Virtual reality biofeedback interventions for treating anxiety

Summary Background Virtual reality (VR)-based biofeedback is a relatively new intervention and is increasingly being used for the treatment of anxiety disorders. This is the first research synthesis regarding effects and efficacy of this novel mode of treatment. Method We conducted a systematic review and meta-analysis of the VR biofeedback literature on treating anxiety symptoms. The MEDLINE/PubMed, Scopus and Web of Science databases were searched for eligible pre-post comparisons and randomized controlled trials (RCTs). We used self-reported anxiety, heart rate (HR), and heart rate variability (HRV) as primary outcome measures. Results A total of 7 studies with 191 participants reported VR biofeedback interventions. Of these studies 5 were RCTs, with 103 participants receiving VR biofeedback and 99 control participants (either 2D biofeedback or waiting list controls). We found that VR biofeedback significantly lowers self-reported anxiety (g = −0.28) and HR (g = −0.45), but not HRV. Furthermore, there were no significant differences in outcomes between VR biofeedback and 2D biofeedback but a significant reduction in HR in the VR biofeedback group compared with the waiting list (g = −0.52). Conclusion While the first findings are optimistic, more controlled studies with a wider variety of samples are needed to bring this field forward. Particularly, children and adolescents may profit from the combination of gamification elements, VR, and biofeedback.

The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

Introduction. This systematic research synthesis investigated the effectiveness of Task-based language teaching interventions on L2 writing performance of intermediate level students. Objective. The main aim was to determine the effects of independent variable manipulations of task-based language teaching on different modes of writing measured holistically and by means of CALF constructs. Methodology. The integration of qualitative and quantitative data was carried out by means of a systematic literature search and retrieval of published articles from 2010 until September 2011. Substantive and methodological features of the studies were coded and compared for the identification of commonly used practices and trends within the Task-based language teaching and L2 writing research domain. Results. The results indicate 3 major types of task-based interventions: TBLT framework, task complexity manipulations and task planning conditions have prevailed as treatments. Task complexity treatments have had beneficial effects on measures of fluency and lexical complexity while strategic planning and planning time also favored fluency in L2 writing. In turn, TBLT framework lesson treatments yielded large effects measured as Cohen’s d. Conclusion. In spite of the wide variety of treatment conditions and outcome measures for different modes of L2 writing, support is given to the importance of the pre-task cycle stage management of TBLT for intermediate level learners.

Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.

What is a Theme Park? A Synthesis and Research Framework

Theme parks have attracted extensive scholarly attention within and outside the tourism literature. These parks have been studied from various stances, yet a uniform definition and integrated framework remain lacking for theme park research and practice. Based on a comprehensive review and research synthesis, this article defines a theme park as a dedicated space featuring five main characteristics: thematic identity, closed space with controlled access, hybrid consumption, performative labor, and merchandising. This article further considers multidisciplinary lenses in theme park studies, particularly in terms of how these five characteristics can be assessed. A research framework covering four domains (industry, tourists/visitors, environment, and impacts) is accordingly proposed to inspire theoretical advances, identify research gaps, promote relevant research, and facilitate managerial practices. This article encourages scholars to move beyond current empirical confines and shape the interdisciplinary future of theme park tourism research.

A Systematic Review of the Research on Gifted Individuals With Autism Spectrum Disorder

This article includes a current research synthesis on a subpopulation of twice exceptional individuals, those who are academically talented with autism spectrum disorder (ASD). This population is emerging as an increasing focus of research, as the numbers of individuals identified are increasing. A total of 32 articles were included using the study’s inclusion criteria, and of these 32 articles, 62.5% presented data, whereas the remaining 37.5% were review or conceptual articles. This review of articles published between 1996 and 2019 suggests little research is being conducted on this population. Some of the research conducted recently involve case studies, others are correlational in nature, and most are descriptive, focusing on participants’ characteristics and how they were identified. A wide range of definitions were utilized in the literature, and to date, no empirical research has been published about this population. Implications from the current research base and suggestions for future research are included.

THE EFFECT OF REACT STRATEGY ON ACHIEVEMENT IN SCIENCE EDUCATION: A MIXED RESEARCH SYNTHESIS

There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, “teaching-learning process in the REACT strategy”, “learning outcomes in the REACT strategy”, “limitations of the REACT strategy”, and “recommendations for practice”. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations. Keywords: contextual teaching, mixed research synthesis, REACT strategy, science education

The Effect of Total Physical Response Method on Vocabulary Learning/Teaching: A Mixed Research Synthesis

This aim of this study is to determine the effect of the TPR method on students' vocabulary learning and the factors affecting the effectiveness of this method by combining the findings obtained from both qualitative and quantitative studies. For this purpose, a primary study with 13 quantitative and 7 qualitative findings was included in this study using mixed research synthesis. The data obtained from the studies with quantitative findings were combined with the meta-analysis method and the studies with qualitative findings were separately combined with the thematic synthesis method. Then, using the analytical themes obtained from the thematic synthesis, the variance among the studies included in the meta-analysis was attempted to be explained. As a result of the meta-analysis, it was determined that instruction based on the TPR Model had a “strong” effect size (ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the thematic synthesis, four descriptive themes were formed: "Learning-teaching process in TPR method", "Learning outcomes in TPR method", "motivation" and "Implementation suggestions/requirements". It has been determined that teaching based on the TPR method has significant contributions to the learning process (increasing active participation, learning by having fun, cooperative learning, etc.) and learning outcomes (word learning, correct use, creativity, etc.), motivation in learning, and some requirements (according to teacher and feature) have been determined. According to the descriptive themes obtained from the thematic synthesis, 10 analytical themes were developed. It was observed that all analytical themes were made in the experimental studies, and two of the 10 analytical themes explained the variance among the studies included in the meta-analysis significantly (p<.05).