scholarly journals The Legendary Creativity of Hayao Miyazaki and Shigeru Miyamoto as a Product of Metacognitive Awareness, Family, and Environment

2020 ◽  
Vol 4 (2020.01) ◽  
pp. 15-21
Author(s):  
Mike McClelland
Keyword(s):  
Birth Order ◽  
Video Game ◽  
Skill Development ◽  
Geographic Location ◽  
Metacognitive Awareness ◽  
Work Place ◽  
Metacognitive Skill ◽  
Parental Relationships ◽  
Remarkable Similarity ◽  
Hayao Miyazaki

This article compares two eminent programmers, Shigeru Miyamoto and Hayao Miyazaki, and their respective works, the video game The Legend of Zelda: The Ocarina of Time and the film Princess Mononoke. It discusses their creativity in the context of their above-average access and opportunity to metacognitive skill development, ideation, production, and influence in relation to methods recommended in the research on creativity and genius. This article also looks at how their individual creativity was nurtured by family and scholarship, influenced by birth order and parental relationships, and enhanced by their geographic location and work place. The article concludes that all of these factors combined to allow Miyamoto and Miyazaki to reach legendary levels of creativity, with remarkable similarity to one another.

scholarly journals Metacognitive skill on students of science education study program: Evaluation from answering biological questions

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Mochammad Yasir ◽  
Aida Fikriyah ◽  
Nur Qomaria ◽  
Aushia Tanzih Al Haq
Keyword(s):  
Science Education ◽  
Educational Program ◽  
Quantitative Method ◽  
Metacognitive Awareness ◽  
Research Subject ◽  
Metacognitive Skill ◽  
Study Program ◽  
Education Study ◽  
The University ◽  
Metacognitive Awareness Inventory

The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students’ metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the “debugging strategies” in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.

scholarly journals What are students’ learning and experiences in an online learning tool designed for cognitive and metacognitive skill development?

2018 ◽  
Vol 11 ◽  
Author(s):  
Rebecca Visser ◽  
Alison B. Flynn
Keyword(s):  
Organic Chemistry ◽  
Online Learning ◽  
Pilot Study ◽  
Skill Development ◽  
Open Education ◽  
Metacognitive Skill ◽  
Learning Tool ◽  
Education Resource ◽  
Open Education Resource

Organic chemistry has its own representational language and as with any language, any barrier with the language makes understanding the message difficult. In this article, we describe the design of an open education resource that empowers students to master this language, the Organic Mechanisms module in orgchem101.com. We also describe the structure and findings of a pilot study designed to measure students’ learning and experiences using the module, with a focus on principles, structure, and key findings, rather than on the chemistry-specific elements. 

Haptic Glove Technology: Skill Development through Video Game Play

2010 ◽  
Vol 104 (11) ◽  
pp. 688-699 ◽  
Author(s):  
Mary Ellen Bargerhuff ◽  
Heidi Cowan ◽  
Francisco Oliveira ◽  
Francis Quek ◽  
Bing Fang
Keyword(s):  
Video Game ◽  
Skill Development ◽  
Game Play ◽  
Video Game Play ◽  
Technology Skill

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

2011 ◽  
Vol 1 (2) ◽  
pp. 64-71
Author(s):  
Luis F. Riquelme
Keyword(s):  
Geographic Location ◽  
The United States ◽  
Success For All ◽  
Speech Language Pathology ◽  
Barriers To Success ◽  
Call To Action ◽  
Language Pathology ◽  
National Certification ◽  
Race Ethnicity ◽  
Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

Predictors of Problematic Video Game Usage in Childhood and Adolescence

2013 ◽  
Vol 59 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Thomas Mößle ◽  
Florian Rehbein
Keyword(s):  
Social Environment ◽  
School Children ◽  
Video Game ◽  
Video Gaming ◽  
Control Group ◽  
Childhood And Adolescence ◽  
Longitudinal Control ◽  
Peer Problems ◽  
Media Usage ◽  
Usage Patterns

Aim: The aim of this article is to work out the differential significance of risk factors of media usage, personality and social environment in order to explain problematic video game usage in childhood and adolescence. Method: Data are drawn from the Berlin Longitudinal Study Media, a four-year longitudinal control group study with 1 207 school children. Data from 739 school children who participated at 5th and 6th grade were available for analysis. Result: To explain the development of problematic video game usage, all three areas, i. e. specific media usage patterns, certain aspects of personality and certain factors pertaining to social environment, must be taken into consideration. Video game genre, video gaming in reaction to failure in the real world (media usage), the children’s/adolescents’ academic self-concept (personality), peer problems and parental care (social environment) are of particular significance. Conclusion: The results of the study emphasize that in future – and above all also longitudinal – studies different factors regarding social environment must also be taken into account with the recorded variables of media usage and personality in order to be able to explain the construct of problematic video game usage. Furthermore, this will open up possibilities for prevention.

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