Skill development in different components of arithmetic and basic cognitive functions: Findings from a 3-year longitudinal study of children with different types of learning difficulties.

2010 ◽  
Vol 102 (1) ◽  
pp. 115-134 ◽  
Author(s):  
Ulf Andersson
Keyword(s):  
Longitudinal Study ◽  
Cognitive Functions ◽  
Skill Development ◽  
Learning Difficulties ◽  
Different Types

A Taxonomy of Educational Games

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Dan O’Brien ◽  
Kimberly A. Lawless ◽  
P. G. Schrader
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Educational Research ◽  
Cognitive Functions ◽  
Theoretical Basis ◽  
Educational Games ◽  
Digital Games ◽  
Educational Objectives ◽  
Different Types

Digital games are a relatively new tool for educators, who often misunderstand their value for education. This is partly since they perceive many very different types of games in the same way. The authors propose a taxonomy of digital games in education based on the features that are relevant to instructional design and educational research. The taxonomy outlines four genres into which games fall, depending on the cognitive functions and skills they engage. The theoretical basis for the taxonomy the authors develop draws from R. M. Gagne’s Five Categories of Learning Outcomes, Bloom’s Taxonomy of Educational Objectives, and D. H. Jonassen’s Typology of Problem Solving. The links between these theories and the educational games taxonomy will allow educators and researchers to understand games in the light of their educational affordances. Instructional design based on these theories can more effectively integrate games into the classroom.

scholarly journals Cognitive function and type of physical activity: results from the FRéLE longitudinal study

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
C Dupré ◽  
D Hupin ◽  
C Goumou ◽  
F Béland ◽  
F Roche ◽  
...  
Keyword(s):  
Physical Activity ◽  
Longitudinal Study ◽  
Cognitive Decline ◽  
Cognitive Disorders ◽  
Cognitive Status ◽  
Professional Activity ◽  
Domestic Activity ◽  
Different Types ◽  
The Impact

Abstract Background Previous cohorts have been notably criticized for not studying the different type of physical activity and not investigating household activities. The objective of this work was to analyse the relation between physical activity and cognitive decline in older people living in community. Impact of type of physical activity on the results has been realised. Methods The study used data from the longitudinal and observational study , FrèLE (FRagility: Longitudinal Study of Expressions). The collected data included: socio-demographic variables, lifestyle, and health status (frailty, comorbidities, cognitive status, depression). Cognitive decline was assessed by using: MMSE (Mini-Mental State Examination)and MoCA (Montreal Cognitive Assessment). Physical activity was assessed by the PASE (Physical Activity Scale for the Elderly). This tool is structured in three sections: the leisure activity, the domestic activity and the professional activity. Logistic regressions and proportional hazards regression models (Cox) were used to estimate the risk of cognitive disorders. Results At baseline, the prevalence of cognitive disorders was 6.9% according to MMSE. In total, 1326 participants without cognitive disorders were included in the analysis. The mean age was 77.4 years, and 52.1% of the participants were women. After a 2 years long follow-up, we found cognitive disorders on 92 participants (6.9%). Physical activity at baseline is lower in older adults for whom cognitive decline was observed after two years of follow-up. Subclass analyses showed that leisure and domestic activities were associated to cognitive decline, but not professional activities. Conclusions Analysis showed a relationship between cognitive disorders and type of physical activity. The current study will be completed by the MoCA for mild cognitive impairment. These findings compared to other ongoing studies will contribute to the debate on the beneficial effects of physical activity on cognition. Key messages The work allowed us to analyze the link between the different types of physical activity and mild to severe cognitive disorders. The aim is to put in place preventive policies of aging. The work allowed us to see the effect of the different types of physical activity and the impact of the statistical method on the results.

scholarly journals Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and Technology Acceptance Study (Preprint)

2021 ◽  
Author(s):  
Oguzcan Yildirim ◽  
Elif Surer
Keyword(s):  
Technology Acceptance ◽  
Serious Games ◽  
Learning Difficulties ◽  
Two Phase ◽  
Training Material ◽  
System Usability Scale ◽  
System Usability ◽  
Different Types ◽  
First Interview ◽  
Specific Learning

BACKGROUND Specific learning difficulties (SpLD) include several disorders such as dyslexia, dyscalculia, and dysgraphia, and the children with these SpLD receive special education. However, the studies and the educational material so far focus mainly on one specific disorder. OBJECTIVE This study’s primary goal is to develop comprehensive training material for different types of SpLD, with five serious games addressing different aspects of the SpLD. The second focus is measuring the impact of adaptive difficulty level adjustment in the children’s and their educators’ usability and technology acceptance perception. Receiving feedback from the children and their educators, and refining the games according to their suggestions have also been essential in this two-phase study. METHODS A total of 10 SpLD educators and 23 children with different types of SpLD tested the prototypes of the five serious games (ie, Word game, Memory game, Category game, Space game, and Math game), gave detailed feedback, answered the System Usability Scale and Technology Acceptance Model (TAM) questionnaires, and applied think-aloud protocols during game play. RESULTS The games’ standard and adaptive versions were analyzed in terms of average playtime and the number of false answers. Detailed analyses of the interviews, with word clouds and player performances, were also provided. The TAM questionnaires’ average and mean values and box plots of each data acquisition session for the children and the educators were also reported via System Usability Scale and TAM questionnaires. The TAM results of the educators had an average of 8.41 (SD 0.87) out of 10 in the first interview and an average of 8.71 (SD 0.64) out of 10 in the second interview. The children had an average of 9.07 (SD 0.56) out of 10 in the first interview. CONCLUSIONS Both the educators and the children with SpLD enjoyed playing the games, gave positive feedback, and suggested new ways for improvement. The results showed that these games provide thorough training material for different types of SpLD with personalized and tailored difficulty systems. The final version of the proposed games will become a part of the special education centers’ supplementary curriculum and training materials, making new enhancements and improvements possible in the future.

scholarly journals Specifične teškoće učenja: osvrt na probleme u jeziku, čitanju i pisanju

2007 ◽  
Vol 2 (1.) ◽  
Author(s):  
Mirjana Lenček ◽  
Draženka Blaži ◽  
Jasmina Ivšac
Keyword(s):  
Education Reform ◽  
Normal Development ◽  
Learning Difficulties ◽  
Contemporary World ◽  
Rights Of The Child ◽  
Different Types ◽  
The Right ◽  
Systematic Education ◽  
Personal Interests ◽  
Specific Learning

The concept of lifelong learning as a kind of "new philosophy" of education has become one of the slogans in education reform in contemporary world. Such trend is particularly important from the standpoint of "users" of different types of systematic education, especially of children and people with specific learning difficulties. Knowledge, skills and abilities – what one is able to do; interest, tendencies, attitudes, habits, system of values – what one wants to do; dispositions – what one can do – a circle in which it is necessary to find ways to realize the rights of children with difficulties or other special needs to get education. The awareness about: - the fact that the problem exists – deviations from normal development in view of communication, language, speech, reading and writing, as well as in view of learning difficulties; - the phenomenon concerning specific difficulties and needs in children; - ways of obtaining help; - procedures for relieving the consequences of specific learning difficulties helps us realize the rights of children with diagnosed specific difficulties. Thus we can understand their specific needs, personal interests, needs and rights, particularly the right to participate (Convention on the Rights of the Child, 1989). Such understanding leads to declarative realization of the principle concerning the quality educational system for all – both equal and "less equal".

scholarly journals Forward and Backward Continuation Ratio Models for Ordinal Response Variables

2020 ◽  
Vol 18 (2) ◽  
pp. 2-16
Author(s):  
Xing Liu ◽  
Haiyan Bai
Keyword(s):  
Longitudinal Study ◽  
Ordinal Response ◽  
Different Types ◽  
Continuation Ratio ◽  
Els 2002 ◽  
Model Equations ◽  
Using Data ◽  
Response Variables

There are different types of continuation ratio (CR) models for ordinal response variables. The different model equations, corresponding parameterizations, and nonequivalent results are confusing. The purpose of this study is to introduce different types of forward and backward CR models, demonstrate how to implement these models using Stata, and compare the results using data from the Educational Longitudinal Study of 2002 (ELS:2002).

scholarly journals No effect of different types of media on well-being

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Niklas Johannes ◽  
Tobias Dienlin ◽  
Hasan Bakhshi ◽  
Andrew K. Przybylski
Keyword(s):  
Life Satisfaction ◽  
Longitudinal Study ◽  
Video Games ◽  
New Media ◽  
Well Being ◽  
Wide Range ◽  
Different Types ◽  
Media Types ◽  
Media Research ◽  
The Uk

AbstractIt is often assumed that traditional forms of media such as books enhance well-being, whereas new media do not. However, we lack evidence for such claims and media research is mainly focused on how much time people spend with a medium, but not whether someone used a medium or not. We explored the effect of media use during one week on well-being at the end of the week, differentiating time spent with a medium and use versus nonuse, over a wide range of different media types: music, TV, films, video games, (e-)books, (digital) magazines, and audiobooks. Results from a six-week longitudinal study representative of the UK population 16 years and older (N = 2159) showed that effects were generally small; between-person relations but rarely within-person effects; mostly for use versus nonuse and not time spent with a medium; and on affective well-being, not life satisfaction.

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