Attention Learning Research Articles

Using popular science talks to foster interest in Economics among high school students

The declining interest in Economics majors in many countries among high school students and the lack of diversity of undergraduates in this field have recently become a source of concern for the academic community. In contrast with previous research examining nterventions to increase the interest in Economics mostly involving impersonal communication, this work, using a sample of Spanish students, explores the impact of popular science talks targeted at upper-secondary education pupils. Our results suggest that this intervention involving personal interaction with students effectively draws the attention of high school learners to Economics. Although there seems to be no difference in its impact according to the students’ characteristics, the greater diversity of the pupil population in secondary education compared to higher education suggests that this intervention might enhance the diversity of the pool of young people studying Economics.

Incidental Nonspeech Auditory Learning Scaffolds Phonetic, Category, and Word Learning in a Foreign Language Classroom

AbstractThere is considerable lab‐based evidence for successful incidental learning, in which a learner's attention is directed away from the to‐be‐learned stimulus and towards another stimulus. In this study, we extend incidental learning research into the language learning classroom. Three groups of adult second language (L2) learners (N = 52) engaged in structured classroom Mandarin learning took part in an 8‐week study. One group served as a classroom‐only control group. The second group underwent additional intentional auditory training involving Mandarin speech and explicit feedback. The third group underwent additional incidental learning combined with nonspeech “perceptual building block” categories—categories that share critical perceptual dimensions with target L2 speech categories but that are not perceived as speech. We demonstrate that when supplemented with structured classroom learning, incidental learning involving nonspeech analogs promotes phonetic, category, and word learning equivalent to learning from more traditional intentional auditory training.

An Educational Wildlife Game-based Learning Application for Young Learners Using Augmented Reality

These digital days, the learning curve in the educational sector is changing progressively because of technological advancements and societal demands. Technology integration, particularly, provides the ability to engage in diverse learning platforms, which then expose the learners to an immersive learning experience. This study introduced augmented reality (AR) game-based learning mobile application to young learners in exploring wildlife conservation. However, the challenge in mixing fun gameplay and essential wildlife education to foster young learner's interest in wildlife conservation can be tough. In capturing the attention of young learners, the project aims to create a captivating wildlife game application that combines education with entertainment. This project employs a prototyping method, allowing for iterative development and testing of the AR game application to ensure its effectiveness in delivering educational content. The application incorporates interactive elements such as 3D models of wildlife with vocal features and quizzes elements. Findings reveal that the application facilitated the refinement of game mechanics and educational content based on user feedback, leading to an engaging and educational final product. The results emphasize the success of the approach is not only capturing young learner's interest but also increasing their knowledge and awareness of wildlife conservation. In the future, the incorporation of other elements such as leaderboard, badges and rewards have the potential to stimulate young learners’ motivation to actively participate in the learning program.

Comparison of using Words with Pictures and Words alone with Simultaneous Prompting to Teach Sight-Word Reading to Students with Mild Intellectual Disability

This study compares the effectiveness and efficiency of using words with pictures and words alone with simultaneous prompting (SP) to teach sight word reading to four students, 8 to 11 years of age, with mild intellectual disabilities (ID). An adapted alternating treatment design was used to assess the two methods. The results suggest that both procedures were equally effective. Maintenance data showed that all students were able to maintain the acquired skills through the two teaching procedures, although words with picture resulted in a slightly higher maintenance level. words with pictures were more efficient according to four efficiency measures. All participants learned the words in fewer sessions and trials, made less errors, and needed less instructional time when they were presented with pictures rather than alone. Although pictures do assist in sight word acquisition, participant were unable to read all words in the absence of the picture. This finding is consistent with the phenomenon of overshadowing (pictures can be extra stimulus prompt where it distracts the learner's attention from the word) and blocking effect where the learner associates the spoken word with the picture and not with the written word.

Language Learning for Specific Purposes in Higher Education – Experiences and Trends

In today‘s “global village”, any kind of information spreads faster than ever before and reaches every corner of the world. Scientific information is no exception in this regard. Therefore, the need to learn a foreign language for specific purposes to serve as a means of scientific communication and production is more than obvious. The development of research in the field of science and technology illustrates the progress in the 21st century and the fundamental change in the language of this field. It is a major factor for drawing the attention of learners to specific terminology and for acquiring communication skills that are required by young professionals internationally.

Learner’s attention detection in connected smart classroom using internet of things and convolutional neural networks

Detecting learner attention is an essential part of learning assessment. Consequently, it becomes an essential requirement for adaptive intelligent teaching systems, to identify specific needs and anticipate orientations. In this article, we propose a new model of a connected smart classroom, based on the internet of things, artificial intelligence and machine learning to detect in real time learners' attention and marking their presence during the execution of a teacher-assisted pedagogical activity, as well as to adapt the most suitable learning objects to these learners. The proposed model is based on head position, gaze direction, yawning and eye-state analysis as facial landmarks detected by cameras connected via the Bluetooth low energy network and transmitted to a developed convolutional neural network. In addition, a series of experiments have been conducted to evaluate the performance and efficiency of the model developed. The findings demonstrate that the model developed can be used to precisely capture the status of learners in the classroom in terms of attention and identification. In this way, these interesting findings can be used to adapt teaching activities to the individual needs of learners, and to identify areas where they have difficulties and needs extra help.

On Task and in Sync: Examining the Relationship between Gaze Synchrony and Self-reported Attention During Video Lecture Learning

Successful learning depends on learners' ability to sustain attention, which is particularly challenging in online education due to limited teacher interaction. A potential indicator for attention is gaze synchrony, demonstrating predictive power for learning achievements in video-based learning in controlled experiments focusing on manipulating attention. This study (N=84) examines the relationship between gaze synchronization and self-reported attention of learners, using experience sampling, during realistic online video learning. Gaze synchrony was assessed through Kullback-Leibler Divergence of gaze density maps and MultiMatch algorithm scanpath comparisons. Results indicated significantly higher gaze synchronization in attentive participants for both measures and self-reported attention significantly predicted post-test scores. In contrast, synchrony measures did not correlate with learning outcomes. While supporting the hypothesis that attentive learners exhibit similar eye movements, the direct use of synchrony as an attention indicator poses challenges, requiring further research on the interplay of attention, gaze synchrony, and video content type.

Using Learning Analytics to Evaluate the Clinical Education Podcast Format.

Learning analytics has been rigorously applied to various forms of e-learning, but not to the evaluation of clinical education podcasts. We created a podcast series using the Anchor by Spotify platform, uploading an episode every 2weeks starting on March 30, 2021. We examined analytics data using a censoring date of November 1, 2022. Based on 29,747 total plays, average audience retention declined 10%/minute until an inflection point at 2.5minutes, followed by a steady decline of 1.8%/minute. With a maximum episode length of 17minutes, we did not identify a limit on learner attention for short-form podcasts.

An Investigation of the Effectiveness of Augmented Reality Technology Supported English Language Learning Activities on Preschool Children

Early learners experience various difficulties when learning foreign languages. Augmented reality technology can support learning environments and foreign language vocabulary teaching by attracting the attention of early learners. The purpose of this study is to compare the effects of Augmented Reality (AR) technology supported English language learning activities on preschool children with the effects of traditional activities (presentation, lecture, question-answer). In this study, embedded mixed method was used. The sample of the study consisted of 44 five-year-old preschool children (19 boys, 25 girls). Color knowledge test, mood scale, observation, and interview forms were used as data collection tools. As a result of the study, it was concluded that AR-supported English learning activities were more effective than traditional activities on students’ English color vocabulary levels. The children were very happy and they had fun during the experimental process. According to the results of classroom observations, children made weekly progress in cognitive, affective and social/language categories. Implications are discussed in terms of pedagogical insights, practices for AR supported English language learning in preschool, and further research directions.

PRACTICAL TRAINING OF HIGHER EDUCATION LEARNERS IN SPECIALTY STOMATOLOGY AT BUKOVINIAN STATE MEDICAL UNIVERSITY

Considerable changes have taken place in the health care system of Ukraine. Theseprocesses produce a great influence on higher medical education, and therefore, it issignificantly transforming. Comprehensive mastering of a substantial amount of practicalskills, continuous advance of professional training quality is one of the important tasks athigher medical educational institutions. Training of a dentist involves practical trainingof essential common medical manipulations as well as special skills in diagnostics,prevention, and treatment of dental diseases.Objective structured clinical exam (OSCE) is a leading one in training of highereducation learners in the field of dentistry. The exam stimulates learning and concentratesstudent attention on acquiring clinical competence, increases the quality of educationalexperience of those taking the exam. It provides validity and reliability of assessment,qualitative feedback relations with current assessment of knowledge and skills of students.Objective – to analyze the educational- professional program «Stomatology» anddirections of its implementation among higher education learners at the departments ofstomatology.Materials and methods. Analysis of the educational- professional program «Stomatology»,psychological- pedagogical and methodological literature, materials of educationalmethodological conferences, methodological work of the departments. To achieve theaim, to specify the content and peculiarities of implementation of up-to-date pedagogicalmethods in the educational process the following theoretical methods of the research areapplied: analysis, synthesis, generalization, comparison, and systematization.Conclusions. Implementation of the educational program 221 «Stomatology» atBukovinian State Medical University is based on current scientific achievements ofstomatology and dentistry aid system. The program considers special distinctive featuresin the development of the regional health care system under conditions of labor markettransformation. Education is focused on a qualified practical dentistry training oflearners by means of integration of international innovation educational technologies.OSCE produces a positive effect on the educational process, since it stimulates learning.The attention of learners is concentrated on mastering clinical competence. Studentknowledge is assessed under conditions as close as possible to clinical ones. It helpsaccurate assessment of their skills and abilities necessary in professional work.

An Analysis of the Efficacy of L2-MT Mixed Modeling in Second Language Acquisition - A Cognitive Ability Perspective

Abstract Cognitive ability provides a new perspective for second language acquisition research, but there are still many problems to be solved. Therefore, after fully exploring the concept of cognitive synergy, this paper proposes two research methods: qualitative multimodal interaction and hybridization of cognitive synergy. The deep neural network algorithm is interpreted layer by layer, and the model is applied to the construction of bilingual language models. Based on this, the L2-MT hybrid model is introduced, and the generalization performance of the bilingual language model is improved using the joint approach. The model’s speech recognition function for monolingual multi-task learning is used to aid learners in learning a second language. The effectiveness of the L2-MT hybrid model in second language acquisition was tested through statistical correlation analysis. Under this model, the attention of the second language learners fluctuated twice in the first half of the learning process, with the fluctuation range between 80% and 100%, and finally stabilized at about 70%. The subjects were more concentrated in the second language acquisition process. In the second language achievement comparison experiment, class A performed better than class B in terms of speaking, writing, translation, and total achievement. The difference between the two classes is 7.83, 5.002, and 3.6, respectively. Meanwhile, the p-value is 0, which is less than 0.01, and there is a significant difference between the two classes. The L2-MT model has a higher value of application in second language acquisition, which provides a better method for learners.

Contrastive approach in teaching Ukrainian as a foreign language

The article continues a series of studies dedicated to teaching the Ukrainian language to foreign students who either know or have experience in studying Russian. This group comprises foreigners from post-Soviet countries, as well as foreign master’s and postgraduate students who previously studied in Ukrainian higher education institutions in Russian. In compliance with the Law on Education, they are now studying Ukrainian or learning it as the state language of their current country of study. The mastery of a new foreign language, as is commonly known, is built upon existing speaking experience, which determines the methodological necessity of comparing the systems of the known language with the language being studied. Such a comparative analysis allows the identification of common features in both languages and facilitates the application of previously acquired knowledge and skills in learning a new foreign language. Interference, understood as the interaction of different language systems, directly impacts the acquisition of a new language system. The foundation for studying and regulating interference processes lies in the contrastive approach. Contrastive linguistics aims to identify differences and similarities between modern languages, aiding in determining the directions of interference and explaining the cause of typical errors. In our previous articles, we explored interference effects when Russian-speaking foreigners studied the Ukrainian language, focusing on phonetics, grammar, and syntax. These studies involved a comparative analysis of the functional-communicative organization of sentences, exemplified by the examination of ways to express subject-predicate relations in Ukrainian and Russian. Functional-communicative grammar emphasizes the pivotal role of syntax as a system that organizes all other language levels. It views a sentence from a communicative organizational perspective as an utterance formed according to a specifically defined structural scheme, with the structural core being the predicate. The predicate designates specific positions for the participants in the situation described by the proposition (subject names or actants) and their quantity. The proposed article investigates various types of extenders for the predicative centre of sentences, considers primary methods of expressing object, meaning, and circumstantial relations in both simple and complex sentences, and highlights key differences in expressing these relations between Ukrainian and Russian. These differences merit the attention of Russian-speaking learners to prevent interference errors. The methodical recommendations provided herein may prove beneficial to teachers and methodologists in developing training programs, crafting textbooks, and designing teaching materials for Ukrainian language instruction tailored to specific groups of foreign learners. They also serve as valuable resources for novice teachers in preparing for practical classes.

Recent Trends in E-Teaching and Learning Context

The idea of electronic-learning is based on technology intervene globally, this learning approach has attained greater attention in view of educational perspective and the advantages of e-learning in educational viewpoint. The present study will provide insights of face-to-face teaching as well as e- learning and teaching importance and how it influenced the 21st century teaching learning process. However, the number of diverse e-learning programs available to crutch teaching and learning process which is found to be expanding robustly. The chief concern for educational developers as well as teachers in education sector was selection of e-technology. However, it is well ball parked that whichever teaching need best supports as well as provide optimum learning opportunities is regarded as beneficial and best e-learning technology. Hence, the present study highlights diverse e-technologies utilized in educational sector and which would be better in educational institutes for towards online learning to bridges the gap between a student and a teacher from whichever different geographical location they are present. The educational system around the world is undergoing increasing pressure to use the new information and communication technology to acquaint students with the knowledge and information and require in this techno-savvy Era. To develop a knowledge society, it is essential to integrate ICT at all levels of the education system, e-content is a very powerful tool of education. It is the latest method of instruction that has attracted the attention of learners and teachers of all instruction systems. It is a valuable resource for the development of an information rich society where everyone, irrespective of caste, religion, race, region, gender bias is empowered to create, receive share and utilize information and knowledge for their economic, social, cultural, political, etc. upliftment and development. E-learning and e-teaching systems are involved in teachers’ professional activities and development if e-learning/e-teaching is the technology which supports the process of teachers’ learning of university courses, the teacher is in the position of e-learner, if e-learning/e-teaching is the content of the teachers’ institution curricula to be applied in the teaching process, the teacher switches from the position of 21st century e-Learner to the one of e-teacher in blended/ e-learning systems.

An Interactive Robot Lecture System for Attention and Understanding Recovery

In lecturing, lecturers need to control the attention of learners to maintain while monitoring their learning states. We have claimed that a robot as lecturer can properly conduct nonverbal lecture behavior to control learners’ attention and enhance their engagement compared with human lecturers. Although attention control is possible in shorter lectures, it would be more difficult for the robot to maintain learners’ attention in a longer lecture. This prevents them from becoming aware of an important part of the lecture contents to understand. In this work, we have been developing an interactive robot lecture system that interacts with learners to recover their attention and understanding when they overlook the lecture contents. To recover learners’ attention, the system first estimates their states of attention and understanding from their posture and gaze during lectures. Second, the system reconstructs a lecture scenario to generate an interactive lecture behavior, which combines non-verbal behavior about pause, walk, and repeat with paralanguage. The interactive behavior is implemented using a humanoid robot NAO. Third, the system provides questions about the slide contents for recovering their understanding when they lose their attention in spite of attention recovery.

Exploring learner attention and processing in second language writing: The role of eye-tracking and written corrective feedback

This paper highlights the importance of the timing of feedback and distinguishing between instruction and feedback in the context of written corrective feedback (WCF) for second language (L2) learners. It proposes the integration of eye-tracking and qualitative data collection methods to assess learner attention and WCF processing. The reviewed eye-tracking studies demonstrate the potential of this approach, revealing correlations between learners’ noticing and subsequent writing improvements. However, the limited studies utilizing eye-tracking in this area calls for further research to explore the benefits of metalinguistic explanations provided before or after writing production. Additionally, the paper emphasizes the need to address the dominance of quantitative approaches in WCF literature and encourages the combination of eye-tracking with qualitative data sources to broaden our understanding of revision as negotiation. It suggests investigating the impact of different feedback modes and languages, especially in younger L2 writers and diverse writing systems. Moreover, the paper advocates for ecologically valid experiments that involve eye-tracking during revision with feedback present, considering the various types of feedback and their influence on learners’ noticing and subsequent writing improvements. Addressing these concerns will contribute to a comprehensive understanding of WCF, noticing and processing feedback, L2 writing production, and effective pedagogical practices.

Gender Agreement Given Correct Assignment: The Case of L2 Spanish Learners

Abstract: The current study contributes to the argument regarding whether L2 learners up to advanced levels make agreement errors on grammatical gender. It reports gender agreement accuracy on a written Grammaticality Judgment Task (GJT) and an Elicited Oral Production Task (PDT) on known nouns assigned the correct gender by participants on a vocabulary test. Participants were 15 intermediate and 15 advanced second language Spanish learners (first language English), and 15 native Spanish speakers. Overall results found that intermediate learner agreement scores differed significantly from those of native speakers on the GJT and PDT, but advanced learner scores did not differ from those of native Spanish speakers on either task. Findings for advanced learners demonstrate that once these learners know the meaning of a noun and can correctly assign its gender, gender agreement is relatively unproblematic. Results of the present study reinforce the importance of focusing learner attention on gender assignment while teaching noun meanings at least through intermediate levels, to aid in gender agreement accuracy by strengthening co-occurrence relations between nouns and their modifiers. Findings are discussed in terms of the lexical gender learning hypothesis (Grüter et al. 2012), which focuses on the relationship of input and experience to gender acquisition.

Project-Based Learning Media: Embossed Maps of Social Studies Material Content

The lack of use of learning media in learning poses and the lack of visual learning media thus affecting the low level of interaction and attention of learners to teaching and learning activities. This study aims to determine the design, feasibility of media, and effectiveness of embossed map media. This research is development research applying the ADDIE model. The data collection method uses observation, interviews, questionnaires, and tutorials of the work. Data analysis uses quantitative descriptive, qualitative descriptive, and inferential statistics. The results of the media were obtained to have validity from the test results of design experts 87.5%, learning material experts 90%, learning design experts 87.5%, learning media experts 88.63%, individual trials 90%, small group trials 91.6%, and field trials of 88.6%. The result of the t-test obtained tcount (11.368) is greater than ttable (2.262) so that H1 is accepted. It can be concluded that embossed map media has proven feasible and effective to be applied to class V social studies subjects.

A Web-Based Automated Code Assessment and Testing System for ICT Teachers

Computer programming captivates the attention of both professionals and young learners due to its multidisciplinary applications and high paid jobs. However, mastering computer programming requires critical thinking and consistent practice under the guidance of expert teachers. Consistently assessing the programming laboratories and giving detailed feedback are curial for novice learners. However, manual grading is daunting and time-consuming. Moreover, novice programmers often do not identify all the test cases and sufficient test data to test their programs thoroughly. This research introduces a sophisticated web-based system to aid instructors in grading programming assignments. Instructors can create questions and corresponding solutions, shared with students, who then write their programs. The system generates test cases for both student and correct solutions, assessing performance through comparison. A survey with 30 teachers affirmed the system's effectiveness, rating it 4.00 for simplifying assessment and 4.13 for user-friendliness on a 5-point Likert scale. Statistical analysis, yielding a p-value of 0.034, supported its positive impact. This web-based grading system not only streamlines assessment but also enhances the educational experience, fostering a user-friendly environment for both instructors and students.

Penerapan Metode Kompetisi dalam Proses Pembelajaran pada Peserta Didik Sekolah Negeri 060880 Medan Polonia

The learning process is essentially a process of interaction between teachers and learners, the process is the delivery of messages from teachers through certain media to the recipient of the message or learners. In the process of learning an educator must try to achieve the goal as much as possible. One of these efforts is to use teaching methods, educators who teach using effective and efficient methods can heighten the interest and attention of learners and achieve learning goals. One method that can be applied as an educator is the Competitive Based Learning method, which is a learning method that utilizes competition or competition to increase learning interest, and measure the success rate of learning that has been done by students or learners. The purpose of community service activities apart from fulfilling the fieldwork practices assignments is to help increase the motivation of learners towards learning in the classroom. With the application of the competition method has a positive impact so as to make students more motivated in following the learning, this can be seen from the enthusiasm and courage of the students of Sekolah Dasar Negeri 060880 Medan Polonia.

The Role of Linguistic Landscape in Teaching Chinese as a Foreign Language: Taking the Linguistic Landscape in Lanzhou Subway Station as an Example

"Previous studies have found that the limitations of the classroom teaching environment and the unlimited learning needs of learners are a pair of contradictions. Therefore, an important reason to explore the extracurricular environment is to make up for the deficiency of the classroom environment and let the language environment play a potential role in second language acquisition.
 As an important part of the language environment, in recent years, the linguistic landscape has attracted the attention of some scholars in China. However, most of the research on it focuses on theoretical research, and empirical research is relatively few. Therefore, this paper takes the linguistic landscape of the Lanzhou subway as an example to explore the role of the linguistic landscape in teaching Chinese as a foreign language.
 The current research found that the linguistic landscape of the Lanzhou subway is multi-modal. It has the characteristics of rich content, comprehensive coverage, clear code orientation, and multimodality, and is a good living material in foreign language teaching. In addition, through the questionnaire survey, it is found that foreign students have a positive attitude towards the linguistic landscape and believe that the linguistic landscape can promote their Chinese learning. The linguistic landscape constitutes different contexts. Learners can indirectly test the learning effect in these language environments, consolidate the knowledge they have learned, and unconsciously cultivate their contextual ability.
 This study proves that the linguistic landscape not only provides language learning resources and a language environment for learners but also reshapes learners’ language awareness to a certain extent. The research hopes to attract the attention of both teachers and learners to the linguistic landscape, and provide some reference for the language landscape to enter the teaching of Chinese as a foreign language."