Experiential Task Research Articles

초⋅중등 생산기술 문제해결 학습경험의 계열화

Objectives The purpose of this study is to sequence Production Technology problem-solving learning experiences for elementary and secondary students. Methods To this end, first, through literature review, a plan to secure the sequence of learning experiences and a framework for a curriculum for solving problems in elementary and secondary production technologies were derived. Based on the framework of the systematic elementary and secondary production technology problem-solving curriculum, educational goals for solving production technology problems for elementary, middle, and high school students were set by school level, and after that, learning experiences for solving production technology problems suitable for achieving the set goals were selected by school level and organized by applying a sequencing method. The developed draft was revised and supplemented after expert review. Results The production technology problem-solving curriculum sequenced according to the learner's level consists of the upper grades of elementary school (cognitive process), middle school (exploration process), and high school (in-depth development process). The learning experience of solving problems in production technology is organized into a large unit, a middle unit, and a small unit. According to the principle of sequencing, the learning experience of solving problems in production technology in elementary and secondary production technology becomes wider, deeper, and more complex as the learning experience of solving problems in production technology increases. Specific production technology problem-solving experiences are presented as examples. Conclusions The production technology problem-solving learning experience was developed by sequencing it into a cognitive process, an exploration process, and an in-depth development process, and based on this, an example of an experiential task was presented as a learning experience for solving production technology problems at the level of a sequenced sub-unit. Additional research is also required on the sequencing of the transportation technology and communication technology curriculum.

How Can Drama Tasks Interact with Second Language Learners’ Willingness to Communicate? A Theoretical Perspective

If oral communication in a second language (L2) is considered a skill to be prioritized, it is also particularly anxiety-provoking for L2 learners. This is why their willingness to communicate, predicted in particular by the emotions experienced, has been the focus of recent studies to examine its evolution and factors likely to interact with it. However, little research has focused on how pedagogical tasks could support L2 learners’ willingness to communicate by creating a constructive and positive learning environment. This article focuses on drama as a pedagogical task that could potentially support L2 learners’ willingness to communicate. It thus aims to develop a theoretical framework to demonstrate how drama can help learners overcome barriers to L2 communication by interacting with situated affective factors, motivational propensities, affective and cognitive context, and social and individual context. This demonstration is particularly relevant for making more explicit the potential of experiential tasks in L2 learning to provide more positive and constructive learning experiences. We conclude this paper by emphasizing pedagogical implications to support L2 learners better and promote more research into drama.

L2 Learners’ Perspectives on Data-Driven Learning for Identifying Properties of Near-Synonymous Words: A Convergent Mixed-Methods Study

This study examines second language (L2) learners’ perspectives regarding the affordances and challenges of using the Data-Driven Learning (DDL) to identify the properties of near-synonymous words. Employing a convergent mixed-method design, this study deciphers the perceptions of 40 undergraduate L2 learners majoring in English language teaching. After an initial identification of the learners’ vocabulary levels, the experienced benefits and barriers associated with carrying out experiential tasks were elicited via questionnaire data and open-ended survey questions. Descriptive statistics, including means and standard deviations, were revealed and thematic analyses of the responses to the survey questions were documented. The results indicate that completing tasks through the corpus was found to enhance their knowledge of collocations. Integrating corpus tasks into YouGlish (an online practice tool for authentic spoken English in context) was found to increase their awareness of the contextual properties of words. The identification of condensed language exposure, lexical inference, and elicitation of flexible and context-specific patterns were reported to be beneficial. Acknowledging these benefits, gaining familiarity with the corpus interface, encountering limited access to search queries, and analyzing large amounts of concordance lines posed challenges for learners. This research presents the implementation of the DDL supported by experiential learning, contextually rich input, and inductive reasoning tasks in vocabulary learning by further offering instructional implications in L2 contexts.

How to Keep Balance between Interaction and Automation? Toward User Overall Positive Experience of IoT-Based Smart Home Design

Advances in Internet of Things (IoT) technologies have had a profound impact on the experiential tasks of the smart home, particularly automated tasks supported by sensors, embedded systems, and communication devices that are capable of autonomously performing a range of tasks previously performed by humans. However, the improvement in the level of smart home automation has not necessarily promoted more meaningful, relaxing, and positive experiences for users. This is largely due to the fact that it often overlooks the meaningful involvement of humans in the process. This paper proposes a conceptual design model for a smart home through two studies that aim to maintain the benefits of automation while ensuring positive experiences with user engagement tasks. Study 1 involved qualitative data using semi-structured interviews to understand what tasks lead to positive user experiences (P-UX) during the use of the smart home and what kind of factors influence these positive experiences. Study 2, using an online questionnaire, quantitatively investigated the varying impact of these factors on positive experiences in both automation and human–machine interactions. The results of both studies show that there are nine factors that influence positive user experience in the smart home, with instrumentality, convenience, and flexibility playing an important role in the positive experience of automation, aesthetics, immersion, association, and memory, having a greater effect on the positive experience of user engagement in interactions, and customization and emotion contributing to both paradigms. In future smart home design, this model will help designers rationally allocate tasks between automation and human–machine interaction as a way to enhance the overall positive user experience.

Online entrepreneurship teaching and learning approaches: A South African conceptual perspective

In this conceptual paper, we review literature on entrepreneurship education with the aim of determining viable approaches for teaching entrepreneurship using online platforms. We discuss existing studies on constructivism as a theoretical framework and examine how entrepreneurship education can be offered through online teaching, as well as the effectiveness and the design of online teaching for entrepreneurship education. We used a conceptual analysis methodology and also conducted a library search to examine previous pertinent literature on online entrepreneurship education. Our findings indicate that online entrepreneurship education should be grounded in constructivism as a learning theory. Additionally, during online entrepreneurship learning, lecturers should introduce and explain new concepts by using students' prior knowledge and should assign practical and experiential tasks. Our findings also show that online activities should allow students to interpret and assimilate new knowledge, and that online entrepreneurship modules should incorporate learning by doing and experiential learning. Lecturers should also provide feedback as part of online entrepreneurship learning and, at the end of such learning, lecturers should assign online questions that provide an opportunity for students to reflect on their learning and knowledge.

The Hippocampus Contributes to Temporal Discounting When Delays and Rewards Are Experienced in the Moment.

Temporal discounting (TD) represents the mental devaluation of rewards that are available after a delay. Whether the hippocampus is critical for TD remains unclear, with marked discrepancies between animal and human studies: although animals with discrete hippocampal lesions display impaired TD, human participants with similar lesions show intact performance on classic intertemporal choice tasks. A candidate explanation for this discrepancy is that delays and rewards are experienced in the moment in animal studies but tend to be hypothetical in human studies. We tested this hypothesis by examining the performance of amnesic participants with hippocampal lesions (one female, six males) on a novel experiential intertemporal choice task that used interesting photographs occluded by thick lines as rewards (Patt et al., 2021). Using a logistic function to model indifference points data, we compared performance to that on a classic intertemporal choice task with hypothetical outcomes. Participants with hippocampal lesions displayed impaired patterns of choices in the experiential task but not in the hypothetical task. Specifically, hippocampal lesions were associated with decreased amplitude of the delay-reward trade-off, with persistent choice of the delayed option despite delay increase. These results help explain previous discrepancies across animal and human studies, indicating that the hippocampus plays a critical role in temporal discounting when the outcomes of decisions are experienced in the moment, but not necessarily when they are hypothetical.SIGNIFICANCE STATEMENT Impaired temporal discounting (TD) has been related to maladaptive behaviors, including substance dependence and nonadherence to medical treatment. There is consensus that TD recruits the brain valuation network but whether the hippocampal memory system is additionally recruited remains unclear. This study examined TD in hippocampal amnesia, providing a unique opportunity to explore the role of the hippocampus in cognition. Whereas most human studies have used hypothetical outcomes, this study used a novel experiential task with real-time delays and rewards. Results demonstrated hippocampal involvement in the experiential task, but not in a classic hypothetical task administered for comparison. These findings elucidate previous discrepancies between animal and human TD studies. This reconciliation is critical as animals serve as models of human neurocognition.

Delay discounting and substance use treatment outcomes: A systematic review focused on treatment outcomes and discounting methodology

IntroductionDelay discounting—the tendency to choose small, immediate rewards over larger, delayed rewards—is robustly associated with substance use. Delay discounting may present challenges in treatment for substance use disorders, as individuals with elevated discounting may struggle to wait for the long-term rewards that come from abstinence, which may yield poorer treatment outcomes. However, evidence on the role of discounting in treatment outcomes has been inconsistent. The study conducted a systematic review of the literature to characterize the prospective effects of delay discounting measured pre-treatment on substance use treatment outcomes, with a focus on characterizing findings across: 1) type of treatment outcome and 2) methodology used to assess and characterize discounting. MethodA systematic literature search identified N = 17 studies that examined the association between delay discounting at treatment entry (pre-treatment) and substance use treatment outcomes. Findings were reported across the following substance use treatment outcomes: abstinence, relapse, use frequency and related problems, and treatment adherence. Findings regarding discounting methodology were reported by type of discounting measure (adjusting choice task, fixed choice task, or experiential task) and parameter used to characterize discounting (k, log transformed k (lnk), and area under the curve). ResultsDelay discounting at treatment entry was not consistently associated with substance use treatment outcomes when examined across all studies overall (47 %) or by treatment outcome (0–40 % for most outcomes). The majority of studies (64 %) that used an adjusting choice, computer-based task reported a significant association between discounting and treatment outcomes, whereas few studies that used a fixed choice or experiential task reported significant associations with treatment outcomes (0–25 %). Most studies (71 %) that used the lnk parameter to characterize discounting reported significant associations between discounting and a range of treatment outcomes. In contrast, few studies that used k or AUC (25–33 %) reported significant associations between discounting and treatment outcomes. ConclusionWhen examined overall and by treatment outcome, evidence did not consistently indicate that delay discounting was prospectively associated with substance use treatment outcomes. However, delay discounting at treatment entry was more commonly associated with a variety of poorer treatment outcomes when researchers used more fine-grained methods to characterize discounting.

Experiences of the step-out technique in emotion-focused therapy for clients with autistic process

ABSTRACT Lower levels of experiential processing are associated with poorer therapeutic outcomes. Clients with autistic process are reported to experience sensory-body awareness processing problems which is recognized as an interoception marker. The Step-Out is a simple bodily technique, used within the Alba Method, to achieve an emotionally neutral, relaxed, and alert state. The aim of this study was to explore the experiences of clients with autistic process with the Step-Out. Eleven clients learned and spoke about the technique. A thematic analysis of clients’ responses produced an overall theme ‘In sensing me to connecting to you’. This contained three broad themes: In-and-out of interoceptive contact, letting go of tension and beyond self-experience. Clients were able to verbally describe their internal sensations and perceptions following the task. Responses ranged across an experiential continuum from emotional overwhelm, to no felt change to experiences of relational connection. Preliminary findings provide promising support for the utility of the Step-Out as a mini experiential task to help clients with autistic process shift their attention from an externalized to an internalized process, and to recognize, express, and regulate their internal states. Findings are tentative due to the exploratory nature, limited participants, and lack of assessment measures.

Helping Clients Victimized by Intimate Partners Through Stages of Change: An Emotion-Focused Approach

Intimate partner violence results in extensive negative mental health outcomes including depression, posttraumatic stress, and anxiety. Moreover, victimized partners who experience cumulative episodes of abuse over time can also present severe affect dysregulation and interpersonal difficulties. Preliminary evidence for existing psychological treatments shows that these are globally effective on a symptomatic level and in reducing revictimization. Nonetheless, systematic reviews show high attrition rates and suggest that future interventions need to address a wider range of emotional difficulties and contextual challenges according to readiness for change. In this article, our goal is to contribute to the development of more responsive interventions that are tailored to individual experiences of violence with a focus on personal values, self-determination, and autonomy, as well as promoting adaptive coping and safety. More specifically, we describe how the intervention principles and experiential tasks of a neohumanistic model, emotion-focused therapy, can be integrated into a mediating readiness for change framework to help victimized clients receiving psychological treatment. We address four main problematic content-affective states that may hinder the therapeutic progress (interrupting fear of change, decisional pain, overwhelming safety concerns, and long-term interpersonal injuries), their association with stages of change, and how they can be resolved in-session using emotion-focused principles and interventions. The implications for future research are also discussed.

Quantitative usability assessment relying on experiential and specific task based SUS ratings

This study has two main objectives; one is to present the empirical result that shows how the SUS scores vary when end-users perform usability assessment relying on experience and by executing the assigned list of specific tasks on academic websites. The results are obtained by using independent sample t-test that scrutinizes the slight but significant difference in mean SUS scores among two. Results also investigate that 85.29% of websites have shown higher mean SUS scores when usability assessment is conducted with the assigned list of specific tasks whereas only 14.70% of websites have shown higher mean SUS scores when usability assessment is performed based on the experience. Another aim is to determine the relationship which is found to be strong positive correlation between system effectiveness, an ISO metric, measured as task success rate and subjective usability scores, measured through System Usability Scale (SUS) for 50-academic websites. It concludes that successful completion of the tasks results in high usability scores.

The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education

The STEM education emphasizes on Science, Technology, Engineering and Mathematics with a major focus on engineering design process that engineers require in solving challenges or problems. Kolb's model provides micro-learning activities such as experiencing, sharing and processing, generalizing and applying. Therefore, both Kolb’s model and engineering design process are indispensable in K-12 STEM education. The K-12 STEM curriculum provides and guides students to complete a series of experiential tasks in engineering design process. Kolb's model explains how Science, Technology, Engineering and Mathematics are connected and integrated in each task of engineering design, while the engineering design process is an effective pedagogical approach for students to learn how to solve real problems. The purpose of this study was to explore the positive role of Kolb's model and engineering design process in K-12 STEM education from the students’ perspective. The results of experimental research with 32 middle school students showed that a series of experiential tasks in engineering design process are effective activities to cultivate knowledge construction, intrinsic motivation and satisfaction of students, and stimulate students' interest in STEM fields.

Ancient Egyptian Image-Writing

This article highlights the significance of considering the visual mediums of the ancient Egyptian (henceforth AE) writing system, in reading and translating AE literary texts. Despite their importance for understanding the internal mechanism of AE literary expressions, modern scholarship has not assimilated these visual mediums into its exploration. A possible theoretical framework for AE morphology structure may identify two input systems,, one visual for visually presented materials that are more related to visual comprehension, and the other phonological for material presented using the auditory modality. The studied examples confirm that the AE writers had the opportunity to invite their receivers to take part in two experiential tasks (visual and phonological) to provoke two different behaviours, to get the right meaning intended by the resourceful writer. The article is divided into two parts. The first part is concerned with the role of innovative imagination in forming both the “eloquent content” and its inseparable “poetic vocal form,” with full consideration of the creative relationship between these two elements. The second part is related to the ancient and modern reader’s reception of such visual-verbal interactions. The article demonstrates the significance of looking into such visual aesthetics—which were mainly designed to stimulate the eyes of the indigenous readers—to shape any theory related to the literary nature of ancient Egyptian writing. http://dx.doi.org/10.5913/jarce.55.2019.a009

Time preferences are reliable across time-horizons and verbal versus experiential tasks.

This article has been through an editorial process in which the authors decide how to respond to the issues raised during peer review. The Reviewing Editor's assessment is that all the issues have been addressed (see decision letter).

Observational Learning in Low-Functioning Children With Autism Spectrum Disorders: A Behavioral and Neuroimaging Study.

New skills may be learned from the outcomes of their own internally generated actions (experiential learning) or from the observation of the consequences of externally generated actions (observational learning). Observational learning requires the coordination of cognitive functions and the processing of social information. Due to the “social” abilities underlying observational learning, the study of this process in individuals with limited social abilities such as those affected by Autism Spectrum Disorders (ASD) is worthy of being investigated. We asked a group of 16 low-functioning young children with ASD and group of 16 sex- and mental age-matched typically developing (TD) children to build a house with a set of bricks after a video-demonstration showing an actor who built the house (observational task – OBS task) and then to build by trial and error another house (experiential task – EXP task). For ASD group, performances in learning tasks were correlated with measures of cortical thickness of specific Regions of Interest (ROI) and volume of deep gray matter structures known to be related with such kinds of learning. According to our a priori hypothesis, for OBS task we selected the following ROI: frontal lobe (pars opercularis, pars triangularis, and premotor area), parietal lobe (inferior parietal gyrus), temporal lobe (superior temporal gyrus), cerebellar hemispheres. For EXP task, we selected the following ROI: precentral frontal gyrus and superior frontal gyrus, cerebellar hemispheres, basal ganglia, thalamus. Although performances of ASD and TD children improved in both OBS and EXP tasks, children with ASD obtained lower scores of goal achievement than TD children in both learning tasks. Only in ASD group, goal achievement scores positively correlated with hyperimitations indicating that children with ASD tended to have a “copy-all” approach that facilitated the goal achievement. Moreover, the marked hyperimitative tendencies of children with ASD were positively associated with the thickness of left pars opercularis, left premotor area, and right superior temporal gyrus, areas belonging to mirror neuron system, and with the volume of both cerebellar hemispheres. These findings suggest that in children with ASD the hyperimitation can represent a learning strategy that might be related to the mirror neuron system.

Emotion-focused therapy for generalized anxiety disorder: An exploratory study.

Among psychological therapies for generalized anxiety disorder (GAD), cognitive-behavioral therapy has a dominant position as the most studied therapy. However, some researchers have recommended that to increase treatment options and broaden choice for clients, non-cognitive-behavioral therapy models for GAD should be examined. The present study was an exploratory study, assessing pre-post outcomes and 6-month follow-up of emotion-focused therapy for GAD, supplemented by qualitative posttherapy client accounts of helpful and unhelpful aspects of therapy and changes reported since therapy started. Fourteen clients were assessed on several measures focusing on GAD symptoms, depressive symptoms, and general psychological functioning. Quantitative pre-post and 6-month follow-up data indicated large effect sizes. Qualitative data captured changes in emotional functioning, anxiety, self-acceptance, self-confidence, and self-understanding. Clients reported as helpful both relational aspects of the work and in-depth experiential tasks, although some found the experiential aspect of the work difficult. The findings suggest that there may be value in assessing emotion-focused therapy as a treatment for GAD in a randomized controlled trial. (PsycINFO Database Record

Altered experiential, but not hypothetical, delay discounting in schizophrenia.

Delay discounting (DD) is a future-oriented decision-making process that refers to whether one is willing to forego a smaller, sooner reward for the sake of a larger, later reward. It can be assessed using hypothetical tasks, which involve choices between hypothetical rewards of varying amounts over delay periods of days to years, or experiential tasks, which involve receiving actual rewards in real time over delay periods of seconds to minutes. Initial studies in schizophrenia have only used hypothetical tasks and have been mixed in finding either elevated or normal levels of DD. One hundred thirty-one outpatients with schizophrenia and 70 healthy controls completed hypothetical and experiential DD tasks involving monetary rewards, and the schizophrenia group was retested after 4 weeks. Although both groups showed qualitatively similar hyperbolic discounting functions on both tasks, they showed a quantitative DD difference. The schizophrenia showed higher DD than controls on the experiential task but normal DD on the hypothetical task. This pattern was not attributable to a range of potential confounds, including smoking status, substance use disorder status, or neurocognition. It was also not attributable to differences in the test-retest reliability, which was good for both tasks. The schizophrenia group's robust pattern of altered experiential but normal hypothetical task performance points to key factors that may contribute to impaired DD in this disorder. These may include increased valuation of small (but not large) monetary rewards, or a hypersensitivity to costs associated with waiting inactively for those rewards. (PsycINFO Database Record

Learning together: An innovative parent education project to facilitate children's learning, wellbeing and resilience

The complexities associated with living and learning in a rapidly changing world impact on children's play, learning, wellbeing and resilience. Evidence suggests that parent education and parent-teacher partnerships in the early years can support positive outcomes for young children and their families. This paper provides an overview of a pilot project that used an interactive parent education project to support early learning, and young children's wellbeing and resilience. School personnel, parents and university academics came together to share their unique perspectives on children's play, learning and wellbeing. The project was implemented at two sites with some variations in delivery in response to local contextual factors. At each site the participants were provided with relevant findings from current research, and opportunities to share experiences, knowledge and perspectives. Participation in experiential learning tasks and reflective dialogue encouraged collaborative conversations and built common understandings between parents, teachers and academics. The outcomes of the project suggest that 'Learning Together' can contribute to new knowledge and perspectives that are likely to have positive outcomes for children and their families.International Research in Early Childhood Education, vol. 4, no. 1, p. 35-52

Authentic Learning Experiences in Entrepreneurship: Engaging External Stakeholders

This paper is a critical review of an entrepreneurship course that emphasizes experiential education via ‘flipped classroom’ methods. In particular, this paper explores the degree to which experiential learning opportunities and assessment tasks support authentic attainment of the courses’ Program Learning Outcomes (Outcomes). The present analysis summarizes a scaffolded approach to providing increasingly authentic learning experiences that sit at the intersection of entrepreneurship education and entrepreneurial practice, i.e., the learning experiences by students are indistinguishable from what ‘real’ entrepreneurs experience. One limitation to this approach is that authentic learning is contingent on the student’s level of engagement and their willingness to test their ideas outside the classroom with external stakeholders.

Learning by Doing: The Benefits of Experiential Learning in Animals and the Law

In recent years, I have added several experiential learning elements to my course on animals and the law, as I illustrate in this video blog on my web page. In this article, I wish to describe the experiential elements I use in the course, and make a case for the benefits of doing so. Finally, I will look more broadly at ways in which experiential tasks in the classroom can benefit a student's educational experience.

Enabling connections: Counsellor creativity and therapeutic practice

© 2015 British Association for Counselling and Psychotherapy. Aims: To understand how counsellors’ personal creativity informs their professional work with clients. Method: Grounded theory methodology was employed alongside arts-based research methods. Ten experienced counsellors, active in some form of expressive arts, participated in semistructured interviews prior to and following an experiential creative task that involved representing what creativity meant to them, and kept a reflective log throughout the process. Findings: Creativity was viewed by the participants as an important, potentially transformational aspect of their therapeutic work. Creativity was experienced as a relational process that contributed to moment-by-moment responsiveness and as a means of establishing meaning and coherence through integrating different forms of experience. The personal creativity of participants was understood as a contribution to their professional creativity in the role of therapist. Conclusion: The study highlights the value of enhancing counsellor and psychotherapist understanding and confidence in respect of ways in which personal creativity can be combined with counselling theory and experience. Limitations of the research are also considered.