Pacing in Serious Games: Exploring the Effects of Presentation Speed on Cognitive Load, Engagement and Learning Gains

2020 ◽  
Vol 51 (2) ◽  
pp. 258-279
Author(s):  
Dominik Petko ◽  
Regina Schmid ◽  
Andrea Cantieni
Keyword(s):  
Cognitive Load ◽  
Serious Games ◽  
Fruits And Vegetables ◽  
Rating Scales ◽  
Learning Gains ◽  
School Students ◽  
Optimal Speed ◽  
Fresh Food ◽  
Different Types ◽  
Game Engagement

Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria. Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement, the FRESH FOOD RUNNER game was developed, which teaches the harvest seasons of different fruits and vegetables. Method. In this study, N=58 6th grade primary school students are randomly assigned to play the serious game FRESH FOOD RUNNER at different speeds. Pre-and post-tests are used to assess learning gains, in combination with rating scales for different types of cognitive load and game engagement. Results. Results show that highest learning gains and lowest levels of extraneous cognitive load are prevalent at medium speed settings, which are neither too fast nor too slow. A similar pattern is apparent for student ratings of game engagement. Discussion and Conclusion. In consequence, learning gains, cognitive load and engagement variables can be regarded as suitable criteria to determine the optimal speed of serious games.

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

scholarly journals Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

2021 ◽  
Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Symbolic Representations ◽  
Different Types ◽  
Cell Components ◽  
Diagram Comprehension ◽  
Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

scholarly journals Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

2018 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero ◽  
Ana Belén Barragán ◽  
José Jesús Gázquez Linares
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Family Functioning ◽  
Aggressive Behavior ◽  
Adolescent Development ◽  
Negative Relationship ◽  
School Students ◽  
Different Types ◽  
Emotional Intelligence Inventory ◽  
The Relationship

Aggressive behavior in adolescence is influenced by a diversity of individual, family and social variables. The purpose of this study was to analyze the relationship between family functioning, emotional intelligence and values for development of different types of aggression, as well as to establish profiles according to the predictor variables of aggression. To do this, a sample of 317 high school students aged 13 to 18 were administered the Peer Conflict Scale, the Family Functionality Scale, the Brief Emotional Intelligence Inventory for Senior Citizens and the Values for Adolescent Development Scales. The study showed that stress management, positive adolescent development and family functioning predominated in nonaggressive subjects with higher scores than aggressors. There was also a negative relationship between the different types of aggression and emotional intelligence, positive values and family functioning. In addition, two different profiles were found. The first had low scores on all the variables, while the second profile had higher scores on all the variables except family functioning which was higher.

scholarly journals Treating Children With Speech Sound Disorders: Development of a Tangible Artefact Prototype

10.2196/13861 ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. e13861
Author(s):  
Joaquim Santos ◽  
Mário Vairinhos ◽  
Luis M T Jesus
Keyword(s):  
Serious Games ◽  
Qualitative Data ◽  
Speech Sound ◽  
Tangible Interaction ◽  
Tangible User Interface ◽  
Clear Pattern ◽  
Speech Sound Disorders ◽  
Ethnographic Approach ◽  
Different Types ◽  
Traditional Game

Background A prototype of a tangible user interface (TUI) for a fishing game, which is intended to be used by children with speech sound disorders (SSD), speech and language therapists (SLTs), and kindergarten teachers and assistants (KTAs) and parents alike, has been developed and tested. Objective The aim of this study was to answer the following question: How can TUIs be used as a tool to help in interventions for children with SSD? Methods To obtain feedback and to ensure that the prototype was being developed according to the needs of the identified target users, an exploratory test was prepared and carried out. During this test using an ethnographic approach, an observation grid, a semistructured questionnaire, and interviews were used to gather data. A total of 4 different types of stakeholders (sample size of 10) tested the prototype: 2 SLTs, 2 KTAs, and 6 children. Results The analysis of quantitative and qualitative data revealed that the prototype addresses the existing needs of SLTs and KTAs, and it revealed that 5 out of 6 (83%) children enjoyed the activity. Results also revealed a high replay value, with all children saying they would play more. Conclusions Serious games and tangible interaction for learning and problem solving serve both teachers and children, as children enjoy playing, and, through a playful approach, learning is facilitated. A clear pattern was observed: Children enjoyed playing, and numerous valid indicators showed the transposition of the traditional game into the TUI artefact was successful. The game is varied and rich enough to be attractive and fun. There is a clear need and interest in similar objects from SLTs and educators. However, the process should be even more iterative, with a multidisciplinary team, and all end users should be able to participate as co-designers.

scholarly journals Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

2016 ◽  
Vol 81 (12) ◽  
pp. 1455-1471 ◽  
Author(s):  
Tamara Hrin ◽  
Dusica Milenkovic ◽  
Mirjana Segedinac ◽  
Sasa Horvat
Keyword(s):  
Organic Chemistry ◽  
Systems Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Tools ◽  
School Students ◽  
Complex Dimension ◽  
Complex Process ◽  
Different Types ◽  
Teaching Learning

Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students? systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed.

scholarly journals Consistent Verbal Labels Promote Odor Category Learning

2020 ◽  
Author(s):  
Norbert Vanek ◽  
Marton Soskuthy ◽  
Asifa Majid
Keyword(s):  
Cognitive Processes ◽  
Category Learning ◽  
Perceptual Experience ◽  
Causal Link ◽  
Learning Curves ◽  
Perceptual Processing ◽  
Steady Increase ◽  
Learning Gains ◽  
Verbal Labels ◽  
Different Types

Recent research shows that speakers of most languages find smells difficult to abstract and name. Can verbal labels enhance the human capacity to learn smell categories? Few studies have examined how verbal labeling might affect non-visual cognitive processes, and thus far very little is known about word-assisted odor category learning. To address these gaps, we tested whether different types of training change learning gains in odor categorization. After four intensive days of training to categorize odors that were co-presented with arbitrary verbal labels, people who learned odor categories with odor-label pairs that were more consistent were significantly more accurate than people with the same perceptual experience but who had odor-label pairs that were less consistent. Both groups’ accuracy scores improved, but the learning curves differed. The context of consistent linguistic cuing supported a steady increase in correct responses from the onset of training. However, inconsistent linguistic cuing delayed the start of approximating to target odor categorization. These results show that associations formed between odors and novel verbal labels facilitate the formation of odor categories. We interpret this as showing a causal link between language and olfactory perceptual processing in supporting categorization.

scholarly journals Serious Games: herramientas para el aprendizaje / An Experience of Serious Game as a Learning Tool

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Noemí Pena Miguel ◽  
Máximo Sedano-Hoyuelos
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Serious Games ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Games ◽  
Serious Game ◽  
Added Value ◽  
School Students

ABSTRACTThe introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training and enhancing skills in areas such as health, marketing, education, etc. The game was associated with childhood and youth but serious games search for promoting, strengthening and giving added value to the teaching and learning process for all ages. One of the most crucial factors for successful educational games is their ability to maintain an individual learner’s motivation and interest by adapting the individual learning and gaming experience to each learner’s needs, preferences, goals, and abilities. For this reason, Serious Games need tutoring and dynamization. The aim of this paper is to analyze a specific experience success in the use of Serious Games for training. It details how this serious game can enhance different skills in each of the phases of the game. This Serious Game was used to promote innovation among High School students and students at Vocational Training Centres. The users must manage a supermarket trying to get the best results possible by taking a series of both strategic and operational decisions. Through an econometric regression model, we have analyzed the results of its use by a group of High School students and Vocational Training School students.RESUMENLos Serious Games son juegos cuyo fin va más allá del mero entretenimiento y persiguen transmitir contenidos, valores, potenciar habilidades y competencias e incluso servir como herramienta de marketing al utilizarse como medio publi-citario. En los últimos años, las TIC han ido tomando protagonismo en el ámbito educativo y formativo y los Serious Games están jugando un papel fundamental como herramientas formativas. El juego anteriormente se asociaba a las etapas de la infancia y la juventud pero los Serious Games pretenden potenciar, reforzar y dar un valor añadido importante al proceso de enseñanza y al proceso de aprendizaje para todas las edades. No obstante, para que los Serious Games alcancen todo su potencial como herramienta en el proceso de aprendizaje, es necesario complementarlos con una buena tutorización y dinami-zación que guíe dicho aprendizaje. Sin duda, sin la labor tutorial, los Serious Games pierden eficacia en su objetivo de poten-ciar el aprendizaje. El objeto de estudio del presente trabajo es analizar una experiencia de éxito concreta en el uso de los Serious Games para el ámbito formativo. En él se detalla cómo a través de un juego que se ha utilizado entre los alumnos de Bachillerato y Formación Profesional se pueden potenciar diferentes competencias en cada una de las fases del mismo. En él, el usuario debe gestionar un supermercado tratando de obtener los mejores resultados posibles tomando una serie de decisio-nes tanto estratégicas como operativas. A través de un modelo econométrico de regresión de elaboración propia analizaremos los resultados obtenidos en su utilización por un grupo de estudiantes de Formación Profesional y Bachillerato. Contacto principal: [email protected]

scholarly journals A visual method based on Lewis dot electron structures (VISLEDS) for teaching inorganic formulation

2020 ◽  
Author(s):  
Abigail Jimenez
Keyword(s):  
Secondary School ◽  
Cognitive Load ◽  
Secondary School Students ◽  
Chemical Compounds ◽  
School Students ◽  
Visual Method ◽  
Set Up ◽  
Visual Description ◽  
First Time ◽  
Theory Framework

Chemistry is usually seen as a difficult subject for secondary school students. One topic they struggle is when they face chemistry formulation for the first time. The concept of oxidation number is difficult for them. The level of abstraction required is still developing in their minds. We must help them visualise it, to understand bonding and, finally, the symbolic representation of chemical compounds.We find in chemistry a visual description for bond formation: Lewis diagrams. They explicitly show molecular bonds as paired electrons. By using this simple idea, we can introduce formulation to secondary school students. Starting with binary chemical compounds, included in 3rd year of secondary schools in Spain, we can set up the foundations for their future chemistry studies. Of course, the difficulty must be progressively introduced.In this work, we show how a visual method based on Lewis diagrams improves the performance of students when writing formulae of binary chemical compounds. One important difference with current literature on how Lewis dot structures are used in education, is that, while they are usually presented as a learning goal, here we use them as a means to an end.Our results suggest that the improvement is higher for students with previous lower academic performance, low scores in linguistic competencies, and high scores in visual and artistic competencies. Most importantly, it does not worsen performance for students with high scores in linguistic competencies and low scores in visual and artistic competencies. Mathematical competencies do not seem to be so good predictors for students’ performance.Finally, within the Cognitive Load Theory framework, we show how cognitive working load, as well as an approximation of extraneous cognitive load, can be estimated by using information theory measures involving the mistakes students make.

scholarly journals Different vacuum packages for 'giombo' persimmon postharvest conservation

2020 ◽  
Vol 13 (9) ◽  
pp. 33
Author(s):  
P. A. R. Rimoli ◽  
A. J. Campos
Keyword(s):  
Mass Loss ◽  
Fruits And Vegetables ◽  
Technical Assistance ◽  
Modern Society ◽  
Soluble Solids ◽  
Sodium Hypochlorite Solution ◽  
Agricultural Engineering ◽  
Randomized Design ◽  
Different Types ◽  
Post Harvesting

The consumption of fruits and vegetables has increased worldwide as a function of modern society, look for an overall, healthier and more natural lifestyle. Therefore, the work evaluated as post-harvest characteristics of the 'Giombo' persimmon submitted to different types of vacuum packaging, verifying as quality variables: Mass Loss; Potential of Hydrogen (pH); Soluble Solids (SS). The persimmons were collected at the Company of Technical Assistance and Rural Extension - Emater Anápolis / GO, and analyzes were carried out at the Post Harvesting Drying and Storage Laboratory of the Agricultural Engineering course, belonging to the State University of Goiás – Henrique Santillo Exact and Technological Sciences Campus, where they were selected, sanitized with sodium hypochlorite solution 2% NaClO, processed, submitted to different types of packaging and maintained in BOD with RU of 40% and 8.0 ± 1.4 °C for 18 days . It was used in experiment the CRD - Completely randomized design, in a factorial scheme 3 x 7 (packages x days of analysis), with 3 replicates. The persimmons were submitted to different vacuum packages, being control (without packaging), Polypropylene - PP and Low Density Polyethylene - LDPE. As the evaluation was performed every 3 days, for a period of 18 days (0, 3, 6, 9, 12, 15 and 18 days). The data originated were submitted to analysis of variance (P <0.05) and, when significant, were performed in Tukey tests, at 5% probability, and regression, using SISVAR 5.3 Software. Based on the evaluations, it was concluded that 'Giombo' persimmons stored under different vacuum packages provided a positive effect throughout the storage, highlighting the LDPE treatment, which had preserved postharvest characteristics such as mass loss, soluble solids and pH more effectively.

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