Radecznica memory game. An educational workshop

The paper describes and discusses the educational workshop in the form of a board game jam held in Radecznica, a village in Eastern Poland. The event, organised by researchers from the Jagiellonian University in Krakow, was a follow-up of the research project on uncommemorated Jewish mass graves in the area. The aim of the workshop was to facilitate individual reflection on local Holocaust killings amongst the participating adults, as well as to bolster the memory of mass graves in Radecznica. Combining Holocaust memories with the didactic properties of rapid board game design, it was also an attempt to employ game jams as a method in Holocaust-related education. The workshop’s success leaves us optimistic regarding the method and its possible applications in the future.

Memoir Dataset: Quantifying Image Memorability in Adolescents

Recent work shows that images differ in terms of their memorability, some stick in one's mind while others are forgotten quickly, and this phenomenon is consistent across observers. Previous research agrees that memorability is an intrinsic, continuous property of a stimulus that can be both measured and manipulated, however; this work has been limited to adults.In this study, we attempted to quantify image memorability in adolescents (11-18 years old) and determine if it differs from image memorability in adults.We selected images from the MemCat data set that are annotated with adult memorability scores. By running a visual memory game online, we quantified these images on their memorability in adolescents, and compared them to the adult scores. Our study finds that memorability rankings in adolescents and adults are strongly and significantly correlated. Moreover, the rankings of memorability by image category were also identical in both age groups, indicating that certain image categories are more consistently memorable for both adults and adolescents.Collectively, our results support previous research that suggests memorability is an intrinsic property of images that is consistent across viewers even with different developmental stages.

Probabilidade: as relações entre conceitos e contextos a partir de um recurso didático

Esse artigo tem como objetivo analisar se o jogo da memória “será que vai acontecer?”, enquanto recurso didático, permite que os estudantes consigam transferir a aprendizagem de um determinado contexto para outro contexto. Tomamos como fundamentação teórica para análise, os tipos de contextos proposto por Ole Skovsmose (2000). No procedimento metodológico realizamos uma pesquisa de campo e organizamos em três momentos. O primeiro, consistiu na aplicação de uma atividade diagnóstica pré-jogo, no contexto da semi-realidade, para identificar que compreensão os alunos tinham sobre os conceitos de probabilidade. No segundo momento, foi aplicado o jogo Será que vai acontecer? no contexto da matemática pura para que os alunos fossem se apropriando dos conceitos e se familiarizando com os termos que representam os respectivos conceitos. Por fim, foi aplicada uma nova atividade diagnóstica no contexto da semi- realidade para verifica verificar se os alunos conseguiram transferir a aprendizagem de um determinado contexto para o outro. Os resultados dessa análise permitiram perceber que os estudantes tiveram 100% de aproveitamento no conceito certo, fazendo associação de um contexto da matemática pura para o contexto da semi-realidade. No entanto, não teve muita influência no conceito de talvez aconteça e impossível pela natureza particular das situações e distintas em cada um dos contextos. This article aims to analyze whether the memory game “will it happen?”, as a didactic resource, allows students to transfer learning from a given context to another context. We take as theoretical foundation for analysis, the types of contexts proposed by Ole Skovsmose (2000). In the methodological procedure, we carried out a field research and organized it into three stages. The first consisted in the application of a pre-game diagnostic activity, in the context of semi-reality, to identify what understanding the students had about the concepts of probability. In the second moment, the game Will it happen? in the context of pure mathematics, so that students could take ownership of the concepts and become familiar with the terms that represent the respective concepts. Finally, a new diagnostic activity was applied in the semi-reality context to verify if students were able to transfer learning from one context to another. The results of this analysis allowed us to realize that the students had 100% success in the right concept, associating a context of pure mathematics to the context of semi-reality. However, it did not have much influence on the concept of maybe happening and impossible due to the particular nature of the situations and distinct in each context.

THE EFFECTIVENESS OF USING KIM'S MEMORY GAME TO INCREASE STUDENTS' VOCABULARY AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL

The purpose of this research was to reveal the effectiveness of using Kim's memory game in increasing students' vocabulary. This research was pre-experimental research using quantitative research with one group pre-test and post-test design. Population of this research were students of SMP Negeri 3 Kombi and the sample were VIII grade students in academic year 2019/2020 and the sample were 15 students. The data were collected through multiple choice test. The data of this research were analysed statistically using mean score formula X=X/N. The result of the data analysis showed that the highest score in pre-test was 88 and the lowest was 40. The highest score in post-test was 96 and the lowest was 70. The mean score of pre-test was 65.33 and the mean score of post-test was 81.86. The improvement was 16.53 from the pre-test to the post-test. It was indicated that the used of Kim's Memory game could help to increase students” Vocabulary.

Investigating Auditory and Visual Memory and Sequencing- Exploring Strengthening Therapeutics for Alzheimer's Patients

In modern society, the inherent differences found between females and males are a sensitive topic of debate. It is common for people to associate females with the possession of stronger and more profound visual and auditory memory in comparison to males. This research explored the variances between the sexes by examining and comparing the auditory and visual memories of a population of females and a population of males. The auditory and visual memories of the different sexes will be analyzed through a variety of tasks that will measure their memory capabilities. Participants of the experiment took two pre-designed tests, a different test for each type of memory. The auditory test included four distinct sounds that played in a specific pattern and challenged the participants’ memory capacities. Through the use of MATLAB, a program developed by MathWorks, and by using coding language, a visual memory game was developed for the visual test. This test contained four different colors that illuminated in a specific sequence. Each participant completed two trials for each type of test to allow them the opportunity to achieve their maximum potential. The analysis of the results contradicted stereotypical beliefs embedded in societal norms. Males collectively demonstrated a higher capacity for memory than females. Notably, both sexes improved their memory performance on the visual tests more than the auditory tests. An application of these results could be used as therapeutic exercises to help strengthen the memory of patients who suffer from Alzheimer’s disease and other memory loss.

The Effect of The Strategy of The Memory Game on The Achievement of Chemistry Among the First Intermediate Grade Students

The present study aimed to know “the effect of the memory game strategy on the achievement of chemistry among first-grade intermediate students.” To achieve this, the researchers chose the Al-Ma'moun Intermediate School for Boys affiliated to the Baghdad Education Directorate Al-Karkh / 1. ) Students for the experimental group and (33) students for the control group, and the researchers formulated (180) behavioral objectives within the levels of (remembering, comprehension, application, analysis) according to Bloom's classification of the cognitive domain, and the researchers prepared an achievement test consisting of (40) objective items Of the multiple choice type, and its psychometric properties were confirmed, and after processing the data statistically by using the T-test for two independent samples, the study reached the superiority of the experimental group who studied chemistry according to the memory game strategy in the achievement test of chemistry over the control group for those who studied on According to the usual method, and after interpreting the results, recommendations and proposals are drawn up.

Demonstrative Reference and Cognitive Space: A Memory Game on Mandarin-Speaking Children

The development of pragmatic ability is an essential topic in language acquisition, among which demonstratives are significant to reflect human’s cognition of the relation between language and the environment. The purpose of this research is to investigate the acquisition of spatial demonstratives “zhe” (this) and “na” (that) of Mandarin-speaking children through experimental design (different tool use, e.g. participants pointed at the objects with their finger or a laser pen), exploring the influence of perceptual distance on children’s choice of spatial demonstratives. Through comparison with adults’ data, results supported the view that 5- to 6-year-old children have already developed adult-like cognitive space when it comes to the use of spatial demonstratives, which produced an effect on the use of spatial demonstratives, proving speaker’s subjective involvement in choosing the proximal or distal demonstrative in the process of communication, and rendering more evidence on children’s early development of pragmatic ability.