Low Performance Group Research Articles

Factor analysis on the performance of elite male fencing athletes.

We analyzed how stress and heart rate variability affect the performance of male fencing athletes expected to compete in various international events representing Korea. This study included 72 fencing athletes who participated in training and competition from January 2020 to December 2023. The stress was analyzed using the Sports Competition Anxiety Test (SCAT). Heart rate variability (HRV) was measured using an autonomous neurodiagnostic device (SA-6000). Heart rate variability measurement items were time domain analysis (heart rate, standard deviation of NN interval, and root mean square of the successful differences) and frequency domain analysis (total power, low frequency, and low frequency/high-frequency ratio). All athletes were classified into two categories: victory (high performance) and defeat (low performance) groups in the recent national championships. In SCAT, there was no significant difference between high and low performance. After comparing HRV, it was found that there is a significant difference in heart rates (P=0.030) and low frequency/high-frequency ratio (P=0.006) between high and low performance. heart rates and low-frequency/high-frequency ratio during the high performance were observed to be higher than during low performance. In our study, we found that SCAT does not affect performance, while HRV has been shown to have an impact on performance. These findings can be valuable for coaches and athletes in developing strategies to improve performance results, particularly for elite male fencing athletes.

Examination of factors related to the performance index of patients with cardiovascular disease in a convalescent rehabilitation hospital.

The purpose of this study was to identify the characteristics of patients with cardiovascular disease who received cardiac rehabilitation (CR) at a convalescent rehabilitation hospital (rehabilitation hospital) after treatment at an acute-care hospital and whose performance index was 40 or higher. A total of 43 patients with cardiovascular disease were admitted to two rehabilitation hospitals. Based on the performance index, which is an indicator of the effectiveness of rehabilitation in rehabilitation hospitals, patients were classified into two groups: a "high-performance index group" (performance index of 40 or higher) and a "low-performance index group" (performance index of less than 40). We then compared the patient characteristics of the two groups. The high-performance group accounted for 62.8% of the total. Compared to patients in the low-performance group, high-performers were significantly younger at the time of admission to the rehabilitation hospital and had significantly higher physical function and exercise tolerance. The results of the effect size measurement showed that the effect size was 0.98 and 0.93 on the Short Physical Performance Battery (SPPB) at admission to the rehabilitation hospital and on the pre-illness Kihon checklist, respectively, which were related to the achievement of the performance index. This study suggests that the SPPB at admission to a rehabilitation hospital and the pre-illness Kihon checklist are associated with obtaining a performance index of 40 or higher in patients with cardiovascular disease.

Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool

Abstract This study explored how collaborative writing, an often-used instructional strategy in second language (L2) learning, intersects with large-group dynamics, and investigated their potential impact on the quality of writing outcomes in an online distance learning course. Using a mixed-methods approach, the research scrutinized intra-group interaction processes in two large groups undertaking a computer-assisted language learning writing assignment and evaluated the impact of these interaction processes on their writing products. Data from discussions in both a public online forum and a private social communication platform (WeChat) were collected, systematically coded, and analysed quantitatively and qualitatively based on language functions. Data collection also included an assessment of the written products and follow-up group interviews. The findings indicate distinct interaction patterns between high-performing and low-performing groups, characterised by an expert/participant pattern and a dominant/passive pattern, respectively. Additionally, insights from the interviews shed light on these interaction patterns and the potential impact on student learning outcomes. The study suggests practical implications, highlighting the importance of task design in promoting high levels of collaborative knowledge construction to enhance students’ writing skills and L2 language learning in large-group settings.

The Correlation between Motor Skill Proficiency and Academic Performance in High School Students.

The intricate relationship between physical health and cognitive development has been a focal point of multidisciplinary research, suggesting that motor skill proficiency could influence academic outcomes. This study aimed to investigate the correlation between motor control, mobility, stability-measured by the Functional Movement Screen (FMS)-and academic performance among high school students. Conducted with 201 participants from a public high school in Spain, this descriptive non-experimental research divided students into high and low academic performance groups based on their average grade scores, with the median used as the criterion for distinction. The FMS was utilized to assess fundamental motor skills, and academic performance was verified across mathematics, language, science, and physical education subjects. The findings revealed a significant positive relationship between the FMS scores and academic achievement (r = 0.691; p < 0.001), indicating that students with higher motor skill proficiency had higher academic achievement. This correlation persisted across the various subjects, highlighting the potential benefits of integrating physical education and motor skill development into educational strategies. The study's results suggest that educational policies should advocate for comprehensive physical education programs to foster both physical well-being and academic improvement, thereby promoting a holistic educational model that enhances student performance across disciplines.

IMG-04. ASSOCIATION BETWEEN MICROSTRUCTURAL INTEGRITY OF BRAIN SUBSTRUCTURES AND NEUROCOGNITIVE OUTCOMES: A MULTI-TRAJECTORY ANALYSIS IN CHILDHOOD BRAIN TUMOR SURVIVORS

Abstract BACKGROUND The relationship between the brain’s microstructural integrity and neurocognitive outcomes is not well characterized in childhood brain tumor survivors. In healthy children, mean diffusivity (MD) generally decreases and fractional anisotropy (FA) increases with age as the brain progressively myelinates and develops. Increasing MD and decreasing FA is suggestive of microstructural injury. We investigate the association between longitudinal neurocognitive outcomes and change in MD and FA in childhood brain tumor survivors. METHODS Patients diagnosed with a brain tumor at &amp;lt; 20 years of age with ≥ 2 neurocognitive assessments and paired DTI at each neurocognitive timepoint were retrospectively identified and eligible for inclusion. Multi-trajectory modeling was applied to cluster patients into distinct neurocognitive trajectories based on intelligent quotient, processing speed and working memory. Linear mixed models were used to determine whether the clusters were associated with change in MD and FA over time. RESULTS A total of 61 patients were eligible with 151 neurocognitive assessments paired with DTI. Mean follow-up was 4.8 years. Multi-trajectory modeling identified two clusters of patients with distinct neurocognitive trajectories. Compared to the low-performance group, the high-performance group (45.5%) had higher baseline neurocognitive scores with less decline in all neurocognitive outcomes. The high-performance group was also associated with a greater decrease in MD and greater increase in FA of the hippocampus and several white matter tracts such as the corpus callosum, pontine crossing tract, anterior limb of the internal capsule and inferior cerebellar peduncle, after adjusting for age and sex (all p&amp;lt;0.05). Additionally, the high-performance group was associated with a greater increase in FA in the superior, middle and inferior frontal gyri (all p&amp;lt;0.05). CONCLUSIONS The high-performance neurocognitive group was associated with greater microstructural integrity over time in multiple brain substructures compared to the low-performance group, as measured by change in fractional anisotropy and mean diffusivity.

Key Traits of Leading Sustainable Firms in the Semiconductor Industry

Few studies have investigated sustainable management in the semiconductor industry. Consequently, this study analyzed the characteristics of companies excelling in sustainable management in the semiconductor industry using chief executive officer messages. It compared high- and low-performing groups to identify leading sustainable firms. Centrality analysis was conducted to extract keywords, which were mapped to the sustainability criteria to conduct network analysis. The results showed that the high-performing group emphasized sustainable development across the semiconductor industry ecosystem, while the low-performing group focused on internal sustainability aspects. This underscores the need for effective sustainable development in the semiconductor industry that extends beyond individual company efforts and embraces industry solidarity. Thus, this study presents a methodology that can be applied to similar studies in industries beyond semiconductors.

Unlocking students’ creative potential in designing technological-enriched design solutions

Creativity is an important competency for talents in the twenty first century. The study examines how integrating real-world community service challenges into the secondary school STEM curriculum impacts students’ creativity and STEM content knowledge. A total of 123 secondary school students learned the challenges faced by people with visual impairments and applied their STEM knowledge to design creative solutions. Students proposed diversified solutions, which were of three themes: safety, recreation, and convenience. The quality of the solutions indicated that the higher-performing groups outperformed the medium-performing and lower-performing groups in originality. The lower-performing groups needed further support on all dimensions, especially technical knowledge and skills, which measures proficiency in using integrated knowledge to realize designs.

Multifaceted associations between walking performance, physical fitness, extremity function, health status, and depression in individuals with COPD

Background/Objective(s) Chronic obstructive pulmonary disease (COPD) can precipitate a deterioration of an individual’s physical performance and overall health. Evidence suggests that, along with pulmonary functions, several other factors are related to the significant impairment of walking performance in individuals with COPD. This study compared the depressive symptoms, health status, upper and lower extremity functions, and peak oxygen uptake (VO2peak) in a group of individuals with COPD based on walking performance using a cutoff distance of 350 m in the six-minute walking test (6MWT). The study also investigated the associations between these factors and walking performance. Materials and Methods Participants performed the 6MWT according to the guidelines and were classified into high (>350 m; n = 40) or low (<350 m; n = 30) walking performance groups according to distance. The forced expiratory volume (FEV1), forced vital capacity (FVC), and FEV1/FVC ratio were recorded. Participants completed the Patient Health Questionnaire-9 (PHQ-9), St. George’s Respiratory Questionnaire (SGRQ), and the Upper and Lower Extremity Functional Index (UEFI/LEFI). Predicted VO2peak was measured using the Duke Activity Status Index (DASI). Results Seventy participants with a mean age of 63 ± 11 years (20% female) were enrolled in this study. Patients with high walking performance demonstrated significantly better health status than those with low walking performance (SGRQ: 49 ± 25 vs. 56 ± 21, p = 0.03). Participants with low walking performance had lower predicted VO2peak compared to their higher performing counterparts (p = 0.002). The overall model was significant (F(8, 61) = 7.48, p = 0.0006), with PHQ-9, SGRQ, UEFI/LEFI, VO2peak, and FEV1/FVC explaining approximately 49.5% of the variance in the 6MWT distance. Conclusion This study shed light on the association of depressive symptoms, health status, extremity function, and VO2peak with walking performance, providing valuable insights that may impact the management and care of individuals with COPD.

Discourse moves and socio-emotional interactions in collaborative argumentation: Exploring how their co-occurrence impacts argumentation quality

Collaborative argumentation is an essential skill for the 21st century. Previous research showed that both discourse moves and socio-emotional interactions played key roles in collaborative argumentation. However, few studies have investigated how their co-occurrence impacted argumentation quality. To address this gap, we recruited 55 college students to participate in a 90 min collaborative argumentation activity and selected eight target groups for further analysis. The co-occurrence characteristics of discourse moves and socio-emotional interactions that supported or hindered productive collaborative argumentation were identified by comparing the differences between four high- and four low-performing groups. Several differences between the groups were demonstrated through statistical analyses and epistemic network analysis (ENA). First, the low-performing groups spent more time persuading opponents to change sides (e.g., CounterC, Rebuttal, and CounterUC moves) and resisting open exchanges of ideas (e.g., Reject moves), whereas the high-performing groups actively promoted co-construction of ideas (e.g., Advance, Accommodate, and Concede moves). Second, the low-performing groups often struggled to resolve significant disagreements and reached impasses, whereas the high-performing groups consistently overcame divergences and achieved consensus. Third, ENA demonstrated that when applying critical moves (e.g., CounterC, Rebuttal), the low-performing groups tended to generate negative socio-emotional interactions (e.g., interrupting others, pressuring others, undermining group cohesion), which led to interpersonal conflicts and meaningless communication. In contrast, the high-performing groups released tension and sustained a favorable atmosphere through positive interactions (e.g., using humor/laughter/smiles, encouraging participation/motivation, promoting group cohesion), which facilitated productive dialogue. These findings have pedagogical implications for fostering more effective argumentation instruction.

Treatment approaches and costs associated with diabetes clinical metrics as measured by Healthcare Effectiveness Data and Information Set (HEDIS)

BackgroundThe clinical outcomes of diabetes can be influenced by primary care providers’ (PCP) treatment approaches. This study explores the association between PCP approaches to management and performance measured by established diabetes metrics and related costs.MethodsIn phase one, Electronic Medical Records were used to extract diabetes related metrics using Healthcare Effectiveness Data and Information Set (HEDIS), for patients with diabetes who had office visits to 44 PCP practices from April 2019 to March 2020. Using those metrics and scoring system, PCP practices were ranked and then categorized into high- and low-performing groups (top and bottom 25%, n = 11 each), with a total of 19,059 clinic visits by patients with a diagnosis of diabetes. Then extensive analysis was performed to evaluate a correlation between treatment approaches and diabetes outcomes across the top and bottom performing practices. In phase 2, patients with diabetes who were attributed to the aforementioned PCP practices were identified in a local health plan claims data base (a total of 3,221 patients), and the allowed amounts from their claims were used to evaluate differences in total and diabetes-related healthcare costs by providers’ performance.ResultsComparing 10,834 visits in high-performing practices to 8,235 visits in low-performing practices, referrals to certified diabetes care and education specialists and provider-to-provider electronic consults (e-consults) were higher in high-performing practices (Z = 6.06, p < .0001), while traditional referrals were higher in low-performing practices (Z = -6.94, p < .0001). The patient-to-provider ratio was higher in the low-performing group (M = 235.23) than in the high-performing group (M = 153.26) (Z = -2.82, p = .0048). Claims data analysis included 1,825 and 1,396 patients from high- and low-performing providers, respectively. The patient-to-provider ratio was again higher in the low-performing group (p = .009, V = 0.62). Patients receiving care from lower-performing practices were more likely to have had a diabetes-related hospital observation (5.7% vs. 3.9%, p = .02; V = 0.04) and higher diabetes-related care costs (p = .002; d = − 0.07); these differences by performance status persisted when controlling for differences in patient and physician characteristics. Patients seeing low-performing providers had higher Charlson Comorbidity Index scores (Mdn = 3) than those seeing high-performing providers (Mdn = 2).ConclusionsReferrals to the CDCES and e-Consult were associated with better measured diabetes outcomes, as were certain aspects of cost and types of hospital utilization. Higher patients to providers ratio and patients with more comorbidities were observed in low performing group.

Ability of Different Growth Indicators to Detect Salt Tolerance of Advanced Spring Wheat Lines Grown in Real Field Conditions

Plant growth indicators (GIs) are important for evaluating how different genotypes respond to normal and stress conditions separately. They consider both the morphological and physiological components of plants between two successive growth stages. Despite their significance, GIs are not commonly used as screening criteria for detecting salt tolerance of genotypes. In this study, 36 recombinant inbred lines (RILs) along with four genotypes differing in their salt tolerance were grown under normal and 150 mM NaCl in a two-year field trial. The performance and salt tolerance of these germplasms were assessed through various GIs. The analysis of variance showed highly significant variation between salinity levels, genotypes, and their interaction for all GIs and other traits in each year and combined data for two years, with a few exceptions. All traits and GIs were significantly reduced by salinity stress, except for relative growth rate (RGR), net assimilation rate (NAR), and specific leaf weight (SLW), which increased under salinity conditions. Traits and GIs were more correlated with each other under salinity than under normal conditions. Principal component analysis organized traits and GIs into three main groups under both conditions, with RGR, NAR, and specific leaf area (SLA) closely associated with grain yield (GY) and harvest index, while leaf area duration (LAD) was closely associated with green leaf area (GLA), plant dry weight (PDW), and leaf area index (LAI). A hierarchical clustering heatmap based on GIs and traits organized germplasms into three and four groups under normal and salinity conditions, respectively. Based on the values of traits and GIs for each group, the germplasms varied from high- to low-performing groups under normal conditions and from salt-tolerant to salt-sensitive groups under salinity conditions. RGR, NAR, and LAD were important factors determining genotypic variation in GY of high- and low-performing groups, while all GIs, except leaf area duration (LAR), were major factors describing genotypic variation in GY of salt-tolerant and salt-sensitive groups. In conclusion, different GIs that reveal the relationship between the morphological and physiological components of genotypes could serve as valuable selection criteria for evaluating the performance of genotypes under normal conditions and their salt tolerance under salinity stress conditions.

The Academic Effects of Moving to Middle School on Students With Disabilities Relative to Their General Education Peers

Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group. Using an instrumental variables strategy and New York City (NYC) data on nine student cohorts, we find the middle school transition causes a 0.29 SD decline in SWD math performance, a 0.16 SD decline in English language-arts (ELA) performance, and a one percentage point increase in grade retention. Accounting for potential mediators (e.g., peer cohort stability) does not substantially explain estimated effects on SWD performance. However, the middle school transition has similarly large negative effects on GENs, suggesting the need to ease this transition for all students.

The Bidirectional Relationship between Meta-Creativity and Academic Performance in University Students

Creativity has been studied in relation to academic performance, usually from the perspective of the creative result, with fewer studies focusing on the creative process and the student’s awareness of that process, known as meta-creativity. This study aimed to analyze differences in meta-creativity based on academic performance groups (high or low) and determine the predictive power of meta-creativity belonging to the high or low academic performance groups. A total of 172 university students participated. Meta-creativity was assessed using a Meta-Creativity Questionnaire, which evaluated three dimensions (creative motivation, creative leadership, and divergent thinking). Additionally, academic performance was recorded, allowing for the classification of students based on high and low academic performance. The results of the analysis of variance indicated statistically significant differences between students with high and low academic performance in the three dimensions. Discriminant analysis indicated that the dimensions of meta-creativity were able to predict who belonged to the high and low academic performance groups. The model correctly classified 86.6% of the sample. It can be concluded that academic performance is a good indicator of the level of meta-creativity, and, additionally, meta-creativity has a beneficial effect on academic performance. There is a bidirectional relationship between the two variables.

A Clustering-Based Approach to Functional and Biomechanical Parameters Recorded with a Pair of Smart Eyeglasses in Older Adults in Order to Determine Physical Performance Groups.

Falls and frailty status are often associated with a decline in physical capacity and multifactorial assessment is highly recommended. Based on the functional and biomechanical parameters measured during clinical tests with an accelerometer integrated into smart eyeglasses, the purpose was to characterize a population of older adults through an unsupervised analysis into different physical performance groups. A total of 84 participants (25 men and 59 women) over the age of sixty-five (age: 74.17 ± 5.80 years; height: 165.70 ± 8.22 cm; body mass: 68.93 ± 13.55 kg) performed a 30 s Sit-to-Stand test, a six-minute walking test (6MWT), and a 3 m Timed Up and Go (TUG) test. The acceleration data measured from the eyeglasses were processed to obtain six parameters: the number of Sit-to-Stands, the maximal vertical acceleration values during Sit-to-Stand movements, step duration and length, and the duration of the TUG test. The total walking distance covered during the 6MWT was also retained. After supervised analyses comparison (i.e., ANOVAs), only one of the parameters (i.e., step length) differed between faller groups and no parameters differed between frail and pre-frail participants. In contrast, unsupervised analysis (i.e., clustering algorithm based on K-means) categorized the population into three distinct physical performance groups (i.e., low, intermediate, and high). All the measured parameters discriminated the low- and high-performance groups. Four of the measured parameters differentiated the three groups. In addition, the low-performance group had a higher proportion of frail participants. These results are promising for monitoring activities in older adults to prevent the decline of physical capacities.

Investigating cognitive engagement patterns in online collaborative learning: a temporal learning analytic study

ABSTRACT Online collaborative learning (OCL) has become a common instructional strategy in higher education for developing students’ skills in collaboration, problem-solving, and critical thinking. Cognitive engagement in OCL evolves dynamically, but we do not yet fully understand which patterns of cognitive engagement are conducive to OCL and when to promote them. This study used entropy analysis, sequential pattern mining, and temporal network analysis to examine the online discourse of 44 college students who participated in three OCL tasks. Results showed that, compared with the low-performance groups, the high-performance groups exhibited patterns of continuous perspective elaboration and low-level regulation, as well as frequent shifts from perspective expression to perspective elaboration. In addition, there were differences in the longitudinal evolution patterns of cognitive engagement between the high- and low- performance groups. These findings have important implications for learning tool design and improving collaborative learning design.

Executive function in schizophrenia and autism in adults shares common components separating high and low performance groups.

The profile of executive function (EF) in adults with Schizophrenia (SCZ) and autism spectrum disorder (ASD) remains unclear. This study aims to ascertain if distinct EF patterns can be identified between each clinical condition by comparing the neuropsychological profile of adults with SCZ and ASD, for whom the differential diagnosis is still highly challenging. Forty-five individuals (15 SCZ, 15 ASD, 15 controls) matched for age, sex, education level, and handedness underwent intelligence evaluation and neuropsychological testing for working memory, inhibition, planning and set-shifting, and verbal fluency subdomains. Principal component analysis (2D-PCA) using variables representing 4 domains was employed to identify patterns in neuropsychological profiles. The ASD group had lower scores on the Digits Forward subtest compared to the SCZ group (7.2 ± 2.1 vs. 9.3 ± 1.9, p = 0.003; Cohen's d: 1.05). ASD also performed significantly worse on the Stroop Word Test compared to the control group (77.7± 17.9 vs. 98.0 ± 12.7, p = 0.009; Cohen's d: 1.31). No significant differences were observed between ASD and SCZ on other EF measures. The larger contributors for the dimensions in 2D-PCA were the Digits Forward subtest and Stroop Word Test. Still, there was substantial overlap between the clinical groups. This study suggests a high degree of similarity of EF between SCZ and ASD. Through four EF measures, the discrimination of low and high-functioning EF groups spanning both diagnostic categories may help to identify the individuals who could better benefit from cognitive rehabilitation strategies.

Implementation of Inquiry – Based Lesson on Lights, Mirrors and Lenses in A Gamified Classroom

Academic motivation has long been hailed as driver for improved academic engagement leading to improved academic achievement. This is the very premise of this study that a low-performing group of learners will be motivated to work harder for improved academic performance. The study started with the utilization of developed guided-inquiry virtual laboratory activities that were delivered as part of the lesson in a gamified context. The study utilized three heterogeneous grade 10 sections of a private school in Misamis Occidental. One section is generally a better-performing section and was made the control section, while the remaining two low-performing sections were taken as the experimental sections. The whole gamification activity involves four leader board displays where the first leader board showed equal initial performance for all learners. Results showed that the low-performing classes performed with very little difference with high performing control group. The normalized gain for all sections were all medium gain. The study points to the efficacy of a gamified classroom utilizing virtual activities in improving academic performance as indicated in the results of the normalized gain.

How do secondary students engage in complex problem-solving processes in a STEM project?

STEM education emphasizes improving student learning by linking abstract knowledge with real-world problems and engaging students in authentic projects to solve real-world problems. Accordingly, project-based learning has been widely promoted in STEM programs and has shown a promising impact on student learning. However, solving real-world problems in STEM projects involves complex processes. It remains unclear how students engage in complex problem-solving processes in STEM projects and how their processes may differ among students. This study was conducted with secondary school students who engaged in a design-based STEM project in small groups. The findings show that questioning and responding appeared most frequently and connected with other elements in group discourse, while argumentation and justification appeared least frequently. The findings reveal distinctive discourse patterns that differ among high-, medium- and low-performance groups, based on which the implications of the findings were discussed.

Evaluation of different feedback designs for target guidance in human controlled robotic cranes: A comparison between high and low performance groups

Labour shortages and costly operator training are driving the need for digital on-board robotic crane operator support in forestry and construction. This simulator study investigated the effects of sonification (auditory, pitch/loudness) and continuous visual (brightness/size) feedback on aiming movements with a robotic crane for low and high performers. The feedback was designed non-linear and linear. Thirty-six participants controlled a robotic crane bimanually using joysticks across 320 movements. Performance and skill indicators (movement time, accuracy, trajectory, smoothness) as well as satisfaction, and usefulness were assessed. Low-performing participants showed higher movement accuracy, particularly with non-linear pitch feedback compared to visual feedback. High performers exhibited no significant performance improvement in movement time, accuracy, or smoothness. There was no effect of linear or non-linear mapping of the feedback. Additionally, perceived satisfaction was lower with auditory than visual feedback. These results suggest that real-time auditory feedback can enhance operator accuracy whereas acceptance remains challenging.

Mapping out the structural relationship of middle school students’ use of talk and gestures and group outcomes’ quality in collaborative science problem-solving activities

ABSTRACT The current study explores the connection and affordances of talk and gesture in collaborative science problem-solving activities using an emerging analytical approach. A total of 15 three to five-member groups of middle school students participated in a set of clinical collaborative science problem-solving activities. Six groups (three low- and three high-performing groups) were selected for further analyses. The data consisted of successive statements in student conversations that were coded as different types of talk and gestures. Pearson Phi correlation test and Epistemic Network Analysis were used to analyze the data. We found that certain types of gesture were moderately associated with certain types of talk. In addition, we found high-performing groups were significantly different from low-performing groups in the use of higher cognitive engagement and collaborative regulation talks. We did not find a significant difference in the use of gestures on their own. However, we found that when talk and gestures were combined, high-performing groups tended to use higher cognitive engagement and collaborative regulation talks with representing and pointing gestures. These findings support previous studies on the affordances of talk and gesture in collaborative science activities and provide more evidence for how multimodality is important in science learning.