Learning Skills Research Articles

Automatic detection and interpretable analysis of learners’ cognitive states based on electroencephalogram signals

The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners’ higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners’ cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners’ development of HOTS.

중국내 한국어 학습자의 문법용어 이해도에 대한 통계적 분석

Objectives The purpose of this paper is to do a quantitative survey of the Intelligibility of Korean Grammatical Terms for Chinese Learner. Methods In this study, undergraduate and graduate students in China were surveyed to determine the level of understanding of Korean grammatical terms among Chinese learners. The SPSS statistical program is used to find out the statistical skills of Chinese learners' comprehension of grammatical terms and the differences in comprehension by learning stage. Results Based on the results of the analysis so far, the hypothesis that there is a difference in the comprehension of grammatical terms by learning stage is rejected, i.e., there is a significant difference in the individual grammatical term items, but the t-test on the mean does not show a significant difference. Conclusions The results of measuring the comprehension of grammatical terms using SPSS were not statistically significant at the 0.05 level of significance for each undergraduate level.

Improving Word Recognition Skills of Children Learning to Read in a Second Language Through Podcasts

<p style="text-align:justify">Failure in visual word recognition brings about frustration and failure in reading which impinge on the achievement and reading progress of learners. In order to contribute towards assisting every child to achieve minimum proficiency in reading, this investigation examined the impact of podcasts on the abilities of second language learners in sight word recognition. The study which is quasi-experimental, made use of the pre-test post-test nonequivalent groups method. The study participants who were purposively sampled from a privately owned primary school in Enugu urban, South East, Nigeria comprise thirty elementary two learners. Pre-and post-tests were administered to the participants who were grouped into intervention and control groups. The intervention group listened to podcasts in word recognition skills while the control group learned word recognition through the usual method. Statistical tools such as means, standard deviation and analysis of covariance (ANCOVA) were utilized to analyze the data collected. The research question was answered through Standard Deviation and the learners’ mean achievement scores, while the hypothesis, which was set at <0.05 level of significance, was tested with the ANCOVA. The results of the investigation showed that podcasts facilitated improvement in the word recognition skills of English as a second language (ESL) learners. The study concluded that the use of podcast proves to be an efficient instructional media capable of promoting achievement in word recognition skills of learners in an ESL classroom. On the basis of the results, exploring the use of podcasts in the teaching of word recognition skills among ESL learners was recommended.</p>

Impacts of Hyperbaric Oxygen Therapy (HBOT) on Verbal Scores in Children With Autism: A Secondary Analysis of the HBOT Trial Using Multivariate Analysis of Variance (MANOVA).

Introduction A secondary analysis employing advanced statistical methodologies constitutes a robust means of validating initial findings in systematic empiricism. The current research will undertake a secondary analysis of the impacts of Hyperbaric Oxygen Therapy (HBOT) on verbal behaviors in children with autism using the original dataset. This approach aims to enhance the robustness of the initial results, thereby providing a deeper understanding of the data and potentially uncovering additional insights. Materials and methods From January 2018 to July 2021, all cohorts of autistic children (n = 65) were scheduled, evaluated, and treated at The Oxford Center(TOC) in Brighton and Troy, Michigan, USA. Trained research assistants retrospectively extracted pretest and posttest data from electronic medical records from the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) and the Assessment of Basic Language and Learning Skills (ABLLS). This data collection focused on children with autism who received either non-HBOT control with Applied Behavior Analysis (ABA) treatment only or ABA + HBOT interventions. For the VB-MAPP, the experimental group (ABA + HBOT) included 23 children, while the control group (ABA only) included 12 children. For the ABLLS, the experimental group (ABA + HBOT) consisted of nine children, compared to 21 children in the control group (ABA only). Demographic information was systematically summarized. Two independent sample t-tests were recomputed from the original study. Multivariate Analysis of Variance (MANOVA) were conducted, followed by one-way Analyses of Variance (ANOVA) post hoc analyses to elucidate the findings. Results The ages in both groups ranged from 2 to 17 years (M = 5.7 years ± 3.08), with median ages of four years for the experimental group and five years for the control group. The p-values and effect sizes indicated that the two independent sample t-tests from the original study and the MANOVAs from the current research are in agreement. This concordance provided confirmatory evidence for the validity of the pretest and posttest differences in VB-MAPP and ABLLS scores for the control group (ABA only) and the experimental group (ABA + HBOT), highlighting the impact of HBOT on verbal scores in children with autism. Conclusions The results from the two independent sample t-tests from the initial study exhibited high alignment with those derived from the current study's MANOVAs. Both statistical methodologies were applied to the same VB-MAPP and ABLLS datasets. The convergence of results from these two distinct statistical analyses may reinforce the credibility of the original research findings. It supports the hypothesis that the combined ABA and HBOT intervention may offer additional benefits over ABA therapy alone, with verbal milestone behaviors in children with autism.

Influence of The Home Routines to The Self-Help Skills of The Kindergarten Learners

The research aimed to determine the relationship between the influence of home routines on the self-help skills of Albuera North Central Elementary School, Division of Leyte's kindergarten learners during the school year 2022-2023. A descriptive-correlational research design was used. The parent-respondents who answered the adapted questionnaire were selected through simple random sampling to gather data about the frequency level of kindergarten learners' performance in home routines and the level of development of self-help skills. The gathered data were treated statistically using frequency count, simple percentage, weighted mean, and Pearson’s r. Results revealed that most of the learners are 5 years old, whose parents are high school level, with 3 to 4 siblings, and have a monthly income of Php 10,000 and below. Moreover, the learners often perform the home routines before going to school and always perform the routinary tasks after school. Furthermore, the learners have developed self-help skills. It was also found that there was no significant relationship between the influence of home routines and the self-help skills of kindergarten learners. Hence, the home routines cannot influence the self-help skills of the learners. It is recommended that the Enhancement Plan be implemented to help the parents deal with their learners' self-help skills development.

The effects of teaching assistants on letter knowledge of foundation phase students in South Africa: Findings from an exploratory trial

There is increasing evidence that letter knowledge is a significant predictor of early grade reading achievements and that interventions designed to improve learning of this constrained skill can be effective. However, little is known about ways to enhance the teaching of letter knowledge in African languages and the degree to which teaching assistants can facilitate this process. This paper reports findings from an exploratory study designed to establish if teaching assistants can improve letter knowledge in African languages. A pre-post-trial with 249 pre-Grade R and Grade 1 students was conducted in two South African provinces with two distinctive African languages, isiXhosa and Sepedi. Our analysis shows significant positive correlations for both languages between students’ exposure to teaching assistants and their improvements in the number of attempted letters as well as correct letters in a standardised test. Therefore, our findings suggest that teaching assistants, who are instructed to play letter games with foundation phase students to complement the teaching of letter knowledge, could be an effective, low-cost strategy to facilitate future improvements in reading.

Identifying what social emotional support first-year engineering students need to overcome setbacks in lab settings: a case study

ABSTRACT Engineering has high attrition rates in the United States, especially in underrepresented subpopulations in the first year of undergraduate study. An important component of combatting attrition is better understanding what social emotional supports are needed to retain students. In this case study, five first-year engineering students were interviewed across three semi-structured sessions. Transcripts were thematically analysed using the framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to identify what social emotional learning (SEL) skills and forms of support are needed to overcome setbacks. Students shared that applying emotion regulation skills to manage frustration and relying on relationship skills to ask for help facilitated overcoming setbacks. Analysing the skills described and the desired supports students expressed within the context of the SEL framework provides a way to categorise and discuss how instructors can practically support their undergraduate engineering students in the classroom to better retain them.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

An Evaluation of the Transfer of Skills and Knowledge from Two World Federation of Societies of Anaesthesiologists Fellowship Programs.

Subspecialist training is an important part of developing human resources for health and for some learners, may require taking place in another, higher-resourced country. Despite effective learning of skills and knowledge in a different, more highly resourced context, transfer of these skills and knowledge back to a more poorly resourced context can be a challenge. We aimed to evaluate the transfer of skills and knowledge in 2 World Federation of Societies of Anaesthesiologists (WFSA) fellowship programs. This qualitative program evaluation study, guided by Guskey's evaluation framework, used in-depth interviews of both faculty and graduates of the 2 fellowship programs. Interviews were conducted remotely, transcribed verbatim, and analyzed using qualitative content and pattern analysis. We interviewed 2 administrators, 10 faculty members, 17 graduated fellows, and 3 graduated fellows now in the role of faculty member in that fellowship. Key themes were barriers and enablers to the transfer of skills, including workplace and staffing, resources, mentorship, the interprofessional team, and leadership. Graduated fellows were able to have an impact on returning home in the areas of practice and service development, research, and teaching. Our study found that the 2 fellowship programs had variable success in the transfer of learned skills and knowledge back to the fellows' "home" institutions. Contextual differences between the fellowship institution and the home institution were the main source of barriers to transfer, and fellows from different countries had diverse needs. Supporting the transfer of knowledge and skills should be an explicit goal of these fellowship programs, and as such, should be considered in the recruitment of fellows, curriculum development, and in how the success of a fellowship is evaluated. Curricula should not just focus on medical knowledge and skills, but also skills in leading change and in education.

Comparison of Effects of Implicit versus Explicit Learning of a Novel Skill in Young Gymnastic Athletes.

The purpose of this study was to compare the effects of explicit learning with implicit learning using a dual-task paradigm on learning a novel skill and whether the performance was maintained over an extended period. Forty-four young children from a local gymnastics club (n = 44, boys n = 10, girls n = 34, age: 10 ± 2.9 years) completed four 30 min front-flip practice sessions over four weeks between pre- and post-test, followed by two retention tests three and six months after the post-test, in which no front-flip practice occurred. Comparable improvements were found beyond baseline performance for both learning conditions over the six-month hiatus. While both groups increased performance at the post-test, neither explicit nor implicit learning groups were able to maintain the achieved performance level into six months of retention. In particular, the explicit group showed a more marked decrease than the implicit group after three months, which was probably caused by the decay of their reliance on the retrieval of declarative knowledge from working memory. The current findings highlight the importance of conducting retention tests over an extended period to monitor performance development after the acquisition of a novel task by different learning methods, as they can differ over time.

Explainable eBook recommendation for extensive reading in K-12 EFL learning

An automatic recommendation system for learning materials in e-learning addresses the challenge of selecting appropriate materials amid information overload and varying self-directed learning (SDL) skills. Such systems can enhance learning by providing personalized recommendations. In Extensive Reading (ER) for English as a Foreign Language (EFL), recommending materials is crucial due to the paradox that learners with low SDL skills struggle to select suitable ER resources, despite ER’s potential to improve SDL. Additionally, determining the difficulty level of ER materials and assessing learners’ progress remains challenging. The system must also explain its recommendations to foster motivation and trust. This study proposes a mechanism to estimate the difficulty of ER materials, adapted to learner preferences, using information retrieval techniques, and an explainable recommendation system for English materials. An experiment was conducted with 240 Japanese junior high school students in an ER program to assess the accuracy of difficulty estimation and identify learner characteristics receptive to the recommendations. While the recommendations did not significantly impact learners’ English skills or motivation, they were positively received. A strong relationship was found between the use and acceptance of recommendations and learners’ motivation. The study suggests that although the system did not increase overall motivation, it has potential to further enhance the motivation of naturally motivated learners.

Development and validation of learning and innovation skills self-efficacy scale (LIS-SES)

The purpose of this research is to create a tool to evaluate individuals' self-efficacy regarding learning and innovation skills according to the Partnership for 21st Century Skills(P21) framework. In this study, data was collected in three stages. Initially, data from 470 students were utilized for exploratory factor analysis. Then, data from 351 students were employed for confirmatory factor analysis. Finally, data were collected from 39 students to apply the test-retest method. The resulting scale comprises four factors and 30 items. These factors are creativity and innovation skill self-efficacy, critical thinking and problem-solving skill self-efficacy, communication skill self-efficacy, and collaborative working skill self-efficacy. The developed scale accounts for 50.65 % of the total variance. The Cronbach’s alpha value computed for the total scale is 0.936. Accordingly, we can say that LIS-SES is a valid and reliable tool to measure individuals' self-efficacy in learning and innovation skills according to the P21 framework.

An augmented reality‐facilitated question‐prompt‐interaction‐evaluation approach to fostering students' case‐handling competence in technical and vocational education

AbstractBackgroundCultivating students' problem‐solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure.ObjectiveIn conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)‐based QPIE training mode.MethodTo show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR‐QPIE training mode, while the other class of 22 learners used the conventional QPIE (C‐QPIE) training mode.Results and ConclusionsThe results revealed that the AR‐QPIE training mode enhanced learners' learning achievement, self‐confidence, and several dimensions of learning perceptions more than the C‐QPIE training mode. Besides, in terms of the evaluation of case‐handling performance, the AR‐QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C‐QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case‐handling performance, and improve their self‐confidence in the workspace.

From Tutor to Future Educator: Investigating the Role of Peer-Peer Tutoring in Shaping Careers in Medical Education

AbstractIn the effort to promote academic excellence and provide teaching experiences and training for medical students, the University of California, Irvine, School of Medicine (UCISOM) built a novel peer tutoring program (2020), Collaborative Learning Communities with Medical Students as Teachers (CLC-MSAT). While the role of peer-assisted learning in student success on academic courses is well established, we wanted to assess the impact of our UCISOM peer-assisted learning program on tutors’ career interest in medical education. Through a mixed-methods analysis of our peer tutors’ experiences, we found 100% were overall satisfied with their positions; > 85% learned new skills; > 88% felt they were strong teachers; > 88% felt they now had a stronger grasp of the medical curriculum and most importantly, 100% of students maintained their interest and aspirations to serve in a future medical educator role after participating as a tutor. Additionally, we found a statistically significant relationship between tutors’ intentions of exploring a career in academic medicine after serving in the CLC program. Our findings suggest that our tutoring program has had a positive impact in providing authentic teaching experiences and training to medical students early in their careers at UCISOM, which may help prepare the next generation of qualified academic clinicians.

Exploring Differences in Student Learning and Inquiry Skills Between Hands-On and Virtual Chemistry Laboratories

Exploring Differences in Student Learning and Inquiry Skills Between Hands-On and Virtual Chemistry Laboratories

ANALYSIS OF THE DESIGN, IMPLEMENTATION, AND EVALUATION OF 21ST CENTURY SKILLS EDUCATION IN CLASS X AT STATE SENIOR HIGH SCHOOL

This research was conducted with the aim of describing 1). Analyzing the design of learning implementation, 2). Analyzing the learning process (RPP), 3). Analyzing the evaluation of 21st century learning in class X of SMAN 7 Bengkulu City. The research method used is a descriptive method, using qualitative descriptive analysis techniques. The samples used were students and physics teachers of class This research shows that the results of the analysis of learning implementation plans (RPP) are based on 21st century learning skills with a percentage of 86.87%, consisting of aspects, namely planning with a percentage of 87.50%, implementation with a percentage of 85.62%. and evaluation of 21st century learning with a percentage of 87.50%. So from the results of this analysis it can be concluded that the design for implementing 21st century skills learning is in the good category.

Structural model and characteristics of entrepreneurial opportunity recognition abilities among university students in China: a grounded theory approach

The rapid development of mass entrepreneurship and innovation in China has substantially influenced the entrepreneurial environment, particularly among university students who are emerging as a vital entrepreneurial force. This study aimed to explore and identify the key characteristics and structural framework of entrepreneurial talents among university student entrepreneurs in China, specifically concerning their capacity to discover entrepreneurial opportunities. To achieve this, we conducted interviews with 21 exceptional university student entrepreneurs. A structural model was subsequently developed based on grounded theory, with data coded at three levels and tested for theoretical saturation. The results demonstrated that Chinese university students possess implicit and explicit capacities to detect business possibilities. Implicit abilities largely encompass the innate qualities of entrepreneurial drive and environmental intelligence, while explicit abilities comprise the acquired skills of learning, networking, and integration. This model can be used as a benchmark for assessing and enhancing the capacity of Chinese university students who are aspiring entrepreneurs to identify and exploit entrepreneurial opportunities.

Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education

ABSTRACTThe COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.

Leveling up orthodontic education: Game-based learning as the new frontier in orthodontic curriculum

Game-based learning (GBL) is becoming a focal point in contemporary orthodontic dental education. This study examines GBL’s ability to provide immersive experiences simulating real-world orthodontic practice. Leveraging technologies like virtual reality (VR), augmented reality (AR), 3D modeling, and advanced e-learning platforms, GBL enhances active learning, critical thinking, and decision-making skills. While promising, GBL adoption faces challenges like high costs, technical demands, and curriculum integration hurdles. However, ongoing innovations, personalized learning paradigms, and artificial intelligence (AI) are mitigating these. This research highlights GBL’s measurable impact on student engagement, information retention, and translating theory into orthodontic practice. Through GBL’s lens, orthodontic education undergoes a paradigm shift where students construct comprehensive treatment plans for simulated patients, fulfilling modern orthodontic pedagogy’s evolving requirements.

THE APPLICATION OF PROBLEM BASED LEARNING (PBL) MODEL TO IMPROVE STUDENTS' LEARNING OUTCOMES ON SOCIAL STUDIES SUBJECTS IN GRADE IV OF ELEMENTARY SCHOOL II TANJUNGSARI

This research was conducted using the classroom action research (CAR) method. The progress in learning and storytelling skills is still below the Minimum Completeness Criteria and success indicators. The study included 142 students from SDN 2 Tanjungsari, ranging from grade I to grade VI. 36 sixth-grade students were part of the sample, with an equal number of males and females. The researcher collected data using tests and observations. The research instruments were observation sheets and test sheets. The analysis techniques used were qualitative and quantitative analysis. The results of this study showed that the students' learning outcomes in cycle I had a mastery level of 27.78%. In cycle II, there was an improvement in student learning outcomes with a mastery level of 52.78%. In cycle III, the mastery level reached 83.33%. This indicates that the students' learning outcomes had met the applied mastery criteria of 80%. The study also observed students' learning activities. In cycle I, the students' activities scored 19 with a percentage of 1.58%, which was still categorized as poor. In cycle II, there was an improvement in students' learning activities with a score of 27 and a percentage of 2.25%, categorized as moderate. In cycle III, students' learning activities had a score of 41 with a percentage of 3.42%, which was categorized as good. Research using Problem-Based Learning can enhance learning outcomes and student engagement in Social Studies for fourth-grade students at SDN 2 Tanjungsari in Indramayu District.