Acquisition Of Skills Research Articles

Fostering human learning in sequential decision-making: Understanding the role of evaluative feedback.

Cognitive rehabilitation, STEM (science, technology, engineering, and math) skill acquisition, and coaching games such as chess often require tutoring decision-making strategies. The advancement of AI-driven tutoring systems for facilitating human learning requires an understanding of the impact of evaluative feedback on human decision-making and skill development. To this end, we conduct human experiments using Amazon Mechanical Turk to study the influence of evaluative feedback on human decision-making in sequential tasks. In these experiments, participants solve the Tower of Hanoi puzzle and receive AI-generated feedback while solving it. We examine how this feedback affects their learning and skill transfer to related tasks. Additionally, treating humans as noisy optimal agents, we employ maximum entropy inverse reinforcement learning to analyze the effect of feedback on the implicit human reward structure that guides their decision making. Lastly, we explore various computational models to understand how people incorporate evaluative feedback into their decision-making processes. Our findings underscore that humans perceive evaluative feedback as indicative of their long-term strategic success, thus aiding in skill acquisition and transfer in sequential decision-making tasks. Moreover, we demonstrate that evaluative feedback fosters a more structured and organized learning experience compared to learning without feedback. Furthermore, our results indicate that providing intermediate goals alone does not significantly enhance human learning outcomes.

Enhancing Cardiac Arrest Skills: Exploring Student Nurses’ Journey through Mental Simulation to Self-efficacy

Objective: This study explores mental simulation (MS) as a potential tool for enhancing skill acquisition and readiness among student nurses in life-saving procedures, particularly in high-stress, time-sensitive situations like cardiac arrest. It aims to investigate the impact of MS on learning life support skills and creating self-officious students in nursing education. Methods: The study combines a theoretical framework grounded in social constructionism with qualitative research methods. We utilize a qualitative reflexive thematic analysis approach. Eleven pre-registration student nurses participated in interview-based investigations after engaging in a 4-week MS program. Data collection utilized open-ended questions, allowing participants to express their experiences and perceptions regarding MS for life support skill acquisition. Results: The research identified six key themes and sub-themes: “Motivation to learn”, “emulating reality”, “emulating real-world intensity”, “emotional resonance”, “harmonizing reflective practice”, and “empowering confidence”. Participants reported using MS to address self-efficacy challenges, creating vivid simulated experiences, inducing real-world intensity, personalizing visualizations, fostering reflective practice, enhancing team understanding, and demystifying cardiac arrest skills, ultimately empowering confidence in employing their cardiac arrest skills. Conclusion: The findings underscore MS’s potential as a valuable training tool in nursing education. MS not only bridges knowledge gaps but also prepares student nurses for real-life scenarios, demystifying cardiac arrests and enhancing self-efficacy. The study advocates for the integration of MS alongside traditional training methods to enhance preparedness and confidence among student nurses in critical life support situations. Further research could explore the broader implications of MS across various healthcare contexts.

Self-Regulation of Student Learning in a STEAM Project

Self-regulated learning refers to the learner’s ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is a crucial determinant of academic success. Thus, in this type of education, attitudes towards science are also important, considering different aspects such as enjoyment, interest, usefulness, and self-efficacy and factors like age, educational stage, gender, family context, and self-concept. This study aims to analyse how Primary School students, who participated in a STEAM project, perceive their own learning process in aspects related to metacognition and self-efficacy, as well as their interest and enjoyment during the activities; furthermore, how the connections between these aspects are. In this project, 109 students between 9 and 11 years old from two different schools participated, using a questionnaire validated by experts. The results show that students show a high appreciation for STEAM work through this type of project as it enables problem-solving and critical thinking associated with the development of satisfaction and positive self-concept in doing it. These distinct aspects show significant correlations between them favoured by the designed STEAM project.

Doing Things-Out-Of-Love: Rearing Children with Special Needs from the Lens of their Parents

Owing to the importance of parents as partners of teachers in Special Education (SPED) institutions, various scientific explorations were conducted to understand the parents` experiences in dealing with their children with special needs. Among these, there is a dearth of studies that unveiled the experiences of parents in the upland municipalities of the Philippines towards the development of responsive interventions tailored to the parents` needs. This prompted the investigation in Rosario Elementary School - Special Education Center, Cervantes District to determine the parents` challenges in dealing with their children with special needs and their coping as insights in the development of a practical intervention. This endeavor utilized the Qualitative Method with Case Study as its design. It considered total enumeration to comprehensively depict the picture of the parents` experiences. Using an interview protocol, data were gathered and analyzed thematically. After the analyses of the transcripts, the study revealed that parents face emotional stress, financial constraints, communication obstacles, and a lack of methods to employ for their children`s acquisition of academic skills and basic life skills. They cope by being optimistic, empathetic, resourceful, and hardworking. A SPED – Based Parental Convergence Program was developed tailored to the findings. Through parents` kind hearts, they thrive every day despite the challenges they encounter. However, they need to be armed with various supports from a pool of experts, concerned authorities, and their fellow parents for them to be more productive. Further, studies may be conducted to validate the study`s findings.

Smart EDU Guide Aid for Electronics and Communication Graduates

Smart Edu-guide Aid for E &CE graduates is a dynamic web application designed to revolutionize the way student access study materials. stay updated on academic events and collaborate on projects. This innovative platform offers a one-stop solution for educational resources events and projects. Enhancing the learning experience for users. Education is the cornerstone of human development and progress. It encompasses the acquisition of knowledge, skills, values, and experiences that empower individuals to thrive in a rapidly changing world. Education is not limited to formal schooling; it is a lifelong journey of exploration and growth. It equips individuals with the tools to understand the world. There could be various reasons why students might be lagging behind in their Studies. It could be due to a lack of difficulties in understanding the concepts, laziness, lack of interest in reading books, time management issues, or distractions. it's important to identify the specific reasons for the struggle and work on solutions that cater to those issues. This application provides learning materials like Syllabus, Projects and related to Events anytime, anywhere, making education more accessible. Students can carry their educational materials in their pockets. Concepts can be quickly searched, making it easier to find specific information.

Future Development Strategies to Enhance National Workforce Sustainability: A Comprehensive Review

In an era marked by rapid technological advancements, shifting demographic landscapes, and evolving economic paradigms, the sustainability and competitiveness of a nation's workforce have emerged as critical determinants of its long-term prosperity. This research investigates future development strategies aimed at bolstering the national workforce, addressing key challenges and harnessing opportunities in the contemporary socio-economic milieu. Through a comprehensive review of literature, policy documents, and empirical studies, this study examines various dimensions of workforce development, including education and skill acquisition, technological integration, labor market dynamics, and policy frameworks. Drawing insights from diverse sectors and global contexts, the research identifies emerging trends, best practices, and innovative approaches to empower individuals, organizations, and governments in navigating the complexities of the 21st-century labor landscape. By synthesizing existing knowledge and proposing actionable recommendations, this study contributes to the discourse on fostering a resilient, adaptable, and inclusive workforce ecosystem essential for sustained national prosperity and societal advancement.

Development and validation of a survey instrument towards attitude, knowledge, and application of educational robotics (AKAER)

ABSTRACT Educational robotics activities have proven instrumental in creating a dynamic learning environment that provides students with hands-on experiences, aligning with the interdisciplinary principles advocated by STEM education. The integration of educational robotics into the educational process significantly impacts students of various age groups, fostering the acquisition and enhancement of diverse skills. However, the effective implementation of robotics hinges on teachers. This research aims to design a valid instrument (AKAER) to quantitatively capture teachers’ attitudes, knowledge, and application of educational robotics. The six-phase development process, encompassing design, construction, quantitative evaluation, and validation, ensures the precision of the instrument. Exploratory Factor Analysis (EFA) on data from 307 preschool and primary school teachers extracts a 49-item, five-factor model. Confirmatory Factor Analysis (CFA) cross-validates the model, yielding satisfactory fits (CMIN/DF = 2.145, RMR = .60, PNFI = .683, PCFI = .784, CFI = .827, RMSEA = .061, SRMR = .0852). AKAER's reliability, assessed by Cronbach's Alpha coefficient (α = .929), indicates high internal consistency. Overall, these results affirm the reliability and validity of the constructed instrument, confirming its suitability for data collection. This validation positions the instrument as a potential catalyst for advancing research understanding and stimulating educational innovations in the teaching and utilization of educational robotics.

Effectiveness of Mindfulness-Based Interventions in Enhancing Sports Performance

Purpose: The aim of the study was to assess the effectiveness of mindfulness-based interventions in enhancing sports performance. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that mindfulness-based interventions (MBIs) hold promise in enhancing sports performance across various disciplines. The study indicate that athletes who engage in mindfulness practices experience improvements in attentional control, emotional regulation, and stress management, all of which are critical for optimal athletic performance. By cultivating present-moment awareness and fostering a non-judgmental attitude toward thoughts and sensations, athletes can better focus on the task at hand, manage competitive pressure, and maintain peak performance under stressful conditions. Furthermore, MBIs have been shown to facilitate skill acquisition and execution, as well as promote recovery and injury rehabilitation. Overall, these findings highlight the potential of incorporating mindfulness training into sports training programs to enhance athletes' mental resilience and overall performance. However, further research is needed to elucidate the specific mechanisms through which mindfulness exerts its effects on sports performance and to optimize the integration of MBIs into athletic training regimens. Implications to Theory, Practice and Policy: Self-determination theory, cognitive-behavioral theory and flow theory may be used to anchor future studies on assessing effectiveness of mindfulness-based interventions in enhancing sports performance. Develop evidence-based mindfulness training programs tailored specifically for athletes across different sports disciplines and performance levels. Advocate for the integration of mindfulness training into athlete development programs at the grassroots, elite, and professional levels.

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

Automated discovery of symbolic laws governing skill acquisition from naturally occurring data

Automated discovery of symbolic laws governing skill acquisition from naturally occurring data

Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play

AbstractBackgroundComplex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way.ObjectiveRubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario‐based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback).MethodOur experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre‐/post‐test scores on a knowledge test, in‐game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire.Results and ConclusionsParticipants receiving reflective feedback show higher learning increases (on a pre‐/post‐knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.

Effects of Initial versus Frequent Preference Assessments on Skill Acquisition

AbstractPrevious researchers have demonstrated that using stimuli identified via daily brief preference assessments may produce more responding under concurrent-schedule arrangements than using stimuli identified via lengthy, pre-treatment preference assessments (DeLeon et al., 2001). To date, this has not been evaluated within the context of skill acquisition. Thus, the extent to which conducting daily brief preference assessments impacts the rate of skill acquisition during discrete trial instruction (DTI) remains unknown. The purpose of this study was to evaluate how frequent, pre-session preference assessments, influence the rate of skill acquisition relative to an initial preference assessment during DTI sessions for three children with autism spectrum disorder (ASD). Two of the three children acquired the targeted skills faster in the frequent preference assessment condition. The third participant showed no difference in the rate of skill acquisition.

Examining the Integration of 21st Century Skills in EFL Instruction: A Case Study of Selected Saudi Universities

In an era characterized by rapid technological advancements and societal transformations, the importance of 21st-century skills in education cannot be overstated. Teachers play a pivotal role not only in imparting knowledge within the confines of the classroom but also in shaping the lives of individuals within their communities. This study investigates the acquisition of 21st-century skills among English teachers in Saudi Arabian universities, recognizing the significance of these skills in preparing educators for the evolving demands of modern society. A total of 150 respondents from five universities across Saudi Arabia participated in the survey, providing insights into their proficiency in various 21st-century skills. The results reveal that participants demonstrate that they have acquired a comparatively high level in social skills, leadership, communication, and aspects of creativity. However, skills such as digital literacy, collaboration, and critical thinking exhibit only a moderate level of acquisition among participants. Despite the overall positive indication of 21st-century skill adoption in English as a Foreign Language (EFL) instruction, there remains room for improvement. The findings suggest that while Saudi Arabian English teachers have begun integrating 21st-century skills into their teaching practices, further efforts are required to fully harness the potential of these skills. Addressing this gap may necessitate additional training opportunities and the development of English language curricula that explicitly incorporate and prioritize 21st-century skill development.

ENHANCING MILITARY TRAINING THROUGH VR APPLICATIONS

Virtual Reality (VR) technologies have ushered in a new era for military education and training, offering immersive learning environments that replicate real-world scenarios with unprecedented realism and detail. This paper delves into the multifaceted application of VR within military training, delving into its efficacy in bolstering soldier readiness, facilitating skill acquisition, and honing decision-making abilities crucial for operational success. Through a comprehensive review of recent literature and insightful case studies, the paper illuminates the myriad advantages VR brings to the forefront of military training methodologies. Notably, VR is lauded for its capacity to engender experiential learning, providing trainees with hands-on exposure to diverse combat situations without exposing them to physical harm. Moreover, the paper underscores the significant cost-saving potential inherent in VR-based training modalities, as they obviate the need for large-scale live exercises while still delivering unparalleled training value. Despite these remarkable benefits, the paper also addresses pertinent challenges impeding the widespread adoption of VR in military training contexts. Issues such as technological constraints, fidelity of simulation, and seamless integration into existing training frameworks warrant careful consideration to fully harness the transformative potential of VR. Nonetheless, by leveraging VR technologies judiciously, military organizations stand poised to optimize training effectiveness, enhance operational readiness, and adeptly navigate the ever-evolving landscape of security threats on a global scale. Key Words: Virtual Reality (VR), Military Training Experiential Learning, Operational Readiness, Technological Challenges

The Influence of Fieldtrip as a Practical Skill Acquisition Technique in Biology Education

Field trips are integral to biology education, providing students with hands-on experiences that bridge theoretical knowledge with real-world applications. This study explores the impact of field trips on practical skill acquisition among biology students in Colleges of Education in Anambra State, Nigeria. Grounded in Piaget's developmental theory, the research examines how field trips enhance observational skills, critical thinking abilities, and environmental stewardship. Surveys conducted with 330 second-year biology education students reveal that field trips positively influence students' ability to recall facts, understand concepts, and excel in practicals. However, challenges such as financial constraints, large class sizes, and teacher commitment hinder the effectiveness of field trips. Strategies like subsidizing trip costs and encouraging small group activities are recommended to optimize field trip experiences. The study revealed several key findings regarding the role and challenges of field trips in biology education. Respondents highlighted that engaging in field activities aids students in recalling facts, learning through observation, and developing a deep understanding of concepts. These activities also help students improve their ability to evaluate scientific inquiries and excel in practical aspects of their education, indicating a positive influence of field trips on practical skill acquisition. The findings underscore the significance of field trips in biology education and advocate for greater institutional support to make these excursions more accessible and impactful for students.

Enhancing clinical skills in pediatric trainees: a comparative study of ChatGPT-assisted and traditional teaching methods

BackgroundAs artificial intelligence (AI) increasingly integrates into medical education, its specific impact on the development of clinical skills among pediatric trainees needs detailed investigation. Pediatric training presents unique challenges which AI tools like ChatGPT may be well-suited to address.ObjectiveThis study evaluates the effectiveness of ChatGPT-assisted instruction versus traditional teaching methods on pediatric trainees’ clinical skills performance.MethodsA cohort of pediatric trainees (n = 77) was randomly assigned to two groups; one underwent ChatGPT-assisted training, while the other received conventional instruction over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises (Mini-CEX), with particular attention to professional conduct, clinical judgment, patient communication, and overall clinical skills. Trainees’ acceptance and satisfaction with the AI-assisted method were evaluated through a structured survey.ResultsBoth groups performed similarly in theoretical exams, indicating no significant difference (p > 0.05). However, the ChatGPT-assisted group showed a statistically significant improvement in Mini-CEX scores (p < 0.05), particularly in patient communication and clinical judgment. The AI-teaching approach received positive feedback from the majority of trainees, highlighting the perceived benefits in interactive learning and skill acquisition.ConclusionChatGPT-assisted instruction did not affect theoretical knowledge acquisition but did enhance practical clinical skills among pediatric trainees. The positive reception of the AI-based method suggests that it has the potential to complement and augment traditional training approaches in pediatric education. These promising results warrant further exploration into the broader applications of AI in medical education scenarios.

Factors influencing peripheral intravenous catheter practice of nurses in small and medium sized hospitals: a cross-sectional study

BackgroundThe importance of the peripheral intravenous catheter (PIVC) practices on patient safety is increasing. Small and medium-sized hospitals play a central role in the provision of healthcare services in South Korea, but lack a system for quality improvement, leaving patient safety at risk. This study aimed to identify the extent to which the PIVC practice knowledge of nurses, the nursing working environment, and the patient safety-culture perception affect PIVC practices and thereby provide basic data for improving the PIVC practices in small and medium-sized hospitals.MethodsThis study had a cross-sectional descriptive design to identify the factors affecting PIVC nursing practices in small and medium-sized hospitals. Questionnaires returned by 149 nurses collected data on general characteristics, practical knowledge of PIVC nursing, nursing working environment, patient safety-culture perception, and PIVC practices. The questionnaire data were analysed using descriptive statistics, the independent t-test, one-way ANOVA, Scheffé’s test, Pearson correlation, and hierarchical regression analysis.ResultsThe mean score of PIVC practices was 4.60 out of 5. Length of clinical experience, practical knowledge of PIVC nursing and patient safety-culture perception were significant factors affecting the PIVC nursing practices, with these variables explaining 26.2% of the variance therein.ConclusionsThe PIVC practices of nurses in small and medium-sized hospitals can be improved by providing education and training based on the latest standard or guideline to facilitate the acquisition of knowledge and skills. And campaigns and programs to strengthen patient safety culture perception specific to small and medium-sized hospital should be implemented. to ensure the safety of PIVC practice.

IMPLEMENTATION OF INTEGRATED CYBER EDUCATION IN EUROPE

The development of partnerships between European countries in the field of cyber education is currently playing a significant role in enhancing countries’ cyber potential and comprehensive and systemic counteraction to cyber threats. The research aims to outline the main principles of implementing an integrated cyber education system in European countries. To solve the tasks set, the research uses the following methods: cognition methods to study theoretical foundations of digital education development; comparative and analytical methods to analyze National Cybersecurity Indices and Digital Development Level Indices of the EU and Ukraine; heuristic (expert) methods to formulate the goal, objectives, conclusions and recommendations to form a multilevel generalized model of cyber education; and logical and formalized methods to outline the relevance of cyber education to counter cyber threats. The research discusses the issue of digital education, presents National Cybersecurity Indices and Digital Development Level Indices of countries, explores the gaps between National Cybersecurity Indices and Digital Development Level Indices of the EU and Ukraine, and outlines the basic principles of the European Cybersecurity Taxonomy. The main research results are the proposed categorical apparatus of integrated cyber education in European countries and the multi-level generalized model of cyber education to gradually acquire skills and abilities to combat cyber threats introduced from primary school to adult education. Thus, a comprehensive acquisition of skills to combat cyber threats will help to develop knowledge, skills and abilities of European citizens in the field of cybersecurity and improve the cyber potential of European countries. The introduction of unified regulatory courses and methodological support developed in accordance with the best international practices and harmonized with the terminology of EU and NATO member states will enable effective cooperation in a single information and cyber space.

MEDICAL PERSONNEL AS THE KEY TO SOCIALLY RESPONSIBLE GREEN TRANSITION IN THE HEALTHCARE SECTOR

To implement the socially responsible green transition in the Healthcare sector, it is essential to involve competent and educated personnel/staff. Article 48 of the Medical Treatment Law (Ārstniecības likums) of the Republic of Latvia stipulates that a medical practitioner has a duty to regularly improve his or her professional qualifications. Article 1 also defines improvement of professional qualifications as part of post-graduate education in a specific profession or specialty, which occurs in accordance with a freely selected education program, though the content and time of acquisition of which is not regulated. However, it must be noted that almost all programs offered by the Ministry of the Health of the Republic of Latvia for the improvement of practitioners’ professional qualifications refer to the acquisition of skills and knowledge necessary to improve the process of treating patients. Although various international and national regulatory acts determine the obligations of state institutions to include the green transition into their operations, the involvement of the institution’s employees is not discussed. This study aims to analyze and reflect on the competence of medical personnel and students regarding patient treatment and to analyze the compliance of the regulations of the Cabinet of Ministers with international and national regulations related to the creation of a socially responsible and sustainable state. UN Sustainable Development Goal Nr.4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” includes the necessity to ensure that all trainees acquire the knowledge and skill needed to promote sustainable development, including education regarding sustainable development and sustainable lifestyle. Within the scope of the research examples of positive foreign green transition practices will be evaluated. The results obtained within the framework of the research indicate the need to develop specific guidelines for the education of medical personnel, regarding the implementation of a socially responsible green transition in the healthcare sector, ensuring quality education in terms of promoting sustainable development.

The Overview of the Natural Approach

The Natural Approach is an educational method for teaching languages that emphasizes meaningful communication and acquisition of language skills in a naturalistic manner. It is widely used in language teaching. In this passage, the author interprets the Natural Approach, analyzes the principles, characteristics, theories, advantages of the Natural Approach by the literature method. The main purpose is that understanding the Natural Approach more deeply, and providing some theoretical references for how to use the natural teaching method in the future, so as to better combine theory with practice.