Learning Intervention Research Articles

Evaluation of Team-Based Learning and Learning Intervention Model as a Teaching Methodology for Organizational Behavior Management Coursework

Evaluation of Team-Based Learning and Learning Intervention Model as a Teaching Methodology for Organizational Behavior Management Coursework

The impact of digital learning interventions on vocational training

The impact of digital learning interventions on vocational training

Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs: Are results generalizable?

Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and intentional in their interactions had a significantly positive effect on targeted child outcomes. In this follow-up paper, we conducted secondary analyses exploring effects of the intervention across the two contexts, center- and family-based programs. Analyses showed that the social validity of the intervention was generally high in both settings, but even higher in family-based than center-based programs. Findings also showed that teachers in both types of programs implemented the intervention at a satisfactory level, but family-based teachers tended to implement more small-group activities and had more conversations with individual children. There were no differential impacts on child outcomes across the two contexts, except for an overall significant spill-over effect on the outcome of empathy within center-based care. Finally, we found that the intervention had positive effects on teachers’ use of counting and math activities in both types of programs.

Research on Accurate Teaching Reform of Japanese Language Education in Colleges and Universities with the Help of Big Data Technology

Abstract The development of Japanese language education provides a solid foundation for the friendly relations between China and Japan. In this paper, we first constructed a framework for optimizing teaching in Japanese language education based on big data and intensive learning intervention decision-making. We designed an achievement prediction model based on deep learning for Japanese language teaching effectiveness. The achievement prediction model is applied to the teaching achievement prediction and compared with the actual achievement, and its relative error range is between 0~0.2, compared with the traditional prediction model error reduction of about 0.2 or so in the Japanese language teaching achievement prediction analysis, the confidence and validity of the learning law and class performance are more significant than 0.8, the association rule is superior, and the optimized student prediction of the Japanese language teaching course learning achievement is basically distributed between 80 and 100 points, and the achievement level was significantly improved. This study provides an effective method for the precise reform of Japanese language teaching and realizes the prediction of the effectiveness of educational reform.

Scoping review: Machine learning interventions in the management of healthcare systems.

Healthcare institutions focus on improving the quality of life for end-users, with key performance indicators like access to essential medicines reflecting the effectiveness of management. Effective healthcare management involves planning, organizing, and controlling institutions built on human resources, data systems, service delivery, access to medicines, finance, and leadership. According to the World Health Organization, these elements must be balanced for an optimal healthcare system. Big data generated from healthcare institutions, including health records and genomic data, is crucial for smart staffing, decision-making, risk management, and patient engagement. Properly organizing and analysing this data is essential, and machine learning, a sub-field of artificial intelligence, can optimize these processes, leading to better overall healthcare management. This review examines the major applications of machine learning in healthcare management, the algorithms frequently used in data analysis, their limitations, and the evidence-based benefits of machine learning in healthcare. Following PRISMA guidelines, databases such as IEEE Xplore, ScienceDirect, ACM Digital Library, and SCOPUS were searched for eligible articles published between 2011 and 2021. Articles had to be in English, peer-reviewed, and include relevant keywords like healthcare, management, and machine learning. Out of 51 relevant articles, 6 met the inclusion criteria. Identified algorithms include topic modelling, dynamic clustering, neural networks, decision trees, and ensemble classifiers, applied in areas such as electronic health records, chatbots, and multi-disease prediction. Machine learning supports healthcare management by aiding decision-making, processing big data, and providing insights for system improvements.

Lower Extremity Reaction Time in Individuals With Contact Versus Noncontact Anterior Cruciate Ligament Injuries After Reconstruction.

Deficits in perceptual-motor function, like visuomotor reaction time (VMRT), are risk factors for primary and secondary anterior cruciate ligament (ACL) injury. Noncontact ACL injuries have been associated with slower reaction time, but whether this association exists for patients with contact ACL injuries is unknown. Exploring differences in VMRT among individuals with contact versus noncontact ACL injuries may provide a more comprehensive understanding of modifiable risk factors. To compare lower extremity VMRT (LEVMRT) in individuals with contact or noncontact ACL injuries after ACL reconstruction (ACLR). Cross-sectional study. Research laboratory. A total of 36 participants with primary, unilateral ACLR completed an LEVMRT assessment (contact ACL injury = 20 [56%], noncontact ACL injury = 16 [44%]). The LEVMRT was assessed bilaterally and collected using a series of wireless light discs deactivated by individuals with their feet. The ACLR-active LEVMRT (ie, ACLR limb is deactivating lights) and ACLR-stable LEVMRT were compared using separate analyses of covariance to determine the association with contact or noncontact injury using time since surgery as a covariate. After controlling for time since surgery, a difference and large effect size between groups was found for the ACLR-stable LEVMRT (P = .010; η2 = 0.250) but not for the ACLR-active (P = .340; η2 = 0.065) condition. The contact group exhibited slower ACLR-stable LEVMRT (521.7 ± 59.3 milliseconds) than the noncontact group (483.4 ± 83.9 milliseconds). Individuals with contact ACL injury demonstrated a slower LEVMRT while their ACLR limb was stabilizing. The group differences during the ACLR-stable LEVMRT task might indicate deficits in perceptual-motor function when the surgical limb maintains postural control during a reaction time task. After ACLR, individuals with contact injuries may need additional motor learning interventions to enhance perceptual-motor functioning.

EYE-ECG: An RCT of the influence of student characteristics and expert eye-tracking videos with cued retrospective reporting on students' ECG interpretation skills.

Teaching of ECG interpretation frequently relies on visual schemas. However, subsequent student ECG interpretation skills are often poor. Expertise research shows that expert looking patterns frequently deviate from the steps taught in schema learning. The present study made a cardiology expert's gaze interpreting ECGs visible - through eye-tracking videos with cued retrospective reporting (CRR) - and investigated the potential as an additional expert-driven route to improve medical students' ECG interpretation skills. N=91 Medical students participated in the RCT of an ECG e-learning session aimed at medical students' ECG interpretation skills gain, either receiving the newly developed eye-tracking video with CRR audio commentary materials (n=47) or studying via four clinical cases only (n=44). Three outcome scores relating to different aspects of ECG interpretation skills were derived from pre-post MCQ ECG tests. The effect of the EYE-ECG training and additional characteristics (e.g., prior experience, interest) on student ECG interpretation skills were evaluated using t-tests and multivariate linear regression. A small, non-significant advantage of the EYE-ECG training signifying a tendency for greater knowledge gain was observed, compared to training as usual. In multivariate regression models, the predictive value of clinical case 1 was an unexpected finding warranting further exploration. Additional gains after an only 9-minute intervention using videos of expert's real-time gaze pattern in combination with hearing their thought processes during ECG interpretation is a promising finding. Furthermore, a number of specific performance characteristics enabling students to best benefit from ECG training were identified and possible modifications to the learning intervention suggested.

Facial Expression Recognition in Classrooms: Ethical Considerations and Proposed Guidelines for Affect Detection in Educational Settings

Recent technological and educational shifts have made it possible to capture students' facial expressions during learning with the goal of detecting learners' emotional states. Those interested in affect detection argue these tools will support automated emotions-based learning interventions, providing educational professionals with the opportunity to develop individualized, emotionally responsive instructional offerings at scale. Despite these proposed use-cases, few have considered the inherent ethical concerns related to detecting and reporting on learners' emotions specifically within applied educational contexts. As such, this paper utilizes a <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Reflexive Principlism</i> approach to establish a typology of proactive reflexive ethical implications in tracking students' emotions through changes in their facial expressions. Through this approach the authors differentiate between use in research and applied education contexts, arguing that the latter should be curtailed until the ethics of affective computing in educational settings is better established.

AN ALTERNATIVE ARCHITECTURE GRADUATE COURSE CONDUCTED THROUGH DISTANCE EDUCATION AND ITS IMPACTS ON STUDENT LEARNING PROCESS

A multidisciplinary atelier course conducted through distance education in Kocaeli University Faculty of Architecture Graduate Program in 2020/21 Fall Semester is analyzed in this article concerning the impacts of the alternative and versatile methods followed during the course process on student learning achievement. The aim is to reveal the new pedagogical visions and contributions that the methods of this course can provide to student learning and instructor intervention in architecture graduate education. During the course, the stages of determining the workshop groups, discussing the activities with the groups, and developing suggestions, conducting discussions in the distance education environment on the students' study subjects and activity plans, and delivering the final report based on the activity week process and the products obtained were carried out. The required data, including the evidence of actual learning achievement in this course, is derived from a catechetical survey with 12 students who took the course, while the final statements and inferences of the study are based on the achievements and critics of these students about the course. The results obtained from this survey are reciprocally evaluated with the learning achievement targets that are placed in the course syllabus at the beginning of the semester with concrete numerical values to observe the level of achievement of these learning targets. The learning achievements that students gained most apart from the determined learning achievement targets of the course are the development of presentation abilities of students, the provision of exchange of ideas with students from different departments and with the lecturers apart from their thesis advisors, and the possibility of following the processes of different work items. The findings of this study express that the program and the methods of this course can be instructive for implementing new approaches in post-pandemic distance and face-to-face education of architecture in graduate programs.

Impact of Multimodal Learning Interventions on Academic Outcome of Failed Medical Students

Introduction: The MBBS curriculum is one of the most strenuous graduation courses worldwide, leading to constant anxiety and stress regarding good performance in a MBBS students’ life. It requires regular, consistent hard-work and dedication to acquire medical knowledge and skills. In this highly competitive studious environment, some students are left behind, affecting their psychosocial wellbeing and growth. Few unsuccessful candidates become hopeless due to lack of guidance and multiple learning issues leading to repeated failures in professional examinations. We aimed to identify problems affecting both the personal and academic domain of these students leading to failure at the 1st MBBS Annual Examination and intervene with multimodal measures to improve their academic performance by teaching, guidance and counselling.Methodology: The study was conducted on 46 first year MBBS students including 18 multiple attempt students and 28 first attempt supplementary students. The cause of failure was assessed through a questionnaire. Multimodal interventions targeting specific problem areas in individual students were implemented for a period of 1 month after the annual result declaration.Results: Multiple academic and personal factors were observed among the failed students. The academic performance improved with passing percentage of 66.7 % in multiple attempt students and 92.9% in first attempt supplementary students.Conclusion: An active teaching-learning multi-modality intervention comprising academic and psychosocial components is essential for the success of failed students in addressing their personal and academic needs.

Instituting learning mechanisms: an enabler for relevant and rigorous action research in operations management

This paper discusses the usefulness and challenges of Action Research in generating rigorous knowledge while solving relevant and real problems in organizations. The paper emphasizes the importance of instituting learning mechanisms in Action Research to ensure useful and valuable data collection and sustainable changes after an Action Research project completion. By presenting two action learning cases at the companies LEGO and VELUX, the paper demonstrates how action learning can enable the institution of learning mechanisms, generating data, and creating a supportive learning environment that fosters continuous improvement and innovation with Action Research. Hence, the paper provides insights into how researchers can institute learning mechanisms through action learning interventions to guide and help them conduct relevant and rigorous action research. Overall, this paper highlights the benefits of Action Research in solving real problems in organizations and generating theoretical knowledge, as well as the importance of learning mechanisms in ensuring the effectiveness and sustainability of Action Research projects through action learning.

Game-Based Learning and Children’s Digital Literacy to Support Pervasive Learning: A Systematic Reviews

In this study, we investigate the impact of game-based learning on children's digital literacy in processing and acquiring information, focusing on the generation of digital natives who excel in responding to multimedia information. Utilizing data mining and the PRISMA Protocol, we conducted a systematic review based on the keywords 'Game-based learning on children’s digital literacy.' Data from the years 2017 to 2019, extracted from Sagepub and Emerald databases, reveal strong empirical support for the enhancement of children's digital literacy, particularly through game-based learning interventions, as evidenced by a significant effect size of 0.66. This translates to children becoming better at deciphering visual cues, understanding audio narratives, and critically evaluating the information presented in a variety of multimedia formats. Furthermore, game-based learning fosters critical thinking and problem-solving skills, keeping children engaged and motivated to learn in this dynamic digital landscape.

VOICES OF LOW-INCOME LATINO OLDER ADULTS: WHAT ARE THEIR PERCEIVED LEARNING IMPEDIMENTS?

Abstract Cognitive and functional health disparities between Latino and White older adults show that Latinos have a higher risk for developing Alzheimer’s and related dementias (ADRD) in the United States. Such risk compromises Latino’s likelihood of becoming healthy agers, which is of high concern as they are one of the largest and fastest-growing minoritized groups in the United States. Nonetheless, there is a lack of research aiming to understand how to increase their cognitive and functional abilities. One way of stimulating cognitive and functional growth is through learning of new skills. However, learning is a privilege, and this population may face unique barriers to learning that other racial/ethnic groups may not, especially if they have a low income. This qualitative study focused on identifying the barriers to novel skill learning engagement of low-income Latino older adults. A total of 20 low-income, Latino older adults were interviewed in Spanish over the phone utilizing a semi-structured interview protocol. Themes were derived from the data using a thematic analysis approach. Our results showed that the following barriers were most common among our participants: health problems (80%), lack of money (75%), lack of awareness/knowledge of learning opportunities (75%), lack of technology access/literacy (75%), lack of proficiency in the English language (65%), lack of reliable transportation (55%), and lack of motivation due to being “old” (50%). These findings help inform learning program leaders, policymakers, and future learning interventions on the barriers that should be addressed for minoritized populations.

Factors related to the performance of laypersons diagnosing pigmented skin cancer: an explorative study

It is important but challenging for prospective health professionals to learn the visual distinction between potentially harmful and harmless skin lesions, such as malignant melanomas and benign nevi. Knowledge about factors related to diagnostic performance is sparse but a prerequisite for designing and evaluating evidence-based educational interventions. Hence, this study explored how the characteristics of 240 skin lesions, the number of classified lesions and the response times of 137 laypeople were related to performance in diagnosing pigmented skin cancer. Our results showed large differences between the lesions, as some were classified correctly by more than 90% and others by less than 10% of the participants. A t-test showed that for melanomas, the correct diagnosis was provided significantly more often than for nevi. Furthermore, we found a significant Pearson correlation between the number of solved tasks and performance in the first 50 diagnostic tasks. Finally, t-tests for investigating the response times revealed that compared to true decisions, participants spent longer on false-negative but not on false-positive decisions. These results provide novel knowledge about performance-related factors that can be useful when designing diagnostic tests and learning interventions for melanoma detection.

Effects of Memrise on Vietnamese EFL Students’ Vocabulary: A Case Study at a College in a Rural Area

Understanding the role of English language acquisition in developing the socioeconomic status of Vietnam forms the backdrop for this study, which seeks to shed light on the potential benefits of technology-assisted vocabulary learning. Based on this context, this study employed a mixed method of quantitative and qualitative design attempting to investigate the vocabulary development of college students (n=23) who were treated by the use of Memrise (Experimental group) in combination with a traditional teaching method compared to their counterparts (n=24) who were taught by a traditional teaching method (TTM) (Control group) without the use of this application. Students’ thoughts about the benefits and challenges of Memrise for their vocabulary learning after the treatment were also investigated. The study yielded noteworthy results on multiple fronts. Quantitatively, data collected from the vocabulary post-tests showed that the experimental group significantly outperformed the control group in their vocabulary scores. Qualitatively, interview data indicated that Memrise positively impacted students’ motivation and interest for vocabulary learning, suggesting its effectiveness in addressing the particular problems of engagement and retention in vocabulary acquisition. However, there were logistical challenges, particularly in rural settings. Factors like unstable internet connections and inadequate mobile devices adversely affected the quality of learning experiences with Memrise. By focusing on these elements, this study highlights key pedagogical implications and underscores the value of technological interventions in language learning, offering insights into addressing infrastructure barriers and tailoring e-learning methods to diverse learning environments and needs.

Long-Term Effects of a Real-World Multi-Skill Intervention on Older Adults’ Growth Mindset

Although there have been interventions to increase growth mindset, little is known about their effectiveness over a longer period, especially for older adults. This study with older adults investigated the long-term effects of a learning intervention that included growth mindset lectures and discussions on growth mindset. In Study 1 ( n = 27), participants were tracked for one year after a 12-week intervention. We found that an increased growth mindset did not last beyond the intervention. In Study 2 ( n = 71), the COVID-19 pandemic interrupted the intervention after only two months. Participants were followed up for two years, and their growth mindset at one year was greater than at the pretest (Week 0) but declined from the 1- to 2-year follow-up. Taken together, interventions incorporating growth mindset messages can increase growth mindset in the short term but may require booster sessions to retain effects, especially during disruptive life events.

Interventions for Supporting Career Transition among Students with Visual Impairments

Purpose: Various interventions and career support services are necessary to aid visually impaired students in transitioning to a new career and becoming fully integrated into society. This article examined some interventions for assisting students with visual impairments (VI) to experience a smooth career transition. Design/Methods/approach: This research was conducted using a narrative-integrative review research approach. From an array of data sources, an investigator can provide a viewpoint on a subject matter by using a narrative-integrative review. Findings/Results: The interventions for assisting students with visual impairments in the career transition process were classified in this article as educational interventions, family participation interventions, work-based learning interventions, interagency and transition service intervention, career mentoring as an intervention, knowledge of career and job-searching ability as an intervention, and transition programs as intervention. The author in this article addressed various issues associated with the implementation of the interventions. Also, the author discussed strategies that can be adopted to facilitate the implementation of the interventions in order to promote the career transitioning of students with visual impairments. Implications: There is a need for collaboration in implementing interventions toward facilitating career transition for students with VI. The interventions outlined in this article should be implemented collaboratively by a team of teachers, psychologists, career professionals, families, and other important agencies. Using the article as a point of reference, it will be possible to categorize and target interventions to facilitate career transition for students with VI.

Computer Assisted Learning and Academic Performance in Rural Taiwan

The objective of the current study is to examine the impact of an in-school computer-assisted learning (CAL) intervention on the math achievement of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin, and the factors associated with this impact. In order to achieve this, we conducted a cluster randomized controlled trial involving 1,840 fourth- and fifth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. While the Intention-To-Treat (ITT) analysis found that the CAL intervention had no significant impacts on student math achievement, the Local Average Treatment Effect (LATE) analysis revealed significant associations with the math performance of the most active 20% of students in the treatment group. LATE estimates suggest that using CAL for more than 20 minutes per week for ten weeks corresponds to higher math test scores, both in general (0.16 SD–0.22 SD), and for Xinzhumin students specifically (0.3 SD–0.34 SD). Teacher-level characteristics were associated with compliance rates.

The Seven-Step Learning Journey: A Learning Cycle Supporting Design, Facilitation, and Assessment of Transformative Learning

In a world in need of profound change, the importance of transformative education is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of how to make their teaching more transformative in practice. This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as excavate, absorb, experience, observe, deepen, exchange, and consolidate. We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations ( n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.

The experiential learning intervention as a bridge between academia and future career

The experiential learning intervention as a bridge between academia and future career