Gamification for Technology-Enhanced Language Teaching and Learning

This chapter explores gamification as an innovative pedagogical strategy in language learning with the use of technology. The authors examine the construct of gamification, arguing for the need of a clear definition as many authors use various terms interchangeably. The dynamics, mechanics, and components to conform a gamified learning experience are presented. The chapter describes current research and teaching experiences on gamification and technology-enhanced teaching and learning. Two approaches are identified: the use or design of gamified apps and gamified learning experiences designed entirely by teachers and implemented with the help of different technologies. Some tools and platforms for gamification are discussed and recommendations on how to implement a successful gamified teaching intervention are provided. Two approaches to researching gamification are also proposed.

Parent Coaching Behaviors Used Within an Adaptive Responsive Teaching Intervention

The coaching service delivery model is often implemented within parent-mediated interventions for infants at an elevated likelihood of autism spectrum disorder. However, less is known about the exact coaching behaviors used within intervention sessions. Therefore, we examined the coaching behaviors implemented within the adaptive responsive teaching intervention. We also investigated the associations between coaching behaviors and parent education levels and the associations between the coaching behaviors and a parent outcome, that is, parent responsiveness. Results indicated that the interventionists demonstrated joint interaction and child-focused behaviors the most frequently. The interventionists much less frequently demonstrated guided practice, caregiver practice, and problem-solving behaviors. The use of joint interaction behaviors was positively associated with parent education levels, whereas the use of child-focused behaviors was negatively associated with parent education level. More information sharing by the interventionists predicted a greater change in parent responsiveness, whereas more child-focused behaviors predicted less change in parent responsiveness.

Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario

The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the unconventional scenario provoked by the COVID-19 pandemic. The aim of the present study was to analyze the effect of a SEM-based teaching intervention on students’ basic psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which two groups of secondary students (Mage= 14.61, SD= 0.5) were taught a basketball unit following either the SEM or traditional teaching. Previously validated questionnaires were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost = 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13) the intervention. This study thus contributes to the understanding of how teaching in a COVID-19 scenario has affected students’ motivational responses, and interesting implications for the current situation are provided.

Frameworks of Intercultural Language Teaching: A Review

This article mainly summarizes the important achievements of domestic intercultural teaching research from the perspective of intercultural competence and teaching and finds that the research of intercultural teaching has gradually shifted from being teacher-centred to learner-centred, focusing on the influence factors of intercultural teaching intervention by different methods and students' intercultural and the improvement of communicative competence, and the teaching paradigm. However, the application background of existing research has certain limitations, and insufficient attention has been paid to learners' own differences. Future research can further research on specific level one or all level students explore ways and methods to effectively improve the intercultural knowledge and abilities of second language learners, and further, promote the optimization of intercultural knowledge acquisition and implement and teaching theories.

Can Medical Students Evaluate Medical Websites?

Objectives: Medical students and practitioners need to evaluate medical information found on the Internet. Most current medical students are familiar with the Internet, but their ability to evaluate material may require additional skills. We aimed to discover the extent to which medical students can evaluate medical websites, criteria used, factors affecting their abilities, and whether a teaching intervention could rectify problems. Methods: A class of 181 undergraduate medical students evaluated an unreliable medically-related website, received a teaching intervention on web site evaluation criteria, and re-evaluated the same site. Results: A total of 149 (82.3%) students participated. Students spent a mean of 4.69 hours per day on the Internet; there were no significant correlations between demographic indicators and Internet time. On Likert Scales of 1-10, students’ scores ranged from 5-6, with no significant differences between the pre- and post- evaluations, except increased polarisation away from the mean. Qualitative comments indicated an awareness of relevant criteria, but an overall inability to critically apply them. Conclusion: The results indicate that one cannot make a blanket statement about medical students’ ability to evaluate medical websites, in spite of technological familiarity. The indications are that website evaluation should be viewed primarily from the information perspective, and that critical thinking ability may play a major role. Because of these overriding factors, short interventions are unlikely to have an impact, and other educational strategies should be developed. These are necessary to ensure that medical students can function independently as life-long learners and medical professionals. Keywords: Internet; Students, Medical; Oman.

Nutrition education on obesity and diabetes to medical students

First-year medical students learned about the impact of nutrition on obesity and diabetes through lectures and a laboratory exercise where they tested how carbohydrates of varying glycemic indexes changed blood glucose concentrations. Pre- and posttests were conducted to assess this teaching intervention. The posttest ranks were significantly higher compared with the pretest ranks (Z = −6.6, P < 0.001), suggesting the intervention was beneficial to students.

The Impact of Teaching Interventions for Electrical Circuits on the Structure of Primary School Students’ Written Arguments

The present paper aims at investigating the impact of a teaching intervention for electrical circuits, based on the constructivist approach to learning, with the engagement of students in science and engineering practices, on the structure of primary school students’ written arguments. Furthermore, the comparison between the learning outcomes (regarding the structure of students’ arguments) of this teaching intervention and the respective learning outcomes of another teaching intervention for electrical circuits, which is based on the school textbook primary school students in Greece are taught, is pursued. Instructional material on electrical circuits was developed based on the constructivist approach to learning, with the engagement of students in science and engineering practices, and was implemented with 34 students aged 11 years (experimental group). In addition, according to the school science textbook, which is based on the Guided Research Teaching Model, electrical circuits were taught to 38 students aged 11 years (control group). Data collection was carried out through a questionnaire completed by the students before and after the two teaching interventions. Data analysis used a scale of two-level classified criteria. It emerged that the teaching intervention implemented in the experimental group significantly contributed to improving the structure of students’ written arguments. By contrast, the structure of written arguments developed by students belonging to the control group was not significantly improved.