Preliminary results of the impact of 3D-visualization resources in the area of graphic expression on the motivation of university students

AbstractAugmented reality and virtual reality are innovative technologies applied to the area of graphic expression with increasing influence on the teaching–learning process. Although these innovative resources enable new forms of teaching, it remains unclear how these artificial applications can impact students’ motivation. The aim of this paper was to evaluate how virtual exercises increase the motivation level in different typologies of university students. The sample was composed of graduate (master’s degree) and undergraduate students (three engineering degrees) of the University of Cordoba. These tools were available to students through four devices: mobile phones, tablets, computers and virtual reality goggles. The motivation of the students was evaluated through the modified Instructional Materials Motivation Survey by the attention, relevance, confidence and satisfaction motivational model. The results obtained through a 5-point Likert scale showed that these innovative resources significantly improved the students’ motivation level, especially concerning the ‘relevance’ aspect (M = 4.01; SD = 0.98). The virtual resources also increased the understanding of the exercises and their spatial vision (M = 3.80; SD = 1.14). Of the total sample, 63.83% students considered the virtual reality goggles as the most suitable device to visualize graphic expression exercises.

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A Qualitative Study of COVID-19 Distress in University Students

Emerging Adulthood ◽

10.1177/21676968211025128 ◽

2021 ◽

pp. 216769682110251

Author(s):

Samantha G. Farris ◽

Mindy M. Kibbey ◽

Erick J. Fedorenko ◽

Angelo M. DiBello

Keyword(s):

University Students ◽

Undergraduate Students ◽

Mental Health Problems ◽

Financial Strain ◽

Public Response ◽

Viral Spread ◽

Future Work ◽

The Impact ◽

Viral Outbreak ◽

Selection Of

The psychological effect of the pandemic and measures taken in response to control viral spread are not yet well understood in university students; in-depth qualitative analysis can provide nuanced information about the young adult distress experience. Undergraduate students ( N = 624) in an early US outbreak “hotspot” completed an online narrative writing about the impact and distress experienced due to the COVID-19 pandemic. Data were collected April-May 2020. A random selection of 50 cases were sampled for thematic analysis. Nine themes were identified: viral outbreak distress, fear of virus contraction/transmission, proximity to virus, dissatisfaction with public response, physical distancing distress, social distancing distress, academic and school-related distress, disruptive changes in health behavior and routines, financial strain and unemployment, worsening of pre-existing mental health problems, and social referencing that minimizes distress. Future work is needed to understand the persistence of the distress, in addition to developing methods for assessment, monitoring, and mitigation of the distress.

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Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph181910180 ◽

2021 ◽

Vol 18 (19) ◽

pp. 10180

Author(s):

Caitlin R. Semsarian ◽

Gabrielle Rigney ◽

Peter A. Cistulli ◽

Yu Sun Bin

Keyword(s):

University Students ◽

Undergraduate Students ◽

Stages Of Change ◽

Behavioural Change ◽

Poor Sleep ◽

Course Grades ◽

Before And After ◽

Students Attitudes ◽

The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

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Applying a Modified Version of the Theory of Planned Behaviour to Predict Reactive Physical Aggression Between Undergraduate Students

10.32920/ryerson.14664018 ◽

2021 ◽

Author(s):

Jennifer E. Newman

Keyword(s):

Executive Functioning ◽

University Students ◽

Undergraduate Students ◽

Physical Aggression ◽

Aggressive Behaviour ◽

Theory Of Planned Behaviour ◽

Implicit Attitudes ◽

Planned Behaviour ◽

Tpb Model ◽

The Impact

The current dissertation applied a modified version of the Theory of Planned Behaviour (TPB) to predict reactive physical aggression between university students. In addition to examining the primary constructs of the traditional TPB model (attitudes, subjective norms, perceived behavioural control and intentions), this dissertation extended the traditional model by also examining the impact of implicit attitudes toward aggression as well as executive functioning in the prediction of reactive physical aggression. Results provided support for the application of the traditional TPB model in the prediction of reactive physical aggression, although implicit attitudes and executive functioning did not significantly contribute to the prediction of aggressive behaviour in this sample. Gaining a better understanding of the predictors of reactive physical aggression between university students may lead to the identification of early intervention strategies for individual aggressors. This may in turn help to prevent the possible escalation of aggressive behaviour and create a safer and less threatening campus environment for all students.

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The Influence of Didactic VR Programs on Educational Motivation, Mental States and Creativity in Students

Psychological-Educational Studies ◽

10.17759/psyedu.2021130408 ◽

2021 ◽

Vol 13 (4) ◽

pp. 126-146

Author(s):

E.A. Zikeeva ◽

V.V. Selivanov ◽

V.U. Kapustina ◽

I.V. Strizhova

Keyword(s):

Virtual Reality ◽

University Students ◽

Statistical Significance ◽

Mental States ◽

Scientific Controversy ◽

Environmental Friendliness ◽

Methodological Basis ◽

Educational Motivation ◽

Level Of Knowledge ◽

The Impact

The use of modern didactic programs in mathematics in virtual reality (VR) requires approbation, proof of efficiency and environmental friendliness. VR properties: the ability to animate (perform actions with objects), interactivity and immersion in the information space are especially important for the training of future engineers, mathematicians and programmers. However, such programs today are still a poorly understood innovation, causing scientific controversy. The purpose of the presented study is to substantiate the effectiveness of didactic VR programs in teaching university students in technical areas, through determining the level of knowledge gained, the impact on the formation of educational motivation and the level of creativity among students in the study of higher mathematics. The methodological basis of the research was made up of the main provisions of the psychology of virtual reality, virtual ontology (V.A. Barabanshchikov, V.V. Selivanov). The assessment of changes in educational motivation was carried out using the methodology of A.A. Rean and V.A. Yakunin (modified by N.Ts. Badmaeva). Diagnostics of the level of creativity was carried out using the Johnson questionnaire, adapted by E.E. Tunic. As a result, it was shown that the students involved in the work with VR programs, at the level of reliable statistical significance, increase the indicators for the parameters of educational motivation, activity and creativity.

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The Impact of Outdoor Education Camp Program in Building Resilience among University Students

Asian Journal of University Education ◽

10.24191/ajue.v17i4.16185 ◽

2021 ◽

Vol 17 (4) ◽

pp. 71

Author(s):

Shamsulariffin Samsudin ◽

Tengku Fadilah Tengku Kamalden ◽

Azlizam Aziz ◽

Mohd Hafizal Ismail ◽

Sam Shor Nahar Yaakob ◽

...

Keyword(s):

Physical Education ◽

University Students ◽

Undergraduate Students ◽

Classroom Environment ◽

Outdoor Education ◽

Personal Development ◽

Development Program ◽

Self Report ◽

Post Test ◽

The Impact

Abstract: Resilience is gained through life experiences that local university students lack from a classroom environment. This study investigated the effect of outdoor education camp programs on the levels of resilience among Physical Education students from two selected universities in Malaysia. A questionnaire was utilized as the primary research tool in this study to assess the participants' perceptions and knowledge acquisition as well as their level of resilience toward the outdoor education camp programs. A total of 162 undergraduate students were studied using a pre-test and post-test approach and a modified version of the Connor-Davidson in a 25 items self-report scale. Analysis of paired t-test showed differences in factors involved in resilience variables, personal competence, instincts and tolerance of negative behavior, positive acceptance of change, control, and spiritual influence. The findings indicated a positive effect towards resilience upon completion of the 14-day outdoor education camp program. A multivariate analysis of variance (MANOVA) was carried out to evaluate if participation in the outdoor education program influenced participants' perceived level of resilience. Overall, there were statistically significant increases in resilience levels from the pre-test to the post-test stage. These results lead to the need for in-depth research into the assessment of internal factors in an outdoor camp program to provide valuable information on the effect of the intervention and implications towards enhancing resilience of the participants in low to high-risk activities. Keywords: Outdoor education, Personal Development, Program Evaluation, Physical Education, Resilience

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Confinement, Comfort and Health: Analysis of the Real Influence of Lockdown on University Students during the COVID-19 Pandemic

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18115572 ◽

2021 ◽

Vol 18 (11) ◽

pp. 5572

Author(s):

Antonio Millán-Jiménez ◽

Rafael Herrera-Limones ◽

Álvaro López-Escamilla ◽

Emma López-Rubio ◽

Miguel Torres-García

Keyword(s):

Alcohol Consumption ◽

University Students ◽

Undergraduate Students ◽

Room Temperature ◽

Online Survey ◽

Open Spaces ◽

Good Relationship ◽

Negative Impacts ◽

The University ◽

The Impact

The COVID-19 pandemic forced the population worldwide into lockdown. The purpose of this study was to assess the impact of this measure on the health and comfort of university students and the role that the characteristics of the home may have played. It is essential to differentiate between the terms comfort and health both from the medical and architectural perspectives, as there are differences between the two concepts that are, nonetheless, shared by both disciplines. An online survey was fulfilled by 188 medicine and architecture undergraduate students at the University of Seville, Spain. In terms of health, 89% suffered neuropsychiatric disorders (56% anxiety and 49% depression), 38% gained weight and 59% reported alcohol consumption. In relation to comfort, the majority rated their home positively, comfortable in terms of room temperature and noise at night, and they had a good relationship with cohabitants. However, those who did not have a balcony or terrace would have liked to have open spaces They would have also liked to increase the size of their bedroom, where they spent most of their time and where they studied. A built-up environment gave them a sense of being imprisoned, while those who enjoyed open spaces found a sense of peace. The absence of open spaces in the house, the environment and the impossibility of making the most frequently used spaces more flexible may have had negative impacts on the health and comfort of university students during confinement.

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Active Learning as a Beyond-the-Classroom Strategy to Improve University Students’ Career Adaptability

Sustainability ◽

10.3390/su13116246 ◽

2021 ◽

Vol 13 (11) ◽

pp. 6246

Author(s):

Tracy Hui ◽

Sam S. S. Lau ◽

Mantak Yuen

Keyword(s):

Active Learning ◽

University Students ◽

Undergraduate Students ◽

Meaning In Life ◽

Human Resources Management ◽

Self Esteem ◽

Control Group ◽

Career Adaptability ◽

Learning Program ◽

The Impact

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual’s working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a priority in education. Developing this career adaptability is becoming increasingly important to the sustainability of democracy, the economy, justice, human values, and equality. The authors of this paper argue that to improve the quality of our education system in universities, active learning should play a more important role to enrich the typical lecturing–learning processes. The aim of the study reported here was to examine the impact from implementing a 3-month active learning program that took university students beyond the classroom to increase their career adaptability and self-esteem and to strengthen their meaning in life. A mixed-method approach was adopted and conducted in two phases with 119 undergraduate students in human resources management at a university in Hong Kong. Findings suggested a significant improvement in career adaptability of the students after participating in the program when compared to a control group. However, data did not indicate any significant change in self-esteem and meaning in life in the training group. The findings support the valuable role of active learning as a strategy to enhance students’ career adaptability in a changing but sustainable world of employment.

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The Impact of Social Environment on the Sexual Self-Regulation of University Students in Uganda

International Journal of Islamic Educational Psychology ◽

10.18196/ijiep.v1i2.10011 ◽

2020 ◽

Vol 1 (2) ◽

pp. 75-88

Author(s):

Musa Muwaga ◽

Fuad Nashori ◽

Achmad Sholeh

Keyword(s):

University Students ◽

Social Environment ◽

Undergraduate Students ◽

Self Regulation ◽

Factor Loading ◽

Accurate Information ◽

Social Environments ◽

Chi Square ◽

The Social ◽

The Impact

Most societies consider sexual self-regulation to represent a general temptation control mechanism, postponing gratification. This study aims to determine the social environment's impact on university students' sexual self-regulation in Uganda. The data were obtained using convenience technique sampling of undergraduate students at university "X" in Uganda. Students voluntarily completed the questionnaire in a regular classroom setting. The questionnaire elicited information regarding sexual regulative capacities like seeking accurate information from social environments like family, peer, and university environments. The data were analyzed using both univariate analyses (chi-square and analysis of variance and logistic regression. The results indicated that the social environment had a positive and significant relationship with sexual self-regulation and university students with a value of 1t1 ≥1.96, and factor loading≥0.50 was significant. These results should be considered by those working with university students in human sexuality and human development

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Analysis of Impact on Mental Health and Motivation Levels of Higher-Levels Students Due to Novel Virus COVID-19

sjesr ◽

10.36902/sjesr-vol4-iss2-2021(431-437) ◽

2021 ◽

Vol 4 (2) ◽

pp. 431-437

Author(s):

Shabiha Anjum ◽

Farah Latif Naz ◽

Abdul Quddus

Keyword(s):

Mental Health ◽

University Students ◽

Pearson Correlation ◽

Relevant Literature ◽

Sampling Technique ◽

Anxiety And Depression ◽

Coefficient Corrélation ◽

Motivation Level ◽

High Level ◽

The Impact

The main purpose of this study was to analyze the impact on Mental Health and Motivation levels of university students because of nCOV-19. This study analyzed the perception of students’ mental health and Motivation level due to nCOV-19. The population comprised 25000 students of the University of Education Multan, Baha Uddin Zakariya University Multan, and MNS University of Agriculture Multan. They selected a sample of 250 students through the cluster and stratified sampling technique. A survey was conducted for the quantitative components of the study amongst students using a self-made questionnaire based on the factors of mental health and motivation level. Three factors of mental health are stress, anxiety, and depression. The researcher distributed and administered the questionnaires himself. The study reviewed relevant literature regarding nCOV-19, character and higher educational institutions, and other factors influencing these variables. The received information was broken down using illustrative and inferential measurements. Descriptive statistics included mean, median, mode, and standard deviation. The results show that students receive a high level of data collected about the motivational level of students. Both anxiety and depression at a low level, and stress at moderate level amongst university students during the nCOV-19 Pandemic. Inferential statistics included t-test, Pearson correlation, and linear regression. The commonness of stress and depression in females is greater than males with a minimum margin, which shows females face a slightly higher level of stress and depression than males. But the commonness of anxiety in females is greater than males with a moderate margin, which shows females face a higher level of anxiety than males. Pearson coefficient correlation indicates a negative low degree of correlation between the impact of motivational levels and students' academic achievement.

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Failure to demonstrate competitive video game play increases aggressive affect, cognition, or behavior

10.31234/osf.io/mwrtu ◽

2020 ◽

Author(s):

Scarf Damian

Keyword(s):

Virtual Reality ◽

University Students ◽

Video Game ◽

Aggressive Behaviour ◽

Game Play ◽

Experimental Conditions ◽

Video Game Play ◽

The Impact ◽

Immersive Technology

Background. Recent research suggests that the competitive aspects of video gameplay may increase aggression. Further, these effects are thought to be exacerbated when highly immersive forms of gameplay (e.g., Virtual Reality) are utilised. Intervention. In order to test the effects of competition and immersion (i.e., telepresence) on aggression we had participants play a video game under one of four experimental conditions: non-competitive and non-immersive, competitive but non-immersive, non-competitive but immersive, and competitive and immersive.Method. In this study, N = 79 university students were randomly assigned to one of the four experimental conditions. After gameplay, aggressive affect, aggressive cognition, and aggressive behaviour were measured. Immersion was manipulated by having participants play the game using a Virtual Reality headset. Results. Competitive video gameplay did not increase aggressive affect, cognition, or behaviour, relative to the non-competitive video game. Similarly, immersion had no impact on aggressive affect, cognition, or behaviour.Discussion. The current study failed to find any evidence that competitive video gameplay, or immersive technology (e.g., VR), enhanced aggressive affect, cognition, or behaviour. Given the small amount of research that has assessed the impact of competitive video gameplay and/or immersive technology on aggression, replications are key to identifying whether these aspects of video gameplay have reliable effects on thought and behaviour.

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