Cognitive Thinking Research Articles

Augmented Reality and Its Influence on Cognitive Thinking in Learning

Augmented reality (AR) is a medium of transforming K-12 and higher education. The ability to overlay multimedia onto the real world for viewing using web-based environments and technology-enabled devices such as tablets, desktop computers, mackintosh, and phones affords students the ability to access information and resources any place and time they need it. Effective use of technology-based environments and augmented reality reduces cognitive load by scaffolding information and lessons' contents. Augmented reality can readily help in cognitive thinking and enhancing cognitive thinking processes. An increase in patients' cognitive processes using augmented reality in the medical industry where patients use augmented reality tasks to regain cognition, mobility, and ability to perform basic human tasks. The critical literature review will review augmented reality in higher education and its impact on increasing cognitive thinking. Challenges of using augmented reality will be reviewed, including its benefits. There will be a discussion on the gaps in research on augmented reality in higher education and best practices on the use of augmented reality.

Developing and Testing a Design-Based Learning Approach to Enhance Elementary Students’ Self-Perceived Computational Thinking

Computational Thinking (CT) is regarded as a crucial competency for all children in the 21st century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching and assessing CT should not only focus on computer programming. In this project, a new design-based learning (DBL) approach was proposed to improve elementary school students’ CT. This approach not only included programming skills, but also integrated CT practices with authentic real-life contexts. Corresponding to recent conceptions of CT, we also assessed CT in a more comprehensive manner. A quasi-experiment study was carried out to assess how the intervention was associated with students’ self-perceived CT skills using both quantitative and qualitative methods. In the treatment group, twenty-three fourth graders engaged in three curriculum units to create artifacts that solve specific real-world problems using LabPlus electronic kits and Scratch programming software. The control group took a traditional computer science class. Results revealed that students’ self-perceived CT skills increased to a greater extent in the treatment group compared to the control group. In addition, we observed and interviewed three student cases in the treatment group to understand the potential learning effects of our new DBL approach. This study contributes to research in CT instruction, its application in STEM education in particular, and how it can be used in elementary level education in general.

Fecal Microbiota Transplantation: A Microbiome Modulation Technique for Alzheimer's Disease.

Alzheimer’s disease (AD) is the most common form of dementia and the fifth leading cause of death among the elderly. AD involves parts of the brain that can lead to progressive memory loss and impaired language skills and cognitive thinking, affecting one’s ability to carry out daily activities. Aging, bad dietary habits, family history, as well as altered gut microbiota composition may play a role in the pathogenesis of AD. Although the association between the imbalance of gut microbiota and AD is still difficult to determine, it has been suggested that dysbiosis can lead to the increased secretion of lipopolysaccharides and amyloid, which may impair the permeability of the intestine and the blood-brain barrier. Moreover, it can progress the process of neuroinflammation, amyloid-beta formation, and ultimately neuronal death. Microbiota-targeted interventions such as personalized diet, probiotics, or fecal microbiota transplantation (FMT) might represent a potential therapeutic option for AD. This review article discusses the procedure of FMT and its possible side effects on the recipient’s body. In addition, we review the role of FMT in the context of its application in various nervous system-related disorders (AD, Parkinson’s disease, multiple sclerosis).

Does training analytical thinking decrease superstitious beliefs? Relationship between analytical thinking, intrinsic religiosity, and superstitious beliefs

The associations between cognitive thinking style, religiosity, and superstitious beliefs were presented in the previous research. Still, the role of intrinsic religiosity on the link between analytical thinking and belief in superstitions was not examined specifically. In the first study, we explored the intrinsic type of religiosity's moderating role in the association between individuals' analytical thinking tendency and belief in superstitions after controlling for gender, age, education, and political ideology. Findings showed that participants having lower analytical thinking tendencies were more likely to engage beliefs in superstitions. There was no significant relationship between intrinsic religiosity and belief in superstitions. The negative relationship between analytical thinking and belief in superstitions was more evident for participants with a low and moderate intrinsic religiosity degree. In the second study, we primed the participants' analytical thinking tendency and looked into superstitious beliefs. As expected, enhancing analytical thinking led to decreased reporting of superstitious beliefs, but contrary to our hypothesis, the moderating role of intrinsic religiosity was not evident. The present findings were consistent with the idea that analytical thinking tendency would lead people to be less superstitious. Still, the role of intrinsic religiosity needs to be clarified in future research.

Meta Cognition Thinking and Its Relationship to Patterns of Brain Dominance among Jordanian University Students According to Gender and Specialization Variables

The study aimed to identify the level of Meta Cognition thinking and its relationship to dominant patterns of brain dominance among Jordanian university students, and to identify if there were differences in the level of Meta Cognition thinking and brain dominance patterns attributed to variables of gender and college. The study sample consisted male and female students at the academic year 2020/2021, and this sample was taken in a simple random way. Two measures were applied: Meta Cognition thinking, and brain dominance patterns, after confirming their psychometric properties. The results showed that the level of Meta Cognition thinking among Jordanian university students is (high), and that the dominant brain pattern among the study sample is the right pattern, followed by the left and then the integrated, and also there is no statistically significant relationship between the brain dominance patterns and the variables of gender and college, and there is statistically significant differences in Meta Cognition thinking among students with the (left) brain dominance pattern compared to those with the (integrated) brain control pattern and in favor of those with the left brain dominance type.

Research on the process planning and multi-method integration strategy of product conceptual design with cognitive mechanisms.

Innovative product design is essentially an activity involving creative cognitive thinking. Therefore, research on the innovative design process and of methods, computer-aided innovation tools should be conducted based on systematic exploration based on the principles of innovative cognitive thinking. We aim to uncover some general principles that can serve as a systematic thinking framework for product designers, provide a feasible framework and method of innovative thinking for designers, and provide theoretical and methodological support for further development of computer-aided innovation platforms. This paper summarizes the sources and content of studies on the idea generation and design processes behind product innovation. Specifically, we break down the general innovative design process of products, outlining the cognitive mechanisms and propose an integrated application strategy that incorporates multiple methods. And taking "the solution program to the coking of oily sludge pyrolysis equipment" as an example, this paper demonstrated and verified the effectiveness and practicability of the method and strategy proposed. Based on the results on improvements in the equipment, the designers put forward some creative and implementable design schemes. The entire thinking process was relatively smooth and efficient. The example presented in this paper shows that the proposed method can effectively guide/assist/motivate designers to think creatively.

The effect of using digital variety media on distance learning on increasing digital literacy

At present, distance learning, especially for low-grade students, is limited by the use of learning media that is not yet in accordance with the child’s cognitive stages. This paper describes the results of using digital variety media in distance learning that are adjusted to the abilities and stages of children’s digital literacy skills. This media is developed according to the easy learning stages consisting of comics, interactive videos and assessments that are integrated with learning materials. This study uses an experimental method of the relationship between the effect of using digital media on increasing children’s digital literacy. Media that is incompatible with the abilities of low grade children can be avoided by teachers in the distance learning process because low grade children need the introduction of digital literacy skills that are in accordance with the child’s cognitive thinking stages.

The Application of Higher-Order Cognitive Thinking Skills to Promote Students’ Understanding of the Use of static in Object-Oriented Pro-gramming

Object-oriented programming distinguishes between instance attributes and methods and class attributes and methods, annotated by the static modifier. Novices encounter difficulty understanding the means and implications of static attributes and methods. The paper has two outcomes: (a) a detailed classification of aspects of understanding static, and (b) a collection of questions designed to serve as a learning/practice/diagnostic tool to address those aspects. Providing answers requires learners to apply higher-order cognitive skills and, hence, to advance their understanding of the essential meaning of the concept. Each question is analyzed according to three characteristics: (a) the static aspects that the question examines according to a detailed classification the paper provides; (b) identification of the question according: to Bloom’s revised taxonomy, to the Structure of Observed Learning Outcome (SOLO) taxonomy; and to the problem-solving keywords used in the question's formulation. Several recommendations for teaching are presented.

Cognitive Processes and Creative Lateral Thinking in Students of the Naval School of Peru

The present research focused on identifying the influence of cognitive processes in the creative lateral thinking of high school students. The work was developed under the positivist paradigm; it was classified as basic, of explanatory level, with quantitative approach, non-experimental design and cross-sectional. The sample, calculated through probabilistic sampling, consisted of 221 students. Two data collection instruments were used: the cognitive processes questionnaire and the lateral thinking questionnaire, which were subjected to content validity by expert judgment and reliability and internal consistency analysis by Cronbach's alpha, reaching values of 0.908 and 0.802, respectively. The analysis of verification by Spearman's rho obtained was 0.762, which determined the significant influence between cognitive processes and lateral thinking. It was concluded that, if procedures and actions that lead to the acquisition of knowledge in a constructive way and by discovery are practiced, creative and perceptive lateral thinking would be developed; then the individual would exhibit imagination and creative behaviors.

The Philosophy of Language Acquisition in Stephen Krashen's Theory based Multiple Intelligences Classroom

Language acquisition and language learning among scientists tend to be different. This is based on the fact that the language acquisition process is supported unconsciously and is limited to a certain time. Meanwhile, the language learning process can be done consciously and is not limited by time. Through these two arguments, according to Stephen Krashen the acquisition process has certain characteristics. He believes that language acquisition can be obtained in adults. Based on this information, the researcher wants to describe and analyze the philosophy that encourages Stephen Krashen to develop a theory of language acquisition through classroom management based on Multiple Intelligences. This study used a qualitative research design with a case study method at SD Plus Al-Kaustar Malang, Indonesia. Data collection included observation, interview and documentation study through an analysis technique consisting of three steps; data collection, reduction and conclusion. The results showed that the philosophical background built in the theory of Stephen Krashen based on Multiple Intelligences is a empiricism philosopgy. This is known through the process of language acquisition which is formed through an adequate language environment carried out by the sensory experiences of students with the help of their cognitive thinking processes. These findings indicate that language acquisition can be done through a good environmental design even though it has passed the age limit for first language acquisition.

Crossing the river: toward an embodied pedagogy for integrating arts and mathematics education

ABSTRACT Using an arts based approach toward mathematics learning, a story, crossing the River was used in a multidisciplinary community engagement project in rural South Africa. Subsequently, the playing of the story highlighted key connections between mathematics and the arts. Play created the space, or ‘stage’, for the showcasing of the nature of mathematics. More importantly, similar to the notion of ‘here’ and ‘now’ in drama, play enabled access to mathematical thinking by inviting participants to converse about the problem at hand, while enrolled in respective characters entailed in the story. In the process, the activity challenged a long-standing argument that separates the two subjects and treats mathematics as a cognitive thinking and rational left-brain activity, while the arts are considered to be an affective, feeling and emotional right-brain activity. Through the teacher’s comments, such as those linked to the ‘performing mathematics’, ‘pedagogy’ as well as ‘the nature of mathematics’, we learn that the crossing the river case study represents an attempt toward capturing the aesthetic nature of human cognition that needs to form part of mathematics teaching and learning. Accordingly, such interplay between arts and maths education provides an opportunity for engaging learners in such a way that the teaching of mathematics in isolation may never accomplish. Hence the argument of ‘bringing learners to mathematics’ as opposed to ‘bringing mathematics to the learners’, and adoption of an integrated learning approach that has play using an artistic creativity as an entry point.

Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioral patterns

ABSTRACT This study proposed a cognitive-based game mechanism based on the revised Bloom's taxonomy of cognitive processing dimensions. Moreover, a mobile Chinese history educational game, Void Broken: The Qing Dynasty, was developed based on the cognitive-based game mechanism to promote learners’ cognitive thinking in history learning. This empirical study conducted an experiment with a quasi-experiment design and the participants were 70 high school freshmen from northern Taiwan, who were selected by convenience sampling. The present study analyzed the participants’ historical knowledge gains and flow state. This study proposed an operational behavior coding scheme to analyze learning behaviors and evaluate the proposed cognitive-based game mechanism design and conducted sequential analyses to explore their learning behavioral patterns and their collaborative problem solving (CPS) behaviors in the game-based learning (GBL) process. The results suggested that the mechanism helped learners’ historical knowledge gains, flow, and CPS behaviors. The high flow groups showed more multifaceted and active problem-solving behavioral patterns than the low flow groups. We suggest educational game designers consider including the cognitive-based game mechanism and flow antecedents into their game designs.

Teaching Pedagogies of the Prophet Muhammad. Part 1

Abstract. The primary objective of this article is to explore the pedagogies of the prophet Muhmmad in his teaching. Modern teaching methods and methodologies are totally different from the classical teaching methods and methodologies. Comparing modern pedagogies of teaching with the prophetic teaching pedagogies is not appropriate in some respects. The socio-political, cultural, and religious contexts of the modern world and its education system is totally different from the medieval education system. Learning and teaching methods in old days were totally different from that of modern times. So, making comparison would not be that much academically convincing and yet, cognitive thinking, human reasoning faculties and human sentiments have been the same always. It is often argued that the Greek philosophers introduced logical and rational debates, discussions, and teaching methods. Prophet Muhammed was sent by God as a final divine messenger. He was blessed with the final divine revelation. In fact, according to Qur’an, he was sent as a universal teacher. So, his teaching methods and teaching methodologies must have some universal implications and impacts.

Traumatic brain injuries and transportation occupations

The human brain is a very powerful tool. It allows us to see, remember, understand, and learn. With new technologies being discovered every day, scientists are able to discover how people acquire, process, and store information. New technologies such as magnetic resonance imaging (MRIs) allow scientist understand how the brain reacts to a particular stimulus or how brain structure can affect a person’s health and personality. The brain and nervous system works hand-in-hand and coexist in order to function everyday life. The study of the function and structure of the nervous system is neuroanatomy. These nerves work together to receive and send messages from the central nervous system to the rest of the body. The messages travels almost instantly to any part of the body within seconds. Brain communication and function correlates to the ability to do work with information. This includes cognitive thinking and behavior. The cognition aspect of the brain involves the intellect and learning ability of the brain. On the other hand, the behavior aspect of the brain involves the emotional ability of the brain. The cognitive and behavioral aspects are not just singled out to humans with normal, operable abilities. These aspects stretch as far as aging in dogs, people who suffer with depression and cannot cope with proper thinking, people who have suffered from traumatic brain injuries, and those who suffer with Post-traumatic stress disorder (PTSD).

Does Sentiments Impact the Returns of Commodity Derivatives? An Evidence from Multi-commodity Exchange India

The advancements in technology, increased accessibility to various modes and platforms of communication, and increased willingness on the part of participants to share their ideas/opinions has resulted in huge amounts of data on the World Wide Web, hence, easily available to impact decision-making. Furthermore, commodity prices are primarily driven by demand and supply, wherein such news is open to the cognitive thinking of individuals. Thus, using the principles of natural language processing, which combines concepts of linguistics, computer science and artificial intelligence, helps in improving the accuracy of price determination. Therefore, this article aims to examine the relationship between sentiments conveyed through various sources and the performance of India’s largest commodity market, multi-commodity exchange (MCX). The correlation and causation between sentiment scores extracted from such textual content and the daily returns of select commodity derivatives are analysed. The results show varying levels of significance of sentiments on the returns of commodity contracts and imply that there is an increased scope of using such unstructured content in the field of finance.

Traumatic brain injuries and transportation occupations

 The human brain is a very powerful tool. It allows us to see, remember, understand, and learn. With new technologies being discovered every day, scientists are able to discover how people acquire, process, and store information. New technologies such as magnetic resonance imaging (MRIs) allow scientist understand how the brain reacts to a particular stimulus or how brain structure can affect a person’s health and personality. The brain and nervous system works hand-in-hand and coexist in order to function everyday life. The study of the function and structure of the nervous system is neuroanatomy. These nerves work together to receive and send messages from the central nervous system to the rest of the body. The messages travels almost instantly to any part of the body within seconds. Brain communication and function correlates to the ability to do work with information. This includes cognitive thinking and behavior. The cognition aspect of the brain involves the intellect and learning ability of the brain. On the other hand, the behavior aspect of the brain involves the emotional ability of the brain. The cognitive and behavioral aspects are not just singled out to humans with normal, operable abilities. These aspects stretch as far as aging in dogs, people who suffer with depression and cannot cope with proper thinking, people who have suffered from traumatic brain injuries, and those who suffer with Post-traumatic stress disorder (PTSD). 

Development of Rubric to Measure Children’s Creativity in Game Design

Today’s Alpha generation have high competency playing digital games. This privileged ability demands creativity in terms of cognitive and higher order thinking skills when it comes to designing and developing digital games. Therefore, this study aims to delineate the process of developing a rubric to measure primary school children’s (age 7 to 12) creativity when creating games as a digital game designer. The constructs of the rubric were enthused by Torrance Creativity Theory which highlighted on originality, fluency, flexibility and elaboration that adapted to fit the concept of the game design process. The development of the rubric underwent three distinctive phases; i) library research; ii) feasibility study; and iii) expert evaluation. Cohen’s Kappa Coefficient formula was used to validate with average value κ = .81 (excellent) and the reliability was measured by Cronbach’s Alpha formula with value α = .88 (excellent). Researchers found that by adopting the concept of game-based learning specifically through game design activity, children’s creativity was significantly enhanced. The rubric of children’s creativity would be essential for sustainable performance of quality education to produce a generation of critical thinkers, problem solvers while celebrating children’s uniqueness and diversity in line to develop creative personality towards digital generation.

Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: An Analysis of Learning Performance, Flow and Concentration on Discussion

The flipped classroom has been widely discussed in recent years, but some important issues still need in-depth exploration, including how to increase learners’ autonomous learning motivation before the class, how to work with in-class discussion activities, and how to improve learner’s concentration on discussions and lower their learning anxieties for high-level cognitive thinking. This study integrated theories of digital game-based learning (DGBL) and flipped classrooms, proposing the mini-game-based flipped classroom (MGFC) teaching model. In this teaching model, learners used a mini-educational game developed based on cognitive theories for DGBL autonomous learning in class, and then worked with collaborative problem solving (CPS) activities to improve learning and discussions. The study involved a quasi-experiment to evaluate this teaching model. The experimental group used MGFC, while the control group used the traditional flipped classroom teaching method by watching the video first and then having group discussions. The study analyzed the differences in the learning performance and acceptance of the two groups, and analyzed gender differences. Moreover, this study used quantitative content analysis (QCA) to explore learner’s concentration on their discussion content. The results showed that the MGFC group had significantly higher scores than the control group in their learning performance and acceptance. The MGFC group also showed a high level of flow. The QCA results showed that MGFC enhanced the frequency of learner’s learning discussions and their concentration in the learning process.

Cognitive Image, Mental Imagery, and Responses (CI-MI-R): Mediation and Moderation Effects

As intangible experiences are crucial for approach tendencies toward a destination, this research proposes the CI-MI-R framework linking cognitive image (CI) to response (R) via mental imagery (MI). Cosmopolitanism, escapism, and cognitive thinking style are examined as moderators in the relationship between cognitive image and mental imagery. Two studies from USA and Germany confirmed the role of mental imagery as a mediator between cognitive image and tourist response. The three segmentation-based moderators decrease the strength of the link between cognitive image and mental imagery, suggesting that targeting tourists, who are low (high) in cosmopolitanism, escapism, and cognitive thinking style, with cognitive images will be more (less) effective in increasing their mental imagery of the destination and subsequently approach responses.

Model for Developing and Assessing Critical Thinking Skills in an Undergraduate Civil Engineering Program

This paper presents a model for developing and assessing critical thinking in an undergraduate program. The 21st Century Bloom’s Taxonomy provides a framework for creating classroom materials that fosters the development and advancement of critical thinking skills. Furthermore, the paper presents an instrument for assessing students’ critical thinking progression and development. The proposed strategy is based on a specifically developed process where students are guided to progress from a lower to a higher level of cognitive thinking level during four years of undergraduate study. Placement of course activities in a specially designed sequence, as well as the use of specifically designed critical thinking instructions and assessment process to achieve desired learning outcomes are vital to deliver an effective critical thinking program. The proposed model for advancement and assessment of critical thinking presented in this paper can be used by other programs that plan to implement effective strategy for critical thinking. An example of the Civil Engineering undergraduate program at the United States Coast Guard Academy is presented to illustrate this effective strategy.