Examining Students’ Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Perceived Competence ◽  
Learning Performance ◽  
Digital Learning ◽  
Stem Learning ◽  
Black African ◽  
Learning Game ◽  
Significant Difference ◽  
And Performance ◽  
Demographic Surveys ◽  
Game Performance

The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.

scholarly journals In search of design principles for developing digital learning & performance support for a student design task

2015 ◽  
Vol 31 (5) ◽  
Author(s):  
Lars Bollen ◽  
Hans Van der Meij ◽  
Henny Leemkuil ◽  
Susan McKenney
Keyword(s):  
Design Principles ◽  
Learning Performance ◽  
Performance Support ◽  
Digital Learning ◽  
Design Task ◽  
Core Set ◽  
Design Activities ◽  
Backbone Structure ◽  
And Performance ◽  
Learning And Performance

<p class="AJETAbstract">A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning management system Moodle, we designed a backbone structure that fitted onto the analysis, synthesis, construction, and evaluation intervention model. Within these four phases, students were able to find activity checklists, tools, and information to support their design activities. The environment was supplemented with tools for group communication and collaborative report writing. It has been used for 5 weeks by 35 students who worked in groups on a design task. We analysed the students’ appraisals for usability and examined usage data from their action logs. Results indicate that students were positive about the environment and generally used its facilities frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. A set of design principles is proposed for the construction of future versions of a learning and performance support environment.</p>

Exploring The Effect of Visual Information Degradation on Human Perception and Performance In A Human-Telerobot System

2020 ◽  
Vol 64 (1) ◽  
pp. 1302-1307
Author(s):  
Richard Stone ◽  
Minglu Wang ◽  
Thomas Schnieders ◽  
Esraa Abdelall
Keyword(s):  
Visual Information ◽  
Human Perception ◽  
Low Level ◽  
Hit Rate ◽  
Word Level ◽  
Level Of Automation ◽  
Significant Difference ◽  
Human Operators ◽  
And Performance ◽  
High Level

Human-robotic interaction system are increasingly becoming integrated into industrial, commercial and emergency service agencies. It is critical that human operators understand and trust automation when these systems support and even make important decisions. The following study focused on human-in-loop telerobotic system performing a reconnaissance operation. Twenty-four subjects were divided into groups based on level of automation (Low-Level Automation (LLA), and High-Level Automation (HLA)). Results indicated a significant difference between low and high word level of control in hit rate when permanent error occurred. In the LLA group, the type of error had a significant effect on the hit rate. In general, the high level of automation was better than the low level of automation, especially if it was more reliable, suggesting that subjects in the HLA group could rely on the automatic implementation to perform the task more effectively and more accurately.

scholarly journals Prospective study to assess the tissue response to HPC-coated p48 flow diverter stents compared to uncoated devices in the rabbit carotid artery model

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Tim Lenz-Habijan ◽  
Pervinder Bhogal ◽  
Catrin Bannewitz ◽  
Ralf Hannes ◽  
Hermann Monstadt ◽  
...  
Keyword(s):  
Foreign Body ◽  
Flow Diverter ◽  
Foreign Body Response ◽  
Tissue Response ◽  
Acute Setting ◽  
Significant Difference ◽  
And Performance ◽  
Surface Modified ◽  
Common Carotid Arteries

Abstract Background Flow diverters (FDs) are widely used in the treatment of intracranial aneurysms, but the required medication increases the risk of haemorrhagic complications and limits their use in the acute setting. Surface modified FDs may limit the need for dual antiplatelet therapy (DAPT). Hydrophilic polymer coating (HPC) may reduce the need of medication. Methods This explorative study, approved by the local authorities and the local welfare committee, compared stent behaviour and overall tissue response between HPC-coated FDs and uncoated FDs, both implanted into the common carotid arteries of eight New Zealand white rabbits. Endothelialisation, inflammatory response, and performance during implantation were assessed. Angiographic follow-up was performed to observe the patency of the devices after implantation and after 30 days. Histological examinations were performed at 30 days to assess foreign body reaction and endothelialisation. Kruskal-Wallis and Wilcoxon tests were used to compare non-parametric variables. Results Angiography showed that both coated and uncoated FDs performed well during implantation. All devices remained patent during immediate follow-up and after 30 days. Histopathology showed no significant difference in inflammation within the vessel wall between the two cohorts (2.12 ± 0.75 vs. 1.96 ± 0.79, p = 0.7072). Complete endothelialisation of the stent struts was seen with very similar (0.04 ± 0.02 mm vs. 0.04 ± 0.03 mm, p = 0.892) neoendothelial thickness between the two cohorts after 30 days. Conclusion Taking into account the limitation in sample size, non-significant differences between the HPC-coated and uncoated FDs regarding implantation, foreign body response, and endothelialisation were found.

scholarly journals Awareness and Performance towards Proper Use of Disinfectants to Prevent COVID-19: The Case of Iran

2021 ◽  
Vol 18 (4) ◽  
pp. 2099 ◽  
Author(s):  
Zahra Safari ◽  
Reza Fouladi-Fard ◽  
Razieh Vahidmoghadam ◽  
Mohammad Raza Hosseini ◽  
Abolfazl Mohammadbeigi ◽  
...  
Keyword(s):  
Training Programs ◽  
Health Department ◽  
Public Places ◽  
Incidence Data ◽  
Significant Difference ◽  
And Performance ◽  
Arcview Gis ◽  
Spearman’S Correlation ◽  
Good Range ◽  
Awareness Level

This study aimed to assess the awareness and performance of Qom citizens towards using disinfectants and compared its relationship with geographical distribution of COVID-19 outbreak in Qom, Iran. The study was conducted by a researcher-made questionnaire during April and May, 2020. COVID-19 incidence data for each district of city was obtained from health department of Qom province. Data were analyzed using Excel, SPSS and ArcView (GIS) softwares. It was found that the highest level of citizens’ awareness (52%) was in the weak range while their performance (56%) was in the good range. According to Spearman’s correlation analysis, there was a strong correlation (rho 0.95) between the total mean of awareness and performance (p < 0.01). The highest incidence rate of COVID-19 was in district 7 which had the lowest mean score in both awareness and performance. In addition, the results of ANOVA (LSD—least significant difference) showed that there was a significant difference (p < 0.05) between district 7—with lower mean scores in awareness and performance—and other districts. Overall, it is concluded that citizens’ awareness level was lower than that of their performance. This conclusion not only calls for more training programs to be implemented in public places, schools, universities and governmental offices, but it also necessitates maintaining a proper and timely training about using disinfectants.

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

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 Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Charlotte Loumann Krogh ◽  
Charlotte Ringsted ◽  
Charles B. Kromann ◽  
Maria Birkvad Rasmussen ◽  
Tobias Todsen ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Global Rating ◽  
Training Performance ◽  
Significant Difference ◽  
Training Format ◽  
Peer Performance ◽  
And Performance ◽  
Randomised Controlled

Introduction. The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training.Methods. Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees’ performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees’ satisfaction with the training was also evaluated.Results. The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65)P=0.003and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09)P=0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00) versus 5.74 (SD 1.33)P=0.025.Conclusion. Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.

Continuing Education: Improving Perceived Competence in School Nurses

2002 ◽  
Vol 18 (6) ◽  
pp. 360-363 ◽  
Author(s):  
Linda F. C. Bullock ◽  
M. Kay Libbus ◽  
Suzanne Lewis ◽  
Debra Gayer
Keyword(s):  
Continuing Education ◽  
Diabetes Management ◽  
Clinical Skills ◽  
Perceived Competence ◽  
School Nurses ◽  
School Age Children ◽  
Education Programs ◽  
Specific Content ◽  
Content Areas ◽  
Significant Difference

An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.

scholarly journals The impact of image and performance enhancing drugs on bi-ventricular structure and function in strength-trained athletes and the association to fat-free mass

2021 ◽  
Vol 28 (Supplement_1) ◽  
Author(s):  
B Morrison ◽  
N Chester ◽  
R Mcgregor-Cheers ◽  
G Kleinnibbelink ◽  
C Johnson ◽  
...  
Keyword(s):  
Allometric Scaling ◽  
Strain Imaging ◽  
Fat Free Mass ◽  
Composition Analysis ◽  
Lv Mass ◽  
Significant Difference ◽  
And Performance ◽  
Performance Enhancing Drugs ◽  
The Impact ◽  
Performance Enhancing

Abstract Funding Acknowledgements Type of funding sources: Private grant(s) and/or Sponsorship. Main funding source(s): Canadian Institute of Health Research Michael Smith Foreign Study Supplement Background Image and performance enhancing drugs (IPED) cause cardiac enlargement and dysfunction. Previous work has not assessed impact of user status (current [CU] vs. past [PU]) or allometric scaling cardiac dimensions for individual differences in fat-free mass (FFM). Purpose To investigate CU and PU of IPED and allometric scaling on LV and RV remodeling in strength-trained athletes. Methods Thirty-four (29 ± 6 years; 82% male) strength-trained athletes were recruited. Fourteen were CU, 9 PU and 11 non-users (NU) of IPEDs.  Participants underwent bioelectric impedance body composition analysis, IPED and training questionnaire and 2D echocardiography with strain imaging. All structural data was allometrically scaled to FFM according to the laws of geometric similarity. Results CU and PU had significantly higher FFM compared to NU (82.4 ± 10.1 kg vs. 72.0 ± 6.3 kg vs. 58.2 ± 14.0 kg). Absolute values of all RV and LV size were larger between CU and NU. LV mean wall thickness (MWT) was larger in CU compared to PU but there were no differences between PU and NU. Allometric scaling eliminated all differences with exception of LV mass and LVMWT. LVEF was significantly lower in CU and PU compared to NU (55 ± 3 vs. 57 ± 4 vs. 61 ± 4) whilst LV GLS was lower in CU compared to PU and NU and LV GCS was lower in CU compared to NU but not PU. There was no significant difference between groups for RV functional indices. Conclusion  Strength-trained athletes currently using IPEDs have bi-ventricular enlargement as well as reduced LV function. Allometric scaling highlights that increased size is partially associated with a larger FFM, with exception of LVMWT which is independently increased through IPED use. PUs demonstrate reverse structural remodeling whilst functional differences partially remain. CU PU NU RVD1 (mm) 45 ± 5* 43 ± 6 37 ± 6 Scaled RVD1 (mm/kg^0.33) 10.5 ± 0.9 10.4 ± 1.5 9.7 ± 1.0 LVd (mm) 58 ± 7* 55 ± 4 50 ± 4 Scaled LVd (mm/kg^0.33) 13.4 ± 1.2 13.3 ± 0.7 13.1 ± 0.6 MWT (mm) 10 ± 1*” 8 ± 1 8 ± 1 Scaled MWT (mm/kg^0.33) 2.3 ± 0.2*” 2.0 ± 0.1 2.0 ± 0.2 LVEDV (ml) 169 ± 42* 135 ± 28 116 ± 28 Scaled LVEDV (ml/kg) 2.0 ± 0.4 1.9 ± 0.3 2.0 ± 0.2 LV Mass (g) 255 ± 85*” 179 ± 30 137 ± 40 LV mass index (g/kg) 3.1 ± 0.8* 2.5 ± 0.3 2.4 ± 0.4 * CU and NU “ CU and PU ^ PU and NU Abstract Figure. Myocardial strain imaging

Impact of PICU Admission on Neurocognitive Function in Children

QJM ◽  
2021 ◽  
Vol 114 (Supplement_1) ◽  
Author(s):  
Rasha Hussein Aly ◽  
Ahmed Rezk Ahmed ◽  
Raghda Zaitoun ◽  
Sarah Mohamed Nabil Ai-Saeed
Keyword(s):  
Pediatric Intensive Care ◽  
Scoring Systems ◽  
Cognitive Outcome ◽  
Neurocognitive Performance ◽  
Iq Testing ◽  
Significant Difference ◽  
Iq Scores ◽  
And Performance ◽  
And Gender ◽  
The Impact

Abstract Objective To study the impact of admission to a pediatric intensive care unit (PICU) on children's neurocognitive performance. Methods A case–control observational study including 50 children & adolescents and 75 age and gender matched children and adolescents.The study subjects underwent formative IQ testing using the Stanford Binet IQ test 3 months after discharge from the PICU. Results 27 males and 23 females with a mean age of 6.98 years were included in the study. Almost two thirds of the cases were admitted to the PICU post operatively (surgical causes). More than half of the cases needed sedation, 38% needed mechanical ventilation and 12% needed inotropic support. There was no statistically significant difference between cases and controls are regard IQ scores (total, verbal and performance IQ scores), neither was there a difference between medical and surgical cases. Data from similar pediatric cohorts is conflicting. Conclusion PICU does not seem to affect cognitive outcome in pediatric survivors. Further long term studies using standard scoring systems and time points of assessment are required.

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