Emotion in Learning Context: Its Origins and Functions

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, I was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, I suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

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Science Motivation Questionnaire II (SMQ-II): Analysis on Validity and Reliability of Bahasa Indonesia Version Through Various Learning Context

10.31237/osf.io/xdjqt ◽

2019 ◽

Author(s):

Whasfi Velasufah ◽

Adib Rifqi Setiawan

Keyword(s):

Academic Achievement ◽

Survey Data ◽

Essential Element ◽

Self Determination ◽

Motivation To Learn ◽

Career Motivation ◽

Validity And Reliability ◽

Learning Context ◽

Science Motivation ◽

Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we have examined empirically the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work shows that the questionnaire is a valid and reliable and the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest our version of SMQ-II in Bahasa Indonesia as an efficient instrument for assessing components of Indonesia students’ motivation to learn in various learning context.

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University musical training in a blended-learning context

Revista Española de Pedagogía ◽

10.22550/rep75-3-2017-11 ◽

2017 ◽

Vol 75 (268) ◽

Author(s):

Susana TOBOSO ONTORIA ◽

Inmaculada TELLO DÍAZ-MAROTO ◽

Francisco José ÁLVAREZ GARCÍA

Keyword(s):

Blended Learning ◽

Musical Training ◽

Learning Context

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Preservice Music Teacher Identity Construction Through Metaphor

Journal of Music Teacher Education ◽

10.1177/1057083720982278 ◽

2020 ◽

pp. 105708372098227

Author(s):

Cynthia L. Wagoner

Keyword(s):

Preservice Teachers ◽

Identity Construction ◽

Teacher Identity ◽

Instrumental Music ◽

Methods Course ◽

Learning Context ◽

Context Learning ◽

Instrumental Methods ◽

The Impact ◽

Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

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The More, the Merrier? Roles of Device-Student Ratio in Collaborative Inquiries and Its Interactions With External Scripts and Task Complexity

Journal of Educational Computing Research ◽

10.1177/07356331211010794 ◽

2021 ◽

pp. 073563312110107

Author(s):

Cixiao Wang ◽

Huixiao Le

Keyword(s):

Conceptual Understanding ◽

Repeated Measures ◽

Task Complexity ◽

Mainland China ◽

Fifth Grade ◽

Learning Context ◽

Simple Task ◽

Fifth Grade Students ◽

Main Effect ◽

The Relationship

In collaborative learning, the intuition “the more device, the merrier” is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in the learning context including task complexity, external script availability and students’ familiarity to the collaboration settings. A three-round quasi-experiment was conducted in a primary school in mainland China, 130 fifth-grade students from four classes participated. Group worksheet including conceptual understanding and problem-solving tasks were used to collect participants’ inquiry performance. Repeated measures ANOVA was employed in data analysis. Findings indicate that 1:m device-student ratio could be beneficial, and external scripts, and prior collaboration experience could moderate such effect. The different effect of 1:m device-student ratio to 1:1 is only significant in the situation when students are faced with relatively simple task, and the effect size is larger when external script is present. When the task is more complicated, such effect of device-student ratio would only emerge after a period of collaboration. This finding challenged the intuition that one-to-one device-student ratio could be better. Related discussions and recommendations to teaching were made.

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A learning robot for cognitive camera control in minimally invasive surgery

Surgical Endoscopy ◽

10.1007/s00464-021-08509-8 ◽

2021 ◽

Author(s):

Martin Wagner ◽

Andreas Bihlmaier ◽

Hannes Götz Kenngott ◽

Patrick Mietkowski ◽

Paul Maria Scheikl ◽

...

Keyword(s):

Minimally Invasive Surgery ◽

Minimally Invasive ◽

Invasive Surgery ◽

Autonomous Systems ◽

Robot Kinematics ◽

Learning Context ◽

Surgical Robots ◽

Camera Control ◽

Context Sensitive ◽

Robotic Camera

Abstract Background We demonstrate the first self-learning, context-sensitive, autonomous camera-guiding robot applicable to minimally invasive surgery. The majority of surgical robots nowadays are telemanipulators without autonomous capabilities. Autonomous systems have been developed for laparoscopic camera guidance, however following simple rules and not adapting their behavior to specific tasks, procedures, or surgeons. Methods The herein presented methodology allows different robot kinematics to perceive their environment, interpret it according to a knowledge base and perform context-aware actions. For training, twenty operations were conducted with human camera guidance by a single surgeon. Subsequently, we experimentally evaluated the cognitive robotic camera control. A VIKY EP system and a KUKA LWR 4 robot were trained on data from manual camera guidance after completion of the surgeon’s learning curve. Second, only data from VIKY EP were used to train the LWR and finally data from training with the LWR were used to re-train the LWR. Results The duration of each operation decreased with the robot’s increasing experience from 1704 s ± 244 s to 1406 s ± 112 s, and 1197 s. Camera guidance quality (good/neutral/poor) improved from 38.6/53.4/7.9 to 49.4/46.3/4.1% and 56.2/41.0/2.8%. Conclusions The cognitive camera robot improved its performance with experience, laying the foundation for a new generation of cognitive surgical robots that adapt to a surgeon’s needs.

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How do Public Officials Learn About Policy? A Field Experiment on Policy Diffusion

British Journal of Political Science ◽

10.1017/s0007123420000770 ◽

2021 ◽

pp. 1-8

Author(s):

Miguel M. Pereira

Keyword(s):

United States ◽

Interest Group ◽

Policy Diffusion ◽

The United States ◽

Causal Link ◽

Policy Learning ◽

Learning Context ◽

Public Officials ◽

Non Profit

Abstract Prior research suggests that partisanship can influence how legislators learn from each other. However, same-party governments are also more likely to share similar issues, ideological preferences and constituency demands. Establishing a causal link between partisanship and policy learning is difficult. In collaboration with a non-profit organization, this study isolates the role of partisanship in a real policy learning context. As part of a campaign promoting a new policy among local representatives in the United States, the study randomized whether the initiative was endorsed by co-partisans, out-partisans or both parties. The results show that representatives are systematically more interested in the same policy when it is endorsed by co-partisans. Bipartisan initiatives also attract less interest than co-partisan policies, and no more interest than out-partisan policies, even in more competitive districts. Together, the results suggest that ideological considerations cannot fully explain partisan-based learning. The study contributes to scholarship on policy diffusion, legislative signaling and interest group access.

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Development and usability testing of an educational mobile learning app for climate change and health impacts

Turkish Journal of Biochemistry ◽

10.1515/tjb-2020-0350 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Elif Aydoğan ◽

Ali Derya Atik ◽

Ergin Şafak Dikmen ◽

Figen Erkoç

Keyword(s):

Climate Change ◽

User Behavior ◽

Learning Experience ◽

Mobile App ◽

Health Impacts ◽

Health Providers ◽

Learning Context ◽

Smart Learning Environment ◽

Post Test ◽

Climate Change And Health

Abstract Objective Mobile applications, social media platforms are changing Internet user behavior; creating a new era of education in a connected world. We have previously reported training needs of health providers in the climate change. Aim is to develop and test an Android® Mobile app as an effective smart learning environment for climate change health impacts. Materials and methods The quasi-experimental design method was used in five phases: easy-to-reach, rich content Mobile app design and development for Android® operating system, scale development, finalizing scales to be used, implementation, data collection, analysis. Dependent t-test of pre-test and post-test awareness scores was analyzed. Usability and satisfaction were assessed with two scales; quantitative data with descriptive statistics. Results The developed Mobile app was effective in enhancing students’ learning experience, and well-received in terms of adopting and using such technology for educational purposes. Pre-test and post-test scores different statistically (p<0.05); increasing participants’ awareness level and were satisfied. Conclusion We conclude that our Mobile app, m-learning project, is successfully incorporated into the learning context; when tested, raised awareness about climate change and health effects for the public. To our knowledge, no currently existing tool to provide new mobile application for climate change education and promote awareness exists.

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