Sequence Of Activities Research Articles

Process mining and customer journey mapping in healthcare: Enhancing patient-centred care in stroke rehabilitation.

Patient-centred care and enhancing patient experience is a priority across Australia. Stroke rehabilitation has multiple consumer touchpoints that would benefit from a better understanding of customer journeys, subsequently impacting better patient-centred care, and contributing to process improvements and better patient outcomes. Customer journey mapping through process mining extracts process data from event logs in existing information systems discovering patient journeys, which can be utilized to monitor guideline compliance and uncover nonconformance. Utilizing process mining and variant analysis, customer journey maps were developed for 130 stroke rehabilitation patients from referral to discharge. In total, 168 cases from the Australasian Rehabilitation Outcomes Centre dataset were matched with 6291 cases from inpatient stroke data. Variants were explored for age, gender, outcome measures, length of stay and functional independence measure (FIM) change. The study illustrated the process, process variants and patient journey map in stroke rehabilitation. Process characteristics of stroke rehabilitation patients were extracted and represented utilizing process mining and results highlighted process variation, attributes, touchpoints and timestamps across stroke rehabilitation patient journeys categorized by patient demographics and outcome variables. Patients demonstrated a mean and median duration of 49.5 days and 44 days, respectively, across the patient journeys. Nine variants were discovered, with 78.46% (n = 102) of patients following the expected sequence of activities in their stroke rehabilitation patient journey. Relationships involving age, gender, length of stay and FIM change along the patient journeys were evident, with four cases experiencing stroke rehabilitation journeys of more than 100 days, warranting further investigation. Process mining can be utilized to visualize and analyse patient journeys and identify gaps in service quality, thus contributing to better patient-centred care and improved patient outcomes and experiences in stroke rehabilitation.

Фактори впливу на структуру капіталу нефінансових корпорацій України

The purpose of this study is to determine the factors that explain the capital structure of Ukrainian non-financial corporations. The study was carried out on a sample of 8525 Ukrainian large and medium-sized enterprises on the time horizon of 2014-2019, covering one economic cycle. Banks and non-bank financial institutions are excluded from the sample of enterprises, since the structure of their assets differs from that of commercial companies. To determine the impact of fundamental factors, the capital structure of companies is represented separately by three indicators: i) the level of current debt, ii) the level of long-term debt, and iii) the level of debt in general in the structure of liabilities of enterprises. The list of indicators that explain the capital structure of Ukrainian companies includes fundamental indicators – profitability, company size, asset structure, current liquidity, growth; and macroeconomic variables: GDP growth and consumer price index. The results of the study confirm that the conception of sequential actions best explains the principle by which Ukrainian companies form the structure of liabilities. According to the results of the modeling, the company’s factors demonstrate statistical significance, but do not explain the variation in the level of debt in terms of types of economic activity. Only the factors of profitability, asset structure and type of economic activity are statistically significant for all types of models. The sign of the influence of factors that determine the capital structure of Ukrainian companies corresponds to the results of studies of both developed countries and transition economies. Also, the impact of factors on the level of indebtedness of enterprises differs significantly depending on the maturity of obligations. This study can be further developed by updating the calculations and data that include the period of recent crises. This will allow us to check whether companies have changed their approaches to choosing a capital structure during the wartime.

Easy JavaScript Simulation (EJSS) Data Analytics for Singapore

We have integrated Easy JavaScript Simulation (EJSS) Data Analytics into the national Learning Management System for Singapore schools, known as the Singapore Student Learning Space (SLS). EJSS Data Analytics enhances the teaching and learning experience for educators and students by enabling educators to monitor and evaluate students’ interactions with interactive computer simulations. The data analytics and visualisation capabilities are delivered using the Moodle platform and version 1.3 of the specifications for Learning Tools Interoperability (LTI). In this paper, we showcase the potential for EJSS Data Analytics to identify students’ learning difficulties and misconceptions. Four examples of EJSS Data Analytics applications are provided to illustrate insights on aspects that include understanding a student’s sequential actions leading to specific task outcomes, the frequency of task attempts by each student, and the ratio of students achieving correct versus incorrect task completions. We identify five key considerations for designing the EJSS teacher dashboard. These considerations relate to Student Thought Process, Student Behaviour, Student Engagement, Student Choice, and Teacher Feedback. These five facets provide a framework for aligning our design efforts with the needs of students and teachers, also drawing upon research in data analytics for education.

Investigating the Use of Flipped Classroom Technologies on Students' Learning at Secondary Level

The flipped classroom concept, considered a crucial element of blended learning, has garnered significant attention from scholars and educators in contemporary times. The flipped classroom concept entails a pedagogical approach where the traditional sequence of classroom activities and homework assignments is inverted. This study provides an overview of flipped classroom technology and examines its potential benefits for educators and learners. The authors report the findings from deploying the flipped classroom approach in the language learning environment. The research demonstrates that using the aforementioned technology within the educational process raises students' motivation and promotes their academic performance.

Using Stocks and Flows Diagrams to Understand Business Process Behavior

Business Process Modeling has traditionally focused on the activities and logic of how work is carried out. This is depicted through modeling notations like BPMN, which illustrate the sequence of activities, performers, and possible paths for each process instance. However, when measuring the performance of an organization and its processes, the aggregation of results from individual instances is often necessary. Unfortunately, these flows are not always smooth, as they may encounter variations, delays, accumulations, and other issues that can hinder expected performance levels. Therefore, understanding the behavior of business processes over time is crucial for improvement efforts. This paper demonstrates the use of stocks and flows diagrams for modeling business processes and simulating their behavior over time. Simulations aid in identifying critical points, removing bottlenecks, and enhancing overall process performance. We begin with a brief introduction to modeling business processes using stocks and flows diagrams, followed by a real-life case study in the healthcare sector, where stocks and flows models and simulations were employed to identify and resolve a problem.

Dwarf Mongoose Optimization with Transfer Learning-Based Fish Behavior Classification Model

Behavioral monitoring can be used to monitor aquatic ecosystems and water quality over time. Using precise and rapid fish performance detection, fishermen may make educated management decisions on recirculating aquaculture systems while decreasing labor. Sensors and procedures for recognizing fish behavior are often developed and prepared by researchers in big numbers. Deep learning (DL) techniques have revolutionized the capability to automatically analyze videos, which were utilized for behavior analysis, live fish detection, biomass estimation, water quality monitoring, and species classification. The benefit of DL is that it could automatically study the extraction of image features and reveals brilliant performance in identifying sequential actions. This paper focuses on the design of Dwarf Mongoose Optimization with Transfer Learning-based fish behavior classification (DMOTLB-FBC) model. The presented DMOTLB-FBC technique intends to effectively monitor and classify fish behaviors. Initially, the DMOTLB-FBC technique follows Gaussian filtering (GFI) technique for noise removal process. Besides, a transfer learning (TL)-based neural architectural search network (NASNet) model is used to produce a collection of feature vectors. For fish behavior classification, graph convolution network (GCN) model is employed in this work. To improve the fish behavior classification results of the DMOTLB-FBC technique, the DWO algorithm is applied as a hyperparameter optimizer of the GCN model. The experimentation analysis of the DMOTLB-FBC technique is tested on fish video dataset and the widespread comparison study reported the enhancements of the DMOTLB-FBC technique over other recent approaches.

On some issues of classification of participants in proceedings on administrative offences

The article notes that today the explanations of the essence of the concepts of «process» and «process procedure» remain quite controversial, with reference to the fact that they are, to a certain extent, close to the sequential procedural actions of the parties (participants) aimed at achieving a legally significant result. At the same time, the concept of «administrative process» has a broader meaning compared to the concept of «proceedings on administrative offences», since, through the application of administrative process rules, a much wider range of administrative and legal relations is regulated, the implementation of which takes place with the participation of the parties to proceedings on an administrative offence.
 The authors examine the scientific approaches to the classification of participants to proceedings on administrative offences.
 It is noted that today there is a fairly wide range of scientific research related to the subjects of administrative process (proceedings). It is emphasized that each of the existing constructions is important for its further improvement and application in the administrative and jurisdictional activities of the authorized entities.
 It is noted that for the classification of participants in proceedings in cases of administrative offenses, taking into account their procedural status, it is worth paying attention to the features that are characteristic of each participant in the proceedings, characterizing their role and place in the proceedings, as well as the presence of rights and obligations during consideration of the case, making a decision on it and during its execution. The signs that characterize the administrative- procedural status of the participants in the proceedings in cases of administrative offenses and are grounds for their classification include: the social nature of the subjects as parties to administrative proceedings; 2) the attitude of the subjects to the committed administrative offence; 3) determination of the role, purpose, content and scope of powers belonging to the participants to administrative proceedings; 4) enshrining in administrative and legal norms the forms and methods of participation of authorities (officials) in the consideration of cases of administrative offenses; 5) division of participants to proceedings on administrative offences into main and optional ones, etc.

Eğitim Süreci Modeline Göre Hazırlanan Eğitim Program ve Tasarımlarının İncelenmesi

Training programs should be carried out according to the characteristics of the work, the needs of the employees and the characteristics of the working groups. It should be decided what kind of trainings will be provided, when, where, and by whom to ensure the development of the works and relationships carried out in the organization and prepare the organization for the future. It should be decided whether the trainings will be given by the organization's own trainers or by experts from outside. A comprehensive study should be carried out on which methods to use in training, when to do it, how many hours it will take and where to do it. At this stage, criteria related to the measurement and evaluation of educational results should also be determined. Program design involves determining the purpose of the program and designing specific courses within the program. Effective program design includes course parameters, course objectives, a review of the lesson plan and a detailed lesson plan. Course parameters; the course title contains general information such as identification of participants, course purpose, course objectives, location, time, priorities and the name of the instructor. The course parameters are based on the information obtained as a result of the needs assessment. Program objectives include summary statements on the purpose of the educational program. Course goals or course objectives are goals related to the course or course. These goals are more specific than the program goals in terms of expected behaviors, content, conditions, and standards. Detailed lesson plan; it is the preparation of a guide showing the content and sequence of educational activities for use by the instructor. Lesson plans include the order of activities to be included in the educational process, as well as the definition of managerial details. Reviewing the lesson plan helps the instructor to decide on the time that should be allocated for each topic to be covered in the program, as well as to decide on the time that the trainees should allocate, Dec and lunch times, application and feedback opportunities. Key Words: Educational Process Model, Educational Program and Educational Design

TEAM BASED LEARNING, AN OPPORTUNITY TO PROMOTE INTERPROFESSIONALISM IN GERIATRICS EDUCATION: A SYSTEMATIC REVIEW

Abstract Geriatric care is complex and requires high coordination between healthcare providers. Thus, interprofessional education remains a priority, and innovative teaching methods are needed. Team-Based Learning (TBL) - “an active learning and small group instructional strategy that focuses on higher-cognitive abilities through a sequence of activities including individual work, teamwork and immediate feedback through significant problems.” – appears as one of the most valuable solutions. Following BEME recommendations, this systematic review examined the current evidence on TBL in health professions education (HPE). PubMed, EMBASE, WoS, and Scopus were searched from inception till August 2023 using key terms/subject headings related to TBL and Geriatrics. Four studies published between 2013 and 2022 met our inclusion criteria. Two studies included solely nurses and the remaining two – students from different disciplines. One study was quasi-experimental, while others were cross-sectional. Studies involved undergraduate (n=4) and graduate (n=2) students. Geriatric care was the curriculum’s focus in two studies, while it was a component in the remaining two (covered in one or two modules). All studies followed the sequence of a TBL session. Although TBL was not preferred over traditional lectures for students (n=1), there was a gain in knowledge and skills in most of the studies (n=3). To analyze the quality of studies, the MERSQI was employed (Mean = 9.87, SD =1.31), but there was a lack of validity in assessment instruments and zero patient-reported outcomes. TBL is an opportunity to promote interprofessional education. However, further studies using better assessment methods and higher-level outcomes are needed.

An Embodied View on Collaboration in Early Childhood Education: Combining Microanalysis and Introspective Analysis of Experiences to Understand Meaning-Making Between Children With and Without Intellectual Disabilities

AbstractThis paper has a twofold aim. The first is to report a qualitative study exploring the construction of collaborative interactions between typically developing children and children with intellectual disabilities in early childhood education, shifting from a cognitivist toward an embodied account of social cognition. The study combined microanalysis of embodied engagements and a phenomenological method of systematic introspective analysis of experience (PRISMA) to investigate the emergence and maintenance of collaborative interactions. The second aim is to showcase the complementarity of the methods and their potential use as a tool for understanding intersubjectivity in children’s social interactions. Participants were twenty-four children aged 3–4: six with intellectual disabilities and eighteen typically developing children. Data consisted of eighteen video recordings of collaborative interactions in a semi-natural context in daycare centres. The results show how typically developing children start the interaction and lead it toward task completion through a scaffolding process of non-verbal regulations facilitated by abbreviations of communication and a combination of sequential actions. This process created bodily invitations for the peer’s engagement, notably stronger amongst preferable peers, corroborating previous research on the relevance of such relationships in this age group. The introspective analysis provided insights into how the desire to work together surpasses the need to complete the task—collaboration can emerge outside the pre-determined task and relies on joint actions rather than understanding tasks’ goals. Peer relations built during the interactions guided children’s behaviours and changed their engagement in the task. This result brings a new perspective to pedagogical planning in early childhood education, indicating the need for teachers to understand children’s intersubjective processes as well as elaborate on task instructions and organisation of space and materials. Results also suggest that previous individual embodied experiences can influence such collaborative efforts, which, although may be expected intuitively, is an underexplored perspective in education sciences. This insight underscores the importance of considering students’ backgrounds and relationships when designing pedagogical approaches. Understanding how prior experiences and peer dynamics affect collaboration can inform more effective teaching strategies in inclusive early childhood education and guide professional training in the field. The findings are critically discussed concerning the implications for professional education and training in inclusive early childhood education.

Identification and estimation of sequential games of incomplete information with multiple equilibria

This paper discusses the identification and estimation of game-theoretic models, mainly focusing on sequential games of incomplete information. In most empirical games, researchers cannot observe the exact order of actions played in the game and rely on the assumption of simultaneous actions. My structural modeling generalizes an empirical game to encompass simultaneous and sequential actions as special cases. I specify a sequential game allowing for multiple players in each stage and multiple Perfect Bayesian Nash Equilibria, showing that the structural parameters, including the payoff function parameters, the order of actions, and the equilibrium selection mechanism, are separately identified. The various exclusion restrictions in the finite mixture literature help attain point identification of structural parameters and provide a testable method to verify identification conditions. Next, I consider a Sieve Minimum Distance (SMD) estimator of Ai and Chen (2003) for the structural parameters and verify its asymptotic properties. The Monte Carlo simulations evaluate the performance of the proposed estimator and provide numerical evidence of potential bias under the misspecified order of actions. The empirical application of Walmart and Kmart’s entry game demonstrates that retailers compete sequentially in a significant portion of markets.

PROVENANCE STUDIES IN ARCHAEOLOGY – MORE REFLECTIVE OF ‘QUALITY CONTROL’ WITHIN A RESOURCESCAPE THAN GEOCHEMISTRY?

SummaryDespite the obvious methodological similarities between archaeology and geology, we argue here that the fundamental assumption in scientific provenance studies of inorganic artefacts provides an insufficient basis for the methodology. That assumption is that there is a geochemical link between the source of the raw material and the finished object. Although this is undoubtedly necessary, it is not sufficient. We argue that, particularly for highly processed materials such as metal, glass, or ceramics, an equally (if not more) important factor is the sequence of human activities which are applied to the raw material during processing to become an object. In fact, we suggest that the main requirement for successful provenance work is the existence of sustained and repeatable quality assurance processes during production, carried out within a defined resourcescape. Ironically, this makes provenance studies more relevant to archaeology than does the simple search for sources.

Economic issue of material reserves management taking into account probabilistic model

ObjectivesRunning a business effectively requires ensuring continuity and regularity of the activity. For this purpose, it is important to effectively and rationally manage inventories and maintain them at various levels of optimality.Material and methodsIn the paper a design of the probabilistic model of reserves is discussed. The objective was an elaboration of the optimal strategy of materials reserves management in the series manufacturing.ResultsThe model has been verified at an attainable scale using the numerical data concerning different assortment of materials in the serial production of furniture. The proposed probabilistic model makes it possible to elaborate the optimal strategy of type R, Z in the management of reserves of based materials of the manufacturing company with large-lot production. The strategy is based on minimal expenses connected with a supply of materials.ConclusionsFor each company to provide good quality services, it is necessary for individual, cooperating enterprises to function efficiently. The so-called "supply chain" is a specific sequence of activities enabling the satisfaction of market demand for a given product. The supply chain consists of companies and plants that are involved in supplying raw materials, processing them into semi-finished products and, ultimately, creating a finished product. The simplest supply chain consists of a company, suppliers and customers. However, it is good to know that many more companies are involved in most production processes, including transport, logistics, finance and IT.

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

Autonomous behaviour and the limits of human volition

Humans and some other animals can autonomously generate action choices that contribute to solving complex problems. However, experimental investigations of the cognitive bases of human autonomy are challenging, because experimental paradigms typically constrain behaviour using controlled contexts, and elicit behaviour by external triggers. In contrast, autonomy and freedom imply unconstrained behaviour initiated by endogenous triggers. Here we propose a new theoretical construct of adaptive autonomy, meaning the capacity to make behavioural choices that are free from constraints of both immediate external triggers and of routine response patterns, but nevertheless show appropriate coordination with the environment. Participants (N = 152) played a competitive game in which they had to choose the right time to act, in the face of an opponent who punished (in separate blocks) either choice biases (such as always responding early), sequential patterns of action timing across trials (such as early, late, early, late…), or predictable action-outcome dependence (such as win-stay, lose-shift). Adaptive autonomy was quantified as the ability to maintain performance when each of these influences on action selection was punished. We found that participants could become free from habitual choices regarding when to act and could also become free from sequential action patterns. However, they were not able to free themselves from influences of action-outcome dependence, even when these resulted in poor performance. These results point to a new concept of autonomous behaviour as flexible adaptation of voluntary action choices in a way that avoids stereotypy. In a sequential analysis, we also demonstrated that participants increased their reliance on belief learning in which they attempt to understand the competitor's beliefs and intentions, when transition bias and reinforcement bias were punished. Taken together, our study points to a cognitive mechanism of adaptive autonomy in which competitive interactions with other agents could promote both social cognition and volition in the form of non-stereotyped action choices.

The Writers’ Workshop Impact to the Writing of English Foreign Language (EFL) Learner in Indonesia

The research delved into assessing the impact of the Writers' Workshop approach on the English writing proficiency of students exhibiting diverse writing abilities. The Writers' Workshop is an instructional method that prioritizes cultivating students' writing skills through a sequence of imaginative and reflective activities. Within this approach, students are empowered to become active writers, granted the freedom to explore their ideas, craft their own manuscripts, and engage in collaborative efforts with their peers. In Riau, Indonesia, thirty-five students (19 females and 16 males) participated in English writing instruction grounded in the Writers' Workshop framework. This intervention occurred once a week for a continuous sixteen-week period. As part of the evaluation, students were tasked with composing an opinion essay as both a pre-test and post-test to gauge their writing proficiency. Notably, there was a significant improvement in the writing results across all groups, each displaying distinctive outcomes. The advanced group exhibited more pronounced benefits compared to the intermediate and novice groups, evident in the content of their essays. This disparity underscores the effectiveness of the Writers' Workshop approach, particularly in catering to varying skill levels. The positive strides observed in the students' writing abilities signify the potential of this method to foster holistic development in English writing skills, emphasizing the importance of tailored approaches in heterogeneous learning environments.

Empowering digital transformation: The roles of platforms

This study investigates how digital platforms can drive the digital transformation of participant firms in their surrounding business ecosystems. To do so, we conduct an in-depth case study of Alibaba’ cross-border e-commerce platform and eleven seller firms operating on the platform. Our results highlight the importance of proper empowerment in platform-driven digital transformation. In particular, we observe that Alibaba attempts to facilitate the digital transformation of seller firms through three types of activities: resource empowerment, psychological empowerment, and structural empowerment. Moreover, we find that the sequence of these empowerment activities plays a critical role. Without being psychologically empowered first, seller firms react quite passively to Alibaba’s resource provision and structural support. Psychological empowerment provides the activation triggers for the sellers to renew their mindsets and become receptive to Alibaba’s support and guidance, which ultimately contribute to the digital transformation of their businesses.

A Closer Look at Video Sampling for Sequential Action Recognition

In recent years, sequential action recognition has attracted increasingly attention as it requires long-term sequential and compositional reasoning of human actions and object interactions. Existing methods perform reasoning either by using snippets that cover very short consecutive frames or key frames sampled from segments, which take a bias process of local and global temporal information. We also find ad-hoc training and ensembling of two separate networks using existing sampling strategies can easily outperform complex state-of-the-art methods, which reveals the complementary nature of current sampling strategies. Motivated by this observation, we propose a simple yet efficient strategy named <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Dense Segmental Sampling (DSS)</i> and a novel network architecture named <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Temporal Dense Segment Network (TDSN)</i> to capture the complementary information from DSS. Our TDSN achieves excellent results on benchmark action recognition datasets, which not only validate the proposed strategy but also help highlight the importance along this direction for sequential video reasoning.

Hierarchical Graph Convolutional Networks for Action Quality Assessment

Action quality assessment (AQA) automatically evaluates how well humans perform actions in a given video, a technique widely used in fields such as rehabilitation medicine, athletic competitions, and specific skills assessment. However, existing works that uniformly divide the video sequence into small clips of equal length suffer from intra-clip confusion and inter-clip incoherence, hindering the further development of AQA. To address this issue, we propose a hierarchical graph convolutional network (GCN). First, semantic information confusion is corrected through clip refinement, generating the ‘shot’ as the basic action unit. We then construct a scene graph by combining several consecutive shots into meaningful scenes to capture local dynamics. These scenes can be viewed as different procedures of a given action, providing valuable assessment cues. The video-level representation is finally extracted via sequential action aggregation among scenes to regress the predicted score distribution, enhancing discriminative features and improving assessment performance. Experiments on the AQA-7, MTL-AQA, and JIGSAWS datasets demonstrate the superiority of the proposed hierarchical GCN over state-of-the-art methods.

Effects of open and closed skill exercise interventions on executive function in typical children: a meta-analysis

BackgroundThe effects of open and closed skill exercise interventions for executive function in children and adolescents have received widespread attention. Open skill refers to the skill of performing motor tasks in an unpredictable environment; closed skill refers to the skill of performing motor tasks in a stable environment. However, the results of related studies are currently controversial and Meta-analysis is urgently needed.MethodsAfter computer searches of CNKI, Wan-Fang, VIP, WOS, PubMed, and EBSCO databases, two researchers independently screened articles, extracted information, and evaluated the quality of the articles. This study was statistical analyzed using Stata 16.0 software.ResultsA total of 31 articles were included, including 2988 typical children. Open, closed, continuous and sequential skills all improved executive function in typical children to varying degrees, but open and sequential skills were more effective in improving executive function, particularly in the former in the working memory (SMD=-0.833, P < 0.001) and in the latter in the inhibitory control (SMD=-0.834, P < 0.001) and cognitive flexibility (SMD=-0.903, P < 0.001). Long-term, moderate- intensity interventions were better than acute, vigorous-intensity interventions for executive function, with long-term interventions reflected in working memory (SMD=-0.579, P < 0.001) and moderate-intensity interventions reflected in all three dimensions of executive function (P < 0.01). Intervention periods, intervention intensity and continuous and sequential skills classified by action structure play a significant moderating role. Better results for long-term, sequential structural action interventions based on open skills (P < 0.001); better results for acute, moderate intensity, sequential structural action interventions based on closed (P < 0.05). Whereas intervention intensity had a non-significant moderating effect in the open skills intervention, both moderate and vigorous intensity had a significant effect on executive function (P < 0.001).ConclusionOpen and closed skills have different levels of facilitation effects on executive function in typical children, but open skills are more effective. The facilitation effects of open and closed skills were moderated by the qualitative characteristics and action structure of the intervention.