prepare for the CLT-bLM-based lecture over the course of three weeks. The students' ratings on their cognitive engagement and internal motivation were evaluated immediately after the lecture using a validated Learners' Engagement and Motivation Questionnaire. The differences between variables were analysed and the results were triangulated with the focus group discussion findings that explored students' experience while attending the lecture. RESULTS The intervention group has a significantly higher level of cognitive engagement than the control group; however, no significant difference in internal motivation score was found. In addition, the intervention group reported having a good learning experience from the lectures. CONCLUSION The guideline successfully stimulated students' cognitive engagement and learning experience, which indicates a successful stimulation of students' germane resources. Stimulation of these cognitive resources is essential for successful cognitive processing, especially when learning a difficult subject such as anatomy.
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Affiliation(s)
- Siti N.H. Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | - Husnaida Abdul Manan@Sulong
- Integrative Medicine Cluster, Advanced Medical and Dental Institute, Universiti Sains Malaysia, Bertam, Kepala Batas, Penang, Malaysia
| | - Asma’ Hassan
- Faculty of Medicine, Medical Campus, Universiti Sultan Zainal Abidin, Kuala Terengganu, Terengganu, Malaysia
| | - Zul I. Mohd Ismail
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Malaysia
| | - Saiful Talip
- Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Kota Samarahan, Sarawak, Malaysia
| | - Ahmad F. Abdul Rahim
- Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, KubangKerian, Kota Bharu, Kelantan, Malaysia
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Abstract
PURPOSE Correlational and limited experimental evidence suggests that an engaged lifestyle is associated with the maintenance of cognitive vitality in old age. However, the mechanisms underlying these engagement effects are poorly understood. We hypothesized that mental effort underlies engagement effects and used fMRI to examine the impact of high-challenge activities (digital photography and quilting) compared with low-challenge activities (socializing or performing low-challenge cognitive tasks) on neural function at pretest, posttest, and one year after the engagement program. METHODS In the scanner, participants performed a semantic-classification task with two levels of difficulty to assess the modulation of brain activity in response to task demands. RESULTS The High-Challenge group, but not the Low-Challenge group, showed increased modulation of brain activity in medial frontal, lateral temporal, and parietal cortex-regions associated with attention and semantic processing-some of which were maintained a year later. This increased modulation stemmed from decreases in brain activity during the easy condition for the High-Challenge group and was associated with time committed to the program, age, and cognition. CONCLUSIONS Sustained engagement in cognitively demanding activities facilitated cognition by increasing neural efficiency. Mentally-challenging activities may be neuroprotective and an important element to maintaining a healthy brain into late adulthood.
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Affiliation(s)
| | | | | | - Denise C. Park
- Corresponding author: Denise C. Park, Ph.D., Center for Vital Longevity, 1600 Viceroy Avenue, University of Texas at Dallas,Dallas, TX 75235, USA. Tel.: +1 972 883 3255; Fax: +1 972 883 3250; E-mail:
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