Testing the Validity of the Modified Vaccine Attitude Question Battery across 22 Languages with a Large-scale International Survey Dataset

In this study, we tested the validity of the modified version of the Vaccine Attitude Question Battery (VAQB) across 22 different languages. Validity test was conducted with a large-scale international survey dataset, COVIDiSTRESSII Global Survey, collected from 20,601 participants from 62 countries. We employed exploratory and confirmatory factor analysis, measurement invariance test, and measurement alignment for internal validity test. Moreover, we examined correlation between the VAQB score, vaccination intent, compliance with preventive measures, and trust in public health-related agents. The results reported that the modified VAQB, which included five items, showed good validity across 22 languages with measurement alignment. Furthermore, the VAQB score showed negative association with vaccination intent, compliance, and trust as expected. The findings from this study provide additional evidence supporting the validity of the modified VAQB in 22 languages for future large-scale international research on COVID-19 and vaccination.

Pork Or Pig? Beef Or Cow? Implications For Advocacy And Research

These studies were designed to test the impact of standard euphemisms for meat (e.g., pork) versus more explicit language (e.g., pig) on a) reported consumption of those products, and b) a subsequent attitude question.

Pork Or Pig? Beef Or Cow? Implications For Advocacy And Research - Study 1 Findings

These studies were designed to test the impact of standard euphemisms for meat (e.g., pork) versus more explicit language (e.g., pig) on a) reported consumption of those products, and b) a subsequent attitude question.

Mixing Educational Robotics, Tangibles and Mixed Reality Environments for the Interdisciplinary Learning of Geography and History

In the present study we present a mixed reality learning environment that aims to become a creative, joyful and efficient interdisciplinary canvas for learning about history and geography and for concurrently fostering computational thinking. The environment makes use of embodied affordances and educational robotics and consists of two parts: an augmented 3D-tangible model of southern Europe with finger-based interaction and a second floor-based augmented robotics track de-picting European landmarks, where students are asked to perform tasks with Mindstorms EV3 robots. The game scenario describes a treasure hunt around Eu-rope and students swap between finger-based and robotics-based interactive sur-faces in two pairs. For the evaluation of our intervention, six groups of four stu-dents played with the environment for approximately 45 minutes each. Data col-lection was performed through pre- and post-knowledge test, attitude question-naire and a semi-formal group interview. Students’ answers showed that the mixed reality environment improved their engagement and motivation and en-hanced their orientation around Europe’s geophysical features. The robotics as-pect consolidated further their computational thinking skills while being highly exciting. The proposed approach was closer to the student’s expectations and in-teractive experiences, successfully exploited embodied learning opportunities and gamified the learning process.