Enhancing Self-Monitoring with Differential Negative Reinforcement of Alternative Behavior for Increasing Students’ Writing Production

Many students find writing aversive and behave in ways to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve the quantity of writing performance but have never been combined to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the differential effectiveness of self-monitoring versus self-monitoring plus DNRA for increasing the number of words and sentences written using a multiple probe design across three participants during two 10-minute sessions. For each baseline session, participants were given a story starter prompt to write as much as they could, received a short break, and then the second 10-minute session would begin. Self-monitoring indicated an increase in a number of words written and an unstable but slightly higher trend in a number of sentences written for one participant. The other two participants showed decreasing trends in both the number of words and sentences written during self-monitoring. Results of self-monitoring plus DNRA indicated an increase in a number of words and sentences written for one participant, while the other two participants showed little to no improvement. Areas for future research, limitations, and implications for practice are discussed.

A Real-world Approach to Motivate Students on the First Class of a Computer Science Course

A common belief among students is that computing is a boring subject that lacks a connection to the real world. The first class (one 80-minute session) in an introductory computer science course may be an appropriate instance to combat such a belief. Previous studies have used coursewide interventions, e.g., games and physical/tangible devices to improve students’ motivation. However, although other approaches help motivate students, they may lack real-world context or have a high cost of deployment. This article proposes a novel real-world based approach to introduce programming concepts in the first class of the introductory computer science course. This approach, called Protobject based, is applicable to courses with over 100 students, has a low deployment entry barrier, requires low investment, and may be used creatively to implement different experiences. Furthermore, the Protobject-based approach has an equivalent motivational effect—at least in the short-term—to a Game-based approach even if it is entirely focused on the real world. The low requirements of the approach make it especially suitable for an 80-minute first class in an introductory computer science course. The Protobject-based approach has been preliminarily validated and compared to a pure game-based approach with a study with 376 participants, and we present the analysis of motivation questionnaires, a pre-test and post-test, and a homework assignment given to the students. We posit that more research into initiatives such as this one—that can show students how computer science can impact the real world around them—is warranted.

Design of an Eccentric Recumbent Ergometer to Elicit Delayed Onset Muscle Soreness

Introduction: Our objective was to design an eccentric bicycle design to elicit delayed onset muscle soreness (DOMS). Methods: To assess the bicycle designs’ ability to elicit DOMS, fourteen, recreationally active, males performed five-minutes of eccentric bicycling at 50% of their individualized power determined from a modified six-second Wingate test. Outcome measures to assess DOMS included the Likert pain scale, creatine kinase, lactate blood concentration, and pressure algometry detection evaluated at four time points (baseline (before the eccentric bicycling), immediate post, 24 hours post, and 48 hours post). Results: The Likert pain scale was different (F = 75.88, p < 0.001) at baseline (0.14 ± 0.36) and immediate post (0.21 ± 0.43), compared to 24 hours post (3.07 ± 0.83), and 48 hours post (2.93 ± 1.07). No changes were reported for creatine kinase (F = 0.7167, p = 0.475), lactate blood concentration (F = 2.313, p = 0.107), or pressure algometry detection. Conclusions: To understand mechanisms of DOMS, there is a need for a consistent, reliable method for producing DOMS. Our eccentric bicycle design and protocol offers an alternative approach to previous eccentric ergometer designs - demonstrating the potential to elicit DOMS in one, five-minute session.

Understanding learning outcomes: Comparing the effect of spacing instruction versus massed instruction

This study is comparing the effects of spacing instruction and massed instruction on Indonesian education students. To fulfill this objective, two intact classes were selected; one as a spacing group and another one as a massed group. Afterward, researcher administering a pre-test measured the skills of participants Islamic education. After that, only then did they receive treatment. In mass classes, the material is taught in an intensive 90-minute session, while the material is taught to space groups in three short sessions (each 30-minute session). After the instructions were carried out, a post-test was carried out in both groups, both mass classes and space groups. Then the post-test result data were analyzed using paired and independent sample t-test. The results showed that there was a significant difference between the post-test spacing group and the mass group. The results of this study indicated that the spacing group significantly outperformed the mass group at the final test. Finally, the implications of the study are discussed. Keywords: Learning Outcomes, Massed instruction, Spacing instruction, education skills;

Daily Physical Education Linked to Higher Youth Aerobic Fitness Levels: A 4-Year Longitudinal Study

Purpose: Physical education (PE) provides opportunities for youth physical activity during the school day, yet daily PE policies remain low. This study investigated whether daily PE was linked to youth aerobic capacity across a 4-year period in Greenville (South Carolina). Methods: Youth in grade levels second to eighth at 2 schools providing daily PE and 2 schools that did not provide daily PE participated in the study (N = 466). The 2 schools used as comparisons provided standard PE outlined by South Carolina, which included one 50-minute session per week (elementary) and daily PE for one semester (middle school). Aerobic fitness was measured using the FITNESSGRAM® Progressive Aerobic Cardiovascular Endurance Run test (May 2011–2015). Number of Progressive Aerobic Cardiovascular Endurance Run laps completed, age, gender, ethnicity, body composition, and school attended were included in multilevel linear regression analyses. Results: Across the sample, aerobic fitness increased with age. Throughout the study, males demonstrated growth in aerobic fitness compared with a slight decline for females (P < .001). Youth participation in daily PE was linked to increases in aerobic fitness compared with youth who did not receive daily PE (P < .001). Conclusions: Findings suggest that exposure to daily PE may contribute to increased aerobic fitness in youth.

Can you teach research in 10 minutes? Embedding information literacy micro-sessions in module programmes

This case study discusses the inception and continued delivery of 10-minute micro research skills sessions within two entrepreneurship modules at Coventry University London. The case study starts with an explanation of how and why the project was developed. Its rationale was underpinned by both established, current bite-sized learning research, and established psychological and neural evidence. This paper describes how these practices are used in the workplace to promote continuous professional development and disseminate company information for training purposes. Discussing both the delivery and skills content, this paper explains the methods used by the Information and Skills Development Specialist (ISDS) in each 10-minute session to engage students and embed database searching skills in to their routine study practices. It also explains how this practice has been adopted by students and how the skills have been embedded to enhance their final business pitches at the end of their modules.

Inclusion by Design: A 75-Minute Crash Course on Accessible Design

The community of researchers supporting instruction on design thinking has a significant body of materials to help students understand and master the process of creative problem solving in design. Missing, we argue are materials and processes which directly support the design of inclusive technologies for persons with disabilities. We present ‘Inclusion by Design’, an interactive and participative crash course designed to introduce students to techniques that may be useful in an inclusive design process. In a single 75-minute session, students explore the inclusive design of a transportation technology for a visually impaired persona. We report on our findings from a single pilot of the crash course involving six diverse students within a graduate course on Inclusive Design. Our findings suggest that the course may be effective in introducing techniques like storyboarding, scenario creation, and low fidelity prototyping to students using an approach that may be effective for various learning styles.

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

Harsh and Sweet Sensations Predict Acute Liking of Electronic Cigarettes, but Flavor Does Not Affect Acute Nicotine Intake: A Pilot Laboratory Study in Men

Introduction Electronic cigarette use is increasing in popularity, and thousands of flavors are available. Adolescent vaping rates in the United States have nearly doubled in the past year. Unlike combustible tobacco, added flavors are not currently regulated for some types of electronic cigarette products. Here, we investigated the role of flavor in electronic cigarette liking and acute intake. Methods Men (n = 39) aged 18–45 vaped in a controlled laboratory setting after being randomized to one of four e-liquids: 6 mg nicotine/mL cherry, 18 mg/mL cherry, 6 mg/mL chocolate, or 18 mg/mL chocolate. They completed several questionnaires, and vaped ad libitum for 10 minutes. After the first puff, participants rated sensations (sweetness, bitterness, coolness, harshness/irritation) on general labeled magnitude scales (gLMS) and rated overall liking on a generalized hedonic scale. Once the 10-minute session ended, participants made another set of ratings. Results Liking was generally stable across the vaping session and liking varied substantially across the four conditions. Across all conditions, sensory ratings predicted liking: harshness/irritation was negatively associated with first puff liking, whereas perceived sweetness was positively associated with first puff liking. First puff liking associated with increased amount of e-liquid vaped, but not total nicotine intake. Participants appeared to titrate their nicotine intake regardless of assigned condition. Conclusion Flavored e-liquids affect acute liking ratings, but not acute nicotine intake. Implications These data suggest individuals who regularly vape may titrate their nicotine intake, regardless of flavor, and contrary to expectations, acute liking did not predict total nicotine intake. However, more-liked flavors may potentially make higher nicotine levels more tolerable by adding pleasant sensations directly, rather than by perceptual masking that reduces aversive sensations.

Acute effect of passive cycling exercise on serum levels of interleukin-8 and interleukin-10 in mechanically ventilated critically ill patients

Background/aims A growing body of evidence has demonstrated that early mobilisation is beneficial for patients in the intensive care unit. The aim of this prospective study was to investigate the acute effect of an early passive cycling exercise session on serum interleukin-8 and interleukin-10 levels in critically ill patients. Methods A total of 11 haemodynamically stable and deeply sedated (Richmond Agitation and Sedation Scale-4) adult patients within the first 48 hours of mechanical ventilation received a single 20-minute session of passive cycle ergometer. Serum interleukin-8 and interleukin-10 levels were measured at baseline, immediately after the intervention and 60 minutes after the intervention. Findings Interleukin-8 levels decreased significantly 60 minutes after the passive cycle ergometer session compared to baseline (P=0.001). The serum levels of interleukin-10 increased immediately after the end of the 20 minutes and at 60 minutes after the intervention (P<0.001). Conclusions A single 20-minute session of passive cycle ergometer seems to have a positive effect on the inflammatory response in critically ill patients.