Low Performance Group Research Articles

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.

Utility of Mini‐Mental State Examination items to detect objective memory impairment in mild cognitive impairment

AbstractBackgroundAlzheimer’s disease (AD) is the main cause of cognitive impairment in late‐life, and the typical early presentation of AD in older adults is amnestic cognitive impairment. Mini‐Mental State Examination (MMSE) is widely used in screening cognitive impairment in elderly. The aim of this study was to examine which MMSE items would be more associated with the verbal memory impairment in individuals with mild cognitive impairment (MCI).Method249 MCI subjects (mean age: 73.67 ± 6.79 years) were included in this study. The participants underwent clinical assessments and completed detailed neuropsychological tests. The participants were divided into two groups according to Seoul Verbal Learning Test Delayed Recall (SVLT DR) scores: normal verbal memory performance (SVLT DR > = ‐1.5 SD) vs low verbal memory performance (SVLT DR < ‐1.5 SD) groups. Group comparisons between normal and low verbal memory performance were performed. In addition, associations between verbal memory performance and MMSE items were analysed.ResultLow verbal memory performance group (n = 91) had more males and a tendency to be older and more educated than normal verbal memory performance group (n = 158). For MMSE items, low verbal memory performance group had lower MMSE time orientation and lower MMSE recall subscores, and a tendency of higher MMSE copy score than normal verbal memory performance group. Multivariable analyses showed that male sex, MMSE time orientation and MMSE recall scores were associated with lower verbal memory performance.ConclusionIn MCI individuals, male sex, and MMSE time orientation and recall subscores among demographics and MMSE items were associated with low verbral memory performance. These results suggest that more consideration for MMSE sub‐items would be helpful for the clinical evaluation of individuals with MCI at first step.

Generating Creative Scientific Ideas in Collaborative Learning Using Computer-Based Mind Mapping

Creativity is widely described as a key 21st-century skill. Science education has emphasized the development of creative ideas or innovative solutions with the support of technology. Several research results have shown that the collaborative learning model is the most widely applied treatment and has proven to awaken students' creative thinking abilities. This study aims to generate scientific creative ideas through scientific creative assignments by applying a computer-based Mind Mapping learning strategy in collaborative learning. This research is an exploratory study investigating how Science Education students engage in tasks to generate scientific creativity with technological support, specifically how they generate ideas in small groups by applying relevant thinking strategies, engaging in social communication, and building computer-based creative ideas. Do high- and low-performing groups differ in their idea-generation process, and if so, what are the differences? Mind mapping to facilitate group thinking. The participants were 16 3rd semester students who worked on a series of scientific creativity tasks in 4 groups. All categories emerged in the conversations, although the percentage of frequency varied. Compared to low-performing groups, high-performing groups engaged more in divergent thinking, mind mapping, and regulative discussions, in addition to making these activities more closely connected with idea generation. These findings have implications for the design of technology-supported educational interventions intended to promote and improve group creativity in science education.

Two modes of social impressions and their effects on choice.

Our memories of other people shape how we interact with them. Yet, even when we forget exactly what others said or did, we often remember impressions that capture a general gist of their behavior-whether they were forthright, friendly, or funny. Drawing on fuzzy trace theory, we propose two modes of social impression formation: impressions formed based on ordinal gist ("more competent," "less competent") or categorical gist ("competent," "incompetent"). In turn, we propose that people gravitate toward the simplest representation available and that different modes of memory have distinct consequences for social decisions. Specifically, ordinal impressions lead people to make decisions based on an individual's standing relative to others, whereas categorical impressions lead people to make decisions based on discrete classifications that interpret behavior. In four experiments, participants learned about two groups of individuals who differed in their competence (Studies 1a, 2, and 3) or generosity (Study 1b). When participants encoded impressions as ordinal rankings, they preferred to hire or help a relatively good target from a low-performing group over a relatively bad target from a high-performing group, even though both targets behaved identically and accuracy was incentivized. However, when participants could use categorical boundaries to interpret behavior, this preference was eliminated. In a final experiment, changing the category participants used to encode others' generosity changed their impressions, even when accounting for memory for verbatim details. This work links social impressions to theories of mental representation in memory and judgment, highlighting how distinct representations support divergent patterns of social decision-making. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

56 Dunning-Kruger Effect and Anxiety in a Mexican population

Objective:The Dunning-Krueger effect is a cognitive bias where individuals tend to overestimate their abilities in areas where they are less competent. The Cordoba Naming Test (CNT) is a 30-item confrontation naming task. Hardy and Wright (2018) conditionally validated a measure of perceived mental workload called the NASA Task Load Index (NASA-TLX). Researchers reported that workload ratings on the NASA-TLX increased with increased task demands on a cognitive task. Anxiety is known as an emotion that can make an individual more susceptible to develop a mental health condition. We examine if the Dunning-Krueger effect occurs in a Mexican population with and without current symptoms of anxiety and possible factors driving individuals to overestimate their abilities on the CNT. We predicted the abnormal symptoms of anxiety (ASA) group would report better CNT performance, report higher perceived workloads on the CNT, and underperform on the CNT compared to the normal symptoms of anxiety (NSA) group. We also predicted the low-performance group would report better CNT performance, report higher perceived workloads on the CNT, and underperform on the CNT compared to the high-performance group.Participants and Methods:The sample consisted of 192 Mexican participants with NSA (79 low-performance & 113 high-performance) and 74 Mexican participants with ASA (44 low-performance & 30 high-performance). Participants completed the CNT, NASA-TLX, and the Hospital Anxiety and Depression Scale (HADS) in Spanish. The NASA-TLX was used to evaluate perceived workloads after the completion of the CNT. Meanwhile, the HADS was used to create our anxiety groups. Finally, CNT raw scores were converted into T-scores, which then were averaged to create the following two groups: low-performance (CNT T-Score <50) and high-performance (CNT T-Score 50+). A series of 2x2 ANCOVAs, controlling for gender were used to evaluate CNT performance and perceived workloads.Results:We found a significant interaction where the low-performance ASA and the high-performance NSA groups demonstrated better CNT performance and reported higher perceived workloads (i.e., performance, temporal demand) on the CNT compared to their respective counterparts (i.e., low-performance NSA & high-performance ASA groups), p's<.05, ηp's2=.02. We found a main effect where the high-performance group outperformed the low-performance group on the CNT and reported lower perceived workloads on the CNT, p's<.05, ηp's2 =.04-.46.Conclusions:The Dunning-Krueger effect did not occur in our sample. Participants that demonstrated better CNT performance also reported higher perceived workloads regardless of their current symptoms of anxiety. A possible explanation can be our sample's cultural norms of what would be considered as abnormal symptoms of anxiety, is a normal part of life, decreasing the possibilities to experience self-efficacy distoritions. Future studies should investigate whether the Dunning-Kruger effect may be influencing other aspects of cognitive functioning subjectively in Mexicans residing in Mexico and the United States with and without current symptoms of anxiety.

23 The Wandering Mind: Variability in Mindfulness is Associated with Improved Aspects of Executive Functioning.

Objective:Research evaluating mindfulness and cognition has produced mixed results. However, variability in mindfulness has not been previously evaluated as a predictor of cognitive ability. This study evaluated the relation between intra-individual variability (IIV) in mindfulness and cognitive performance.Participants and Methods:274 university participants (M=19 years old, SD=1.5; 72.6% female, 67.2% White, 25.6% African American, 3.3% Asian American, 1.1% Hispanic American) completed the Five Facet Mindfulness Questionnaire (FFMQ) and the CNS Vital Signs computerized test battery. IIV was computed from the FFMQ facet T-scores. Additionally, high and low cognitive performance groups were formed from the top and bottom 16% of the sample using the neurocognition index (NCI) score from CNS Vital Signs (N=52 high NCI performance and N=46 low NCI performance).Results:Pearson r correlations were used to evaluate the relation between mindfulness IIV and CNS Vital Signs domains. Mindfulness IIV was negatively associated with performance on the domains of psychomotor speed [r=-.18; p=.003], composite memory [r=-.14; p=.023] and verbal memory [r=-.15; p=.015]. For the high NCI group, IIV mindfulness was positively associated with cognitive flexibility [r=.31; p=.024], executive functioning [r=.33; p=.016] and was negatively related to visual memory [r=-.28; p=.043]. For the low NCI group, IIV mindfulness was negatively related to psychomotor speed [r=-.49; p<.001], composite memory [r=-.32; p=.033] and verbal memory [r=-.31; p=.038]. There was no relation found for individual FFMQ facet scores and CNS Vital Sign domains.Conclusions:Increased consistency in self-reported mindfulness (lower IIV) was associated with greater processing speed and memory performance in the overall sample. However, the relation been mindfulness IIV and cognitive performance changed greatly in high NCI performers compared to low NCI performers. The low NCI group may be a proxy for poor effort which would explain why more variable self-reported mindfulness was associated with worse performance for processing speed and memory and this could be driving the results for the overall sample. However, our findings for the high NCI performance group are unique and suggest an association between increased variability in mindfulness facets and improved cognitive flexibility and executive functioning. Further study of mindfulness variability and aspects of executive functioning is warranted.

Load-Time and Load-Speed Relationship in the Resisted Sled Sprint Exercise: What Independent Variable Most Accurately Determines the Relative Load?

Jiménez-Lozano, M, Yáñez-García, JM, Mora-Custodio, R, Valle-Salguero, A, Díez-Fernández, DM, Franco-Márquez, F, González-Badillo, JJ, and Rodríguez-Rosell, D. Load-time and load-speed relationship in the resisted sled sprint exercise: what independent variable most accurately determines the relative load? J Strength Cond Res 37(11): 2167-2177, 2023-The aims of this study were to analyze the load-speed and load-time relationships in the resisted sled sprint exercise using different variables as relative load and to estimate the decrement of speed sprint and the increase of sprint time across different loads. Thirty young healthy men performed a progressive loading test in the countermovement jump (CMJ) exercise to determinate the load that elicited a 2 m·s-1 peak velocity (PV2-load) and in the full squat exercise to obtain the 1 repetition maximum (1RM) value and the load that elicited a 1 m·s-1 mean velocity (V1-load). In addition, subjects performed a progressive loading test in the resisted sled sprint exercise, whereas time and instantaneous speed at 10 (T10 and V10) and 20 m (T20 and V20) were measured. The independent variables used were body mass (BM), 1RM and V1-load in the squat exercise, the PV2-Load in the loaded CMJ exercise, 1RM + BM, V1-Load + BM, and PV2-Load + BM. To analyze whether relationships were dependent on individual performance obtained in unloaded sprint, the total sample was divided into 3 subgroups: high performance (T20 < 3.00 s), medium performance (T20:3.00-3.12 s), and low performance (T20 > 3.12 seconds) groups. The independent variables showing the highest relationships with time and speed in 10 and 20 m were %BM, %BM + V1-load, and %BM + PV2-load. Statistically significant differences between performance groups in %DSS (decrease of sprint speed) and %IST (increase sprint time) in 20 m were found when %BM was used as relative load, whereas there were no significant differences between groups for %BM + PV2-load or %BM + V1-load. In conclusion, the use of %BM + PV2-load and %BM + V1-load should be considered as variables for monitoring the relative load in the resisted sled sprint exercise.

Association of Pork Intake with Cognitive Performance in Older Adults Enrolled in the National Health and Nutrition Examination Survey (NHANES), 2011-2014 Data Cycles.

Pork provides higher levels of several nutrients important for cognitive maintenance in older adults. A pilot clinical study suggests the addition of moderate amounts of pork to a Mediterranean-style diet improves cognition in older adults. There is an absence of observational research that isolates effects of pork from other red meats. To examine the relationship of pork intake on cognitive performance in older adults. Cross-sectional data from the U.S. National Health and Nutrition Examination Survey (NHANES) 2011-2014 cycles were used in these analyses. Pork intake was assessed using data from two non-consecutive 24-h dietary recalls. Cognitive function was assessed by the Consortium to Establish a Registry for Alzheimer's Disease (CERAD) Word Learning, CERAD Delayed Recall, Animal Fluency, and Digital Substitution tests. Statistical analyses were adjusted for sample weighting and survey design variables to account for the complex design. Student t-tests (continuous variables) and Pearson chi-squared tests (categorical variables) were employed to compare participant characteristics between the low and normal cognitive performance groups. Logistic regression was used to determine the relationship of pork intake (low, medium, and high) with prevalence of low cognitive performance, with the non-consumer group as the referent category. Pork intake was not beneficially or detrimentally associated performance on the any of the cognitive tests in both the crude and multivariate models (p > 0.05). Prospective cohort investigations and larger/longer-term clinical trials are needed to fully elucidate effects of pork intake on cognition in older adults.

γ-Aminobutyric acids (GABA) and serum GABA/AABA (G/A) ratio as potential biomarkers of physical performance and aging

Declining physical performance with age and disease is an important indicator of declining health. Biomarkers that identify declining physical performance would be useful in predicting treatment outcomes and identifying potential therapeutics. γ-aminobutyric acid (GABA), a muscle autocrine factor, is a potent inhibitor of muscle function and works as a muscle relaxant. L-α-aminobutyric acid (L-AABA) is a biomarker for malnutrition, liver damage, and depression. We sought to determine if GABA and L-AABA may be useful for predicting physical performance. Serum levels of GABA and L-AABA were quantified in 120 individuals divided by age, sex, and physical capacity into low, average, and high performer groups. Analyses explored correlations between serum levels and physical performance. Both GABA and the ratio of GABA/AABA (G/A), but not AABA, were highly positively associated with age (Pearson correlations r = 0.35, p = 0.0001 for GABA, r = 0.31, p = 0.0007 for G/A, n = 120). GABA showed negative associations in the whole cohort with physical performance [fast gait speed, 6 min walk test (6MWT), PROMIS score, and SF36PFS raw score] and with subtotal and femoral neck bone mineral density. L-AABA was positively associated with usual gait speed, 6MWT, total SPPB score, and SF36PFS raw score in the total cohort of 120 human subjects, also with 6MWT and SF36PFS raw score in the 60 male subjects, but no associations were observed in the 60 females. As both GABA and L-AABA appear to be indicative of physical performance, but in opposite directions, we examined the G/A ratio. Unlike GABA, the G/A ratio showed a more distinct association with mobility tests such as total SPPB score, usual and fast gait speed, 6MWT, and SF36PFS raw score in the males, regardless of age and metabolic status. Serum G/A ratio could be potentially linked to physical performance in the male population. Our findings strongly suggest that GABA, L-AABA, and the G/A ratio in human serum may be useful markers for both age and physical function. These new biomarkers may significantly enhance the goal of identifying universal biomarkers to accurately predict physical performance and the beneficial effects of exercise training for older adults.

Analysis of learning behaviour in immersive virtual reality

Immersive virtual reality technology has been widely used in teaching and learning scenarios because of its unique visual and interactive experiences that bring learners a sense of immersive reality. However, how to better apply immersive virtual reality technology to learning environments to promote learning effectiveness is a direction that has been studied and explored by many scholars. Although a growing number of studies have concluded that immersive virtual reality technology can enhance learners’ attention in teaching and learning, few studies have directly linked both learning behaviors and attention to investigate the differences in behavioral performance across attention. In this study, attention data monitored by EEG physiological brainwaves and a large number of videos recorded during learning were used to explore the differences in the sequence of high attention behaviors across performance levels in an immersive virtual reality environment using behavioral data mining techniques. The results found that there was a strong correlation between attention and performance in immersive virtual reality, that thinking and looking may be more conducive to learners’ concentration, and that high concentration behaviors in the high-performing group accompanied the test and appeared after the monitoring, while the action continued to be repeated after the high concentration behaviors in the low-performing group. Based on this, this study provides a reference method for the analysis of the learning process in this environment, and provides a theoretical basis and practical guidance for the improvement of participants’ attention and learning effectiveness.

Kinematics, Kinetics and Muscle Activity Analysis during Single-leg Drop-jump Landing Followed by an Unanticipated Task: Focusing on Differences in Neurocognitive Function.

Lower neurocognitive function is a risk factor for anterior cruciate ligament (ACL) injury. However, the mechanism by which lower neurocognitive function increases the risk of ACL injury remains unclear. To clarify the effect of differences in neurocognitive function on landing mechanics during a single-leg drop-jump landing motion followed by an unanticipated task. Cross-sectional study. Fifteen collegiate female athletes were recruited (20.1 ± 1.3 years, 166.6 ± 7.3 cm, 60.6 ± 6.9 kg) and were divided into two groups (the high-performance (HP) group and the lower-performance (LP) group) using the median Symbol Digit Modalities Test (SDMT) score. Three-dimensional motion analysis was employed for the analysis during the experimental task of a single-leg drop-jump followed by an unanticipated landing task from a 30-cm high box. Joint angular changes of the trunk, pelvis, hip, and knee were calculated within the interval from initial contact (IC) to 40ms. Knee and hip moments were calculated as the maximum values within the interval from IC to 40ms. Surface electromyography data from key muscles were analyzed 50ms before and after IC. Independent t-tests were used to compare the effects of different neurocognitive function on the measurement items. Statistical significance was set at p < 0.05. The SDMT score was significantly higher in HP group (HP: 77.9 ± 5.5; LP: 66.0 ± 3.4; p < 0.001). The LP group had a significantly greater trunk rotation angular change to the stance leg side (HP: 0.4 ± 0.8; LP: 1.2 ± 0.4; p = 0.020). There were no significant differences between the two groups in terms of joint moments, and muscle activities. Differences in neurocognitive function by SDMT were found to be related to differences in motor strategies of the trunk in the horizontal plane. Although trunk motion in the sagittal and frontal planes during single-leg drop-jump landing increases the ACL injury risk by affecting knee joint motion, the effect of trunk motion in the horizontal plane remains unclear. 3© The Authors.

Increased integration of functional connectivity after cognitive intervention in preschoolers from low socioeconomic status.

Cognitive interventions that involve executive functions (EF)-demanding activities are effective in changing task-related brain activity in children from homes with low socioeconomic status (SES). However, less is known about the efficiency of EF-based interventions in modifying segregation and integration properties of the functional neural organization during a resting state. Further, the consideration of the initial cognitive performance in the design of interventions and its role in the outcome of cognitive training has been poorly studied. The present study aimed to examine the impact of two individualized cognitive interventions with EF-demanding activities on brain connectivity in preschoolers (n = 79) from low-SES homes in Argentina using complex network analysis. At baseline, participants were classified as high- or low-performers based on their performance in an inhibitory control task, and then they were assigned into intervention and control groups within each performance level. Before and after the intervention, the neural activity of each child was recorded at rest using a mobile electroencephalogram device. We found significant intervention-related changes in global efficiency, global strength, and the strength of long-range connections in the θ frequency band in the intervention low-performing group. These findings support the idea that patterns of processing crucial information in the brain may be modified in children from low-SES homes through an EF-based intervention. Finally, these findings show different intervention-related effects on neural activity between children with low and high initial cognitive performance and add new evidence about the interaction between individual characteristics and intervention approaches. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Preference-based hiring decisions and incentives

This article replicates an experiment by Coffman et al. (Manag Sci 67(6):3551–3569, 2021) who separated taste-based and statistical discrimination by comparing employer choices in one of two hiring environments (treatments). Both treatments were characterized by the same ability distributions of workers in tasks on which men are found to outperform women on average, but only one allowed for gender-specific considerations. We found statistical discrimination against women when they are presented to employers not as women, but as people belonging to a low-performance group, but discrimination in their favor when their gender is revealed to potential employers. This discrimination in favor of women was observed in both male and female employers. It was greater when employers were women and disappeared when monetary incentives to employ more productive workers were higher for employers.

Brain optimization with additional study time: potential brain differences between high- and low-performance college students.

This study investigates potential differences in brain function among high-, average-, and low-performance college students using electroencephalography (EEG). We hypothesize that the increased academic engagement of high-performance students will lead to discernible EEG variations due to the brain's structural plasticity. 61 third-year college students from identical majors were divided into high-performance (n = 20), average-performance (n = 21), and low-performance (n = 20) groups based on their academic achievements. We conducted three EEG experiments: resting state, Sternberg working memory task, and Raven progressive matrix task. Comprehensive analyses of the EEG data from the three experiments focused on power spectral density (PSD) and functional connectivity, with coherence (COH) employed as our primary metric for the latter. The results showed that in all experiments, there were no differences in working memory ability and IQ scores among the groups, and there were no significant differences in the power spectral densities of the delta, theta, alpha1, alpha2, beta, and gamma bands among the groups. Notably, on the Raven test, compared to their high-performing peers, low-performing students showed enhanced functional connectivity in the alpha 1 (8-9 Hz) band that connects the frontal and occipital lobes. We explored three potential explanations for this phenomenon: fatigue, anxiety, and greater cognitive effort required for problem-solving due to inefficient self-regulation and increased susceptibility to distraction. In essence, these insights not only deepen our understanding of the neural basis that anchors academic ability, but also hold promise in guiding interventions that address students' diverse academic needs.

Learning behavioral patterns of students with varying performance in a high school mathematics course using an e-book system

Traditional textbooks are progressively being replaced by e-book systems, which are also being utilized more commonly in K–12 education. The study investigated learning behavioral patterns in a seven-week high school mathematics course using an e-book system. In this study, learning data from the BookRoll system was analyzed with lag sequential analysis to examine learning behavioral patterns, learning strategies, and the differences between students with different performances. The results of the learning behavior patterns of all students confirmed the usage of rehearsal and elaboration strategies. However, it demonstrated the lack of using metacognitive strategies in the e-book learning process. Additionally, the results also revealed different learning patterns among students with different learning performances. Students with decreased performance tended to use shallow cognitive processing strategies, while students with increased performance used deeper learning strategies, such as integrating information from the previous and next pages to highlight learning contents. Regarding the strategy usage of students with unchanged performance, students in the unchanged low and middle performance groups tended to utilize the re-reading strategy, while students in the unchanged high performance group utilized the elaboration strategy. Notably, students with increased performance employed fewer learning behavioral patterns than decreased performance students. The behavioral patterns of students with increased performance were more efficient and effective.

Exploring sequential interplay between challenges and regulatory processes in collaborative learning with process mining

ABSTRACT This study explored the sequential interplay between challenges and regulatory processes in high- and low-performing collaborative groups. 66 students from a Finnish higher education institution participated in a collaborative task in groups of three. Approximately 34 h of video data were coded. The sequential analysis revealed that both groups had higher sequential transitions between cognitive regulation and emotional/motivational regulation, rather than cognitive challenges. The high-performing groups demonstrated a stronger sequential link between emotional/motivational regulation and cognitive regulation than the low-performing groups did when faced with cognitive challenges. The study establishes a theoretical grounding and advances our understanding of regulated learning. Since collaborative learning tasks are highly adopted in the higher education context, especially in the Nordic region, this study has practical implications for higher education in these countries and beyond as they seek to develop pedagogical methodologies and customised support to help collaborative groups resolve challenges by initiating regulatory processes.

Comprehensive CMR to differentiate between fitness levels amongst veteran endurance athletes

Abstract Funding Acknowledgements Type of funding sources: Public Institution(s). Main funding source(s): British Heart Foundation. Background Myocardial fibrosis has been demonstrated to be highly prevalent amongst endurance athletes. However, it is unknown whether endurance athletes with a greater exercise capacity have an increased prevalence of fibrosis. Purpose To determine whether greater maximal exercise threshold is associated with increased myocardial fibrosis on cardiac magnetic resonance (CMR) in veteran endurance athletes. Methods 50 healthy veteran (aged &amp;gt; 50 years old) endurance athletes (cyclists/triathletes) who train &amp;gt;10 hours/week for &amp;gt;15 years underwent comprehensive CMR assessment and functional threshold power (FTP) cycling testing. Focal myocardial fibrosis was measured quantitively from late gadolinium enhancement (LGE) imaging. Diffuse myocardial fibrosis was identified using global native T1 mapping of mid-left ventricular (LV) slices whilst extracellular volume (ECV) was calculated using haematocrit on the same day as CMR. Statistical analysis between groups was performed using independent t-test for nominal values and chi-squared for ordinal values. Results Athletes were divided into high and low performance groups based on FTP assessment (median 240.8 Watts). High performance athletes were significantly younger with increased bi-ventricular size and reduced right ventricular ejection fraction (RVEF) at rest (Table 1). However, there was no statistical difference in focal fibrosis, ECV or native T1 between the groups. Conclusion Maximal effort capacity did not appear to influence the prevalence of cardiac fibrosis which may be related to alternative factors such as cumulative exercise exposure. However, higher performing athletes had increased bi-ventricular size, particularly affecting the more compliant right ventricle (RV). Further larger studies are needed to confirm these findings.