Levels Of Enjoyment Research Articles

STUDENTS' PERCEPTIONS ON POSITIVE PSYCHOLOGY IN ENGLISH LEARNING AT THANH DONG UNIVERSITY

The study aims to explore university students’ perceptions of positive psychology (PP) in English language learning, examining the relationships among students’ emotional experience and enjoyment, their anxiety, and their multicultural traits and personal dispositions. The study engaged 63 participants from diverse majors, utilizing Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCAS), and Multicultural Personality Traits (MPQ) questionnaires. Findings revealed that students experienced favorable levels of FLE and MPQ, suggesting a potential positive impact of emotional well-being on intercultural attributes. However, the study also highlighted a moderate level of FLCAS, emphasizing the importance of addressing language-related anxiety within the classroom. In addition, a positive correlation between FLE and MPQ indicated that students experiencing higher enjoyment levels additionally demonstrated more positive multicultural traits. In contrast, a negative correlation between FLCAS and MPQ revealed that students with greater language anxiety tended to possess fewer positive multicultural attributes. These outcomes underscored the complex interplay between emotions, anxiety and intercultural competencies within the language learning context. The results suggested integrating strategies to enhance positive emotions and alleviate anxiety within language classrooms, fostering a conducive environment for intercultural skill development. The study also underscored the need to incorporate multicultural content to harness emotional well-being for improving intercultural competence. Additionally, recommendations encompassed adopting student-centered approaches and supportive resources to ensure holistic language acquisition experiences.

Acute Effects of 5-Minute Dance Active Break on Executive Functions, Mathematics, and Enjoyment in Elementary School Children

Active breaks (AB) are short periods of physical activity in the classroom. The purpose of this study was to compare the acute effects of 5-minute dance break with an aerobic and a sedentary group on the executive functions, math performance and enjoyment of elementary school children. A total of 67 children (10.41±.13 years) of three fifth grade classes were randomly assigned to the three groups: dance (21 children), aerobic (24 children) and control (22 children). At the beginning and at the end of the intervention, all participants completed the Flanker task, the Digit Span test, the tower of London and a math test (mental calculations). In addition, the dance and the aerobic group were evaluated on their enjoyment level and physical activity intensity. At the end of the intervention both the dance and the aerobic group showed significant improvement in inhibition compared to pre-test. Moreover, the dance group showed higher levels of enjoyment compared to the aerobic group. The findings of the study suggest that even 5-minute dance break may positively affect children’s inhibition and enjoyment. Children's enjoyment is crucial for AB participation and affects their academic performance. Therefore, children's enjoyment should also be considered in AB planning, and dance could be a suitable alternative compared to other AB physical activities (aerobic/strength activities).

Relationships among teacher enjoyment, emotional labor, and perceived student engagement: A daily diary approach

The present daily diary study among 587 Canadian primary and secondary school teachers assessed teachers' genuine expression, faking, hiding of happiness and enthusiasm, and their daily associations with perceived student emotional and behavioral engagement. Moreover, we measured teachers' trait enjoyment before and after the diary study to examine whether teacher trait enjoyment predicted the use of emotional labor strategies that, in turn, were related to teachers' perceptions of their students' engagement. In addition, we examined whether perceived student engagement predicted future levels of teacher trait enjoyment. Results from multilevel structural equation modeling showed that, at the between-person level, teachers who had higher levels of trait enjoyment tended to spontaneously show their positive feelings to their students (β = 0.381, p < .001), which was further positively related to student engagement (β = 0.257, p < .001). In turn, teachers' perceptions of heightened student engagement led to even greater enjoyment in the future (β = 0.134, p < .05). In contrast, teacher trait enjoyment was negatively related to faking (β = −0.297, p < .001) and hiding positive emotions (β = −0.130, p < .05), but was further unrelated to student engagement or future enjoyment. At the within-person level, genuine expression of positive emotions was positively related to student engagement (β = 0.219, p < .001), faking was negatively related to student engagement (β = −0.134, p < .001), and hiding was unrelated to student engagement.

The promise of digital storytelling for kindergarteners: language and technology skills

ABSTRACT This study aims to investigate the impact of digital storytelling activities on children's language skills, specifically focusing on expressive, receptive, and narrative abilities, as well as their utilization of technological elements in their stories. The study involved 18 children who were enrolled in a public kindergarten classroom, and it employed a mixed-methods design. Over six weeks, the children participated in digital storytelling activities twice a week. Pre- and post-intervention assessments measured children's language skills, and digital stories were evaluated for technical elements. Semi-structured interviews were also conducted to gain insights into the children's experiences. The findings revealed significant improvements in the participants’ receptive, expressive, and narrative skill scores following the six-week digital storytelling intervention. The children expressed high levels of enjoyment and interest in the digital storytelling activities. These results were discussed in relation to existing literature, and the implications of the findings were explored.

Examining students’ intention to use ChatGPT: Does trust matter?

Little knowledge is available on students’ attitudes and behavioural intentions towards using ChatGPT, a breakthrough innovation in recent times. This study bridges this gap by adding two relevant less-explored constructs (i.e., perceived enjoyment and perceived informativeness) to the technology acceptance model and illustrating the moderating effect of trust on the acceptance of ChatGPT. Data was collected from 344 private and public university students from Bangladesh, with the analysis done through structural equation modelling. The results highlight the significance of perceived usefulness, perceived ease of use and perceived informativeness in understanding students’ attitudes towards using ChatGPT for learning, which subsequently predicts their behavioural intention to use it. Interestingly, students’ level of enjoyment was triggered once the trust issue came into play, meaning perceived enjoyment had no substantial impact on attitude unless trust moderates the relationship between perceived enjoyment and attitude towards using ChatGPT. Implications for practice or policy Scholars can get first-hand insights into perceived enjoyment and perceived informativeness with perceived usefulness and perceived ease of use in the context of ChatGPT and education. Practitioners and educators can comprehensively understand the antecedents affecting students’ attitudes in line with their behavioural intention towards ChatGPT. Policymakers can design viable strategies to promote the ethical and sustainable usage of ChatGPT in education.

Calming effects of repetition in music for children with sensory sensitivities: Findings from two experimental studies

Sensory sensitivity and anxiety are often experienced by neurodivergent children. Repetitive physical actions are a common way to self-regulate and reduce anxiety, yet stigma attached to these actions can discourage people with sensory sensitivities from participating in public events such as concerts. Children with sensory sensitivities therefore often miss out on the social benefits of attending live concerts. This paper reports the results of two studies (for each N = 20) investigating whether the predictability/level of internal repetition in classical music can be calming for Australian children aged 5–14 with sensory sensitivities. Study 1 utilized a one-on-one laboratory setting with live piano performance (two low repetition pieces, two high repetition pieces), whereas Study 2 used a group performance setting with a live cello performance (one low repetition piece, one high repetition piece). Proxy measures of anxiety and engagement were completed by parents/carers in both studies, and facial expressions and finger oximeter measures were also captured in Study 1. Across the two studies both music types had a calming effect compared to baseline, with Study 2 also indicating significantly higher interest, involvement, and enjoyment levels for high repetition music. These findings have implications for the use of music for children with sensory sensitivities in arts programming and therapeutic contexts.

Barriers to participating in self-expanding relationship activities and the role of growth and destiny beliefs

New and exciting activities with a partner have been linked to a variety of benefits for intimate relationships; however, less is known about what hinders these activities. The goal of the present research was to examine the barriers that people face when planning shared new and exciting (i.e., self-expanding) relationship activities with their intimate partner and whether some people have traits (i.e., destiny and growth beliefs) that promote persistence in the face of these barriers. Across two studies, participants in intimate relationships reflected on barriers associated with participating in self-expanding activities that they planned with their partner in the past and identified the frequency of these barriers in the past six months (Study 1), and then rated the extent to which barriers interfered with their ability to carry out the activities (Study 1 and 2). In Study 2, participants completed measures of destiny and growth beliefs, and identified their level of enjoyment and desire to participate in similar self-expanding activities in the future. In both studies, we found that participants rated finances, limited resources, and obligations as barriers that interfered the most with activities. Our findings suggest that barriers were more likely to interfere with activities for people higher in destiny beliefs (vs. growth beliefs). Growth beliefs were significantly associated with greater enjoyment from self-expanding activities and a greater likelihood of participating in similar activities in the future (vs. destiny beliefs). Our findings have implications for understanding barriers that couples face when engaging in self-expanding activities in their intimate relationships.

Improving Social Isolation and Loneliness Among Adolescents With Physical Disabilities Through Group-Based Virtual Reality Gaming: Feasibility Pre-Post Trial Study.

Adolescents with disabilities experience alarmingly higher rates of depression and isolation than peers without disabilities. There is a need to identify interventions that can improve mental health and isolation among this underserved population. Innovations in virtual reality (VR) gaming "standalone" headsets allow greater access to immersive high-quality digital experiences, due to their relatively low cost. This study had three purposes, which were to (1) examine the preliminary effects of a low-cost, home-based VR multiplayer recreation and socialization on depression, socialization, and loneliness; (2) quantify the acceptability of the program as measured by participant adherence, total play time, and exercise time; and (3) identify and describe behavioral mechanisms that affected participant engagement. This was a single-group, pre- to postdesign trial. The intervention was conducted at home. Participants were recruited from a children's hospital. The intervention lasted 4 weeks and included 2×1-hour sessions per week of supervised peer-to-peer gaming. Participants used the Meta Quest 2 headset to meet peers and 2 coaches in a private party held digitally. Aim 1 was evaluated with the Children's Depression Inventory 2 Short Form and the University of California, Los Angeles Loneliness Scale 20 items, which are measures of social isolation and loneliness, respectively. Aim 2 was evaluated through the following metrics: participant adherence, the types of games played, friendship building and playtime, and program satisfaction and enjoyment. In total, 12 people enrolled (mean age 16.6, SD 1.8 years; male: n=9 and female: n=3), and 8 people completed the program. Mean attendance for the 8 participants was 77% (49 sessions of 64 total possible sessions; mean 6, SD 2 sessions). A trend was observed for improved Children's Depression Inventory 2 Short Form scores (mean preintervention score 7.25, SD 4.2; mean postintervention score 5.38, SD 4.1; P=.06; effect size=0.45, 95% CI -0.15 to 3.9), but this was not statistically significant; no difference was observed for University of California, Los Angeles Loneliness Scale 20 items scores. Most participants (7/8, 88%) stated that they became friends with a peer in class; 50% (4/8) reported that they played with other people. Participants reported high levels of enjoyment and satisfaction with how the program was implemented. Qualitative analysis resulted in 4 qualitative themes that explained behavioral mechanisms that determined engagement in the program. The study findings demonstrated that a brief VR group program could be valuable for potentially improving mental health among adolescents with physical disabilities. Participants built friendships with peers and other players on the web, using low-cost consumer equipment that provided easy access and strong scale-up potential. Study findings identified factors that can be addressed to enhance the program within a larger clinical trial. ClinicalTrials.gov NCT05259462; https://clinicaltrials.gov/study/NCT05259462. RR2-10.2196/42651.

Quality of life and functional Outcomes among Burn Patients: A Cross Sectional Survey

Background: Burn injuries are a significant health issue leading to physical and emotional complications, impacting both social life and mental health. They necessitate a comprehensive approach for recovery, intertwining various physical and psychological aspects. The primary aim is to sustain a satisfactory level of functionality and life enjoyment, tailored to the individual's essential needs, for an extended period. Objective: The principal objective of this study was to quantitatively evaluate the quality of life and functional outcomes in burn patients. Methods: In this cross-sectional study, data was gathered from 156 burn patients from three medical facilities: Aziz Bhatti Shaheed Teaching Hospital in Gujrat, CMH Kharian, and Jinnah Hospital in Lahore. The Burn Specific Health Scale-Brief (BSHS-B) questionnaire was employed for data collection. The sample included patients aged 18-65 years with varying degrees of burn severity. Results: Data was processed using SPSS version 25. The average age of the patients was 34 years, with a gender distribution of 53.21% female and 46.79% male. Marital status was divided into 66.03% married and 33.97% unmarried individuals. Socio-economic status revealed 4.49% from upper-class, 41.67% from middle-class, and 53.85% from lower-class levels. The average Quality of Life (QoL) score was 70.42 ± 33.75, indicating a diverse range of experiences among participants. Conclusion: The findings suggest that individuals with burn injuries can achieve a satisfactory quality of life and functional independence. This underscores the importance of comprehensive care and support for burn patients to enhance their overall well-being.

Exploring the Behaviour, Reliability, and Usability of a new Smartphone Version of Paired Associates Learning

AbstractBackgroundPAL is a well‐known and trusted task with good sensitivity to deficiencies in memory capabilities. There has been considerable interest in a smartphone version of PAL, and Cambridge Cognition has now completed work on smartphone PAL. Parallel work has shown that this new version of PAL is of equivalent difficulty to the existing classic PAL, and this study addresses characteristics of the smartphone version alone, in a well‐powered within‐subjects study designed to assess test‐retest reliability, bias, and the usefulness of a familiarisation session, as well as exploring usability.MethodWe obtained three PAL scores over three consecutive days in 86 (31 m, 55 f) participants aged 55+ (M = 57.6, SD = 5.65) via the Prolific online platform. Each day participants used their own devices to complete the smartphone PAL task. We analysed adjusted error scores up to eight‐box problems, with participants showing extreme score fluctuations (M +/‐ 3xSD) excluded on the basis that the task was not taken under comparable conditions. We analysed test‐retest reliability using Pearson correlations of scores over the three days and analysed the effect of a familiarisation session by looking at mean scores over three days.ResultThere was some attrition of users due to technical issues in the prototype version of the task, but adherence was good, and participants reported high levels of task enjoyment and satisfaction. Test‐retest reliability between familiarisation and Day Two was good, r = .63, and very good between Day Two and Day Three, r = .7. Analysis of mean scores showed that the familiarisation session had a significant effect, with task learning between familiarisation and Day Two significantly greater than between Day Two and Day Three. Participants reported good enjoyment of the task, and overwhelmingly described usability characteristics in positive terms.ConclusionThis study highlights the value of a familiarisation session in reducing learning effects, and, like classic PAL, shows good to very good reliability. Moreover, PAL on a smartphone was well‐liked by these older participants, supporting its use in older populations.

Exploring the Behaviour, Reliability, and Usability of a new Smartphone Version of Paired Associates Learning

AbstractBackgroundPAL is a well‐known and trusted task with good sensitivity to deficiencies in memory capabilities. There has been considerable interest in a smartphone version of PAL, and Cambridge Cognition has now completed work on smartphone PAL. Parallel work has shown that this new version of PAL is of equivalent difficulty to the existing classic PAL, and this study addresses characteristics of the smartphone version alone, in a well‐powered within‐subjects study designed to assess test‐retest reliability, bias, and the usefulness of a familiarisation session, as well as exploring usability.MethodWe obtained three PAL scores over three consecutive days in 86 (31 m, 55 f) participants aged 55+ (M = 57.6, SD = 5.65) via the Prolific online platform. Each day participants used their own devices to complete the smartphone PAL task. We analysed adjusted error scores up to eight‐box problems, with participants showing extreme score fluctuations (M +/‐ 3xSD) excluded on the basis that the task was not taken under comparable conditions. We analysed test‐retest reliability using Pearson correlations of scores over the three days and analysed the effect of a familiarisation session by looking at mean scores over three days.ResultsThere was some attrition of users due to technical issues in the prototype version of the task, but adherence was good, and participants reported high levels of task enjoyment and satisfaction. Test‐retest reliability between familiarisation and Day Two was good, r = .63, and very good between Day Two and Day Three, r = .7. Analysis of mean scores showed that the familiarisation session had a significant effect, with task learning between familiarisation and Day Two significantly greater than between Day Two and Day Three. Participants reported good enjoyment of the task, and overwhelmingly described usability characteristics in positive terms.ConclusionThis study highlights the value of a familiarisation session in reducing learning effects, and, like classic PAL, shows good to very good reliability. Moreover, PAL on a smartphone was well‐liked by these older participants, supporting its use in older populations.

Enhancing Foreign Language Enjoyment and Well-Being Through a Mindfulness Based Intervention Program in the Efl High School Classroom - Teacher’s Insights

This paper presents findings from research that aimed to see how a mindfulness-based intervention program in an EFL high school classroom can enhance student’s foreign language enjoyment and well-being. Students from a 10th grade EFL class in a high school in Israel, participated in a mindfulness-based intervention program held during a ninety-minute EFL lesson each week over a period of thirteen weeks. The research employed qualitative methodology to collect and analyze student’s perception of their English studies, their feeling of well-being in the classroom and their foreign language enjoyment. Semi-structured interviews were used for fourteen participants in the program who were interviewed at two points in time: during the program and a week after the program had ended. Additionally, insights emerging from my teacher’s log, which documented the process of the mindfulness program at the end of each lesson are also discussed and shed light on future pedagogical implications. All of the participants interviewed reported on an increased level of enjoyment and well-being as well as perceiving an improvement in their EFL learning.

Analysis and Optimization Strategies of Pedestrian Environment around TOD Rail Transit Stations in Guangzhou

This study extensively examines the urban dynamics of Guangzhou, a city that has notably embraced and incorporated the concept of Transit-Oriented Development (TOD) into its urban structure. Through a comprehensive and meticulously designed questionnaire survey, the research aims to understand different demographic groups' diverse preferences and needs. The main focus is comprehending individuals' views and experiences regarding the pedestrian environment near Transit-Oriented Development (TOD) stations. The study findings reveal a wide range of outcomes, indicating significant variations in walking distance tolerance and environmental satisfaction among different populations. Notably, walking distance emerged as a crucial factor, as a positive correlation was found between shorter perceived distances and higher levels of enjoyment. Evaluating pedestrian amenities reveals their insufficiency and emphasizes the need for improved pedestrian comfort and infrastructure. Various factors influence individuals' satisfaction with the walking environment. The assessment of pedestrian infrastructure in Guangzhou's Transit-Oriented Development (TOD) areas generally shows positive feedback, but there is still room for improvement. This study analyzes the current shortcomings in pedestrian infrastructure and proposes practical recommendations for enhancement. Its purpose is to provide a basis for policy formulation and future renovations to enhance pedestrian mobility near TOD train stations in Guangzhou.

Juegos con propósito para la anotación delCorpus Oral Sonoro del Español rural

AbstractThe study of dialectal microvariation in spoken Spanish faces challenges due to the absence of an adequate morpho-syntactically annotated and parsed corpus. Therefore, this article introduces a novel technique, a game-based approach, for creating resources for non-standard Spanish language varieties. The article provides an overview of the progress in designing three Games With A Purpose (GWAPs) prototypes, to wit, Agentes, Tesoros, andAnotatlón. These games aim to facilitate the confirmation and correction of the morpho-syntactic tagging task of theCOSER-AP(Corpus Oral y Sonoro del Español Rural-Anotado y Parseado, ‘Annotated and Parsed Audible Corpus of Spoken Rural Spanish’). First, the article presents the methodology used to build the games. Second, it offers a detailed description of the implemented Game Design Elements (GDEs). Finally, the article discusses the results of a pilot evaluation that assesses player enjoyment and the linguistic accuracy. Findings are promising, withTesorosandAnotatlóndemonstrating high levels of enjoyment. Additionally,Agentesproves to be effective in collecting a large number of annotations. The linguistic accuracy also shows potential benefits of gamified approaches in linguistic annotation tasks. However, it also emphasizes the importance of considering regional in player assessment and training them in multidialectal contexts.

YÜKSEK ÖĞRETİMDE TURİZM ÖĞRENCİLERİNİN KÜLTÜRLERARASI DUYARLILIK DERECELERİNİN İNCELENMESİ

The aim of this study was to determine the intercultural sensitivity level of associate degree students studying Cooking and Tourism and Hotel Management in a state university in Turkey. The study also investigated the students’ intercultural sensitivity level according to some variables such as gender, age, major and grade. For this purpose, the Intercultural Sensitivity Scale (Chen &amp; Starosta, 2000) which was adapted into Turkish by Öğüt and Olkun (2018) was conducted as a quantitative data collecting instrument in order to measure the students’ intercultural sensitivity level. The scale had also a separate part including students’ demographic information. The data were collected through a face- to-face survey in spring term in 2022. They were firstly coded and then analyzed through SPSS 20. Additionally, t-test and one-way ANOVA tests were conducted. The results of the study indicated that students’ respect for cultural differences and interaction enjoyment level was found to be very high while interaction attentiveness, interaction engagement and interaction confidence levels were high. Moreover, it appeared that such variables as gender, age, major and grade did not influence students’ intercultural sensitivity perceptions.

Retrieval-based learning versus discussion; which review practice will better enhance primary school students’ knowledge of scientific content?

ABSTRACT Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom settings and assessing knowledge retention within a week. In this study we conducted a classroom experiment to compare the efficacy of retrieval-based learning to another active method of reviewing content, namely discussion, in promoting long-term knowledge retention among primary school science students. Additionally, we assessed the students’ perceptions of these reviewing methods. A total of eighty-one primary school students participated in the study, which encompassed a lesson conducted at a zoo, followed by a review of the lesson content using either retrieval-based learning or discussion. Our findings indicated no impact of the method of reviewing on knowledge retention after either one week or four weeks. Nevertheless, notable effects were observed in terms of motivation, as students who employed retrieval-based learning for reviewing reported heightened levels of interest and enjoyment, along with perceiving greater benefits from the process. Additionally, boys in the discussion group reported increased curiosity, in contrast to girls who reported an inverse pattern.

Compressive sensing applied to SSVEP-based brain–computer interface in the cloud for online control of a virtual wheelchair

People with severe motor disabilities have great challenges in achieving independence, particularly driving or controlling manually robotic wheelchairs. Existing assistive technologies for robotic wheelchair control often fail to address user needs adequately, becoming necessary an appropriate evaluation of usability and user’s satisfaction for these systems. In fact, user experience and satisfaction are crucial in determining effectiveness, usability and acceptance of these technologies. The aim is to enhance the quality of life of individuals with severe motor disabilities, increasing their independence to perform some daily activities, such as locomotion. This study proposes a cloud Steady-State Visual Evoked Potential (SSVEP)-based Brain–Computer Interface (BCI) system to evaluate its performance through the user experience in commanding a virtual electric-powered wheelchair in a training simulator. Moreover, this study compares traditional wheelchair command modes, such as input interfaces using JoyStick (JS) and Eye Tracker (ET), through standardized questionnaires to measure motivation, ease of use, workload, discomfort, sense of presence and other relevant parameters. The analysis of user experience reveals high levels of motivation, enjoyment, and usability when using the cloud SSVEP-based BCI proposed here. Although our BCI demands higher mental work and discomforts than both ET and JS, its potential for improving the user’s performance is demonstrated here. The findings of this research provide valuable insights for researchers and practitioners in the field of assistive technologies, enabling the development of more personalized systems based on the user’s experience. The main contributions of this study lie in a cloud BCI approach and a comprehensive evaluation methodology to evaluate the user’s experience.

A9Immersive Technology Experience Measure (ITEM): pilot study on participant experience using novel questionnaire and VR scenario

A scoping review identified a significant growth in research with immersive technology in healthcare education. However, there are few validated measures that capture the user experience of participants [1]. This study aims to investigate the use of an immersive virtual reality (VR) simulation on sepsis management and measure user experience using a validated tool, the Immersive Technology Evaluation Measure (ITEM) [2]. ITEM was formulated on a learning theory called Model for Immersive Technology in Healthcare Education (MITHE), which borrows cognitive and behavioural theories to help explain our level of immersion and enjoyment that can be facilitated by technology (see Model of immersive technology in healthcare education (MITHE) This single-study quasi-experimental investigation was conducted at a single site. Nine participants were recruited, consisting of medical students and healthcare professionals. Participants were trained on varied immersive devices: sepsis management using an immersive VR simulation developed by Gogglemind, and augmented reality (AR) holographic patient with respiratory distress, which included realistic patient scenarios and interactive decision-making. User experience was measured using the ITEM, which assesses user; immersion, cognitive load, intrinsic motivation, debrief and technology usability. Nine participants had high levels of immersion (mean 39.6, total 50), high levels of intrinsic motivation (mean 39.6, total 50), high technology score (mean 79.4, total 100), optimum cognitive load (average 59.5, optimum 39–61) and moderate score on debrief (mean 18.1, total 25). ITEM subscores indicated an enjoyable and immersive experience with good technology interface on usability scores. Self-directed debrief in VR had lower scores with emotional considerations and identifying domains of performance and learning. The use of the ITEM provided valuable insights into the user experience of the VR simulation, which can be used to improve the design and implementation of future simulations. This contributes to an ongoing ITEM validation process. This study highlights the importance of training in healthcare and the potential benefits of using immersive technologies such as VR and AR simulations. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Motor competence, motivation and enjoyment in physical education to profile children in relation to physical activity behaviors

ABSTRACT Background: Motor competence (MC) has been recognized as a main goal in Physical Education (PE) and a determining element for the promotion of Physical Activity (PA). The interaction between MC and PA would be mediated not only by physical factors, but also by psychological and affective factors, so their study should consider an integral perspective. Evidence suggests that actual and perceived motor competence, motivation and enjoyment of PE classes play an important role in schoolchildren's PA practice. However, not all the schoolchildren behave in a similar manner, so it is necessary to understand how the combination of these variables can establish different subpopulations with different individual realities. Purpose: Following a person-centered approach, the present study aims (1) to examine profiles of Chilean children according to Actual Motor Competence (AMC), Perceived Motor Competence (PMC), intrinsic motivation and enjoyment of PE classes, and (2) to analyze how these profiles behave in relation to BMI and Physical Activity. Methods: Seven hundred and thirty schoolchildren (46.3% girls, age M = 11.22 SD = 0.70) in 5th and 6th grade of primary school participated. The instruments used for assessment were: MOBAK 5–6 test (AMC); SEMOK questionnaire (PMC); Questionnaire of Motivation in PE in Primary Education (intrinsic motivation); Physical Activity Enjoyment Scale (enjoyment); and ActiGraph wGT3X-BT accelerometers (PA). Latent class analysis was conducted to identify homogeneous groups of schoolchildren with respect to AMC, PMC, intrinsic motivation and enjoyment of PE classes. Findings: Three-class solution was the best fit for the data. Profile 1 (high aligned) represents 21.9% of the sample, with high levels of AMC, PMC, motivation and enjoyment of PE classes. Profile 2 (nonaligned) represents 67.5% of the sample, with low levels of AMC, medium levels of PMC, and high motivation and enjoyment. Profile 3 (low aligned) represents 10.5% of the sample, with low levels of AMC and PMC, motivation and enjoyment. Schoolchildren of profile 1 were more active, with more daily minutes of MVPA, compared to schoolchildren of profile 2 or 3. The schoolchildren of profile 1 have a lower BMI than the schoolchildren of profile 2 or profile 3. Conclusion: Children of two of the profiles, involving the majority of the sample, may be at risk of unhealthy lifestyles, with less motivation and enjoyment for PE classes. Therefore, for PE classes and PA programs, it is important to give the same importance to psychological and affective factors as to purely physical ones. The teaching methodologies should put an emphasis on the development of AMC and PMC, through didactic strategies that encourage autonomous motivation and provide pleasant experiences for the schoolchildren.

Feedback Versus Compliments Versus Both in Suturing and Knot Tying Simulation: A Randomized Controlled Trial

IntroductionSuturing is an expected skill for students graduating from health professions programs. Previous studies investigated student experience with teaching sessions utilizing constructive feedback versus compliments but did not investigate the combination of both. MethodsIn this parallel, randomized controlled trial, participants were divided into three groups: feedback (F), compliments (C), or feedback and compliments (FC). Participants received standardized instruction on simple interrupted suturing and two-handed knot-tying, and were videotaped performing this skill before and after the intervention. Performance was evaluated using a validated Objective Structured Assessment of Technical Skills (OSATS) instrument. Participants completed a preintervention and postintervention survey rating their task enjoyment and self-assessment of performance. Analysis was performed to determine differences between and within the groups using Kruskal–Wallis, Wilcoxon rank-sum, and Mann–Whitney U tests. ResultsA total of 31 students participated: 11 in C, 10 in F, and 10 in FC. The groups had similar preintervention OSATS scores. The F and FC groups demonstrated significant improvement in OSATS score after intervention, group C was not significantly different: F median of 11.25-19.75 points (P = 0.002); FC median of 11.75-21 points (P = 0.002); C median of 13-14 points (P = 0.2266). Between the groups FC and F both had significant performance improvement compared with C (P < 0.001 and P = 0.001 respectively). The FC group had a significantly higher rating of their enjoyment of the task on the postintervention survey compared with both the C and F groups with a median rating of 10 compared with 8 and 8 (P = 0.0052 and P = 0.0126, respectively). ConclusionsThe combination of feedback and compliments was associated with improvement in performance on suturing and knot-tying similar to the feedback-only group. The FC group rated a higher level of enjoyment of the activity compared to feedback or compliments alone.