scholarly journals Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

2021 ◽  
Vol 13 (3) ◽  
pp. 1381
Author(s):  
Hua-Xu Zhong ◽  
Po-Sheng Chiu ◽  
Chin-Feng Lai
Keyword(s):  
Cognitive Load ◽  
Engineering Design ◽  
Teaching Method ◽  
Design Method ◽  
First Year ◽  
Flow Experience ◽  
Game Based Learning ◽  
Nonequivalent Groups ◽  
Post Test ◽  
And Gender

The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

2013 ◽  
Vol 11 (4) ◽  
pp. 17-29 ◽  
Author(s):  
Chih-Hung Lai ◽  
Chih-Ming Chu ◽  
Hsiang-Hsuan Liu ◽  
Shun-Bo Yang ◽  
Wei-Hsuan Chen
Keyword(s):  
Cognitive Load ◽  
Computer Games ◽  
Fifth Grade ◽  
Computer Assisted ◽  
Flow Experience ◽  
Digital Learning ◽  
Game Based Learning ◽  
Computer Assisted Learning ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The effects of computer-assisted learning, computer games, and computer-assisted learning on the fifth-grade students are compared. The results showed that game-based learning is able to promote and achieve the same flow experience in games as well as increase the learners’ cognitive load. However, repeatedly using such software would not present significant difference on cognitive load.

scholarly journals The Use of Collaborative Design Thinking in Improving Student Writing Skill

2020 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Karimah Robiatul Addawiyah
Keyword(s):  
Collaborative Design ◽  
Quantitative Methods ◽  
Design Thinking ◽  
Teaching Method ◽  
Design Method ◽  
Writing Skills ◽  
Teaching Writing ◽  
Student Writing ◽  
Innovative Method ◽  
Post Test

Writing is still considered a difficult skill to master. Problems arise from variousaspects of writing namely grammar, vocabulary, types of text, outline, and soon. Tackling these problems is possible with appropriate teaching method. TheCollaborative Thinking Design Method (CoDeT) was chosen as an effectiveand innovative method to help students improve students’ writing skills as thisencouraes them to be active in the learning process and discuss with classmates.The purpose of this study was to determine whether there was a significantimprovement in the use of CoDeT method in students’ writing skills. Usingthe VII grade students of MTs AT-Tawazun Subang in year 2019/2020 aspopulation, this study used quantitative methods with experimental researchdesign. The average values obtained in the Pre- and post-test were 52.73 and91.92, respectively. This means that Tcount ttable or 4.01 3.06, with theresult that students’ writing skills are enhanced using Collaborative DesignThinking (CoDeT) method instead of the conventional method. This meansthat there is a significant improvement in the inclusion of Collaborative DesignThinking (CoDeT) method on students’ writing skills. It implies that CoDeTmethod can enhance students’ ability to teach writing skills in narrative texts.Through this research, several advantages of using the Collaborative DesignThinking (CoDeT) method in teaching writing skills to seventh grade studentswere revealed, such as 1). encouraging students to be actively involved in thelearning process and 2). facilitating students in understanding teaching materialthrough discussion.

scholarly journals Jigsaw method as an effective co-operative learning method to understand biochemistry concepts for First year MBBS students

2020 ◽  
Vol 11 (3) ◽  
pp. 3506-3510
Author(s):  
Krishna Veni D V ◽  
Neetha Kundoor ◽  
Radhakishan N
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
First Year ◽  
Analytical Skills ◽  
Post Test ◽  
Jigsaw Method ◽  
Post Assessment ◽  
Jigsaw Technique

The jigsaw technique is a method of cooperative learning which makes the students depend and help each other in acquiring knowledge. This technique divides the class into groups to work on small problems with the purpose of collaborating into a final outcome. Jigsaw method is simple, comfortable to adopt and easy to implement. Jigsaw method facilitates active learning without traditional lecturing. It is a peer teaching method as an attempt to shift from a teacher to the learner-centred paradigm. The main aim of the study is to develop cooperative learning by using of Jigsaw technique among the 1 st year medical students for learning concepts of biochemistry. And to determine the effectiveness of the Jigsaw technique by post-assessment of their knowledge of biochemistry. A total of 100 medical students were recruited and their pre-knowledge on the concepts of biochemistry was assessed. The students were trained by using the Jigsaw technique and their post knowledge was assessed. In our present, around 28 students in the pretest scored below 60% marks and only 4 students in the post-test scored below 60%, indicating that there was a remarkable improvement in the scores of these students. And also 85 students scored above 80% marks. Jigsaw technique contribute to a better understanding of the concepts, facilitates active learning, problemsolving, improves analytical skills and logical thinking, enhances communication skills among students.

scholarly journals The Relevance of Using Games for Teaching Noun Phrases in English Language Teaching Class

2020 ◽  
Author(s):  
Abhipriya Roy
Keyword(s):  
Language Production ◽  
English Language ◽  
Teaching Method ◽  
Noun Phrases ◽  
English Language Teaching ◽  
Language Games ◽  
Game Based Learning ◽  
Post Test ◽  
The Impact ◽  
The Brain

Abstract Game-based learning makes learners collaborative, communicative and interactive. Strategic games improve the functioning of the brain. Gaming creates a dynamic atmosphere and develop skills while emotionally connecting the learners to the subject matter. The research paper focuses on the use of games inside the classroom and favours games to be a good teaching method for teaching noun phrases. It suggests the use of experimental method where a pre-test and a post-test will be used for data collection. It has suggested five language games for teaching noun phrases for analysing the impact of games for teaching noun phrases and their impact on language comprehension and language production. It also highlights the further scope of research.

scholarly journals MENINGKATKAN KETERAMPILAN BERPIKIR MAHASISWA DENGAN MENURUNKAN BEBAN KOGNITIF MELALUI INTEGRASI STRUKTUR PADA FUNGSI TUMBUHAN MENGGUNAKAN MODEL NESTED

2017 ◽  
Vol 2 (1) ◽  
pp. 158
Author(s):  
Anna Fitri Hindriana ◽  
Adi Rahmat ◽  
Sri Redjeki ◽  
Riandi Riandi
Keyword(s):  
Cognitive Load ◽  
Quantitative Data ◽  
Teaching Method ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Student Thinking ◽  
Plant Structure ◽  
Post Test ◽  
Reasoning Skills ◽  
Design Skills

Integration of teaching subject of plant structure into plant function using nested model aimed to improve student thinking skills when they are receiving information with high interconnection causing cognitive load. To facilitate the thinking skills especially on either inductive or deductive are  required a learning model that can decrease cognitive load  when the students receiving information caused by the teaching method  (extranous load). This research using pre-experimental method with One Group Pre test – Post Test design. Participants of this study were 22 students have took Plant Anatomy Course in previous semester. There are two main data collected in this study, qualitative and quantitative data. Qualitative data were gathered using documents collected from student tasks. Quantitative data were collected using paper and pencil test containing 30 items test measuring students’ reasoning skills about plant physiology comprehensively. The result shows that after learning using nested type student  thinking  skills  were  increased  especially in inductive  reasoning.  Most  students  had  thinking  skill  and analysis information skill categorized by good criteria. The reasoning skills of 68 % students had categorized by good criteria and only 32% of students had reasoning skills belong to sufficient criteria.  The experiment design skills of 65% students were be affiliated with good criteria. We found that no more than 35% students should be guided during they do the tasts covering experimental design skills.Integrasi Struktur pada Fungsi Tumbuhan  menggunakan model  nested  bertujuan untuk  meningkatkan keterampilan berpikir  mahasiswa. Model  ini  diperlukan  pada  saat  mahasiswa  menerima informasi dengan interkoneksi tinggi,  yang  dapat menimbulkan    beban  kognitif. Untuk  memfasilitasi keterampilan berpikir  terutama penalaran baik  induktif maupun  deduktif diperlukan  adanya  model  pembelajaran  yang  dapat  menurunkan  beban  kognitif  pada  saat  mahasiswa  menerima  informasi. Penelitian ini menggunakan metode pre-eksperimen dengan desain One Group Pre test – Post Test. Subjek dalam penelitian ini terdiri dari 22 mahasiswa yang telah mengikuti mata kuliah Anatomi Tumbuhan. Pengumpulan data dilakukan secara kualitatif dan  kuantitatif. Data kualitatif dikumpulkan dari tugas mahasiswa pada saat melakukan  analisis informasi dan angket untuk mengetahui beban kognitif  mahasiswa pada saat menerima informasi ketika implementasi pembelajaran. Data kuantitatif dikumpulkan dari hasil tes penalaran yang terdiri dari 30 soal pilihan berganda beralasan. Hasil penelitian menunjukan adanya peningkatan yang signifikan pada keterampilan berpikir terutama penalaran induktif  setelah diterapkan pembelajaran model nested. Sebagian besar mahasiswa memiliki keterampilan berpikir dan menganalisis informasi dengan kategori baik. Kemampuan penalaran  mahasiswa  sebesar  68  %  termasuk  dalam  kriteria  baik  dan  32%  termasuk   dalam   kriteria   cukup. Kemampuan merancang  eksperimen  mahasiswa sebesar 65% termasuk dalam kriteria baik. Hanya 35% mahasiswa yang masih memerlukan bimbingan dalam mengerjakan tugas-tugas yang terkait dengan keterampilan merancang penelitian.

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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