Can Seventh Graders Learn Fractions from a Web-Based Pedagogical Agent? Using Comparison Groups Thre Times Over Several Weeks

2011 ◽  
pp. 334-348
Author(s):  
Shannon Adams ◽  
Bruce L. Mann ◽  
Henry Schulz
Keyword(s):  
Web Sites ◽  
Repeated Measures ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Web Based ◽  
Educational Multimedia ◽  
Treatment Conditions ◽  
Post Test ◽  
Comparison Groups ◽  
Practice Questions

In this study, a Web-based pedagogical agent presented 7th grade students (n = 91) with examples and practice questions involving the multiplication and division of fractions. Pedagogical agents are animated, talking characters that can be made to introduce, guide or otherwise enhance educational Web sites. It was expected that school-age students using moving and talking pedagogical agents would retain more and find more creative solutions to problems than students in the other treatment conditions. A repeated measures-by-occasion research design was used to determine if the movement and or talking by the agent helped them learn to multiply and divide fractions. Results of the analyses showed that students learned from the pre-test to immediate post-test. But there were no effects for either modality (speech vs. text) or agent animation (movement vs. no movement). Consistent with a previous study with 7th grade students using educational multimedia (Mann, Newhouse, Pagram, Campbell, & Schulz, 2002) positive findings from using speech in educational multimedia may only be generalizable to adults and older adolescents. Implications are discussed regarding the instructional design of educational Web sites.

scholarly journals ‘It’s Almost like Talking to a Person’

2013 ◽  
Vol 5 (2) ◽  
pp. 78-93 ◽  
Author(s):  
Maggi Savin-Baden ◽  
Gemma Tombs ◽  
David Burden ◽  
Clare Wood
Keyword(s):  
Online Learning ◽  
Pilot Study ◽  
Emotional Engagement ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Educational Settings ◽  
Web Based ◽  
Emotional Connection ◽  
Responsive Evaluation ◽  
Lifestyle Choices

This paper presents findings of a pilot study which used pedagogical agents to examine disclosure in educational settings. The study used responsive evaluation to explore how use of pedagogical agents might affect students’ truthfulness and disclosure by asking them to respond to a lifestyle choices survey delivered by a web-based pedagogical agent. Findings indicate that emotional connection with pedagogical agents was intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. The implications of this study are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.

The transfer of group practice strategy instruction to beginning instrumentalists’ individual practice

2020 ◽  
pp. 030573562091171
Author(s):  
Brian N Weidner
Keyword(s):  
Repeated Measures ◽  
Strategy Instruction ◽  
Sight Reading ◽  
Delay Test ◽  
Practice Session ◽  
Treatment Conditions ◽  
Beginning Instrumentalists ◽  
Post Test ◽  
Quasi Experimental ◽  
Reading Activities

This quasi-experimental study investigated the transfer of learning for effective practice strategies from large ensemble to individual rehearsal. Five middle school bands were randomly assigned to one of three conditions. Two treatment conditions had teachers use an iterative, explicit instruction protocol to teach a targeted practice strategy during a sight-reading activity on a novel piece of music over a series of six lessons. The control condition included non-specific sight-reading activities. A sample of students from each band (N=66) participated in a cycle of pre-test/post-test/delay-test observations that involved a ten- minute practice session followed by a performance on a new piece of music similar to those used in the treatment sessions. Student practice sessions were analyzed for frequency of usage of the targeted strategies, and performances were rated for pitch and rhythmic accuracy. A 3x2x3 ANOVA identified a significant effect for strategy used within groups (F(1,63)=122.388, p<.001, η2=.660), but no significant effect or interactions were found between groups. The results of a 3x3 ANOVA identified a moderate-sized main effect for test cycle on performance scores (F(2,63)=2.192, p<.001, η2=.414), leading to a series of repeated measures t-tests that demonstrated significant changes in performance scores from pre- to post-test in both treatment conditions

Optimal Experimental Design With Nesting of Persons in Organizations

2013 ◽  
Vol 221 (3) ◽  
pp. 145-159 ◽  
Author(s):  
Gerard J. P. van Breukelen
Keyword(s):  
Repeated Measures ◽  
Optimal Number ◽  
Health Centers ◽  
Randomized Experiments ◽  
Optimal Sample ◽  
Treatment Conditions ◽  
Sampling Cost ◽  
Nested Designs ◽  
Simple Equations ◽  
Number Of Individuals

This paper introduces optimal design of randomized experiments where individuals are nested within organizations, such as schools, health centers, or companies. The focus is on nested designs with two levels (organization, individual) and two treatment conditions (treated, control), with treatment assignment to organizations, or to individuals within organizations. For each type of assignment, a multilevel model is first presented for the analysis of a quantitative dependent variable or outcome. Simple equations are then given for the optimal sample size per level (number of organizations, number of individuals) as a function of the sampling cost and outcome variance at each level, with realistic examples. Next, it is explained how the equations can be applied if the dependent variable is dichotomous, or if there are covariates in the model, or if the effects of two treatment factors are studied in a factorial nested design, or if the dependent variable is repeatedly measured. Designs with three levels of nesting and the optimal number of repeated measures are briefly discussed, and the paper ends with a short discussion of robust design.

Efektivitas Comprehensive Breastfeeding Education terhadap Keberhasilan Pemberian Air Susu Ibu Postpartum

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Irma Nurbaeti ◽  
Kustati Budi Lestari
Keyword(s):  
Repeated Measures ◽  
Breastfeeding Support ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Repeated Measures Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Convenience Sampling ◽  
Postpartum Mothers

Pemberian Air Susu Ibu (ASI) masih merupakan masalah bagi pemenuhan kebutuhan nutrisi bayi baru lahir. Dukungan agar ibu menyusui bayi merupakan hal penting dalam menginisiasi dan mempertahankan pemberian ASI. Strategi dibutuhkan untuk mendukung keberhasilan menyusui. Tujuan penelitian adalah menganalisis efektivitas comprehensive breastfeeding education terhadap keberhasilan pemberian (ASI) pada periode postpartum. Jenis penelitian ini menggunakan kuasi eksperimen one group pre post test repeated measured design. Jumlah sampel sebanyak 22 ibu dengan menggunakan teknik accidental sampling. Pengumpulan data dilaksanakan pada bulan September–Oktober 2013 di Puskesmas wilayah Kota Tangerang Selatan. Intervensi dilakukan selama 30 menit. Pengumpulan data dilakukan sebelum intervensi, 3 hari setelah intervensi (post1), dan 10 hari setelah intervensi (post 2). Pengumpulan data menggunakan kuesioner dan observasi. Keberhasilan pemberian ASI berdasar pada parameter pengetahuan, langkah menyusui, perlekatan bayi, dan kecukupan ASI. Analisis data menggunakan general linear model repeated measureANOVA. Hasil penelitian menunjukkan adanya signifikansi comprehensive breastfeeding education (p=0.001). Rata-rata keberhasilan pemberian ASI sebelum dan setelah intervensi meningkat. Sebesar 93,9% intervensi memengaruhi tingkat keberhasilan. Rata-rata sebelum intervensi 56,74 (SD 5,92), post 1 sebesar 60,83 (SD 6,38) dan post2 sebesar 74,55 (SD 5,32). Subvariabel yang memiliki efek secara signifikan setelah intervensi adalah pengetahuan (p=0.001) dan langkah menyusui (p=0.001), sedangkan subvariabel perlekatan bayi (p=0.061) dan kecukupan ASI (p=0.162) tidak secara signifikan berbeda antara sebelum dan setelah intervensi. Pelaksanaanbreastfeeding education disarankan pada ibu agar dapat melakukan posisi perlekatan bayi yang benar sehingga dapat mengurangi masalah-masalah berkaitan dengan perlekatan yang tidak sesuai seperti puting perih, lecet atau berdarah, dan bayi kurang puas dalam menyusu yang bisa mengakibatkan gagalnya program ASI ekslusif.Kata kunci:Menyusui, pendidikan, perlekatan, postpartum AbstractBreastfeeding have still been problem for adequate newborn nutrition. Adequate breastfeeding support is essential for mothers to initiate and maintain optimal breastfeeding practices. A strategic needed to support successful breastfeeding. The purpose of research is to analyze the effectiveness comprehensive breastfeeding education on successful breastfeeding at postpartum periods. A quasi-experimental one group pretest, post test, repeated mesaured was used. This study was conducted at public health in Tangerang Selatan municipality in September–October 2013 among 22 postpartum mothers, convenience sampling methods. Intervention was done 30 minute. Data were collected before intervention (pretest), third day after intervention (post 1) and tenth day after intervention (repeated/post 2) using four parameter, that are knowledge, breastfeeding steps, proper lacth-on and adequate breastmilk. Using repeated measures analysis of variance there was a significant increase (p=0.001) in the overall Successful breastfeeding mean. Around 93,9% the effectiveness of intervention influence on successful. The mean before intervention is 56,74 (SD 5,92), increased at post 1:60,83 (SD 6,38) and post 2:74,55 (SD 5,32). Subvariable which has effect significantly after intervention is knowledge (p=0.001) and breastfeeding steps (p=0.001), in contrary, proper latch-on (p=0,061) and adequate breastmilk (p=0.162) have no significant effect after intervention. Suggestion to support breastfeeding education and counselling proper latch-on adequately that can decrease the problem such as painful, creaks or bloody putting.Key words: Breastfeeding, education, latch-on, postpartum

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

scholarly journals Acute Comparative Effect of Foam Rolling and Static Stretching on Range of Motion in Rowers

2021 ◽  
Vol 13 (7) ◽  
pp. 3631
Author(s):  
Alfonso Penichet-Tomas ◽  
Basilio Pueo ◽  
Marta Abad-Lopez ◽  
Jose M. Jimenez-Olmedo
Keyword(s):  
Range Of Motion ◽  
Repeated Measures ◽  
Static Stretching ◽  
Foam Rolling ◽  
Significant Difference ◽  
Post Test ◽  
Alternating Treatment Design ◽  
Stroke Amplitude ◽  
Treatment Design ◽  
Over Time

Rowers’ anthropometric characteristics and flexibility are fundamental to increase stroke amplitude and optimize power transfer. The aim of the present study was to analyze the effect of foam rolling and static stretching on the range of motion over time. Eight university rowers (24.8 ± 3.4 yrs., height 182.3 ± 6.5 cm, body mass 79.3 ± 4.6 kg) participated in an alternating treatment design study with two-way repeated measures ANOVA. The sit and reach test was used to measure the range of motion. Both in the foam rolling and in the static stretching method, a pre-test (T0), a post-test (T1), and a post-15-min test (T2) were performed. A significant effect was observed on the range of motion over time (p < 0.001), but not for time x method interaction (p = 0.680). Significant differences were found between T0 and T1 with foam rolling and static stretching (p < 0.001, d = 0.4); p < 0.001, d = 0.6). The differences between T0 and T2 were also significant with both methods (p = 0.001, d = 0.4; p < 0.001, d = 0.4). However, no significant difference was observed between T1 and T2 (p = 1.000, d = 0.1; p = 0.089, d = 0.2). Foam roller and static stretching seem to be effective methods to improve the range of motion but there seems to be no differences between them.

Effects of Pedagogical Agents on Students’ Mathematics Performance: A Comparison Between Two Versions

2017 ◽  
Vol 56 (5) ◽  
pp. 701-722 ◽  
Author(s):  
Rex P. Bringula ◽  
Ian Clement O. Fosgate ◽  
Neil Peter R. Garcia ◽  
Josf Luinico M. Yorobe
Keyword(s):  
Experimental Study ◽  
Facial Expression ◽  
Prior Knowledge ◽  
Facial Expressions ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Mathematics Scores ◽  
Mathematics Problems

This experimental study investigated the effects of the use of two versions of a pedagogical agent named personal instructing agent (PIA) on the mathematics performance of students. The first version exhibits synthetic facial expressions while the second version does not exhibit facial expression (i.e., neutral facial expression). Two groups of students with the same levels of prior knowledge in mathematics utilized two different versions of PIA. The first group—the facial group—utilized a PIA that provides textual and facial expressions feedback (happy, sad, surprise, and neutral facial expressions). The second group—the nonfacial group—used the same software except that PIA only exhibited neutral facial expression. The study showed that the mathematics scores of the students in the facial group significantly improved as compared with those who are in the nonfacial group. The posttest scores of the facial group were found significantly higher than those of the nonfacial group. The study showed that PIA that exhibited synthetic facial expressions improved students’ mathematics learning. It is concluded that synthetic facial expressions and textual feedback of pedagogical agent can be utilized to help students learn to solve mathematics problems. Limitations and recommendations are also presented.

scholarly journals Effect of Life Skills Training On Emotional Distress: A Comparative Study between Adolescent Boys and Girls

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
C. R. Hita ◽  
G. Venkatesh Kumar
Keyword(s):  
Emotional Distress ◽  
Emotional Development ◽  
Repeated Measures ◽  
Life Skills ◽  
Emotional Health ◽  
Skills Training ◽  
Control Group ◽  
Adolescent Boys ◽  
Life Skills Training ◽  
Post Test

Adolescence is considered as a crucial stage for emotional development. It is also seen as a time of hyper-emotionality, emotional conflict, and volatile mood states. Given that adolescents lack skills for emotional management, emotional distress during these years can hamper their immediate growth and adversely affect their transition to the next stage of life. Interventions that promote positive emotional development during adolescence are the need of the hour. Keeping this in focus, the present study investigated the Effect of Life Skills Training on Adolescent boys and girls with high Emotional Distress. The study used pre- and post-test experimental design with a control group to examine the stated objectives. 160 adolescent boys and girls (n=80), with a mean age of 16.44 years, were selected for the study using Positive and Negative Affect Schedule. Of these, 80 in the experimental group (boys=40, girls=40) were trained in life skills. Descriptive statistics, independent sample t-test and repeated measures of ANOVA were used to analyze obtained results. Major findings of the study indicate that Life Skills training has significant effect in reducing emotional distress and improving emotional health in adolescents. And the significance of it was found to be higher in girls compared to boys.

scholarly journals ANALISIS DAN PERANCANGAN SISTEM EVALUASI PELATIHAN TENAGA KEPENDIDIKAN

Sebatik ◽  
2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Vina Zahrotun Kamila ◽  
Eko Subastian
Keyword(s):  
Use Case ◽  
Web Based ◽  
Post Test ◽  
Use Case Diagram

  Penelitian ini merupakan penelitan pendahulu yang bertujuan untuk menganalisis dan merancang Sistem Evaluasi Pelatihan Tenaga Kependidikan sebelum diimplementasikan dan diuji di penelitian lanjut. Sistem Evaluasi Pelatihan Tenaga Kependidikan adalah sebuah sistem yang diajukan peneliti untuk melakukan kegiatan evaluasi pelatihan tenaga kependidikan untuk memudahkan dalam melakukan assessment kegiatan pelatihan berikutnya. Hasil penelitian ini diharapkan dapat memberikan manfaat untuk menjadi pertimbangan dalam mengimplementasikan rancangan sistem evaluasi tenaga kependidikan dan diaplikasikan di lingkungan Universitas Mulawarman. Metode basis aturan digunakan untuk mengklasifikasikan hasil evaluasi program pelatihan. Pelatihan yang akan dievaluasi adalah pelatihan tenaga kependidikan di lingkungan perguruan tinggi. Evaluasi pelatihan menggunakan dua sumber data evaluasi, yakni data kuisioner kepuasan peserta dan data nilai pre-test, post-test dari peserta. Dengan aturan pada metode basis aturan yang ditetapkan oleh pengelola, proses evaluasi menghasilkan status pelatihan, yaitu kurang efektif, cukup efektif dan sangat efektif. Perancangan sistem berfokus pada sistem berbasis web (web-based). Perancangan sistem tidak sekedar berfokus pada pendaftaran dan pengumuman kelas pelatihan, melainkan berfokus pada evaluasi. Tahapan analisis dalam penelitian ini meliputi analisis kebutuhan fungsional dan non-fungsional dan digambarkan dengan use case diagram. Sedangkan tahap perancangan meliputi perancangan basis data dan perancangan interface. Hasil dari penelitian ini menunjukkan rancangan Sistem Evaluasi Pelatihan Tenaga Kependidikan berbasis web sangat mungkin untuk diimplementasikan. Selanjutnya masih diperlukan penelitian lanjut untuk diuji penggunaannya nanti ketika diterapkan di lingkungan perguruan tinggi, khususnya di Universitas Mulawarman.

scholarly journals Effects of Plyometric and Cluster Resistance Training on Explosive Power and Maximum Strength in Karate Players

2017 ◽  
Vol 6 (2) ◽  
pp. 34-44 ◽  
Author(s):  
Mohsen Aminaei ◽  
Sodabe Yazdani ◽  
Mohhamadreza Amirseifadini
Keyword(s):  
Resistance Training ◽  
Repeated Measures ◽  
Maximum Strength ◽  
Plyometric Training ◽  
Test Power ◽  
Significance Level ◽  
Cluster Group ◽  
Explosive Power ◽  
Post Test ◽  
Three Stages

The purpose of this study was to investigate the effects of plyometric and cluster resistance training on explosive power and maximum strength in karate players. Eighteen women, karate players (age mean ± SD 18.22 ± 3.02 years, mean height 163 ± 0.63cm, and mean body mass 53.25 ± 7.34 kg) were selected as volunteer samples. They were divided into two groups with respect to their recorded one repetition maximum squat exercise: [1] plyometric training (PT=9) and [2] Cluster training (CT=9) groups and performed a 9-week resistance training protocol that included three stages; [1] General fitness (2 weeks), [2] Strength (4 weeks) and [3] Power (3 weeks). Each group performed strength and power trainings for 7 weeks in stage two and three with owned protocol. The subjects were evaluated three times before stage one and after two and three stages for maximum strength and power. Data was analyzed using two way Repeated Measures (ANOVA) at a significance level of (P≤0.05). The statistical analysis showed that training stages on all research variables had a significant impact. The maximum strength of the pre-test, post-test strength and post-test power were in cluster group: 29.05 ± 1.54; 32.89 ± 2.80 and 48.74 ± 4.33w and in plyometric group were 26.98 ± 1.54; 38.48 ± 2.80 and 49.82 ± 4.33w respectively. The explosive power of the pre-test, post-test strength and post-test power in cluster group were 359.32±36.20; 427.91±34.56 and 460.55±36.80w and in plyometric group were 333.90±36.20; 400.33±34.56 and 465.20±36.80w respectively. However, there were not statistically significant differences in research variables between resistance cluster and plyometric training groups after 7 weeks. The results indicated both cluster and plyometric training program seems to improve physical fitness elements at the same levels.

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