scholarly journals Gamification and Formal Practice: A Pilot Study on Gamification’s Contributions to Kindergarten Students’ Musical Practice

2020 ◽  
pp. 103-129
Author(s):  
Thomas Nguyen
Keyword(s):  
Pilot Study ◽  
Skill Acquisition ◽  
Kindergarten Students ◽  
Musical Practice ◽  
Musical Skills ◽  
Song Acquisition ◽  
The One ◽  
Practice Time ◽  
Game Elements ◽  
Kindergarten Teaching

Practice is, and will always be, one of the fundamental ways of attaining musical skills. However, the efficiency of skill acquisition will be dependent on the quality and quantity of musical practice. On the one hand, a learner can be dedicated in their practice, seeking guidance to improve their own weaknesses and strategize their practice time, reminding us of formal practice. On the other hand, a learner can lack dedication or even be amotivated by practicing without effort or goals, reminding us of informal practice. This pilot study explores how gamification can potentially contribute to formal practice and song acquisition, incorporating game elements like reward systems, level gaining, competition, cooperation, storytelling, and goals into a ukulele and song course. This intervention design tested kindergarten teaching students (n = 60) at Queen Maud University College (DMMH) of Early Childhood Education.

scholarly journals Beyond Classical Definition: The Non-definition of Gamification

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Mario S. Staller ◽  
Swen Koerner
Keyword(s):  
Empirical Investigation ◽  
Working Life ◽  
Pedagogical Practice ◽  
Police Recruits ◽  
Design Elements ◽  
The Subject ◽  
Anchor Points ◽  
The One ◽  
Definition Of ◽  
Game Elements

AbstractGamification is regularly defined as the use of game elements in non-gaming contexts. However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments, critics point out the pedagogical dangers or the problems related to optimizing working life. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice—but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context-specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the potential of this non-definition of gamification and exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.

scholarly journals A survey to investigate advanced musicians’ flow disposition in individual music practice

2018 ◽  
Vol 37 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Marcos V. Araújo ◽  
Christopher F. Hein
Keyword(s):  
Teaching And Learning ◽  
Task Complexity ◽  
Daily Practice ◽  
Musical Instrument ◽  
Musical Instruments ◽  
Musical Practice ◽  
Music Practice ◽  
Loss Of Self ◽  
Practice Experience ◽  
Practice Time

This study explored advanced musicians’ dispositions to flow in musical practice. A total of 168 classically trained musicians answered a questionnaire assessing their proneness for flow experience during musical practice and associations between flow and demographic factors, practice routines and musical instruments. Dispositions to flow in musical practice did not vary across musical instrument groups, age or gender. Positive associations were found between daily practice time and flow, suggesting that flow may contribute to engagement with daily practice. Negative associations between music practice experience and loss of self-consciousness and challenge–skill balance were found, suggesting that even among experts the level of task complexity during practice may affect perceptions of competence. While six individual flow indicators were frequently experienced, three indicators were much less experienced, pointing to the existence of another similar relevant experience in the practice of expert performers, named as optimal practice experience. The article finishes with implications regarding the benefits of flow for teaching and learning practices.

scholarly journals Lateral versus Anterior TAR: A Prospective Cohort Pilot Study of PROs and Re-Operation Rates

2019 ◽  
Vol 4 (4) ◽  
pp. 2473011419S0002
Author(s):  
Oliver Gagné ◽  
Andrea Veljkovic ◽  
Kevin Wing ◽  
Murray J. Penner ◽  
S.E. Younger Alastair
Keyword(s):  
Pilot Study ◽  
Wound Complication ◽  
Deep Infection ◽  
Foot And Ankle ◽  
Early Results ◽  
Lateral Group ◽  
Sf 36 ◽  
One Year ◽  
The One ◽  
Anterior Group

Category: Ankle, Ankle Arthritis Introduction/Purpose: Recent advances in arthroplasty for the hip and the knee have motivated modern foot and ankle research to perfect the implant and technique for the optimal total ankle replacement. Unlike in the hip where different approaches can be done with the same implants, the approach of a total ankle is intimately associated to the prosthetic design. The anterior and lateral approaches have pros and cons regarding their respective soft tissue complications, osteotomy necessity, orientation of the bone cut and gutter visualization. While both have been studied independently, very few reports have compared both in the same setting. We set out to quantify the PROs and re-operations of both groups. Methods: A prospective study was conducted from a single center between 2014 and 2018 including a total of 64 total ankles performed by one of four fellowship-trained foot and ankle surgeon. A baseline dataset of their demographic as well as baseline scores (AOS, AAS & SF-36) was documented as well as at the 6 months and yearly mark post-operatively. Re-operations were also reported and coded in the local database. The approach was determined by the surgeon’s practice preference and patients were referred to surgeons as part of a central intake. Patients were included when they had a primary TAR in the timeframe noted and had a complete dataset up to at least the one year outcome. This cohort comprised 27 anterior and 37 lateral with balanced demographic for age (95%CI 63-67 yo) and gender (47% F). The lateral group had higher COFAS type arthritis, longer intraoperative time and adjunct procedures. Results: Comparing the two groups, it was noted that the anterior group had superior SF-36 scores at the one-year post- operative mark on both the physical and mental components. The difference was statistically significant and greater than the MCID. Otherwise, the two groups had similar AOS and AAS post-operative scores that were not statistically different. A total of 8 patients had a reoperation, 7 were from the lateral cohort and 1 from the anterior approach group. The lateral group had 3 surgical debridement for deep infection/wound complication, 2 ankle gutter/HO debridement and 2 lateral hardware removal. The anterior group had one ankle gutter/ HO debridement. Two of the above patients had two re-operations and one had three. Conclusion: This prospective pilot study outlines the early results of lateral versus anterior total ankle replacements. The risk of deep infection requiring reoperation was higher in the lateral group and the SF-36 scores one year after surgery were inferior to the anterior group. The lateral cohort had however significantly more pre-operative peritalar disease which was not balanced and likely affected those results. Patient experience based on PROs (AAS, AOS) otherwise is comparable. Future studies with longer prospective data need to be considered to have the power to draw significant conclusions.

‘Abd al-Qādir al-Marāghī and ‘Alī b. Muḥammad Binā'ī: two fifteenth-century examples of notation Part 2: Commentary

1995 ◽  
Vol 58 (1) ◽  
pp. 17-39
Author(s):  
O. Wright
Keyword(s):  
Fifteenth Century ◽  
The Other ◽  
Text Setting ◽  
Musical Practice ◽  
Reliable Evidence ◽  
History Of ◽  
The One ◽  
History Of Composition ◽  
The Relationship ◽  
Shed Light

Part 1 of this paper was concerned principally with the various problems that confront any attempt to provide a satisfactory transcription of these two examples. Given the nature of the difficulties encountered, it is clear that any generalizations we might wish to derive from them can only be tentative and provisional. Nevertheless, the paucity of comparable material, which on the one hand renders the interpretative hurdles all the more difficult to surmount, on the other makes the urge to draw at least some conclusions from the material provided by ‘Abd al-Qādir al-Marāghī and Binā'ī well-nigh irresistible. Such conclusions would involve, essentially, an assessment of the extent to which their notations shed light on the musical practice of the period and provide reliable evidence for the history of composition and styles of textsetting. But in any evaluation of this nature it is essential to avoid the temptation to confuse the sources with the speculative editorial interventions that produce the versions presented in part 1 (exs. 26–8 and 30). The area about which least can be said with regard to the naqsh notated by Binā'ī is, therefore, the nature of the text-setting, while with regard to ‘Abd al-Qādir al-Marāghī's notations it is, rather, the first topic we may consider, the relationship between melody and the underlying articulation of the rhythmic cycle.

scholarly journals Investigating the effects of authentic childhood games in teaching English

2016 ◽  
Vol 11 (2) ◽  
pp. 58 ◽  
Author(s):  
Cigdem Hursen ◽  
Dursun Salaz
Keyword(s):  
Academic Success ◽  
Positive Impact ◽  
Kindergarten Students ◽  
Control Group ◽  
Study Group ◽  
Teaching English ◽  
First Semester ◽  
Academic Year ◽  
Experimental Group ◽  
Kindergarten Teaching

The purpose of this study is to investigate the effects of authentic childhood games in teaching English. The study group of the research consists of 43 5 year old kindergarten students. The study was carried out in the first semester of 2014-2015 academic year. An experimental method was used in this study to state the effects of teaching English vocabulary through authentic childhood games. There were 22 students in the experimental group and 21 students in the control group. To the experimental group the topics were taught through authentic childhood games. Same topics were taught to the control group through traditional methods. According to the results, it is seen that teaching English vocabulary through authentic childhood games have positive impact on academic success. Keywords: authentic childhood games, kindergarten, teaching English

scholarly journals Complements vs. adjuncts and mouse-controlled reading

2020 ◽  
Author(s):  
Armine Garibyan
Keyword(s):  
Pilot Study ◽  
Sentence Processing ◽  
The Other ◽  
Theoretical Level ◽  
Psycholinguistic Research ◽  
The Past ◽  
Research Questions ◽  
The One ◽  
Fundamental Categories ◽  
The Relationship

The relationship between sentence processing and cognitive demand has received a lot of attention in the past decades. In valency theory, some elements of the sentence are determined by the verbs either in terms of their form or by their presence (Herbst & Schüller 2008). It has to be said that little attention has been paid to the processing of such fundamental categories in the theory of syntax. On the one hand, this is remarkable since given the amount of research, we still do not know whether this distinction is psychologically real, or whether it only serves a lexicographic and pedagogical purpose. On the other hand, there is a consensus among linguists about the problematic character of the distinction itself even on a more theoretical level (Dowty 2000; Herbst & Schüller 2008). Therefore, this study attempts to explore whether complements and adjuncts are associated with different kinds of processing. To answer the research questions, an experiment consisting in a mouse-controlled reading task has been designed. To the best of our knowledge, this is a new method in psycholinguistic research. The paper presents the results of a pilot study.

scholarly journals An expert-led and artificial intelligence system-assisted tutoring course to improve the confidence of Chinese medical interns in suturing and ligature skills: a prospective pilot study

2019 ◽  
Vol 16 ◽  
pp. 7 ◽  
Author(s):  
Ying-Ying Yang ◽  
Boaz Shulruf
Keyword(s):  
Artificial Intelligence ◽  
Pilot Study ◽  
Skill Acquisition ◽  
Clinical Training ◽  
Intervention Program ◽  
Group Performance ◽  
Internal Standard ◽  
Regular Group ◽  
Intelligence System ◽  
Medical Interns

Purpose: Lack of confidence in suturing/ligature skills due to insufficient practice and assessments is common among novice Chinese medical interns. This study aimed to improve the skill acquisition of medical interns through a new intervention program. Methods: In addition to regular clinical training, expert-led or expert-led plus artificial intelligence (AI) system tutoring courses were implemented during the first 2 weeks of the surgical block. Interns could voluntarily join the regular (no additional tutoring), expert-led tutoring, or expert-led+AI tutoring groups freely. In the regular group, interns (n=25) did not receive additional tutoring. The expert-led group received 3-hour expert-led tutoring and in-training formative assessments after 2 practice sessions. After a similar expert-led course, the expert-led+AI group (n=23) practiced and assessed their skills on an AI system. Through a comparison with the internal standard, the system automatically recorded and evaluated every intern’s suturing/ligature skills. In the expert-led+AI group, performance and confidence were compared between interns who participated in 1, 2, or 3 AI practice sessions.Results: The end-of-surgical block objective structured clinical examination (OSCE) performance and self-assessed confidence in suturing/ligature skills were highest in the expert-led+AI group. In comparison with the expert-led group, the expert-led+AI group showed similar performance in the in-training assessment and greater improvement in the end-of-surgical block OSCE. In the expert-led+AI group, the best performance and highest post-OSCE confidence were noted in those who engaged in 3 AI practice sessions.Conclusion: This pilot study demonstrated the potential value of incorporating an additional expert-led+AI system–assisted tutoring course into the regular surgical curriculum.

Role of BDNF genetic variations in motor skill acquisition: a pilot study

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e897
Author(s):  
K. Logeswary ◽  
M.-C. Tan ◽  
C.-K. Ea ◽  
V. Selvanayagam ◽  
H.-T. Goh
Keyword(s):  
Pilot Study ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Genetic Variations ◽  
Motor Skill Acquisition
Sign in / Sign up

Export Citation Format

Share Document