Learning Process Research Articles

Disease-specific alterations in central fear network engagement during acquisition and extinction of conditioned interoceptive fear in inflammatory bowel disease.

Interoceptive fear, which is shaped by associative threat learning and memory processes, plays a central role in abnormal interoception and psychiatric comorbidity in conditions of the gut-brain axis. Although animal and human studies support that acute inflammation induces brain alterations in the central fear network, mechanistic knowledge in patients with chronic inflammatory conditions remains sparse. We implemented a translational fear conditioning paradigm to elucidate central fear network reactivity in patients with quiescent inflammatory bowel disease (IBD), compared to patients with irritable bowel syndrome (IBS) and healthy controls (HC). Using functional magnetic resonance imaging, conditioned differential neural responses within regions of the fear network were analyzed during acquisition and extinction learning. In contrast to HC and IBS, IBD patients demonstrated distinctly altered engagement of key regions of the central fear network, including amygdala and hippocampus, during differential interoceptive fear learning, with more pronounced responses to conditioned safety relative to pain-predictive cues. Aberrant hippocampal responses correlated with chronic stress exclusively in IBD. During extinction, differential engagement was observed in IBD compared to IBS patients within amygdala, ventral anterior insula, and thalamus. No group differences were found in changes of cue valence as a behavioral measure of fear acquisition and extinction. Together, the disease-specific alterations in neural responses during interoceptive fear conditioning in quiescent IBD suggest persisting effects of recurring intestinal inflammation on central fear network reactivity. Given the crucial role of interoceptive fear in abnormal interoception, these findings point towards inflammation-related brain alterations as one trajectory to bodily symptom chronicity and psychiatric comorbidity. Patients with inflammatory conditions of the gut-brain axis may benefit from tailored treatment approaches targeting maladaptive interoceptive fear.

Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject

Sustainable Learning Process: Assessing the Effectiveness of Teaching Methodology by Analyzing Spatial and Temporal Properties of a Student as a Subject

Pathways to adolescent social anxiety: Testing interactions between neural social reward function and perceived social threat in daily life.

Recent theories suggest that for youth highly sensitive to incentives, perceiving more social threat may contribute to social anxiety (SA) symptoms. In 129 girls (ages 11-13) oversampled for shy/fearful temperament, we thus examined how interactions between neural responses to social reward (vs. neutral) cues (measured during anticipation of peer feedback) and perceived social threat in daily peer interactions (measured using ecological momentary assessment) predict SA symptoms two years later. No significant interactions emerged when neural reward function was modeled as a latent factor. Secondary analyses showed that higher perceived social threat was associated with more severe SA symptoms two years later only for girls with higher basolateral amygdala (BLA) activation to social reward cues at baseline. Interaction effects were specific to BLA activation to social reward (not threat) cues, though a main effect of BLA activation to social threat (vs. neutral) cues on SA emerged. Unexpectedly, interactions between social threat and BLA activation to social reward cues also predicted generalized anxiety and depression symptoms two years later, suggesting possible transdiagnostic risk pathways. Perceiving high social threat may be particularly detrimental for youth highly sensitive to reward incentives, potentially due to mediating reward learning processes, though this remains to be tested.

Learning Style Approaches in Christian Education

ABSTRACTLearning style theories suggest that individual learners may have different ways of learning and will probably learn better with their preferred learning methods. Educators in almost all fields are increasingly aware of the importance of adopting learning style approaches, which requires instructors to understand the diverse learning styles of students and adapt their teaching strategies to accommodate various learning styles. Given the existence of diverse learning styles, it is impossible to have any single correct way to learn or to teach. However, instructors can provide students with a beneficial and rewarding learning experience by accommodating various learning styles. As the research in the field of learning styles testifies, students will benefit from learning style approaches that are properly adopted. In various areas of Christian education, Christian instructors are also able to make use of learning style approaches to facilitate the learning process of their students.

Analisis Kompetensi Pedagogik Guru

The function of teachers is crucial in accomplishing educational objectives. The role and competence of the teacher determines the student's learning outcome. The main player in learning is the teacher, who drives the transformation of education that produces a lot of change. The use of learning methods and media by teachers keeps students motivated and not bored in learning. The research method used is qualitative descriptive using literature or library study. There are three aspects of pedagogical competence: planning, implementation and evaluation of learning. The learning plan is the most important thing because it includes curriculum study activities, preparing curricula, RPP, learning strategies, learning resources and the atmosphere of learning activities. The use of media technology as a support for the learning process will help teachers in transferring information to students so that teachers can build active interaction with students. Teachers are able to help and ensure students are actively involved and create learning goals achieved. Learning evaluation is intended to examine various practical strategies for better further learning. Then good pedagogical competence is the success of teaching and learning

Dramatización como estrategia didáctica para el aprendizaje del servicio al cliente en estudiantes de la carrera técnica de Secretariado Ejecutivo del Colegio Técnico Profesional de Turrialba en el año 2024

The article is about the use of dramatization as a didactic strategy for teaching customer service to students in the Executive Secretariat technical career. Its objective is to explore how this strategy can contribute to learning and to understand students' perception of it. A qualitative and exploratory research approach was employed. Findings revealed significant benefits of the didactic strategy, and the main conclusion was that it facilitated students to put into practice actions related to learning customer service and to enjoy the learning process.

Applications of artificial intelligence for machine- and patient-specific quality assurance in radiation therapy: current status and future directions.

Machine- and patient-specific quality assurance (QA) is essential to ensure the safety and accuracy of radiotherapy. QA methods have become complex, especially in high-precision radiotherapy such as intensity-modulated radiation therapy (IMRT) and volumetric modulated arc therapy (VMAT), and various recommendations have been reported by AAPM Task Groups. With the widespread use of IMRT and VMAT, there is an emerging demand for increased operational efficiency. Artificial intelligence (AI) technology is quickly growing in various fields owing to advancements in computers and technology. In the radiotherapy treatment process, AI has led to the development of various techniques for automated segmentation and planning, thereby significantly enhancing treatment efficiency. Many new applications using AI have been reported for machine- and patient-specific QA, such as predicting machine beam data or gamma passing rates for IMRT or VMAT plans. Additionally, these applied technologies are being developed for multicenter studies. In the current review article, AI application techniques in machine- and patient-specific QA have been organized and future directions are discussed. This review presents the learning process and the latest knowledge on machine- and patient-specific QA. Moreover, it contributes to the understanding of the current status and discusses the future directions of machine- and patient-specific QA.

Self‐triggered control for linear systems based on hierarchical reinforcement learning

AbstractIn this article, we propose a model‐free self‐triggered control approach for linear systems using a hierarchical policy framework. This framework splits the self‐triggered control approach into top and bottom‐level policies. The top‐level policy generates a triggering time interval based on an initial control strategy, while the bottom‐level policy creates a control inputs guided by the top‐level sub‐goal. This division ensures that both strategies have their own independent tasks and optimization goals, facilitating a model‐free iterative design process for self‐triggered control. The present structure integrates with a dual‐Actor Critic algorithm, utilizing two interconnected neural networks to approximate control and trigger policies. It reflects the framework of hierarchical reinforcement learning, wherein top‐level policies guide bottom‐level decision‐making. It fosters the model‐free design of self‐triggered controller, thereby enhancing the efficiency of the learning process. To validate the effectiveness of our proposed method, we conduct a series of numerical simulations.

The Impact of Native Language on Mandarin Acquisition: A Study of Zhuang and Miao Students

This study was conducted with Zhuang and Miao students and Mandarin teachers in grades four to six in four township elementary schools in Dehou Township, Wenshan City, Yunnan Province. The purposes of this study were:1) to study the influences of the native language that affect Zhuang and Miao students when they learn Mandarin,2) to study teachers’ opinions about their students' native language affects their learning when teaching Mandarin to Zhuang and Miao students. Based on Krejcie and Morgan's table, 186 students for questionnaires and 14 teachers were selected for interviews. The study is a mixed method of quantitative and qualitative research, which was statistically analyzed using percentages, means (⎯χ), standard deviation (S.D.), and narrative analysis by coding the interview information. The research instruments were questionnaires and semi-structured interviews. The results revealed that 1) the influences of the native language that affect Zhuang and Miao students when they learn Mandarin consisted of four aspects: (1) social context, (2) learner characteristics, (3) learning conditions, and (4) learning process: Social Context was high level (⎯χ) =2.70 and S.D=0.36; Learner Characteristics was moderate level (⎯χ) =2.43 and S.D=0.35; Learning Conditions was moderate level (⎯χ) =2.46 and S.D=0.2936; Learning Process was high level (⎯χ) =2.51 and S.D=0.30. All four aspects had a high level (⎯χ) =2.52 and S.D=0.33; on Zhuang and Miao students' Mandarin learning, and 2) teachers’ opinions about their students' native language affect their learning when teaching Mandarin to Zhuang and Miao students. It showed that Zhuang and Miao’s students had difficulty pronouncing Mandarin when they learned it because of the influence of their language; the difference between Mandarin and the expression habits of the ethnic language also affects the learning of Mandarin by Zhuang and Miao students. This study suggests that the study should emphasize the creation of a Mandarin language environment for Zhuang and Miao students, enhance students' interest in learning Mandarin, improve the conditions for learning Mandarin, and innovate teaching methods.

Low PISA Performance Students: Factors, Perceptions, and Improvement Strategies

The PISA assessment serves as a critical tool for evaluating and improving educational systems worldwide. The ethical implications of low performance in PISA are significant, requiring a comprehensive approach to address both immediate educational needs and broader systemic issues. By leveraging insights from PISA and implementing evidence-based interventions, policymakers and educators can work towards creating a more equitable and effective educational environment for all students. This study investigates the underlying factors contributing to the low achievement of Jordanian students in the Program for International Student Assessment (PISA) tests and proposes effective strategies to enhance their performance. PISA, developed by the Organization for Economic Co-operation and Development (OECD), evaluates 15-year-old students' skills in reading, mathematics, and science, focusing on their ability to apply knowledge in real-world contexts. Despite its global significance, Jordanian students have consistently underperformed in these assessments. The study employs a mixed-methods approach, including a comprehensive literature review, analysis of the Jordanian educational context, and surveys with educators and students. The findings reveal several key factors impacting performance: curriculum misalignment with PISA competencies, socio-economic disparities, high teacher turnover, and varying levels of teaching quality. Additionally, perceptions of PISA among educators and students highlight challenges related to unfamiliar test formats and applied knowledge requirements. Based on these insights, the study recommends a series of interventions to improve performance. These include aligning the national curriculum with PISA competencies, enhancing teacher training programs, integrating technology into learning processes, promoting extracurricular activities, and fostering active parental involvement. By addressing these areas, the study aims to provide a roadmap for policymakers, educators, and stakeholders to enhance Jordanian students' performance in future PISA assessments and overall educational outcomes.

Peran Pimpinan Pondok Pesantren dalam Meningkatkan Penyelengaraan Mutu Pendidikan

Islamic boarding school leaders are the driving force for Islamic boarding school resources. The large role of Islamic boarding school leaders in the process of achieving educational goals means that it can be said that the success or failure of Islamic boarding school activities is largely determined by the quality of the Islamic boarding school leaders themselves. The purpose of this article is to determine the role of Islamic boarding school leaders in improving the quality of education. This research uses library research methods (library research), namely deepening, reviewing and identifying knowledge contained in the literature (reading sources, reference books or other research results). To obtain data the author used sources found in libraries such as books, journals and the internet. The research results show the role of Islamic boarding school leaders in improving the quality of education, namely; Improving the quality of human resources for educators and education personnel, improving the quality of the teaching and learning process, educational facilities and infrastructure.

Integrating values into the social learning process: The occupational world in children’s television shows in Israel

ABSTRACT Children develop their perceptions, expectations, and attitudes toward the occupational world much earlier than they enter it, also via television which serves as a central socialization agent in the preschool years. The current study thematically analyzes the values associated with the occupational world in children’s series by integrating two theoretical perspectives: Schwartz’s theory of values and Bandura’s social cognitive theory. The study finds that children’s series represent the occupational world extensively and uniformly as multicultural and community-oriented. Many aspects of the occupational world in these shows are portrayed inconsistently with the real-world workplace. All occupations are treated equally, and the workplace is portrayed positively, involving obedience and conformity and nearly no concern for personal professional advancement.

Penggunaan Video Comment dalam Meningkatkan Minat Belajar Peserta Didik Mapel PAI di SDN 4 Mrayan Ngrayun Ponorogo Tahun Pelajaran 2023/2024

This Classroom Action Research (CAR) aims to explore the effectiveness of using Video Comment as a learning medium in enhancing students' interest in Islamic Education subject at SDN 4 Mrayan Ngrayun Ponorogo for the academic year 2023/2024. Recognizing the need for innovation in the learning process dynamics, this study identifies that students' learning interest can be a crucial indicator in achieving an effective and efficient learning process. Implemented in three cycles, this research collected data through observation, interviews, and document analysis to assess changes in students' learning interest since the implementation of Video Comment. The findings indicate a significant increase in students' learning interest from the pre-cycle with a learning interest of 36%, rising to 61% in cycle I, 69% in cycle II, and reaching an average of 78% in cycle III. This increase signifies that the integration of Video Comment in the learning process contributes positively to enhancing students' learning interest. Further analysis reveals that Video Comment successfully provides engaging and interactive content that facilitates students' involvement in the learning material. Moreover, the study identifies supporting and inhibiting factors in the use of Video Comment, where 94% of students showed an increase in learning interest as a direct result of this innovative learning process. The conclusion of this study underscores the importance of using innovative learning media, such as Video Comment, in boosting students' learning interest. The practical implications of this research offer insights for educators to integrate relevant learning technologies with modern students' needs, as a strategy to improve the quality of the learning process in today's educational environment.

Islamic Religiosity and Friendship Quality as a Determinant Factors of Forgiveness of Islamic Boarding School Student

When in the Islamic Boarding School, students are expected to have good self-adjustment skills. However, there are still many students who have not mastered it. This causes frequent interpersonal conflicts between students that can interfere with the learning process and activities in the pesantren. Therefore, forgiveness is one of the steps that can be taken to overcome this problem. The purpose of the study was to examine the influence of Islamic religiosity and friendship quality as determinants of forgiveness of Islamic boarding school students. This study is a quantitative study with a sample of all male and female students at the boarding school totaling 138. Data collection used the Islamic religiosity scale (RIS), friendship quality scale (FQQ), and forgiveness scale (TRIM-18). Data analysis techniques using multiple linear regression with the help of the SPSS version 25.00 for Windows program. The results showed a significant positive influence between Islamic religiosity and friendship quality on the forgiveness of Islamic boarding school students as indicated by the value of F = 23.721, the probability value sig (p) 0.000 (p < 0.050), and the coefficient of determination 0.260. This shows that Islamic religiosity and friendship quality have an influence of 26% on forgiveness. For future research, it is recommended to expand the scope of research by considering additional variables that can affect the forgiveness of Islamic boarding school students. For example, research can explore the role of factors such as personality, family parenting patterns, or other social experiences in shaping the level of forgiveness. In addition, research can be conducted with a larger and more representative sample, as well as using more in-depth research methods such as longitudinal studies or qualitative studies to understand more deeply the mechanism of the influence of Islamic religiosity and friendship quality on forgiveness.

Inquiry Based High-Tech Approach: Teaching Experience

Information Communication Technologies (ICT) have gained primary importance in language classes since today each learner has a technological device beside their books in the classroom. Moreover, internet connection is provided in every classroom. Especially the language classes benefit from the internet in different ways. Inquiry-based approach and technology are intertwined. This approach is called the inquiry-based high-tech approach. The inquiry-based high-tech approach is a learning process engaging learners in making real-life connections by high-level inquiry and discovery. Learners discover by experiencing themselves and solving problems through technology usage in the classrooms. Hence, the aim of this study is to reveal the experience of teaching with the inquiry-based high-tech approach in a language class. The inquiry-based High-Tech approach is applied through three general phases after ice-breaking: warm-up for inquiry, data collection and general overview. Although it requires a certain level of language knowledge and motivation to apply, it works perfectly with a suitable group of learners even though there are learners with special needs. Teacher becomes a guide and the learners become the actors of their own learning processes

DEVELOPMENT OF GEOMETRY MOBILE LEARNING TO ENHANCE STUDENTS' MATHEMATICS LEARNING INTEREST

The development research aims to produce a mobile learning application for geometry to enhance students' interest in learning mathematics. The product encompasses solid geometry materials for 7th-grade junior high school students. The development process follows the ADDIE model: Analyze, Design, Development, Implementation, and Evaluation. The product underwent testing with 7th-grade students at a junior high school in Yogyakarta. Data collection instruments included a questionnaire on students' interest in learning mathematics, a product validation sheet, teacher and student assessment sheets, and an observation sheet on the feasibility of the learning process. These instruments were utilized to measure the validity, effectiveness, and practicality of the developed product. The research findings indicate that: (1) The developed mobile learning application for geometry is presented using Creative Problem Solving syntax, complemented with features such as liveworksheets, Geogebra, instructional videos, Quizizz, and Google Forms, facilitating the enhancement of mathematical creativity. (2) The developed product is declared valid based on the validation results obtained from two media experts and two content experts, with an average Aiken index reaching 0.94 out of the maximum score of 1, categorizing it as "High." The product is assessed as practical based on teacher assessment at 96.55%, student assessment at 71.28%, and an average learning process implementation percentage of 85.83%. The product is also deemed effective due to a significant increase in the variable of students' interest in learning mathematics. Thus, the developed geometry mobile learning application meets the criteria of validity, practicality, and effectiveness.

Learning Orientation Program Social Mobility Communication for Blind Students at SLBN Tasikmalaya

This research aims to describe the design and implementation of a special communication social mobility orientation program for blind students in SLBN Tasikmalaya Regency. This research is descriptive research with a qualitative approach. The research subject was one blind student. Data collection techniques were carried out by interviews and observation. Data analysis was carried out using reduction, data display, and conclusion drawing/verification. The research results show that the preparation stage was carried out by carrying out identification, assessment, analyzing the curriculum and compiling teaching modules. The teaching module includes three activities, namely introductory activities, core activities and closing activities. Preliminary activities contain activities to motivate, focus attention and find out the abilities that students have mastered. In core activities, the teacher uses lecture and demonstration methods. The teacher uses clothing brought by the students. In the closing activity, an assessment is carried out. At the evaluation stage, the teacher carries out formative evaluations during the learning process and after learning. Evaluation is carried out by observation and practical tests. Recommendations for further research are to carry out intervention efforts to improve the quality of learning, such as making innovations in media, teaching materials and assessments.

Investigating the Writing Skills Alternative Assessment Strategies used in Moroccan ESP Classrooms: Teachers’ Perceptions and Prevailing Practices

Assessment is the backbone of the learning-teaching process. Several studies have proven that assessment goes hand in hand with learning. Classroom assessment can be either traditionally of learning or formatively an ongoing process for learning. The current study explores the writing skills alternative assessment strategies used by Moroccan English for Specific Purposes (ESP) teachers in their classrooms. To reach this, the study seeks to explore Moroccan ESP practitioners’ perceptions and prevailing practices of writing skills alternative assessment strategies. Similarly, the study tries to identify possible challenges that impede the proper implementation of alternative assessment pedagogy in the Moroccan ESP context. Following a qualitative research design, the current paper deploys semi-structured interviews to collect data from 10 ESP instructors working in different higher institutes and universities in Morocco. The findings reveal that the participants possess favorable opinions regarding alternative assessment methods of writing skills. Nevertheless, these optimistic viewpoints are not clearly reflected in their assessment practices. The research paper can benefit both practitioners and policymakers in the field of education.

Digital Competence for University Lecturers in Vietnam: A Case Study Result At 10 Universities

The digital transformation process has been systematically implemented across all fields of education and training, significantly impacting all activities of universities in Vietnam. Digital technology has changed the way lecturers access, deliver, and assess knowledge for university students. Digital competence is also crucial for lecturers to research and apply advanced teaching methods, from using online platforms to analyzing data to personalize the learning process for students. The purpose of this study is to develop a framework of digital competence for university lecturers in Vietnam and to identify the current status of digital competence among university lecturers in Vietnam. The study used a quantitative research method with a survey sample of 180 lecturers representing 10 universities from 4 regions of Vietnam. The research results show that the digital competence of university lecturers in Vietnam consists of 4 components: (1) Basic information technology competence, (2) Competence in designing, implementing, and evaluating digital education by lecturers, (3) Competence in training students in the application of digital technology, (4) Communication and collaboration competence in a digital environment. From these findings, 4 measures are proposed to develop the digital competence of university lecturers in Vietnam: (1) Increasing awareness among lecturers about digital transformation in the teaching process; (2) Investing in equipment, infrastructure, and information technology infrastructure to meet the requirements of digital transformation in education; (3) Providing training and development opportunities for lecturers' digital competence; (4) Establishing support mechanisms and policies to encourage lecturers to enhance their digital competence.

Surgical procedures and techniques in robot-assisted uterine artery-preserving radical trachelectomy.

The aim of the study was to study robotic cervical radical trachelectomy, aimed at standardizing and optimizing surgical procedures, thereby facilitating the learning process. All surgical procedures were based on the anatomy of the embryonic compartments, which not only help prevent tumor spillage due to disruption of the embryonic compartments, but also maximize the avoidance of inadequate resection margins. Using robotics to perform radical trachelectomy, combined with the concept of membrane anatomy, not only enables a bloodless surgical process, but also streamlines and simplifies the procedure, making it more efficient and precise. Utilizing robotics for radical hysterectomy can lead to a more meticulous and refined outcome. Precise surgical techniques contribute to standardizing and optimizing surgical procedures, thereby facilitating the learning process.