scholarly journals Logicamente: uma Plataforma Digital para Estimulação das Funções Executivas

2021 ◽  
Vol 22 (4) ◽  
pp. 488-492
Author(s):  
Anderson Sampaio Carapiá ◽  
Larissa Ribeiro Bastos ◽  
Márcio Renê Brandão Soussa ◽  
Lynn Rosalina Gama Alves ◽  
William de Souza Santos
Keyword(s):  
Academic Performance ◽  
Executive Functions ◽  
Adult Female ◽  
Learning Process ◽  
Age Groups ◽  
Digital Games ◽  
Minimum Amount ◽  
Tower Of Hanoi ◽  
Minimum Number ◽  
Game Platform

Resumo As funções executivas têm um papel fundamental para o desempenho acadêmico, pois elas são responsáveis pelo controle, monitoramento e regulação das ações, pensamentos e emoções. Desta forma, o estímulo a essas funções pode trazer contribuições importantes para o processo de aprendizagem e uma das estratégias que vem sendo utilizada para essa estimulação é através do uso de variados jogos digitais. Portanto, este artigo tem por objetivo relatar os achados iniciais das interações de diversos usuários com o jogo Torre de Hanói, que compõe a plataforma de jogos intitulada LogicaMente. Para tanto, foram coletadas informações de 3.524 partidas realizadas por 1.324 jogadores de diferentes faixas etárias e de ambos os sexos e dentre os resultados, foi identificado que apenas 32,5% dos jogadores conseguiram finalizar o jogo Torre de Hanói com o número mínimo de movimentações no modo fácil (com 3 discos) e menos ainda, 12,2% no modo difícil (com 4 discos). Como conclusão, foi identificado que houve um predomínio do público adulto de gênero feminino, que os interatores demonstram ter uma dificuldade em concluir o jogo na menor quantidade de movimentos, mas observou-se que a persistência pode ter sido um dos motivadores para que os jogadores obtivessem êxito a partir das suas novas tentativas. Palavras-chave: Funções Executivas. Jogos Digitais. Torre de Hanói. Abstract The executive functions play a key role in academic performance, as they are responsible for controlling, monitoring, and regulating actions, thoughts, and emotions. In this way, stimulating these functions can bring contributions for the learning process and one of the approaches that have been used for this stimulation is through the use of various digital games. Therefore, this article aims at reporting initial findings of the interactions of several users with the game Tower of Hanoi, which is part of the game platform entitled LogicaMente. For this purpose, information were collected over 3,524 matches played by 1,324 players from different age groups and both genders and among the results, it was identified that only 32.5% of the players managed to finalize the Tower of Hanoi game with the minimum number of movements in easy mode (with 3 discs) and even less, 12.2% in difficult mode (with 4 discs). As a conclusion, it was noticed a predominance of adult female players, the interactors had difficulty in completing the game with the minimum amount of movements. However, it was observed that persistence may have been one of the motivators for the players to succeed from their new attempts. Keywords: Executive Functions. Digital games. Tower of Hanoi.

scholarly journals Executive Functions: Influence of Sex, Age and Its Relationship With Intelligence

2015 ◽  
Vol 25 (62) ◽  
pp. 383-392
Author(s):  
Larissa de Oliveira e Ferreira ◽  
Daniela Sacramento Zanini ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Children And Adolescents ◽  
Perceptual Organization ◽  
Age Groups ◽  
Neuropsychiatric Disorders ◽  
Discriminative Power ◽  
Speed Of Processing ◽  
Intelligence Scale ◽  
Tower Of Hanoi

AbstractThe Tower of Hanoi is a tool used to evaluate executive functions. However, few studies describe what functions are evaluated in this test. This study investigates the executive functions, evaluated by the Tower of Hanoi (ToH), and the influence of gender, age and its relationship with intelligence. We evaluated 55 children and adolescents, between the ages of ten and 16, without diagnosed neuropsychiatric disorders. The results showed that the performance and time in to complete the Tower of Hanoi have no discriminative power when comparing age groups and sex; there was also no significant correlation found between the ToH and the execution quotient of the Wechsler Intelligence Scale for Children - Third Edition (WISC III), perceptual organization and the speed of processing. Only the subtest coding were positively related to the ToH, demonstrating that these instruments may be measuring related aspects of intelligence and executive functions, namely intelligence and working memory.

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

2021 ◽  
pp. 146978742110144
Author(s):  
Slaviša Radović ◽  
Olga Firssova ◽  
Hans GK Hummel ◽  
Marjan Vermeulen
Keyword(s):  
Academic Performance ◽  
Experiential Learning ◽  
Learning Process ◽  
Theory And Practice ◽  
Positive Relationships ◽  
Collaborative Reflection ◽  
Different Levels

The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning.

STUDY OF THE INFLUENCE OF THE LEVEL OF ANXIETY DEVELOPMENT ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL STUDENTS

Vestnik ◽  
2021 ◽  
pp. 155-160
Author(s):  
А.Е. Малибаева ◽  
Б.К. Кайрат ◽  
А.И. Нуфтиева ◽  
Л.Б. Умбетьярова ◽  
М.С. Кулбаева ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Outcomes ◽  
Learning Process ◽  
Child Anxiety ◽  
Lower Class ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
The One ◽  
High Level

В современных стрессовых и негативных внешних экологических условиях растет число неуверенных в себе, эмоционально неустойчивых тревожных детей. В работах А.И.Захаровой, Н.В.Имеладзе, Л.М. Прихожановой говорится, что когда человек постоянно волнуется - возникает паника. Согласно анализу исследований многих авторов, детская тревога, с одной стороны, имеет психодинкамическую природу, с другой-является результатом социализации. По мнению психологов, у учащихся наблюдается высокий уровень тревожности в процессе обучения. В результате изучения данной проблемы установлено, что уровень тревожности и успеваемость ребенка тесно взаимосвязаны. Процесс приобщения детей, пришедших в школу, к процессу обучения тесно связан с процессом паники . In the current stressful and negative external environmental conditions, the number of insecure, emotionally unstable children with anxiety is growing. In the works of A.I. Zakharova, N.V. Imeladze, L.M. Prikhozhan, it is said that when a person is constantly agitated, panic occurs. According to the analysis of the research of many authors, child anxiety, on the one hand, has a psychodynamic nature, and on the other-is the result of socialization. According to psychologists, there is a high level of anxiety in students ' learning process. As a result of the study of this problem, it was found that the level of anxiety and the child's academic performance are closely related. The process of adaptation of children to the learning process is closely related to the panic process. However, the level of anxiety in lower-class students affects the learning process and learning outcomes.

Dissimilar Anxiety-like Behavior in Prepubertal and Young Adult Female Rats on Acute Exposure to Aluminium

2021 ◽  
Vol 22 ◽  
Author(s):  
Trina Sengupta ◽  
Sutirtha Ghosh ◽  
Archana Gaur T. ◽  
Prasunpriya Nayak
Keyword(s):  
Body Weight ◽  
Young Adult ◽  
Adult Female ◽  
Developmental Stages ◽  
Elevated Plus Maze ◽  
Age Groups ◽  
Female Rats ◽  
Acute Exposure ◽  
Adult Rats ◽  
Plus Maze

Background: Puberty is a developmental transition in which an estrogenic surge occurs, mediating the release of xenoestrogens, like aluminium. Aluminium’s effect on anxiety in rodents at the different developmental stages is inconsistent. Aims: This study aimed at investigating the effect of the metalloestrogenic property of aluminium on anxiety-like behavioral changes in prepubertal and young adult female rats. Objective: Considering this aim, our objective was to evaluate the anxiety-like behavior by the elevated plus maze in prepubertal and young adult female rats with or without acute exposure to aluminium. Methods: To address this property of aluminium, 5mg/Kg body weight (Al-5) and 10 mg/Kg body weight (Al-10) of aluminium was administered intraperitoneally to female rats at two developmental stages, prepubertal (PP; n = 8 for each dose) and young adult (YA; n = 6 for each dose) for two weeks. Post-treatment, three days behavioral assessment of the rats was done employing elevated plus maze. Results: Reduced escape latency was seen in Al-5, Al-10 pre-pubertal rats, and Al-5 young-adult rats on day 3. A significant reduction in open arm time was seen in the Al-5 young-adult rats. Aluminium treatment in the pre-pubertal rats reduced their head dipping and grooming. Reduced sniffing, head dipping, and stretch-attended posture in the treated young-adult female rats showed that they had impaired risk-taking tendency. Conclusion: Differential effect on the anxiety-like behavior in the pre-pubertal and young-adult female rats might be due to the metalloestrogenic property of aluminium, acting differently on the two age groups.

scholarly journals On the Star Puzzle

2019 ◽  
Vol 39 ◽  
pp. 1-14
Author(s):  
AAK Majumdar
Keyword(s):  
Recurrence Relation ◽  
Additional Condition ◽  
Tower Of Hanoi ◽  
Minimum Number

In the star puzzle, there are four pegs, the usual three pegs, S, P and D, and a fourth one at 0. Starting with a tower of n discs on the peg P, the objective is to transfer it to the peg D, in minimum number of moves, under the conditions of the classical Tower of Hanoi problem and the additional condition that all disc movements are either to or from the fourth peg. Denoting by MS(n) the minimum number of moves required to solve this variant, MS(n) satisfies the recurrence relation . This paper studies rigorously and extensively the above recurrence relation, and gives a solution of it. GANIT J. Bangladesh Math. Soc.Vol. 39 (2019) 1-14

scholarly journals Clinical and neuropsychological assessment of executive function in a sample of children and adolescents with idiopathic epilepsy

2014 ◽  
Vol 72 (12) ◽  
pp. 954-959 ◽  
Author(s):  
Andrea Bandeira de Lima ◽  
Fernanda Moreira ◽  
Marleide da Mota Gomes ◽  
Heber Maia-Filho
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Executive Functions ◽  
Children And Adolescents ◽  
Clinical Data ◽  
Wisconsin Card Sorting Test ◽  
Idiopathic Epilepsy ◽  
Control Group ◽  
Seizure Type ◽  
Card Sorting

Objective To compare the executive functions of children and adolescents with idiopathic epilepsy with a control group and to correlate with clinical data, intelligence and academic performance. Method Cross-sectional, descriptive and analytical study. Thirty-one cases and thirty-five controls were evaluated by the WCST (Wisconsin Card Sorting Test).The results were compared with clinical data (seizure type and frequency, disease duration and number of antiepileptic drugs used), IQ (WISC-III) and academic performance (APT). Results Patients with epilepsy had poorer executive function scores. There was no positive linear correlation between test scores and epilepsy variables. There was a positive association between academic performance and some executive function results. Conclusion Children with well controlled idiopathic epilepsy may show deficits in executive functions in spite of clinical variables. Those deficits may influence academic performance.

scholarly journals Geo-gebra como herramienta didáctica en el proceso de enseñanza-aprendizaje de la matemática, y su incidencia en el rendimiento académico en los estudiantes de la carrera de ingeniería agronómica

2019 ◽  
Vol 3 (3.1) ◽  
pp. 204-223
Author(s):  
Juan Manuel Martínez Nogales ◽  
Jorge Cachuput Gusñay ◽  
Hernan Eriberto Chamarro Sevilla ◽  
Jorge Rigoberto López Ortega
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Work Experience ◽  
Educational Software ◽  
High Rate ◽  
First Semester ◽  
Culture Of Learning ◽  
Low Performance ◽  
Teaching Learning ◽  
Engineering Career

The Geo-Gebra software as a didactic tool in the teaching-learning process of mathematics and its impact on academic performance in the first semester students of the Faculty of Natural Resources, Agronomic engineering career of ESPOCH. The problem that has been detected in the students of the first semester, a high rate of low performance in the learning of mathematics, in the race because there is a culture of learning on the part of the students, it is determined that we must make profound changes in educational paradigms, the proposal for this process is to use the Geo-Gebra software didactic tool of mathematics, for the research was based on a questionnaire of questions applied with respect to the use of Goe-Gebra software, as a teaching resource in teaching- learning of mathematics, then with the use of this tool a form of satisfaction was applied to students and teachers, to later make the didactic guide using the Geo - Gebra educational software, hence the importance of making striking designs according to the level or semester and with contents attached to the current geometry plans and programs in which  educational. According to the work experience, a didactic guide was designed for the use of educational software specifically for inequations. It is concluded the research carried out that 72% of the students surveyed consider, using the ICTs it would improve the learning of the geometry and its academic performance; Therefore, it is recommended to train the teachers of the area and promote the proposal in the institution for the application in the teaching-learning process.

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

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