scholarly journals The Impact of VR Application on Student’s Competency Development: A Comparative Study of Regular and VR Engineering Classes with Similar Competency Scopes

2019 ◽  
Vol 11 (8) ◽  
pp. 2221 ◽  
Author(s):  
Hee Lee ◽  
Shvetsova
Keyword(s):  
Comparative Study ◽  
Industrial Revolution ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Competency Development ◽  
University Of Technology ◽  
Significant Difference ◽  
The Difference ◽  
Group Interviews ◽  
The Impact

This research focuses on the Fourth Industrial Revolution and the Korean National Competency Standards. The aim of this research is to perform a comparative study of two university engineering courses to present the difference between the effect of virtual reality (VR)-based teaching and traditional teaching on learning robotics. To achieve this goal, the authors used the expert method, focus group interviews, and a comparative study. There were three hypotheses and four research questions on the relationship between teaching method and competency development. As a case study for this research, the authors chose Korea University of Technology and Education and designed a survey to assess students’ competencies. The participants were second- and third-grade university students. Quantitative data were collected from the interview forms developed by the researcher; qualitative data were analyzed using the expert method and a comparative study. A significant difference was observed between competency development in the VR class and that in a regular class with a similar syllabus. Furthermore, it was noted that different teaching methods affect competency development in different ways; VR tools develop some competencies, but not all of them. Authors found that the VR tool requires an appropriate teaching method and affects the student’s ability to develop competencies.

scholarly journals Science Learning Through Interactive Teaching Method: An Experimental Study

2020 ◽  
Vol V (IV) ◽  
pp. 77-87
Author(s):  
Sajid Ali Yousuf Zai ◽  
Fouzia Ajmal ◽  
Saira Nudrat
Keyword(s):  
Experimental Study ◽  
Science Achievement ◽  
Science Learning ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Teaching Group ◽  
Achievement Score ◽  
Significant Difference ◽  
The Impact

An experimental study was conducted to find the impact of interactive teaching method on science learning. 70 students from seventh grade were selected to participate in this study. A control group with 35 randomly assigned students was taught by the traditional lecture method, and an experimental group with another 35 students was taught by an interactive teaching method. A pre-test was conducted prior to implementing the intervention to measure the baseline score, while a post-test was administered to measure the impact of the intervention. An ANCOVA (Analysis of Covariance) was used to find the significant difference in science achievement score of students between the traditional teaching method and interactive teaching method after controlling the effect of pretest scores. There was a significant difference in students' science achievement score between students in the traditional teaching group and students in the interactive teaching group, F(2, 67) = 153.47, p <.001n 2 = .82. It was concluded that the interactive teaching method significantly improves student science learning.

scholarly journals THE EFFECTS OF LEARNING STATIONS TECHNIQUE ON ACADEMIC ACHIEVEMENT: A META-ANALYTIC STUDY

2019 ◽  
Vol 9 (1) ◽  
pp. 1-15
Author(s):  
Mevlut Aydogmus ◽  
Cihad Senturk
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Impact Analysis ◽  
Teaching Method ◽  
Meta Analysis ◽  
Experimental Investigations ◽  
Traditional Teaching ◽  
Significant Difference ◽  
The Impact ◽  
Research Type

In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.

Speech Methodologies in Cleft Palate Assessment: A Pilot Project to Compare Two Phonetically Different Sentence Sets

2013 ◽  
Vol 20 (1) ◽  
pp. 49-72
Author(s):  
Jennie Smith ◽  
Tim Pring ◽  
Debbie Sell
Keyword(s):  
Cleft Palate ◽  
Pilot Project ◽  
Wilcoxon Test ◽  
Consecutive Series ◽  
Video Recordings ◽  
Significant Difference ◽  
The Difference ◽  
Audio Video ◽  
Age Range ◽  
The Impact

Objective: To investigate the impact of the phonetic content of two sentence sets on speech outcomes, specifically the effects of nasal phonemes. Method: Audio-video recordings of a consecutive series of 15 participants (age range 4–22 years), with cleft palate (syndromic or non-syndromic), with and without velopharyngeal dysfunction were taken. Participants repeated Sentence Set 1 (with nasals across sentences) and Sentence Set 2 (without nasals except the three nasal target sentences) during a routine speech recording. Two experienced Specialist Speech and Language Therapists, blinded to the study’s purpose, analyzed participants’ speech using the Cleft Audit Protocol for Speech-Augmented (CAPS-A). On day 1, recordings included Sentence Set 1. On day 2, 23 days later, recordings included Sentence Set 2. Main results: The difference between Sentence Set 1 and Sentence Set 2 ‘total scores’ (sum of scores on all CAPS-A parameters) was significant. The Pearson Product Moment showed high correlation. A Wilcoxon test revealed a significant difference between Sets 1 and 2 on the hypernasality parameter, and this alone accounted for the significant difference in total scores. Conclusion: The inclusion or exclusion of nasal consonants in the sentence set significantly affected perceptual ratings of hypernasality but none of the other CAPS-A parameters, highlighting the need for further investigation into perceptual nasality ratings.

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

scholarly journals A comparative study of functional outcome between platelet rich plasma injection versus steroid infiltration in plantar fasciitis

2020 ◽  
Vol 6 (2) ◽  
pp. 393
Author(s):  
Harpreet Singh ◽  
Malay P. Gandhi ◽  
Aliasgar J. Rampurwala ◽  
Tej S. Rudani
Keyword(s):  
Comparative Study ◽  
Plantar Fasciitis ◽  
Platelet Rich Plasma ◽  
Corticosteroid Injection ◽  
Injection Group ◽  
Plasma Injection ◽  
Significant Difference ◽  
The Difference ◽  
The Individual

<p class="abstract"><strong>Background:</strong> Plantar fasciitis (PF) is considered as degenerative tendinopathies. Repeated micro trauma is the major etiology of these diseases. Autologous platelet rich plasma (PRP) injections are becoming more popular in the treatment of enthesopathies like PF. The growth factors in PRP cause tissue healing. We compared the result of injecting intra-lesional autologous PRP injections versus steroid infiltration in chronic PF.</p><p class="abstract"><strong>Methods:</strong> A prospective, interventional and analytic comparative study was done and 81 patients (120 heels) were included in this study and were followed up for 6 months. We assessed the outcome of each patient using visual analog score (VAS) and foot and ankle disability index (FADI) on follow-up at 1, 3, and 6 months. <strong></strong></p><p class="abstract"><strong>Results:</strong> In our study, female preponderance was seen. Left side was more common as compared to right side. Unilateral PF is more common than bilateral. The difference with in the individual group at baseline and at 1,3 and 6 months was statistically highly significant in terms of VAS and FADI (p=0.0001) But the difference in the between the two groups was insignificant for VAS and FADI at 1, 3 and 6 months.</p><p class="abstract"><strong>Conclusions:</strong> In our study, as there is no significant difference in VAS and FADI score between corticosteroid injection group and PRP injection group at 1, 3 and 6 months follow up. So, it’s reasonable to conclude that both are equally effective in PF. But as PRP injection comes out to be more time consuming and more costly, corticosteroid seems to be more efficient, cost and time wise. Hence, the latter should be a better choice.      </p>

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals Impacto da metodologia de simulação realística na graduação de enfermagem

2017 ◽  
Vol 11 (12) ◽  
pp. 5269 ◽  
Author(s):  
Roseane Mota Santana Rohrs ◽  
Claudenice Ferreira Dos Santos ◽  
Ruana Dos Santos Barbosa ◽  
Renata Da Silva Schulz ◽  
Milena Bastos De Carvalho
Keyword(s):  
Nursing Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Private University ◽  
Higher Learning ◽  
Simulated Patients ◽  
Traditional Teaching ◽  
Learning Achievement ◽  
Simulation Methodology ◽  
The Impact

RESUMOObjetivo: analisar o impacto da metodologia da simulação realística na visão dos acadêmicos de enfermagem. Método: estudo quanti-qualitativo, a partir da pesquisa-ação, utilizando questionário semiestruturado com amostra de 133 acadêmicos do 6º ao 10º semestre em uma Universidade privada. Resultados: 98% dos acadêmicos afirmaram gostar muito da aula com a metodologia de simulação; 97% relataram ter diferença na aprendizagem com a simulação; destes, 62% confirmaram ter maior rendimento no aprendizado quando utilizada a simulação com paciente simulado; e 35% mencionaram ter melhor rendimento quando utilizado o boneco estático. Conclusão: o estudo demonstrou impacto positivo da metodologia de simulação entre os acadêmicos ao demostrarem preferência no uso desta metodologia em detrimento ao método de ensino tradicional e que o uso dessa metodologia permite melhorias no processo de ensino-aprendizado. Descritores: Simulação; Enfermagem; Ensino; Educação. ABSTRACTObjective: to analyze the impact of realistic simulation methodology on nursing students' view. Method: quantitative-qualitative study, based on action research, using a semistructured questionnaire with a sample of 133 students from the 6th to the 10th semester in a private university. Results: 98% of the students said they liked the classes with the simulation methodology; 97% stated they felt a difference in learning with the simulation; of these, 62% affirmed they had a higher learning achievement when using simulation with simulated patients; and 35% stated having higher learning achievement when using the static doll. Conclusion: the present study showed a positive impact of the simulation methodology among the students, demonstrating a preference in the use of this methodology in detriment to the traditional teaching method and that the use of this methodology allows improvements in the learning process. Descriptors: Simulation; Nursing; Teaching; Education; Learning.RESUMENObjetivo: analizar el impacto de la metodología de la simulación realística en la visión de los académicos de enfermería. Método: estudio cuantitivo-cualitativo, a partir de la investigación, utilizando cuestionario semi-estructurado con muestra de 133 académicos del 6º al 10º semestre en una Universidad privada. Resultados: 98% de los académicos afirmaron que gustaban mucho de la clase con la metodología de simulación; 97% relataron tener diferencia en el aprendije con la simulación; de este, 62% confirmaron tener mayor rendimiento en el aprendizado cuando utilizado la simulación con paciente simulado; y 35% mencionaron tener mejor rendimiento cuando utilizado el muñeco estático. Conclusión: el estúdio demostró impacto positivo de la metodología de simulación entre los académicos al demostrar preferencia en el uso de esta metodología en detrimento al método de enseñanza tradicional y que el uso de esa metodología permite mejorías en el proceso de enseñanza-aprendizaje. Descriptores: Simulación; Enfermería; Enseñanza; Educación; Aprendimiento.

scholarly journals An Experimental Comparison of the Impact of ‘Warning’ and ‘Health Star Rating’ FoP Labels on Adolescents’ Choice of Breakfast Cereals in New Zealand

Nutrients ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1545 ◽  
Author(s):  
Robert Hamlin ◽  
Benjamin Hamlin
Keyword(s):  
New Zealand ◽  
Experimental Comparison ◽  
Vienna Convention ◽  
Single Star ◽  
Star Rating ◽  
Stop Sign ◽  
Significant Difference ◽  
Nutritional Label ◽  
The Difference ◽  
The Impact

This research investigated the performance of the red, octagonal Vienna Convention traffic ‘STOP’ sign as a front of pack (FoP) warning nutritional label. While the Vienna Convention traffic light system is an established FoP label, the potential of the ‘STOP’ sign in the role has not been investigated. The performance of the ‘STOP’ label was compared with that of a single star (low nutritional value) Australasian Health Star Rating (HSR) label using a fractionally replicated Latin square design. The labels were presented on choice diads of cold breakfast cereal packets. The sample of 240 adolescents aged 16–18 was drawn from a secondary school in the South Island of New Zealand. A large and significant main effect was observed at the p < 0.01 level for the difference between the ’STOP’ sign and the control condition (no nutritional FoP label), and at p < 0.05 for the difference between the HSR and the ‘STOP’ label. There was no significant difference between the HSR FoP and the control condition. A significant non-additivity (interaction) (p < 0.01) was also observed via the fractional replication. The results indicate that the Vienna Convention ‘STOP’ sign is worthy of further research with regard to its potential as an FoP nutritional label.

Attitudes towards sex with alcoholics

2011 ◽  
Vol 26 (S2) ◽  
pp. 67-67
Author(s):  
Z.M. Krivokapic ◽  
R.V. Sapic
Keyword(s):  
Sexual Experience ◽  
Social Situation ◽  
Control Group ◽  
List Type ◽  
Homosexual Orientation ◽  
The Social ◽  
Significant Difference ◽  
The Difference ◽  
Attitudes Toward Sex ◽  
The Impact

Attitude is defined as acquired disposition, readiness for a certain way of perception, thinking, emotional reacting and behaving. The formation of social attitudes is greatly in influence by a group (alcoholics group). Drinking alcohol also disrupts higher cognitive processes: abstraction, conceptualization, problem solving and influences on different opinions.Our research concerned the impact of chronic alcohol use and membership to alcoholic group as a framework that influences attitudes towards sexuality. 200 persons were sample in this research: 100 alcohol addicts and 100 persons of the control group. The instrument used in this study was-Scale of attitudes toward sex.Statistically significant difference was found in five attitudes:–Differences in two paragraphs point to some homosexual orientation. We can confidently say that this is a “latent homosexuality in an alcoholic”, it is possible that the difference arises because of the presence of homosexuals in the group of alcoholics, although the subjects did not say to have such orientation.–Some conservatism is present in the attitude drinkers to sexuality of the young, they argue that sexual experience can wait until more mature years.–Extramarital relationships are positively evaluated by the control group, while alcoholics show greater disapproval.–Alcoholics have the attitude that sexual arousal does not come with ease, unlike the control group.–They are more liberal about the social situation of people with HIV (a certain degree of identification with an estimated negative social group).Results showed small difference in attitudes between alcoholics and nonalcoholic.

Pollinator Insects and their Impact on Crop Yield of Mustard in Kusma, Parbat, Nepal

2019 ◽  
Vol 24 (2) ◽  
pp. 68-75
Author(s):  
Narayan Subedi ◽  
Indra Prasad Subedi
Keyword(s):  
Crop Yield ◽  
Fruit Set ◽  
Apis Cerana ◽  
Qualitative And Quantitative ◽  
Significant Difference ◽  
The Difference ◽  
Four Blocks ◽  
And Control ◽  
The Impact ◽  
Pod Length

The diversity of insect pollinators and their impact on crop yield of mustard were studied in Kusma, Parbat, Nepal from December 2018 to April 2019 in four blocks with each having 12 m2 areas. Two plots; treatment and control, were established in each block. Insect diversity was observed from 8 to 16 hrs, with the interval of an hour for three consecutive months (Jan-Feb). Eighty mustard plants were randomly selected, 40 from each plot just before flowering to find the impact of insect pollination on crop yield and these selected plants were examined for various qualitative and quantitative parameters. Altogether 16 species of pollinator insects belonging to five orders and nine families were recorded. Hymenoptera (36 %) was the most abundant order visiting mustard flowers followed by Diptera (34 %), Coleoptera (17 %), Lepidoptera (12 %) and Heteroptera (1 %). The most abundant family was Apidae (35.64 %), followed by Syrphidae (31.84 %). Apis cerana and Eristalis sp. were the most important pollinator insects of mustard. Seven species were found foraging both on pollen and nectar, four species foraging only on nectar and remaining five as casual visitors. The peak foraging activities of majority of the insects were observed between 12 hr to 14 hr. A significant difference was observed in the number of pods (59.80 ± 1.967 and 70.47 ± 2.431), fruit set (70.55 ± 1.362 and 80.94 ± 0.638), number of seeds per pods (16.70 ± 0.248 and 19.30 ± 0.330), diameter of seed (0.133 ± 0.2547 and 0.275 ± 0.0051) and weight of 100 dry seeds (0.33 ± 0.058 and 0.48 ± 0.023) in control and treatment plots whereas, the difference was non-significant in case of pod length between control and treatment plots (P=0.163).

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