Effects of Design Factors of Game-Based English Vocabulary Learning APP on Learning Performance, Sustained Attention, Emotional State, and Memory Retention

Author(s):  
Chih-Fan Hsu ◽  
Chih-Ming Chen ◽  
Ding Cao
2021 ◽  
Vol 224 (6) ◽  
Author(s):  
Ignacio L. Marchi ◽  
Florencia Palottini ◽  
Walter M. Farina

ABSTRACT The alkaloid caffeine and the amino acid arginine are present as secondary compounds in nectars of some flower species visited by pollinators. Each of these compounds affects honeybee appetitive behaviours by improving foraging activity and learning. While caffeine potentiates responses of mushroom body neurons involved in honeybee learning processes, arginine acts as precursor of nitric oxide, enhancing the protein synthesis involved in memory formation. Despite existing evidence on how these compounds affect honeybee cognitive ability individually, their combined effect on this is still unknown. We evaluated acquisition and memory retention in a classical olfactory conditioning procedure, in which the reward (sucrose solution) contained traces of caffeine, arginine or a mixture of the two. The results indicate that the presence of the single compounds and their most concentrated mixture increases bees' learning performance. However, memory retention, measured in the short and long term, increases significantly only in those treatments offering combinations of the two compounds in the reward. Additionally, the most concentrated mixture triggers a significant survival rate in the conditioned bees. Thus, some nectar compounds, when combined, show synergistic effects on cognitive ability and survival in an insect.


ReCALL ◽  
2019 ◽  
Vol 31 (2) ◽  
pp. 170-188 ◽  
Author(s):  
Chih-Ming Chen ◽  
Huimei Liu ◽  
Hong-Bin Huang

AbstractMany studies have demonstrated that vocabulary size plays a key role in learning English as a foreign language (EFL). In recent years, mobile game-based learning (MGBL) has been considered a promising scheme for successful acquisition and retention of knowledge. Thus, this study applies a mixed methodology that combines quantitative and qualitative approaches to assess the effects of PHONE Words, a novel mobile English vocabulary learning app (application) designed with game-related functions (MEVLA-GF) and without game-related functions (MEVLA-NGF), on learners’ perceptions and learning performance. During a four-week experiment, 20 sophomore students were randomly assigned to the experimental group with MEVLA-GF support or the control group with MEVLA-NGF support for English vocabulary learning. Analytical results show that performance in vocabulary acquisition and retention by the experimental group was significantly higher than that of the control group. Moreover, questionnaire results confirm that MEVLA-GF is more effective and satisfying for English vocabulary learning than MEVLA-NGF. Spearman rank correlation results show that involvement and dependence on gamified functions were positively correlated with vocabulary learning performance.


Author(s):  
Zhila Esna Ashari ◽  
Hassan Ghasemzadeh

We propose a novel active learning framework for activity recognition using wearable sensors. Our work is unique in that it takes physical and cognitive limitations of the oracle into account when selecting sensor data to be annotated by the oracle. Our approach is inspired by human-beings' limited capacity to respond to external stimulus such as responding to a prompt on their mobile devices. This capacity constraint is manifested not only in the number of queries that a person can respond to in a given time-frame but also in the lag between the time that a query is made and when it is responded to. We introduce the notion of mindful active learning and propose a computational framework, called EMMA, to maximize the active learning performance taking informativeness of sensor data, query budget, and human memory into account. We formulate this optimization problem, propose an approach to model memory retention, discuss complexity of the problem, and propose a greedy heuristic to solve the problem. We demonstrate the effectiveness of our approach on three publicly available datasets and by simulating oracles with various memory strengths. We show that the activity recognition accuracy ranges from 21% to 97% depending on memory strength, query budget, and difficulty of the machine learning task. Our results also indicate that EMMA achieves an accuracy level that is, on average, 13.5% higher than the case when only informativeness of the sensor data is considered for active learning. Additionally, we show that the performance of our approach is at most 20% less than experimental upper-bound and up to 80% higher than experimental lower-bound. We observe that mindful active learning is most beneficial when query budget is small and/or oracle's memory is weak, thus emphasizing contributions of our work in human-centered mobile health settings and for elderly with cognitive impairments.


2020 ◽  
pp. 840-857
Author(s):  
Kuo-Liang Ou ◽  
Wernhuar Tarng ◽  
Yi-Ru Chen

Beginning learners of English frequently use flashcards as a tool for learning vocabulary. However, because of the consciousness difference between the picture-readers and picture-drawers on vocabularies, errors may be involved in the learners' comprehension of the vocabulary terms on the flashcards. This article develops and evaluates an English vocabulary learning strategy for tablet devices on which learners' viewing and drawing corresponding to vocabularies on the mobile devices. Fifty-two elementary school students were recruited and divided into two groups: The first group read the printed flashcards from electronic files, the second group read the flashcards drawn by students themselves. The results indicated that the drawing learning strategy was beneficial for increasing both their learning motivation and memory retention. The learners could create their own learning content by drawing pictures in such a manner that the pictures were highly relevant to the meaning of the target word, thus transforming their learning pattern from passive to active.


2018 ◽  
Vol 8 (1) ◽  
pp. 189
Author(s):  
Chiung-Li Li ◽  
Yi-Hsuan Chen ◽  
Hung-Yen Li

The purposes of the study were to examine technical college students’ hospitality English vocabulary learning performance and motivation. The subjects were 93 students from a technical college in southern Taiwan. The instruments included one questionnaire called ARCS questionnaire consisting of four factors about learning motivation on hospitality English vocabulary and one English test called Professional Vocabulary Quotient Credential (PVQC) on hospitality. The subjects accepted a 40-hour hospitality English vocabulary training course. Then, 93 subjects took a 50-minute PVQC test and 10-minute ARCS questionnaire in December, 2015. The researchers collected the data from the questionnaire and PVQC test and analyzed the data by descriptive statistics and inferential statistics. The results revealed that most of the subjects liked to learn hospitality English vocabulary, and found that learning hospitality English vocabulary was important for them, and most of them reported that English was associated with salary and promotion in the future; however, most of them spent little time learning English after school. The results also showed that some learning motivation factors had effects on hospitality English vocabulary learning performance, like being treated and assessed by teachers equally, getting recognition, or being willing to work hard. Finally, the researchers drew a conclusion based on the results and provided some teaching and research implications for the future.


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