Perceptual Learning Research Articles

Learning to see again: The role of perceptual learning and user engagement in sight restoration

Learning to see again: The role of perceptual learning and user engagement in sight restoration

Persepsi Siswa SMP tentang Pembelajaran Hybrid IPA dan Pengaruh Kehadiran Live Synchronous terhadap Efektivitas Pendidikan di Jakarta Utara

The impact of Covid-19 on children and families is very felt, namely with the implementation of online or online learning. However, the implementation of full online learning cannot accommodate the needs of all students for education, so other alternative learning methods are needed, namely the hybrid or blended learning method, a learning method that combines face-to-face for some students and online face-to-face for others in each meeting. To find out students' perception of the hybrid learning method and the effectiveness of education with this hybrid method, a researcher is needed on students' perception of hybrid learning and how the relationship between student attendance in live synchronous sessions and educational effectiveness. Data collection was carried out by survey method by distributing questionnaires to 52 respondents of students of a private junior high school in North Jakarta. After that, the data is tested for validity and reliability and then processed using validity and reliability analysis. From the results of the study, it was found that there was a relationship between student perception and educational effectiveness.

Audiovisual speech perception of multilingual learners of Japanese

ABSTRACT Due to the complex nature of languages and the way they are used, it is often difficult to research multilinguals because of the considerable variation in the ways their spoken languages may impact their perceptions. For this reason, foreign language education research has largely been focused on English L2 speakers, overlooking how different languages might impact perception in multilingual speakers. Focusing on Japanese as a Second Language (JSL) learners, this research investigated how multilinguals responded to audiovisual cues in Japanese and English. Utilising web-based eye-tracking technology facilitated by WebGazer.js. Participants were asked to complete a novel phonetic distinction task while their gaze behaviour was measured. Contrary to initial theoretical expectations, the findings did not reveal significant mediation by gaze behaviour on the relationship between multilingualism and task performance. However, the study found that when looking at the duration of fixation on the mouth, there's a significant difference between native English speakers and native speakers of Asian languages when listening to English or Japanese. These findings indicate that further research that explores the nuances of gaze behaviour among multilingual learners of non-English languages (such as Japanese) is necessary.

How perception affects participation: the case of adult learning and continued vocational education and training in Europe

ABSTRACT In this paper, we aim to understand how perceptions of adult learning and continued vocational education and training (CVET) are related to participation in these activities. Specifically, participation within the previous 12 months in different kinds of adult learning and CVET is analysed, distinguishing between (1) formal, (2) non-formal work-related, (3) non-formal non-work-related, and (4) informal learning and CVET of adults. Using novel survey data from the European Centre for the Development of Vocational Training (Cedefop), the probability of participation in adult learning and CVET is estimated by means of linear and logistic regression models. Results show a highly significant positive relationship between perceptions and participation. If adult learning and CVET are perceived as important, the likelihood to participate in them increases. We also find evidence that age, education and occupational category can be associated with different participation rates in adult learning and CVET.

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

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

Vestibular perceptual learning improves self-motion perception, posture, and gait in older adults

Vestibular motion perception declines with age, increasing the risk of falling substantially. We performed a two-week perceptual learning intervention using a self-motion direction discrimination task (2800 training trials per person) on a 6 degrees of freedom motion platform in healthy older adults (n = 40, aged 70–88 yr). Linear inter-aural and angular roll tilt vestibular thresholds improved with training (95% credible interval for pre/post difference), suggesting altered sensitivity post-training. Moreover, improved perceptual abilities transfer to actual posture (reduced sway) and gait parameters. Passive self-motion discrimination training provides a new and promising way to counteract age-related sensory decline. It can reduce the risk of falling, and thereby maintain individual autonomy and quality of life.

Exploring the barriers and enablers of industrial solutions in renovation projects: a mixed-methods study in the finnish AEC industry

Offsite construction is a major approach to promote industrialisation in construction. However, implementation of prevailing industrial solutions is often less adequate and unsatisfactory, especially in renovation projects. Thus, the overall objective of this study is to understand the reasons behind the poor performance in implementation of the industrial solutions. The specific objectives include identifying the prominent barriers and enablers of prefabricated products in renovation projects. This study employed exploratory sequential mixed method. The qualitative data were gathered via semi-structured interviews to collect experiences and perception of experts related to industrial solutions. This was followed by quantitative data collection via questionnaire survey using a seven-point Likert scale. The major barriers and enablers of industrial solutions in renovation projects have been ranked in this study. The findings reveal that immutability of heritage buildings, the tolerances of old buildings and insufficient spaces to ensure construction work ranked the top three barriers for implementing industrial solutions in renovation projects. Moreover, the study identifies the most significant enablers including shorter project schedules, quality improvement and work safety improvement. The novelty of the research lies in the comprehensive presentation of the barriers and enablers of industrial solutions in the renovation project context. Policymakers, designers, and contractors can utilize these findings as guiding principles to enhance decision-making processes and create viable solutions for the obstacles encountered in renovation projects. This study further represents a vital step towards the efficient and effective implementation of industrial solutions in renovation projects, resulting in more sustainable and cost-effective outcomes.

Selective consistency of recurrent neural networks induced by plasticity as a mechanism of unsupervised perceptual learning.

Understanding the mechanism by which the brain achieves relatively consistent information processing contrary to its inherent inconsistency in activity is one of the major challenges in neuroscience. Recently, it has been reported that the consistency of neural responses to stimuli that are presented repeatedly is enhanced implicitly in an unsupervised way, and results in improved perceptual consistency. Here, we propose the term "selective consistency" to describe this input-dependent consistency and hypothesize that it will be acquired in a self-organizing manner by plasticity within the neural system. To test this, we investigated whether a reservoir-based plastic model could acquire selective consistency to repeated stimuli. We used white noise sequences randomly generated in each trial and referenced white noise sequences presented multiple times. The results showed that the plastic network was capable of acquiring selective consistency rapidly, with as little as five exposures to stimuli, even for white noise. The acquisition of selective consistency could occur independently of performance optimization, as the network's time-series prediction accuracy for referenced stimuli did not improve with repeated exposure and optimization. Furthermore, the network could only achieve selective consistency when in the region between order and chaos. These findings suggest that the neural system can acquire selective consistency in a self-organizing manner and that this may serve as a mechanism for certain types of learning.

The relationship of speech perception and speech production: It's complicated.

A widely held belief is that speech perception and speech production are tightly linked, with each modality available to help with learning in the other modality. This positive relationship is often summarized as perception and production being "two sides of the same coin." There are, indeed, many situations that have shown this mutually supportive relationship. However, there is a growing body of research showing very different results, with the modalities operating independently, or even in opposition to each other. We review the now-sizeable literature demonstrating the negative effect that speech production can have on perceptual learning of speech, at multiple levels (particularly at the lexical and sublexical levels). By comparing the situations that show this pattern with ones in which more positive interactions occur, we provide an initial account of why the different outcomes are found, identifying factors that lead to either positive or negative effects of production on perception. The review clarifies the complex relationship that exists between the two modalities: They are indeed linked, but their relationship is more complicated than is suggested by the notion that they are two sides of the same coin.

Development and Validation of the "Program to Promote Positive Nursing Practice Environments": Modified Delphi Study.

Positive nursing practice environments benefit clients, professionals, and institutions, specifically for professionals, by improving professional visibility, recognition, retention intentions, well-being, commitment, job satisfaction, and reducing stress and burnout. Clients experience better quality care, safety, satisfaction, engagement, and fewer care omissions. Institutions favored reduced absenteeism and turnover, improved efficiency, lower costs, and better health outcomes. This study aimed to document the development of the "Program to Promote Positive Nursing Practice Environments" and analyze expert perceptions to reach a consensus. Using a two-round modified online Delphi technique with 22 experts, we examined perspectives on the program's goals, duration, organization, and content. Initial feedback showed agreement on the program's duration but mixed opinions on the number and length of sessions due to concerns about participant workload and fatigue. Adjustments led to a strong consensus and positive feedback on the program's coverage of essential nursing practice environment constructs. The program includes sessions on client, professional, and institutional dynamics, focusing on key attributes and outcomes for fostering positive nursing environments. By equipping nurses with knowledge and skills, the program aims to enhance work environments effectively. These findings provide a substantial advancement in the field, offering a robust framework for future initiatives.

Perception and Social Impact of Blackboard-Based Online Learning in a Psychology Course: Al-Qunfudhah Medical Students' Opinion.

Online learning was considered a novel method of teaching that affects university lifestyle and health. This study focused on online perception of Al-Qunfudhah medical students during psychology course learning and the effect of online teaching on social life. Fifth-year students participated in an online psychology course. The online questionnaire consisted of 15 questions: three for demographic distribution, seven to assess online perception, and five to measure the effect of online teaching on students' social health. Questionnaire validity was checked by a preliminary pilot study, and Cronbach's alphawas used to assess internal consistency.A p-value less than 0.05 was considered significant. Seventy-five (83.3%) students participated in the study: 48 (64%) female and 27 (36%) male. Fifty-eight (77.3%) medical students documented a good perception of online learning of a psychology undergraduate course, whereas 17 (22.7%) had a poor perception. Additionally, 29 (78.4%)female students reported online teaching had a significant effect on their social and psychological health (p < 0.010), whereas eight (21.6%) male students showed that online teaching does not affect their social life. Al-Qunfudhah medical students, both men and women, highly participated in the psychology course online learning; however, female students were socially and psychologically affected by online learning more than male students.

Effects of visual diet on colour discrimination and preference.

To what extent is perception shaped by low-level statistical regularities of our visual environments and on what time scales? We characterized the chromatic 'visual diets' of people living in remote rainforest and urban environments, using calibrated head-mounted cameras worn by participants as they went about their daily lives. All environments had chromatic distributions with the most variance along a blue-yellow axis, but the extent of this bias differed across locations. If colour perception is calibrated to the visual environments in which participants are immersed, variation in the extent of the bias in scene statistics should have a corresponding impact on perceptual judgements. To test this, we measured colour discrimination and preferences for distributions of colour for people living in different environments. Group differences in the extent of blue-yellow bias in colour discrimination were consistent with perceptual learning in local environments. Preferences for colour distributions aligned with scene statistics, but not specifically to local environments, and one group preferred distributions along an unnatural colour axis orthogonal to that dominant in natural scenes. Our study shows the benefits of conducting psychophysics with people at remote locations for understanding the commonalities and diversity in human perception.

Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning

Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning

O27 - Students' perceptions of case-based learning in midwifery education

O27 - Students' perceptions of case-based learning in midwifery education

Development and Validation of the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS)

The purpose of the current study was to develop and validate the Pre-Service Teacher Online Teaching Motivation Scale (PST-OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning in pre-service teachers. Due to increasing opportunities to teach within online learning contexts where challenges were magnified during the COVID-19 pandemic, a reliable and valid instrument is needed to measure such motivational constructs. The Pre-Service Teacher Online Teaching Motivation Survey (PST-OTMS) underwent a thorough validation process resulting in a 31-item survey aimed at assessing pre-service teacher motivation for online teaching across four dimensions: (1) pre-service teacher self-efficacy for online teaching, (2) pre-service teacher perceptions of online teaching and learning, (3) online teaching professionalism, and (4) pre-service teacher anticipated administrative support for online teaching. The PST-OTMS demonstrated strong reliability and validity within the research context. Future research aims to widely administer the PST-OTMS to explore reliability and validity within additional settings and with a more diverse demographic.

Disciplinarity and Transfer Ten Years Later: A Multi-Institutional Investigation into Student Perceptions of Learning to Write

Disciplinarity and Transfer Ten Years Later: A Multi-Institutional Investigation into Student Perceptions of Learning to Write

Vision Improvement in Keratoconus Patients Trained With Perceptual Learning: A Randomized Controlled Trial

BackgroundKeratoconus (KC) is a corneal ectasia disease in which the vision of some patients cannot achieve satisfaction by spectacle corrections. However, not everyone can embrace contact lenses to achieve better vision. Perceptual learning (PL) is a potential treatment for vision improvement in such patients. PurposeTo investigate the effectiveness and maintenance of PL on vision improvement in KC patients corrected with spectacles. DesignRandomized, double-blind clinical trial. ParticipantsThirty-five non-progressive KC patients aged 9 years or older with unsatisfied spectacle-corrected vision were enrolled. MethodsNon-progressive KC patients with best spectacle-corrected distance visual acuity (CDVA) of 0 to 1.0 logMAR (Snellen equivalent range 20/20 to 20/200) and contact lenses intolerant were enrolled. Eligible subjects were randomized into PL and control groups to receive PL and placebo training for 3 months, respectively. Spectacle-corrected visual acuity, contrast sensitivity function (CSF), stereoacuity, and visual functioning and quality of life questionnaires were measured at baseline, 3 months, and 6 months of follow-up. Statistics were analyzed following the intention-to-treat (ITT) principle. ResultsAfter 3 months of training, the CDVA of patients in the PL group improved as compared to the placebo group (0.17 ± 0.15 logMAR vs. 0.02 ± 0.06 logMAR; P = 0.0006). Eight out of seventeen (47.06 %) patients in the PL group reached CDVA improvement ≥ 2 lines (P=0.0010). This improvement persisted for at least 6 months (from baseline) as compared to the placebo group (0.17 ± 0.17 logMAR vs. 0.01 ± 0.07 logMAR; P = 0.0011). The increase of CSF in the PL group mainly was found for moderate spatial frequency (0.11 ± 0.17 log units at 3 cpd; 0.12 ± 0.19 log units at 6 cpd). Linear regression indicated that patients with worse initial CDVA achieved better gains in CDVA after PL (P = 0.009). No side effects were observed and no subjects quit because of training difficulties. ConclusionThree-month perceptual learning improved vision in KC patients and the improvement maintained after 3 months of treatment cessation. The results indicate that perceptual learning may be a promising therapy for KC patients with unsatisfied spectacle-corrected visual acuity.

Exploring student's learning experience with an e-learning platform

In this paper, we present the results of the research on students' learning experience with the use of an e-learning platform. The research aimed to have a better overview of the student's perception of the e-learning platform and their satisfaction with its features for learning. The virtual learning environment can influence student learning, and enable rich and engaged students’ experience. E-learning can offer many opportunities for learning beyond traditional boundaries so e-learning platforms are popular and massively used. Nevertheless, some factors could potentially affect the outcomes and results of e-learning. One of them is the learner's perception of e-learning and another is digital technology used to facilitate e-learning with a focus on the reliability, ease of use, quality and usefulness of the technology itself. In this paper, we will talk about the e-learning platform Merlin, in this case, the Learning Management System that is part of the Virtual Learning Environment and students' experience in its use. The E-learning platform Merlin is maintained by the E-learning Centre at the University of Zagreb University Computing Centre (SRCE) and is part of the virtual learning environment for the higher education system in Croatia. The e-learning platform is based on the open-source system Moodle. Student feedback is important and enables the E-learning Centre team at SRCE to have a better overview of the student's perception of the e-learning platform and their satisfaction with its features for learning. The results indicate that students' perception of the e-learning platform depends as well on the e-courses they attend, therefore how teachers are skilled to know how to use the e-learning platform and its features. Research results indicate that students’ experience is modest as their e-courses are prepared using basic LMS features. Nevertheless, the results show that students find the e-learning platform important for their learning, they recognize its flexibility in accessing the course content and information about the course and performing tasks needed in the course. In addition, they prefer hybrid learning and find themselves knowledgeable in the use of ICT and e-learning.

“It was like a mental Erasmus!” Perceptions of language learning and intercultural understanding in an e-tandem virtual exchange

Previous research focusing on e-tandem virtual exchanges where learners practice each other’s languages has examined mainly aspects related to form-focused interaction, linguistic development, and intercultural competence (see Akiyama &amp; Cunningham, 2018, for an overview). The present paper examines learners’ introspective data about the benefits they obtained from participating in a Spain-Canada e-tandem virtual exchange. Particularly, the participants’ alternating roles as language learners and language experts and their intercultural understanding were examined to provide insights into their evaluation of the experience of taking part in the exchange. Introspective data was collected on how this exchange helped learners theorize about language learning and teaching and about their intercultural understanding. Learners highlighted that focusing on communication, having patience, and collaborating and cooperating with others were their most frequent concerns when they reflected on their role as language experts helping others practice their dominant language. The findings also indicate that learners’ perceptions about the intercultural understanding gained during the virtual exchange show appreciation of multiculturalism and a tendency to speak about one’s own culture.

Students’ and Teachers’ Perceptions of Autonomous Learning

Currently, autonomous learning has been extensively researched by educational experts to understand how it is perceived and implemented in educational settings. This study focuses on exploring the perceptions of teachers and students regarding autonomous learning in the context of English language teaching. Questionnaires were distributed to two English teachers and five English students from the language department of the University of Guanajuato in Mexico. The participants were randomly selected, and data was collected through interviews consisting of open and closed questions. The results revealed that both teachers and students held positive views on autonomous learning, but they lacked a complete understanding of its concepts. The findings also highlight the need for teacher training in autonomous learning. The study concludes with recommendations for teachers and English education programs.