Participants In Experimental Group Research Articles

The Effectiveness of Play Therapy Combined With a Trauma-focused Cognitive Behavioral Therapy on Trauma Symptoms and the Loneliness Feeling

Objective: This study aimed to evaluate the effectiveness of play therapy combined with a traumatic cognitive-behavioral approach on the symptoms of trauma and the feeling of loneliness of the victims of sexual abuse. Methods: This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population comprised all sexually-abused Afghan girls. Of whom 20 individuals were selected using the available sampling method. To conduct the questionnaire, the experimental and control group participants were examined before and after the experiment. Data were collected using Asher and Wheeler’s child trauma symptoms scale and the child loneliness scale presented by Foa et al. The assessment program consisted of 14 sessions for the treatment group, and the control group did not receive any intervention. Finally, the collected data were analyzed using covariance analysis. Results: By controlling the effect of the pre-test, a significant difference was observed between the mean scores of participants’ trauma symptoms and the mean scores of participants’ loneliness in terms of group (P<0.05). Conclusion: The results revealed that the play therapy combined with the cognitive-behavioral trauma-oriented treatment resulted in reduced trauma symptoms but not loneliness in these children.

Effects of music technology on language comprehension and self-control in children with developmental delays

This study explores musical technology widely used in special music education. Holistic music educational approach for young children (HMEAYC) is a two-decades-old innovative and local education model that combines modern science and technology, multi-sensory equipment, and traditional instruments with creative music in young children of the learning field in Taiwan. The educational benefits of HMEAYC with music technology for young children’s learning are increasingly well-documented. The opportunity to experience these benefits should be available to children in preschool education and special music education settings. Thus, we assessed the efficacy of music technology on the growth of language comprehension (LC) and self-control (SC), particularly investigating its effects on young children with developmental delays. The study examined the impact of LC and SC of music technology on young children with developmental delays. We conducted our research in one non-profit early intervention center using a pre-/post-test control group (CG) quasi-experimental research design. Teachers of the experimental group (EG) and CG used the method of the HMEAYC curriculum in the same research process. A qualitative approach was embedded in pre-/post-test CG to learn more about participants’ experiences when they accepted the intervention of music technology. Music technology was applied to EG, while CG was not provided any intervention related to equipment. EG included 252 students (64.8%) in total: 98 girls (38.9%) and 154 boys (61.1%). CG had 137 students (35.2%) in total: 65 girls (47.4%) and 72 boys (52.6%). An early childhood behavior evaluation system was used to collect quantitative information. At the same time, pre-tests were given to EG and CG participants before the practical intervention, and post-tests were given after the curriculum was finalized. The results indicated that EG’s LC and SC improved significantly compared to CG participants. The analyses of qualitative statistical findings provided positive changes that incorporating technology contributes to evidence in LC and enhanced SC among and between participants. The findings of this music technology study show that learning behavior of young children with developmental delays significantly improves with the inclusion of technology. Our findings match the results of previous studies. Consequently, the development of the research makes acceptable assumptions that implementing music technology in the educational learning environment will enable young children with developmental delays to integrate into the field of school education more positively and actively.

Impact of Teacher's teaching Strategies on the Academic Achievements of Middle School Students in Mathematics

The purpose of this study was to find out the impact of teachers’ teaching strategies on the academic achievements of middle-section students, particularly in Mathematics. To achieve this, an experiment was carried out under the umbrella of quantitative study. Pre and post-test were taken. The experimental group participants were taught by implementing teaching strategies and controlled group participants were taught by lecture-based methods. The data was gathered from 7th-grade students at private high schools. There were 25 participants in each group. Hypotheses were being tested against the research questions, The descriptive and inferential statistics showed beyond doubt that learning through innovative strategies had a greater impact on the academic achievements of middle school students than learning through lecture-based methods.

Совершенствование координационных способностей сотрудников охранно-конвойных подразделений полиции на основе использования полосы препятствий

Introduction. Modern conditions of official activity of convoy and security police officers impose high demands on the level of their physical fitness. In their professional activities, they often face the need to use physical force, including martial art techniques against suspects and defendants for selfdefense, as well as to overcome resistance to legal demands. However, the use of physical force and fighting techniques is impossible without well-developed physical characteristics. This article considers the problem of formation and improvement of physical characteristics necessary for professional and service tasks of convoy and security police officers.
 Research methods. The author used a test method to determine the effectiveness of the obstacle course on the development of coordination abilities of convoy and security police units, and the method of mathematical statistics Student’s t-criterion for quantitative processing of the obtained results.
 Research results. The study conducted by the author involved trainees undergoing police professional training. The research was organised on the basis of Tuymen Institute for Advanced Training for employees of the MIA of Russia during the period from July to October 2022. At the beginning of the experimental and control group participants showed the same level of development of coordination abilities. During the pedagogical experiment practical physical training sessions for the representatives of the experimental group were carried out with using the principle of dynamic scheme of obstacle course; the representatives of the control group were trained according to the general plan. In the final test the results of the participants of the experimental group surpassed those of the control group. Based on the results the author concludes that the use of the obstacle course has an effective impact on the development of coordination abilities of the trainees.

Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach

This study aimed at investigating the effectiveness of "Philosophy for Children (P4C)" approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center (SAC) in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.

The effect of a visual arts and exercise program on communication and social skills of students with autism spectrum disorders

PurposeIndividuals with autism spectrum disorders (ASD) present challenges in their social and communication skills such as difficulties in developing interpersonal relationships and verbal and nonverbal communication; repetitive and restricted behaviors concerning resistance to environmental change, stereotyped movements and unusual reactions to sensory stimuli; and significant delays in motor development and performance. The purpose of this study was to investigate the effect of a combined visual arts and exercise program on the communication and social behavior skills of people with ASD.Design/methodology/approachThe research was conducted in a Creative Employment Center of People with Disabilities, and the sample consisted of 18 participants with ASD divided randomly into a control group (CG) (n = 8) and an experiment group (EG) (n = 10). The Social Communication Questionnaire (SCQ) was used prior and after the implementation of the intervention program. EG participants attended an intervention program, whereas CG individuals followed their daily routine activities, and they only completed the SCQ prior and after the program.FindingsEG demonstrated statically significant improvements in communication skills and social behavior, compared to the results of the CG. Furthermore, participants with Asperger’s syndrome showed a higher improvement rate compared to participants with autism, while no statistically significant differences were noticed concerning gender and age of the participants.Originality/valueTo the best of the authors’ knowledge, this is the first paper to investigate the effect of a combined visual arts and adapted physical activity program on the social and communication skills of people with ASD.

Oxidative stress-related biomarkers in chronic periodontitis patients with or without type 2 diabetes: A systematic review and meta-analysis.

The purpose of this meta-analysis was to look at the differences in oxidative stress (OS) biomarkers between type 2 diabetes mellitus with chronic periodontitis (DMCP) and chronic periodontitis (CP) patients. Oxidative stress has been shown to be a key pathogenic component in DMCP. However, it is unclear whether oxidative stress levels differ in periodontitis patients with or without diabetes. A systematic search was conducted on PubMed, Cochrane, and Embase databases. Studies of DMCP participants were used as the experimental group and CP participants were used as the control group. Results are expressed as mean effects. Of a total of 1989 articles, 19 met the inclusion criteria. We found the levels of catalase (CAT) levels were reduced in the DMCP group compared with the CP group. However, there was no significant difference in the levels of superoxide dismutase (SOD), total antioxidant capacity (TAOC) malondialdehyde (MDA), and glutathione (GSH) between the two groups. And high heterogeneity was observed in some of the studies evaluated. Despite the limitations of this study, our results support the theory that there is an association between T2DM and the levels of OS-related biomarkers, especially CAT, in CP subjects, suggesting that OS plays an important role in the pathogenesis and development of DMCP.

The Role of Psychotherapies in the Management of General Health Symptoms among Parents and Teacher of Autism Spectrum Disorders Adolescents

Objective: The current article's goal is to emphasize the importance of psycho-therapeutic interventions in the management of general health symptoms (i.e., bodily symptoms, sleep and anxiety-related symptoms, inability to socialize, depression symptoms) among parents and teachers of autistic spectrum disorder adolescents. Method: The current study is based on an experimental design to lessen the general health symptoms of parents and teachers of adolescents with autism spectrum disorders. choosing appropriate friends, appropriate use of humor, entering a conversation, exiting a conversation, get-togethers, good sportsmanship, teasing and embarrassing feedback, bullying and bad reputations, handling disagreements, rumors, and gossip relaxation exercises were all used by clinical psychologists at various schools. The general health questionnaire (GHQ-28) scale was filled by both control and experimental group participants prior to the start of therapy. G power was used to calculate sample size; a total of 140 individuals, parents (N = 40) and teachers (N = 40), were chosen for the experimental group, while the remaining 40 parents and 20 teachers were assigned to the control group (CG), with an age range of 30 to 50 years old. Purposive sampling was used to determine the sample size. The data came from two schools in Islamabad and one in Rawalpindi, Pakistan. To treat their psychological concerns, parents and teachers were taught various therapeutic strategies. The participants filled the measure instruments of general health questionnaire (GHQ-28) after fifteen treatment sessions. SPSS version 25 was used to analyze the data, and the MANCOVA test was used to validate the results.

Improving Student’s Cognitive Performance during the Pandemic through a Machine Learning-Based Virtual Museum

This study presents the investigation of the innovative virtual application developed for cultural education through museum collections. It’s designed as an innovative virtual museum model for learning media containing various contents. Furthermore, it integrates machine learning to predict student interests which are expected to be effective in improving cognitive performance. The conceptual model design is continued with the development of an innovative virtual museum application tested on students, and the effectiveness was evaluated by taking a sample of N1 = N2= 32 participants in experimental and control group. Meanwhile, the pre-test and post-test were conducted to measure the user’s cognitive performance before and after using the innovative virtual museum application. The experimental group results show that the proposed application strongly affects students’ cognitive performance improvement in cultural education. The effect size value is 1.396, where the average score of post-test = 57.946 and the standard deviation = 21.421. Therefore, the proposed application strongly affects museum learning, while the t-test results show a significant difference between the experimental and control groups.

Effects of using adjunct model of content-based instruction on students’ technical report writing performance

This study aimed to investigate effects of adjunct model of content-based instruction on EFL students’ technical report writing performance. A quasi-experimental design was employed to attain the main objective of the study. It included sixty-four mechanical engineering students in the control group (31) and experimental group (33). The experimental group participants were taught technical report writing skills using adjunct content-based instruction, and the control group participants were taught the same lesson through the conventional method for eight weeks. Writing tests and interviews were employed to collect the data. One-way MANOVA was applied to analyze the data collected using the tools. The findings revealed that the students participated in the adjunct EFL program outperformed the ones who were instructed through the conventional approach. They improved their skills of writing task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy significantly. The result also showed that the experimental group students had positive perceptions about adjunct content-based instruction in learning technical report writing. Based on the findings, it was recommended that adjunct content-based instruction could be incorporated into teaching technical report writing at colleges and universities.

I “knew” they wouldn’t last: Hindsight bias in judgments of a dating couple

When a romantic relationship ends, individuals often look back and wish they had done things differently. What may seem clear in hindsight, however, is often unclear in foresight. We investigated the effects of outcome knowledge on individuals’ judgments of a dating couple. In Study 1 (181 U.S. college students, 334 U.S. community adults), participants read about a couple with an uncertain relationship trajectory; then, experimental group participants received knowledge about the couple’s status six months down the road as broken up or still together, while control group participants received no outcome knowledge. Individuals who were told the dating couple broke up perceived that outcome as more likely and obvious compared to those who were not given outcome knowledge or who were told the couple stayed together. In Study 2 (262 U.S. college students, 333 U.S. community adults), participants in the experimental conditions received knowledge about the couple’s status six months later as broken up or engaged, while control group participants received no outcome knowledge. In both samples, outcome knowledge of a breakup had a negative effect on individuals’ judgments about the couple. Among community adults, but not among college students, outcome knowledge of an engagement positively affected judgments of the couple. We offer directions for future research and discuss the mechanisms by which hindsight bias might affect evaluations of our own and others’ relationships.

Variables related to health-related quality of life among breast cancer survivors after participation in an interdisciplinary treatment combining mindfulness and physiotherapy.

Breast cancer diagnosis and treatment increase the potential psychological impact on breast cancer survivors (BCS). The objective of this study was to assess the effects of an interdisciplinary intervention during follow-up in BCS and identify variables related to improvements in HRQoL. In a non-randomised quasi-experimental design performed on an outpatient basis in a hospital gynaecology and oncology unit, 60 BCS were assigned to an interdisciplinary experimental group (EG) or a usual care group (CG). The EG underwent 12 sessions of an interdisciplinary program which included Mindfulness and physiotherapy, for 120 min per day, once a week for 6 weeks. At baseline, at 6 weeks and at 3 months after the intervention, participants of EG and CG completed an assessment of HRQoL (EuroQol and EORTC-QLQ-C30) and symptomatology of anxiety and depression. Additionally, EG completed an assessment of satisfaction with the treatment. For data analysis, we used descriptive statistics, Wilcoxon test, Kruskal-Wallis test, Chi-square and Fisher tests and generalised linear models. After 6 weeks, statistically significant differences were apparent in global and cancer-related health symptoms such as fatigue and pain in the EORTC QLQ-C30 and in anxiety and depression, among the EG (n = 30) compared with the CG (n = 30). Patients receiving the intervention reported a high degree of satisfaction with the treatment. Three months after the intervention, patients in the EG continued to show statistically significant improvements compared with the CG. In addition, allocation to the EG was identified as a variable related to improvement of HRQoL (EORTC QLQ-C30) in the multivariable model. The results of our study suggest that a 6-week interdisciplinary intervention may improve HRQoL and symptomatology of anxiety and depression in BCS patients at 3 months. The study presents data that the intervention for BCS appears promising and warrants further study in a randomised controlled trial.

Enhancing Critical Thinking Skills and Communication Skills through Flipped Learning Technology in Moroccan Middle Schools

Flipped learning technology is an effective approach that has been used widely in Morocco during the pandemic period. It is an approach that combines both face-to-face and online settings of learning and teaching. It is claimed that the utilisation of this approach matches the learners’ needs and promotes autonomous learning among students at almost all educational levels. In this regard, this study aims to examine the effectiveness of Flipped learning technology in upgrading critical thinking and communication skills. This paper employed a quasi experimental pre-test post-test study design and teacher’s observations. The sample was two groups consisting of 60 students aged 13 and 14 years old in the 8th grade at Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=30) that received the treatment study using Flipped learning technology approach and a control group (N=30) taught traditionally. They were taught using a teacher centred method. The researcher used a critical thinking and communication skills test as an instrument and a paired sample t-test for the analysis. The findings revealed a significant difference between the experimental and the control group (sig <0.05); it showed that experimental group participants achieved higher thinking and communication skills. Overall, we conclude that Flipped learning technology influenced critical thinking and communication skills.

The effect of implementing a critical thinking intervention program on English language learners’ critical thinking, reading comprehension, and classroom climate

Entering the age of globalization and multi-cultures, the education system has become more accountable to provide a positive and productive learning atmosphere in which both life skills and academic skills are taught and trained. Following this welcoming trend, the present study sought to integrate a proposed critical thinking-based intervention program (3Es) on the ground of Bloom’s original and revised Taxonomy (1956, 2001) into a BA English reading course. This study examined the treatment’s effect on learners’ critical thinking, attitudes toward L2 classroom climate, and reading comprehension in an English as a foreign language context of Iran. According to the placement test results, excluding the upper-intermediate ones left a sample of 40 (29 females and 11 males) intermediate participants being assigned to two groups: control and experimental. While the former received conventional instruction, the latter was exposed to the critical thinking program presented in three stages: exposure, exploration, and evaluation. The data were derived from Honey's critical thinking questionnaire (2004), the L2-contextualized adapted version of WIHIC (What Is Happening In The Class) designed by Fraser et al. (1986), and the British Council reading comprehension tests. After analyzing the data, the results demonstrated positive changes in the experimental group participants’ critical thinking, reading comprehension, and learners’ attitudes toward classroom climate after implementing the critical thinking intervention program. Our findings contribute to firstly EFL practitioners and curriculum designers, as the main authorities in revising and developing curricula and educational facilities to include the skill of critical thinking as one of the major contributors to the positive atmosphere of the class, and next to the teachers to become cognizant of the influential role of critical thinking in students’ attitudes toward the classroom and their academic development.

Robot’s Inner Speech Effects on Human Trust and Anthropomorphism

Inner Speech is an essential but also elusive human psychological process that refers to an everyday covert internal conversation with oneself. We argued that programming a robot with an overt self-talk system that simulates human inner speech could enhance both human trust and users’ perception of robot’s anthropomorphism, animacy, likeability, intelligence and safety. For this reason, we planned a pre-test/post-test control group design. Participants were divided in two different groups, one experimental group and one control group. Participants in the experimental group interacted with the robot Pepper equipped with an over inner speech system whereas participants in the control group interacted with the robot that produces only outer speech. Before and after the interaction, both groups of participants were requested to complete some questionnaires about inner speech and trust. Results showed differences between participants’ pretest and post-test assessment responses, suggesting that the robot’s inner speech influences in participants of experimental group the perceptions of animacy and intelligence in robot. Implications for these results are discussed.

The effects of implicit CT training on EFL learners’ L2 writing performance

This paper investigates the influence of critical thinking (CT) training on the development of second language (L2) writing skill of EFL learners. For the study, the researchers employed an infusion approach to CT training with an effort to teach CT implicitly and compared its influence with a no-CT training condition. Though explicit CT instructions have been investigated by previous studies, no study has employed an implicit approach to CT in L2 writing through one-to-one feedback sessions. The participants were B1+ EFL learners (n=12) enrolled in the preparatory program of an EMI state university in Türkiye. The results indicated no significant difference in the CT integration into L2 writing performance of the participants in the experimental group. Yet, the interviews conducted with the experimental group participants indicated a higher awareness of the concept of CT in L2 writing for these participants in comparison to their peers from the control group. Thus, this paper suggests that though CT treatment given to EFL learners yield positive results in rising EFL learners’ awareness of CT concept in L2 writing, longer-term instructional methods that give explicit training on CT are needed for helping learners to internalize and apply CT in their L2 writing.

Effects of an online training program on cardiovascular health behavior modification on nursing students' health education competency

ObjectivesThe COVID-19 pandemic has forced many healthcare organizations to stop the placement of undergraduate nursing students. As a result, undergraduate nursing students need the necessary training and practice to increase their competency. Therefore, effective strategies are needed to improve the effectiveness of online internships. This study aims to evaluate the impact of online cardiovascular health behavior modification training on nursing undergraduate students' health education competency and clinical decision-making perceptions using the Conceive-Design-Implement-Operate (CDIO) model. MethodsThis study utilized quasi-experimental research with a non-equivalent control group design. Nursing students undergoing internships at Zhongshan Hospital, Fudan University, Shanghai, China, from June 2020 to December 2021 were enrolled in this study. The participants were allocated into two groups, experimental and control groups. All participants completed a course designed to promote healthy behavior modification. The experimental group participants completed four modules through an online training course based on the CDIO model. The control group was given theoretical lectures on the same topic online. Health education competencies and clinical decision-making perceptions were assessed before and after the training. Statistical analysis was performed using IBM SPSS 28.0. ResultsA significant difference was observed between these two groups in their performance on the theoretical test (t = −2.291, P<0.05) and operational assessment (t = −6.415, P<0.01). The participants in the experimental group scored better than those in the control group. Post-test results indicated that students in the experimental group demonstrated significantly better health education competency (t = −3.601, P<0.01) and clinical decision-making perception (t = −3.726, P<0.01). ConclusionThe study found that online courses based on the CDIO model are compelling. The study concluded that online classes are needed during the pandemic as it does not limit time and space. Nursing students can take their internship from anywhere as long as they can access the internet. Also, the study found that the online course was interactive and collaborative.

The Impact of Problem-based Learning and Reading Stories on the Development of Moroccan Middle School Students’ Critical Thinking Skills

This research aims to investigate the effectiveness of problem-based learning and reading stories on students’ critical thinking skills in Moroccan middle high schools. This paper employed a quasi-experimental pre-test post-test study design. The sample of the study was two groups consisting of 50 students aged between 14 and 15 years old at the 9th grade Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=25) that received the treatment study using a problem-based strategy and Black Beauty story by Anna Sewell level 3 mm. publications and a control group (N=25) that took normal classes. The researcher used a critical thinking test as an instrument and a T-test for the analysis. The findings, which have been quantitatively analysed, revealed a significant difference between the experimental and the control group (sig &lt;0.05); it showed that the experimental group participants got higher thinking skills grades. Overall, we conclude that problem-based learning and reading stories influenced critical thinking skills positively.

Virtual self-conversation using motivational interviewing techniques to promote healthy eating and physical activity: A usability study.

We aim to examine the usability of a Virtual Reality (VR) platform, called ConVRSelf, which has been designed to address the needs of People Living With Obesity (PLWO). Fourteen participants with a desire to eat healthier and exercise more (6 normal weight and 8 PLWO; Mean age = 41.86, SD = 13.89) were assigned to the experimental group (EG) or the control group (CG). EG participants, after being trained on motivational interviewing skills, engaged in a virtual self-conversation using embodiment and body swapping techniques, which aimed to normalize and resolve their ambivalence to change lifestyle habits. CG participants, embodied in their virtual bodies, participated in a pre-established discourse with a virtual counselor giving them psychoeducational advice about how to change lifestyle habits. A mixed-methods design was used, involving a semi-structured interview and self-report questionnaires, including readiness to change habits (Readiness Rulers), body ownership (Body Ownership Questionnaire, BOQ), and system usability (System Evaluation Questionnaire, SEQ). Thematic content analysis was carried out for qualitative data while statistical data analysis was carried out using SPSS 20.0. Participants from both groups showed high readiness to change lifestyle (Readiness Rulers) before engaging with the virtual experiences, which was maintained at the same level after the interventions and their scores on the SEQ and BOQ were satisfactory. Regarding qualitative information obtained from the interviews, almost all participants found the VR experience to be novel, interesting, and enjoyable. A higher acceptability was observed among PLWO from the EG than normal weight participants from the same group, a promising finding for the ConVRSelf platform, which had been specifically designed to address the needs of PLWO. The ConVRSelf system is well-accepted by participants and is ready to be tested with PLWO in a clinical setting.

Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students

According to previous studies, traditional laboratory safety courses are delivered in a classroom setting where the instructor teaches and the students listen and read the course materials passively. The course content is also uninspiring and dull. Additionally, the teaching period is spread out, which adds to the instructor's workload. As a result, students become less motivated to learn. In contrast, artificially intelligent educational robots (AIERs), help students learn while lessening the workload on instructors by enhancing teaching strategies, using robots to substitute for teachers, giving students access to a variety of instructional content, and improving interaction with students through the use of intelligent voice interactions and Q&A systems to promote student engagement in learning. If the robot is used for a long time for learning, it may lead to a decrease in students' interest in learning. Therefore, this study introduces the GAFCC model (the theory-driven gamification goal, access, feedback, challenge, collaboration design model) as an instructional design model to guide the development of a gamified AIER system, aiming to improve students' motivation and learning effectiveness for laboratory safety courses. To test the effectiveness of the system, this study conducted an experimental study at a university in China in the summer of 2022. 53 participants participated in the research, with a random sample taken from each group. Each participant was able to choose the time of their free time to engage in the experiment. There were 18, 19, and 16 participants in experimental group 1, experimental group 2, and the traditional group, respectively. Students in experimental group 1 learned using the gamified AIER system, students in experimental group 2 learned on a general anthropomorphic robot system and the control group received traditional classroom learning. The experimental results showed that compared to the other two groups, the gamified AIER system guided by the GAFCC model significantly improved students' learning achievement and enhanced their learning motivation, flow experience, and problem-solving tendency. In addition, students who adopted this approach exhibited more positive behaviors and reduced cognitive load in the learning process.