Learning Conditions Research Articles

Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial.

In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group (n = 78). Students either received DBI in early writing (n = 155) from treatment teachers or their usual writing instruction (n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills (d = 1.57) and self-efficacy for writing instruction (d = .94), and treatment students outperformed controls on proximal and distal writing outcomes (ds = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.

Investigation the Current State of University Physics Teaching: A Case Study of Taishan University

University Physics is a foundational course offered to undergraduate students in science and engineering programs outside of physics majors and it represents a foundational discipline in science and engineering education. However, traditional University Physics instruction has many areas in need of improvement. A questionnaire for undergraduate students was prepared and implemented in order to grasp the current status of teaching and learning of University Physics at our institution. Based on the statistical analysis of the survey data, the learning and teaching status of University Physics courses were identified, and teaching suggestions to improve the quality of classroom instruction were proposed.

EXPRESS: Does difficulty moderate learning? A Comparative Analysis of the Desirable Difficulties Framework and Cognitive Load Theory.

There is evidence to suggest that variations in difficulty during learning can moderate long-term retention. However, the direction of this effect is under contention throughout the literature. According to both the Desirable Difficulties Framework (DDF) and the Retrieval Effort Hypothesis (REH), increasing difficulty (thus relative effort) during retrieval-based learning can help achieve superior long-term retention. One reason for this is due to improved schema formation following a deeper encoding strategy, allowing for more efficient retrieval techniques. A conflicting theory discussed in this review is the Cognitive Load Theory (CLT). The CLT states that conditions for learning are best when extraneous load is reduced, and intrinsic load is optimised. By doing this, germane resources can focus on schema formation. Whilst both theories consider schema formation key to successful retention, the way in which it is best achieved is conflicting. To date, both theories have yet to be compared despite their commonalities. This review evaluates the aforementioned theories, before proposing a new model of difficulty in learning. The proposed model integrates principles from the DDF, REH, and CLT, incorporating insights from Perceptual Load Theory (PLT). It suggests that task difficulty should be adjusted based on the material's complexity and the learner's expertise. Increasing difficulty benefits low-element-interactivity tasks by enhancing focus and retention, while reducing difficulty in high-element-interactivity tasks prevents cognitive overload.

Research on Guided Performance Evaluation System Based on Dynamic Information Update and Iterative Feedback

In the field of higher education, traditional performance evaluation systems often neglect the consideration of individual student differences and the provision of dynamic feedback, resulting in evaluation results that do not fully reflect the development potential and actual performance of students. This paper proposes an innovative guided performance evaluation mechanism that incorporates two core algorithms: online information updating and secondary assessment feedback. The former ensures the timeliness and accuracy of the evaluation results through real-time monitoring and updating of students' learning status, while the latter realizes the expansion of the evaluation subject and the improvement of the feedback mechanism through the interaction between tutors and students. Then, this paper adopts the hierarchical analysis method and the fuzzy comprehensive evaluation method to conduct empirical research, and the results show that the proposed guided performance evaluation mechanism can effectively improve students' satisfaction with the performance evaluation system and promote the enhancement of their independent learning ability.

The role of simulation games in preparing students for communicative foreign language teaching

Traditional language learning methods can often be tedious, leading to alienation and reduced motivation. We aimed to determine the impact of simulation games on developing students' communication skills when learning a foreign language. The following practical methods were used in the study: observation, expert evaluation, survey, and testing. The results, which we are excited to share, demonstrate the effectiveness of using simulation games compared to traditional teaching methods. The students of the experimental group (EG), through their hard work and the innovative approach of simulation games, improved their English level to B2 (R=1.76) compared to the students of the control group - CG (R=0.57). Also, the difference between the test results of the CG and the EG was in Reading Comprehension/Composition (22%), Listening (15%) and Interview (46%). Using simulation games influenced the improvement of communication skills, perception of information, and the desire for self-learning. Confidence in communication increased to 81% compared to the CG (50%). These results inspire hope for the future of foreign language education, underscoring the critical role of simulation games and providing valuable information about developing and implementing simulation scenarios to create situational real-life conditions for effective English language learning.

The I-learning model improvement on writing digital-based scientific papers for students of faculty of letters universitas Muslim Indonesia

The time-consuming and often fraught writing process can be draining and demotivate writers from completing their writing well. By overcoming these problems, writers can improve the effectiveness and quality of their scientific writing. The problem limitation in this study, how is the development of the I-Learn model on digital-based scientific writing for students of the Faculty of Letters UMI? In connection with the statement of the problem, the purpose of this study is to produce a development of the I-Learn model of learning scientific writing for students of the Faculty of Letters, UMI. Development research or Research and Development (R&D) is a process or steps to develop a new product, or improve existing products, which can be accounted for. The variable as the focus of review in this study is the I-Learn learning model on digital-based scientific writing. The development of the I-Learn model in learning to write digital-based scientific papers was carried out by following the ADDIE development model. The ADDIE development process is carried out through five stages, namely 1) Analysis (Analyze); 2) Design; 3) Development; 4) Implement; and 5) Evaluate. Analysis is used to obtain an initial description of the learning conditions for digital-based scientific writing for students of the Faculty of Letters, Universitas Muslim Indonesia. This analysis stage is carried out using a qualitative research method of literature study type. The research data is qualitative data obtained from document analysis, interviews, and observations. The research data can be divided into four parts, namely: (1) curriculum analysis, (2) Learning PlanAnalysis, (3) teaching material analysis, and (4) interview and learning process analysis.

Modular Web-based Learning Model to Address Underdeveloped ICT Infrastructure for Smart E-learning Education System

Advancements in Information and Communication Technology (ICT) enhance learning and instructional practices, generating chances for novel techniques and tools while simultaneously transforming the learning model. Historically, smart education models mostly consisted of qualitative investigations that delineated the conceptual structure and its implications for the Smart E-learning Education System (SEES). While these theoretically organized SEES can enhance student learning, facilitate peer and instructor communication, and improve teaching practices—thereby aiding in the comprehension of the status of learners and needs and offering real-time synchronous/asynchronous guidance—many qualitative investigations conducted in the past lack empirical evidence to substantiate the prioritization of E-Learning scheduling. This research first examined the technological barriers to implementing the SEES in developing nations. As a result, the suggested framework for the SEES based on underdeveloped ICT has been introduced. The system utilizes an integrated online/offline Web-Based Learning Model (WLM) incorporating a Service-oriented Architecture (SA) architecture to create SEES. The online mode is enabled for a WLM when an internet connection is accessible. The offline variant of the system is provided in a packed format and is used when Internet access is unavailable in an isolated classroom. A working example was launched to get input from learners and instructors across diverse educational levels. The trial installation and survey results confirm the viability and benefits of the suggested system.

Advantages and disadvantages of laboratory lessons in mathematics teaching methodology under emergency remote teaching conditions

Certain features of the Ukrainian system for the methodological training of future mathematics teachers at a pedagogical university are described. The aim of this study is to identify the key advantages and disadvantages of conducting laboratory lessons in the methodological training of future mathematics teachers under emergency remote teaching conditions caused by unforeseen circumstances. The technologies developed by the authors of this article for conducting laboratory classes in the methodology of teaching mathematics in the conditions of emergency distance learning have been experimentally tested. A survey of the participants in such training was conducted. We found that conducting laboratory lessons for future mathematics teachers in a remote learning environment has not only disadvantages but also certain advantages. In particular, the advantages include: teachers more actively using access to new resources and applying new opportunities during specific classes; increased personal responsibility of students for focus and engagement in the class; an additional component of technology-techniques is added to the traditional teacher-student partnership. Based on the results of the study, we concluded that the possible need for emergency distance learning should encourage teachers to pursue professional development and to form skills for the operational and creative use of digital technologies in managing learning. In this article, we describe our own experience of conducting laboratory work in the methodology of teaching mathematics in the conditions of emergency distance learning. The forced conditions of emergency distance learning in the course on the methodology of teaching mathematics allowed us to significantly expand and diversify the usual tools for forming the methodological competencies of future mathematics teachers. Our experience may be useful to interested parties to better prepare for possible future needs in implementing emergency distance learning under unforeseen circumstances (quarantines, natural disasters, etc.).

ENSINO INFANTIL CONTO DE FADAS, A INFLUÊNCIA DO AMBIENTE FÍSICO NA FORMAÇÃO HUMANA

This project will address the interference of School Architecture in the psychological and human development of students, applied in an Early Childhood School Education with capacity for 200 students, in the city of Toledo – PR. Using theoretical and bibliographical research, case studies and related works, it will be possible to propose a work that meets the educational needs, not only of Toledo, but of all future preschools. The project aims to fill the gaps in quality school institutions. It is a project that aims to create environments adapted to the needs of children, taking into account their ergonomics, development and their perceptions, using the available tools of architecture to achieve better learning conditions. Always prioritizing playfulness, children’s ergonomics, school neuroarchitecture and the Montessori method, in an inspiring project, seeking better school performance in a safe, dreamy,welcoming and neurostimulating environment.

Designing adaptive learning environments for continuing education: Stakeholders’ perspectives on indicators and interventions

Adaptive learning environments (ALE) provide great potential for personalizing and supporting learning processes in continuing education (CE). However, valid frameworks for designing ALE for CE have been missing so far. For example, user-centered and empirically-based guidelines for selecting indicators (i.e., information about learners and their contexts that should be collected and analyzed by ALE) and interventions for personalizing and supporting learning processes have not been established yet. Therefore, this paper aims to develop a framework of indicators and interventions for ALE for CE by investigating the perspectives of different stakeholders (i.e., learners, CE specialists, and educational technology specialists). We first conducted an interview study (N = 37) to identify indicators for ALE for CE. Subsequently, we conducted focus group interviews (N = 19) and an online survey (N = 72) to specify and evaluate possible interventions. Several indicators related to internal (e.g., prior knowledge) and external (e.g., time available for learning) conditions of learning as well as corresponding interventions (e.g., adaptation of the general difficulty level and thematic focus, recommendation of timely suitable learning resources) were identified. We developed a framework classifying interventions based on indicators and adaptivity type and providing evaluations of learners’ willingness to use these interventions, perceived learning support, and implementation effort. This framework can be used by researchers, system designers, as well as CE and educational technology specialists to design and implement user-centered and trustworthy ALE for CE.

Swedish Parents’ Descriptions of Giftedness and Experiences of Home–School Collaboration

ABSTRACT There is insufficient Swedish research on giftedness and home-school collaboration and meeting gifted children’s needs in early childhood education. This qualitative study explored these issues by interviewing parents of gifted children. The thematic analysis examined parents’ descriptions of children’s early development, asynchronicity, and differences from their peers. The parents’ stories of their children’s first encounters with the Swedish school system evoked reports of contentment, suffering, and exhaustion. Adopting Bronfenbrenner’s ecological systems theory, the study shows how the parents positioned enabling and limiting factors for their children’s acceptance and further development at different system levels. Positive learning conditions in preschool (unlike primary school), and respectful home–school communication were identified as crucial to gifted children’s development and well-being.

Temporal–spatial correlation and graph attention-guided network for micro-expression recognition in English learning livestreams

Micro-expressions, fleeting facial movements lasting 1/25 to 1/3 of a second, offer crucial insights into genuine emotions, particularly valuable in online education settings. The rapid growth of English learning livestreams has heightened the need for accurate, real-time micro-expression recognition to enhance learner engagement and instructional effectiveness. However, existing methods need help with the subtle nature of these expressions, especially in dynamic, low-resolution streaming environments. This paper presents TSG–MER–ELL, a novel end-to-end network for micro-expression recognition in English learning livestreams, integrating temporal–spatial correlation and graph attention mechanisms. The framework addresses the unique challenges of real-time emotion analysis in online language education, where subtle facial cues are crucial in understanding learner engagement and comprehension. The temporal–spatial correlation module employs action units with spatio-temporal graph convolution to aggregate features from diverse facial regions, while transformer encoders construct long-range correlations. The graph attention module builds upon local facial areas to guide self-attention computations, yielding precise local correlation features. These global and local features are fused for the final micro-expression classification. We introduce an adaptive loss function that balances accuracy, efficiency, and relevance to linguistic context. Extensive experiments on SMIC, CASME II, and SAMM datasets, adapted for English learning scenarios, demonstrate TSG–MER–ELL’s superior performance over ten state-of-the-art baselines. The TSG–MER–ELL framework achieves top UF1 and UAR scores across all datasets, significantly improving recognition speed and accuracy. Ablation studies and visualizations of temporal–spatial features and graph attention weights provide insights into the framework’s effectiveness in capturing subtle emotional cues. TSG–MER–ELL’s robust performance in varied online learning conditions highlights its potential to enhance engagement, personalize instruction, and improve overall outcomes in virtual English language education.

The Advantages and Challenges of the Future Development of Intelligent and Automatically Adjustable Prescription Glasses

Abstract. The latest intelligent and automatically adjustable prescription glasses are mainly a combination of smart glasses and AI algorithms - adding some basic information about the customer's eyes, such as left and right eye vision, eye curvature, eye wheelbase, etc., to the device bound to the smart glasses. AI will use this basic information to estimate the approximate monthly increase in prescription, and automatically change the thickness of the lens through a driver to achieve the function of automatically adjusting prescription for the customer. In the future - an era where the population of myopia is rapidly growing and the cost of corrective lenses becomes a burden for many people - smart adjustable degree glasses not only have cost-effectiveness and adaptability to the times, but can also monitor eye health and provide real-time feedback to users. This has the great potential to change the game rules for managing myopia progression, especially for young people at the highest risk. But to achieve this vision, the technological challenges are also extremely high - the current development status of machine learning, sensor technology, and miniaturization technology is not sufficient to support the development of intelligent adjustable degree glasses; In addition, significant technological improvements are needed for battery life, comfort, data accuracy, and the adaptability of AI models to different user needs.

The Development Instructional Model Based on Steam Education by TP-SMART MODEL to Enhance Technological Innovation and Creativity Skills of Secondary Student Mathayom 6

The Development Instructional Model Based on Steam Education by TP-SMART MODEL To Enhance Technological Innovation and Creativity Skills of Secondary student Mathayom 6, divided into 4 steps. Step 1: Study the current and expected conditions of student learning and innovation skills development. 2) Develop the model 3) Study the results of use 4) Evaluate the results. Sample group used in the study Mathayom 6/4 students at That Phanom School, Semester 1, academic year 2023, 1 classroom, 26 people. By means of Cluster Random Sampling, statistics used include mean (X), standard deviation (S.D.), essential needs index (PNI Modified), and t-test (Match paired t-test) The results of the study found that 1) The results from the synthesis of learning skills and innovation components consisted of 3 components: Including (1) communication and cooperation (2) critical thinking and problem-solving and (3) Creative thinking and innovation Elements with the highest demand index values are creativity and innovation PNIModified=.294. 2) The model development is consistent with values between 0.80-1.00 and the overall average is 0.933. The confirmation results found that the overall components were appropriate at the highest level (X=4.258, S.D.=0.668). 3) Results of the comparative analysis of scores before and after using the format. The difference is statistically significant at .05. 4) Overall evaluation of the use of the model The average is at a high level (X=4.29, S.D.=0.65).

INTEGRATED TEACHING OF ORGANIC SYSTEMS: PROPOSAL FOR AN INVESTIGATIVE APPROACH IN HEALTH EDUCATION

The need for motivating pedagogical strategies that awaken a student who is a protagonist and has the ability to argue scientifically and critically motivated this study, which had as its general objective to develop and analyze the application of an investigative didactic sequence about the integration of the human body and health, developed in the light of meaningful learning and combined with a non-formal educational space. The research was developed with 30 students from the 3rd year of high school at a public school in the city of Belo Horizonte/Minas Gerais and had 3 stages: 1. Elaboration and descriptive analysis of the application of the didactic sequence; 2. Analysis of the students' conception; and 3. Analysis of the students' perception about the application of the investigative didactic sequence. An investigative didactic sequence was developed using Digital Information and Communication Technologies on the theme “The influence of physical exercise on the human body”. Through the interpretation of data produced and collected from the application of the activities of the didactic sequence and semi-structured questionnaires, it was possible to identify that 26 students fully agreed with the statement “The systems of the human body function in an integrated manner”. In the descriptive analysis of the application of the investigative didactic sequence, it was possible to perceive, through the students' reports, video production and conceptual maps: students' enthusiasm in leaving traditional teaching; integrated understanding of the concepts addressed by the theme; curiosity aroused by the investigative context; interest in using digital technologies in activities and in seeking scientific information to explain phenomena experienced in everyday life. When evaluating the students' perception in relation to the applied SDI, 28 answered affirmatively to the question "Did you enjoy participating in the activities of the investigative didactic sequence? Why?", with 19 of these students listing the acquisition of knowledge about the human body as the main reason. And 2 students stated that they did not enjoy the applied activities, as they found them laborious and difficult. All students participating in the study reported that the visit to the Center for Education and Communication in Life Sciences/UFMG contributed to their learning. Therefore, it is considered that the research provided students with an opportunity for an autonomous construction of knowledge and understanding about important science concepts in the context of health education and provided conditions for meaningful learning.

A model of language and methodological pre-service teachers’ training based on artificial intelligence technologies

Importance. Existing empirical research in the field of integration of artificial intelligence technology in foreign language teaching is devoted to the use of specific technology in teaching types of speech activity, mainly writing. The authors note the wide methodological potential of artificial intelligence technologies in foreign language teaching and use chatbots, voice assistants, intelligent learning systems, corpus technologies to form the foreign language communicative competence of students. However, the analysis of a number of studies has allowed us to conclude that so far the authors have not attempted to design a unified model of language and methodological preservice teachers’ training based on artificial intelligence technologies. The purpose of this work is to design a model of language and methodological pre-service teachers’ training based on artificial intelligence technologies.Research Methods. The present study is related to the study of the context of the integration of artificial intelligence technologies into language education. To achieve the set research goal, theoretical methods were used: the study and analysis of scientific and methodological works on thedesign of methodological models of teaching a foreign language using modern technologies; empirical methods: survey, observation and description of research results; modeling methods.Definition of Concepts. The main concepts in this work are “the model of language and methodological pre-service teachers’ training” and “the competence of a pre-service foreign language teacher in the field of using artificial intelligence technologies”.Results and Discussion. Structurally, the model of language and methodological pre-service teachers’ training based on artificial intelligence technologies is represented by the following components: prerequisites (determining the relevance of designing a learning model), a goalsetting block (setting goals and objectives for developing teaching methods), a theoretical block (determining the theoretical and methodological basis of research), a technological block (determining strategies and teaching methods, selection of the learning content, identification of organizational and pedagogical learning conditions, the choice of optimal organizational forms of learning, the definition of pedagogical tools), the evaluation and performance block (the development of a criterion-based assessment apparatus and the forecast of expected learning outcomes).Conclusion. At this stage, the proposed model reflects the essence of the development of AI technologies and their applicability in a foreign language teaching. The separation of artificial intelligence from a means of learning into a separate subject of the educational process indicates that there is a paradigm shift in the use of new technologies in learning. AI technologies are able to provide high-quality feedback, create additional conditions for language practice, take on daily routine tasks and automate them, thereby shaping the ability of students to engage in their education and self-education throughout their lives. The obtained research results are recommended to be used in the methodology of teaching a foreign language, as well as in the development of private methods of teaching a foreign language using AI technologies.

Effects of second language learning conditions along the implicit/explicit continuum: an extension of Ishikawa (2019)

This study investigated the effects of learning the morphological rules of a second language under various learning conditions along the implicit/explicit continuum. It compared outcomes between learners under the attentional (required to attend to targets) and intentional (required to search for rules) conditions and under the incidental and explicit conditions immediately after exposure and after 1 week. The study also assessed the nature of acquired knowledge using subjective measures of awareness during the testing phases and post-experimental verbal reports. The results demonstrated similar learning effects across the four groups of learners immediately after the learning phase, whereas only intentional learners outperformed incidental learners after one week. The participants developed conscious and unconscious knowledge irrespective of being attentive or intentional during the learning phase. The outcomes of oral production tasks illustrated that knowledge acquired through exposure did not manifest as productive knowledge. The study discussed the results in terms of learning conditions along the continuum of implicitness and explicitness.

The impact of distance learning on the health in schoolchildren (literature review)

Distance learning (Dl) is widespread in educational institutions. The COVID-19 epidemic has led to the transfer of only Dl to students in most countries of the world. However, the use of Dl is associated with a number of health risk factors. The purpose of the review is to study the impact of Dl on the health in schoolchildren. A literature search was conducted using PubMed and eLIBRARY.RU search engines. The initial search allowed identifying 21,745 reports, after an independent assessment by two experts, there are still 36 full-text publications containing original data on the impact on the health of schoolchildren. The analysis of the topics of publications allowed establishing all publications to be devoted to the study of the impact of Dl on the health of students during the COVID-19 epidemic, which does not allow differentiating the impact of Dl on health from the influence of self-isolation and fear of covid disease. Most studies do not compare the detected changes in health status during traditional training. The main complaints of students during Dl were complaints of painful sensations in the eyes, decreased vision, headache, back and neck pain, sleep disorders, largely associated with hygienically irrational learning conditions. The revealed changes in mental status (anxiety, depressive manifestations) are largely determined not by the presence of Dl, but by the influence of self-isolation and fear of covid disease. The transition to Dl also led to an increase in body weight in a number of students, a decrease in physical fitness. More pronounced changes in the state of health were noted in schoolchildren of junior classes. Conclusion. The identified adverse changes in the state of health in students can be minimized by the use of Dl in combination with traditional learning and compliance with hygienic requirements for its management.

Дуальное обучение как условие формирования экологической компетентности студентов в системе среднего профессионального образования

The system of secondary vocational training in Russia is undergoing significant changes regarding the quality of training of competent specialists who are able not only to carry out professional activities in modern socio-economic conditions, but also to successfully compete in those sectors of the national economy where they will work after graduation. As noted in the state program of the Russian Federation “Development of Education” until 2030, special attention is paid to the development of dual education and environmental education of students. In this regard, since 2014, dual (practice-oriented) training has been successfully implemented in secondary vocational education institutions in the country, within which students acquire basic theoretical knowledge in college classes and acquire practical skills at the enterprise. The purpose of the article is to study ways of developing students’ environmental competence in the system of secondary vocational education. Materials and research methods include an analytical review of scientific research related to the formation of environmental competence in dual learning conditions. The results of the study and their discussion are determined by the choice of approaches, technologies, methods, techniques and forms of work to develop students’ environmental competence. In conclusion, the results of the study are summarized.

The effects of acute exercise intensity on memory: Controlling for state-dependence.

The present experiment evaluated the effects of varying intensities of acute exercise on free-recall memory performance while controlling for potential state-dependent effects. Forty-eight young adults completed a within-subject experiment involving seven primary laboratory visits. The encoding and retrieval phases were matched or mismatched by taking place either during rest or during a less than 5-min bout of acute exercise, and at moderate or vigorous intensity. We did not find evidence that the effects of acute exercise on memory were state-dependent but instead demonstrated that memory recall was greater when memory retrieval occurred during vigorous-intensity exercise compared to rest. These findings have important implications for the strategic placement of exercise during the phases of memory (e.g., acquisition, storage, retrieval) to optimize memory performance and suggest boundary conditions of state-dependent learning. We discuss various theoretical accounts (e.g., shift in metabolic resources across brain regions) to explain these findings.