Design and Validation of an Augmented Reality Teaching System for Primary Logic Programming Education

Programming is a skill that requires high levels of logical thinking and problem-solving abilities. According to the Curriculum Guidelines for the 12-Year Basic Education currently implemented in Taiwan, programming has been included in the mandatory courses of middle and high schools. Nevertheless, the guidelines simply recommend that elementary schools conduct fundamental instructions in related fields during alternative learning periods. This may result in the problem of a rough transition in programming learning for middle school freshmen. To alleviate this problem, this study proposes an augmented reality (AR) logic programming teaching system that combines AR technologies and game-based teaching material designs on the basis of the fundamental concepts for seventh-grade structured programming. This system can serve as an articulation curriculum for logic programming in primary education. Thus, students are able to develop basic programming logic concepts through AR technologies by performing simple command programming. This study conducted an experiment using the factor-based quasi-experimental research design and questionnaire survey method, with 42 fifth and sixth graders enrolled as the experimental subjects. The statistical analysis showed the following results: In terms of learning effectiveness, both AR-based and traditional learning groups displayed a significant performance. However, of the two groups, the former achieved more significant effectiveness in the posttest results. Regarding learning motivation, according to the evaluation results of the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model, the AR-based learning group manifested significantly higher levels of learning motivation than the traditional learning group, with particularly significant differences observed in the dimension of Attention. Therefore, the experimental results validate that the proposed AR-based logic programming teaching system has significant positive effects on enhancing students’ learning effectiveness and motivation.

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF DAN MINAT BELAJAR TERHADAP KEWIRAUSAHAAN

Abstrak: Penelitian ini bertujuan untuk mengetahui (1) hasil belajar kewirausahaan yang diajar dengan model pembelajaran kooperatif tipe jigsaw lebih tinggi dibandingkan hasil belajar kewirausahaan yang diajar dengan model pembelajaran kooperatif tipe STAD, (2) secara keseluruhan, siswa yang memilki minat belajar tinggi lebih tinggi hasil belajar kewirausahaan, dibandingkan dengan siswa yang memiliki minat belajar, (3) terdapat interaksi antara model pembelajaran dan minat belajar siswa terhadap hasil belajar kewirausahaan. Metode penelitian yang digunakan adalah quasi eksperimen dengan faktorial 2 x 2. Teknik analisis yang digunakan adalah analisis varian dua jalur dengan taraf signifikansi α = 0,05 dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan (1) Hasil belajar kewirausahaan siswa SMK Negeri 8 Medan yang diajar dengan model pembelajaran kooperatif tipe jigsaw lebih tinggi dibandingkan dengan model pembelajaran kooperatif tipe STAD,pada taraf signifikansi α = 0,05 dengan Fh sebesar 6,49 dan Ftabel = 4,00, jadi Fhitung > Ftabel = 6,49 >4,00. Hipotesis telah teruji kebenarannya Ha diterima dan Ho ditolak, (2) hasil perhitungan tentang perbedaan hasil belajar kewirausahaan antara kelompok siswa yang memiliki minat belaja rtinggi dan rendah pada taraf signifikansi α = 0,05 dengan Fh sebesar 28,15 dan Ftabel = 4,00jadi Fhitung> Ftabel = 28,15 >4,00, maka hipotesis telah teruji kebenarannya Ha diterima dan Ho ditolak, (3) besarnya rata-rata hasil belajar kewirausahaan siswa untuk setiap kelompok pembelajaran A1B1 = 91,94dan A1B2 = 78,59 sedangkan A2B1 = 83,06 dan A2B2 = 79,65. Hasil perhitungan Anava factorial 2x2 diperoleh hasil perhitungan Fh = 8,52 dan harga tabel Ft = 4,00 adalah Ft(0,05)(1,64) = 4,00, sehingga dapat dinyatakan Fh (8,52) > Ft (4,00), Kata Kunci: Pengaruh Model, Minat Belajar, Hasil Belajar Kewirausahaan Abstract: This research means to know: (1) The learning result of enterprise of student that thought by JIGSAW type cooperative learning model higher than the result of the enterprise which thought by cooperative learning model STAD type.(2) By all the students who have to learn high interest higher than the result of enterprise study compare with the student who has low-interest learning.(3) There is the interaction between the learning model and the learning interest of students to study enterprise from the student. The technic of taking a sample is used sample Cluster Random Sampling based on student interest so that this research sample in learning group and each group consist of 33 students for the experiment, and 35 students for the control group. The research method which used is experiment quasi with factorial 2x2 analysis technic which used is variant analysis two ways significant level a =0.05 by testing F, the test continues to use scheffe test. The research result mention = (1) learning result of students enterprise that thought with cooperative learning model JIGSAW type higher than cooperative learning model STAD type, at significant level a= 0.05 with Fh as big as 6.49 and = 4 Ftable 00 so Fcount >Ftable=6.49 > 4.00 Hypothesis has tasted its correctness Ha is given and he is refused (2) the calculation result about the difference of learning result enterprise between the group of students who have high study interest and low at a significant level a =0.05 with Fa as big as 28.15 and F table= 4.00 so F count > Ftable =28.15 >4.00 so hypothesis has tested its correctness. Ha is given and Ho is refused,(3) its big average the result of students enterprise learning for each learning group XA1.B1 = 91.94 and XA1 B2 =78.59 whereas XA2B1 =83.06 and XA2B2 =79.65 the calculation result factorial ANOVA 2x2 is received the result of calculation Fh=8.52 and table prise F1=4.00 is Ft (0.05) (1.64)=4.00 Keywords: Effect of Model, Interest Of Student, Result of Enterprise

Perceptions and attitudes of University of Johannesburg chiropractic students toward a blended learning approach and a shift to an e-learning approach necessitated by the COVID-19 pandemic

ABSTRACT Objective This study aimed to explore and compare the perceptions and attitudes of chiropractic students on a blended learning offering in 2019 and a subsequent shift to an e-learning approach in 2020 owing to the COVID-19 pandemic. Methods This was an exploratory descriptive study of 4th-year BHSc chiropractic students enrolled in the Clinical and Applied Biomechanics IV module in 2019 (n = 31) and 2020 (n = 33). The survey used close-ended Likert scale questions collected from 29 July to 14 August 2020. Data were analyzed using frequencies and descriptions, exploratory factor analysis, and reliability. Trends and interrelationships of and between student attitude, satisfaction, social influences, ease of use, accessibility, and effectivity were investigated for each year and compared between successive years' cohorts. Results Students were mostly female (76.6%), aged 20 to 24 years (84.4%). Although both cohorts showed similar positive attitudes, accessibility, and satisfaction levels, the e-learning group showed increased effectivity (p = .016) and ease of use (p = .038) compared with the blended learning cohort. Face-to-face time with the lecturer was shown to be more important to the blended learning cohort (p = .006). Strong correlations were demonstrated in both cohorts between accessibility and satisfaction with attitude, effectivity, and ease of use. Conclusion Findings suggest that students were more receptive to an e-learning approach than they may have been in the past. This may be as a direct consequence of the response to COVID-19, and the adapted offerings of the curriculum.

The Effect of Training Program Using Electronic Style and In Field During Covid-19 on The Development of Some Physical Traits in Karate Athlete

The research aimed at designing a training program using electronic and in-field training to identify the differences between tests for both groups. In addition to that, it aimed at identifying the differences between posttests for both groups under study. Karate athletes from Karate Improvement Organization in Sulyamania governorate. The researchers used the experimental method on (12) athletes to conclude that electronic learning group has developed in some physical abilities understudy compared to pretest in favor of the posttests. The electronic style used by the experimental group highly affected the psychological, functional, and emotional aspects of athletes during COVID 19. In addition to that, the results showed that using both electronic and in-field training has a positive effect on developing special physical abilities.

Pharmacist-Facilitated Interactive E-Learning for Patients Newly Initiated on Warfarin: A Randomised Controlled Study

It is not known whether electronic-learning (e-learning) is effective for educating hospital inpatients about complex medications such as warfarin. This prospective randomised controlled study compared pharmacist-facilitated e-learning with standard pharmacist-delivered face-to-face education on patients’ or their unpaid carers’ knowledge of warfarin and satisfaction with warfarin education as well as the time that was spent by pharmacists in delivering warfarin education. Adult English-speaking patients (or their carers) who had been prescribed warfarin were randomised to receive standard pharmacist face-to-face education (control) or an e-learning module on a tablet device facilitated by a pharmacist (intervention). All of the participants received written warfarin information and were presented with the opportunity to ask any questions that they may have had to a pharmacist. Fifty-four participants completed the study (27 per group). The participants who received e-learning had median correct Oral Anticoagulation Knowledge (OAK) test scores of 85% compared to 80% for standard education (p = 0.14). The participants in both groups were satisfied with the information that they received. There was a trend towards pharmacists spending less time on warfarin education for the e-learning group than in the standard education group (25.5 vs. 33 min, respectively, p = 0.05). Education delivered via pharmacist-facilitated e-learning was non-inferior in terms of patient or carer warfarin knowledge compared to standard pharmacist-delivered education.

Hábitats informales y vulnerhabilidades urbanas. Imaginarios ecosociales entre las prácticas artísticas y culturales

El presente texto pretende analizar algunas prácticas artísticas y culturales llevadas a cabo por y con la gente de a pie en asentamientos denominados “informales”, que son considerados lugares de conflicto, pero también, de vida y de futuro. No se trata de ofrecer una mirada pintoresca de los suburbios marginales, ni tampoco de romantizar las prácticas cotidianas de los marginados y oprimidos por la necesidad de procurarse un techo y una vida digna. Por el contrario, el objetivo es visibilizar el potencial imaginativo que poseen estos sujetos para procurarse un hábitat adecuado de supervivencia, generando, además, expresiones estéticas propias a partir de materiales en su mayoría reciclados. Con ello ponen de relieve la existencia de otros saberes relacionados con la experiencia cotidiana que resultan indispensables para la transformación social y mejora de sus comunidades, al tiempo que se construyen como lugares del disentir, de sentir de una manera distinta. El marco en el que se desarrolla este estudio es el momento histórico que nos ha tocado vivir, cuyo modelo civilizatorio hegemónico capitalista moderno colonial de género, se caracteriza por una persistencia exacerbada del extractivismo, el despojo y la explotación de la vida humana y no humana, con una mayor incidencia y repercusión en el Sur global. Para ponerlo en discusión nos aproximaremos, desde la Historia del arte, los estudios de cultura visual y los estudios decoloniales, a los imaginarios ecosociales propuestos por el arquitecto y urbanista guatemalteco, Teddy Cruz, la artista y arquitecta eslovena Marjetica Potrč, y el colectivo artístico interdisciplinar Learning Group.

Detection and Classification of Knee Injuries from MR Images Using the MRNet Dataset with Progressively Operating Deep Learning Methods

This study aimed to build progressively operating deep learning models that could detect meniscus injuries, anterior cruciate ligament (ACL) tears and knee abnormalities in magnetic resonance imaging (MRI). The Stanford Machine Learning Group MRNet dataset was employed in the study, which included MRI image indexes in the coronal, sagittal, and axial axes, each having 1130 trains and 120 validation items. The study is divided into three sections. In the first section, suitable images are selected to determine the disease in the image index based on the disturbance under examination. It is also used to identify images that have been misclassified or are noisy and/or damaged to the degree that they cannot be utilised for diagnosis in the first section. The study employed the 50-layer residual networks (ResNet50) model in this section. The second part of the study involves locating the region to be focused on based on the disturbance that is targeted to be diagnosed in the image under examination. A novel model was built by integrating the convolutional neural networks (CNN) and the denoising autoencoder models in the second section. The third section is dedicated to making a diagnosis of the disease. In this section, a novel ResNet50 model is trained to identify disease diagnoses or abnormalities, independent of the ResNet50 model used in the first section. The images that each model selects as output after training are referred to as progressively operating deep learning methods since they are supplied as an input to the following model.

The Effects of Flipped Learning Approaches in Anatomy Class

Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

Exploring the perceptions of the educational environment in online acupuncture learning during the COVID-19 pandemic

Objective: Students have had to adapt to a “new normal” of online education at home during the COVID-19 pandemic. This poses a considerable challenge to the conduct of online acupuncture courses. Here, we provide our experience and guidance for conducting an online experimental acupuncture course during the COVID-19 pandemic. We aimed to compare the different perceptions of undergraduates to the educational environment between online and face-to-face learning approaches. Methods: This study included senior undergraduates majoring in acupuncture during the academic years 2015 (face-to-face) and 2020 (online only) for the Experimental Acupuncture course. A survey was conducted at the end of this course. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess students’ perceptions. The results of students’ responses to online learning were compared with those assessed for face-to-face learning. Results: In total, 56/70 (80%) students in 2015 and 49/54 (91%) students in 2020 completed the questionnaire, respectively. Total DREEM scores were higher in the online learning group than in the face-to-face learning group (160.3 ± 21.9 vs 147.6 ± 17.9, p = 0.007), with improved students’ perceptions on four out of five dimensions (social self-perception, learning, atmosphere and academic self-perception). The positive aspects of their online learning experience included the acquisition of new knowledge and skills. The significant limitations of this course included the lack of practical classes. Conclusion: Students’ perceptions regarding the Experimental Acupuncture program were satisfactory for both online and face-to-face learning approaches, but even better with online learning. Online learning may be encouraged in traditional Chinese medicine (TCM) education. However, a combination of face-to-face and online methods is likely to be required to maximize the benefits. We hope that our online Experimental Acupuncture program practices may assist in the development of online curricula for acupuncture during the COVID-19 pandemic.

Fostering Learner Autonomy through Cooperative and Collaborative Learning

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.