Skill Performance Research Articles

How occupational therapists, physiotherapists, and speech and language therapists can benefit from precision teaching

Purpose This paper aims to discuss how precision teaching holds great promise in enhancing the skills of occupational therapists, physiotherapists and speech and language therapists. Precision teaching plays a significant role in developing fluency in foundational motor and speech skills, leading to improved performance in complex skills. Design/methodology/approach This paper reviews research focusing on precision teaching’s effectiveness in enhancing oral motor and fine motor skills, such as the Big 6 + 6, and its potential application in related skills. Findings Precision teaching provides a measurable and efficient approach to skill development, assisting therapists in improving the daily living and communication abilities of individuals with intellectual and developmental disabilities. Originality/value The broader implications of precision teaching’s application in therapeutic settings are discussed.

Commentary on “An interdisciplinary approach to improve oral motor fluency and speech production: a case study”

Purpose The purpose of this paper is to explore the process applied by Schepp et al. (2024; this issue) to enhance the acquisition of speech production. It discusses its relevance to individuals with intellectual and developmental disabilities (IDD), with a particular focus on motor movements and leisure skills. The intention is to encourage practitioners to consider the scope of application possibilities and to connect further with the literature surrounding fluency of motor movements and precision teaching. Design/methodology/approach A narrative approach is applied throughout. Context of skill proficiency, performance and practices for completing component-composite analyses are described, with a practical example given. Variable and critical features of precision teaching relative to discussed aspects are emphasised. Findings Fluency in fundamental movements is foundational for developing more complex skills. A component-composite analysis is a helpful, structured approach for identifying precursor skills. These approaches are particularly beneficial for individuals with IDD, who often experience motor movement challenges and barriers in accessing leisure activities. Originality/value This paper adds to existing descriptions and discussions regarding the purpose and practical process of identifying precursor skills, then fluency building to performance criterion. Less commonly discussed is the relationship between these and critical and variable features of precision teaching, which are highlighted here. Attention is also drawn to the lesser reported scope of applying these practices to leisure-orientated goals for individuals with IDD.

Enhancing karate skill performance through virtual visuals and artificial intelligence techniques

In this paper, we explore the integration of virtual visuals and artificial intelligence (AI) techniques to enhance Karate skill performance, specifically focusing on circular strike skills. Traditional Karate training often lacks the diversity of sparring partners and the precise, real-time feedback necessary for optimal skill development. We propose a Mixed Interpretation Diagram (MID) as a display to present performance features, facilitating visual imagery and best practice simulations. By employing virtual sketches and intelligent sense rules, trainees can simulate optimal actions and enhance critical Karate skills. Additionally, we consider the use of Konashi intelligent bands and Reformer indoor screens to monitor muscular fatigue, providing early warnings for recovery tasks. The adoption of augmented reality (AR) and virtual reality (VR) technologies in sports training offers a new vision for enhancing human skill performance. Our v-sports system integrates state-of-the-art AI, human motion analysis, and virtual visual generation techniques, enabling personalized coaching for Karate practitioners. This paper addresses two key research problems: creating meaningful and intuitive body-movement-based presentations of self-image to optimize training, and generating efficient, professional models for guiding without a coach. We present a timeline and percentage breakdown for the development of an AI-assisted Karate training program. This program includes research on circular strike skills, virtual vision setup, AI model training, performance metrics implementation, and comprehensive system testing. The use of VR and AI in Karate training can significantly improve technique accuracy, movement efficiency, training engagement, and personalized feedback, ultimately enhancing overall performance and reducing injury risks. Our findings suggest that integrating VR and AI technologies into Karate training provides a more engaging, effective, and accessible training experience. Future research should focus on improving the accuracy and affordability of these technologies, integrating virtual and real-world training, and ensuring user safety.

Research on Emotion Recognition Algorithm of Piano Music Based on Multimodal Learning

The purpose of this study is to propose an emotion recognition algorithm for piano music based on multimodal learning. Multi-modal learning is a learning method that combines various types of data. By combining different modal information, learning tasks can be completed more comprehensively and accurately. In the field of music emotion recognition, multimodal learning can extract the emotional features of music from different angles, and improve the recognition accuracy and robustness. In this study, the multi-modal learning method is mainly used, and the representative features are extracted by combining the audio signal, score information and the performance of the piano music, and the machine learning algorithm is used to classify the emotions. The audio signal is preprocessed, including noise reduction, cutting and other operations, and then the features of the audio signal are obtained by feature extraction methods, such as short-time Fourier transform (STFT) and formant analysis (RPA). Digitally convert the score, extract the structure, melody, harmony and other characteristics of the music, and obtain the emotional information of the music by analyzing the relationship between symbols and notes in the score. By analyzing the performance skills, strength, speed and other parameters of the player, the characteristics related to the emotional expression of the player are extracted. Machine learning algorithm is used to train and classify the fusion features, and the emotion recognition of piano music is realized. In this study, the emotion recognition algorithm of piano music based on multimodal learning can mine the emotion information of music at different levels, improve the accuracy and robustness of emotion recognition, and provide useful reference for the field of music emotion calculation.

AI-Powered Training Program for Enhancing Teachers’ Skills in Creating Educational Digital Games

This research aimed to investigate the effectiveness of an artificial intelligence (AI)-based training program in developing electronic educational game production skills for teachers of students with learning disabilities. Data were collected using research tools, including an achievement test designed to measure cognitive skills and an observation checklist aimed at assessing performance in the production of electronic educational games. Using a quasi-experimental design with a single group, the research tools were applied and then the AI-based training program was implemented, with the tools being applied again afterwards. The research sample included all 50 teachers from public and private schools for students with learning disabilities in the Jazan region during the third semester of the academic year 1444 AH / 2023 AD. The results demonstrated that the AI-based training program helped teachers of students with learning disabilities improve their cognitive and performance skills in creating electronic educational games. In light of these findings, the researcher recommends employing AI-based programs in education and encourages collaboration between teachers and educational technology experts to achieve effective educational training methods and the continual development of technical skills among these teachers. KEYWORDS Chatbots, ChatGPT, e-learning, special education, learning disabilities, Make It

Relationship between Emotional Intelligence, Social Skills, and Anxiety: A Quantitative Systematic Review

Introduction: Emotional intelligence allows us to manage, regulate, and recognize our emotions and those of others, also allowing us to face and solve problems by choosing to provide an appropriate response to the situation experienced by a subject. Social skills are the behaviors that an individual emits in the interpersonal context through their feelings, rights, and opinions, seeking to resolve conflict situations immediately, minimizing the likelihood of experiencing them in the future. Anxiety appears in the individual when he perceives certain situations as threatening or dangerous, hindering his ability to provide an adequate response, being excessive, uncontrollable, or lasting, and this is classified as a mental disorder. Objective: The objective of this study is to describe the relationship between emotional intelligence, social skills, and anxiety. Methods: A quantitative methodology has been employed, basing the study on a systematic review of previous research using the Scopus, Scielo, Redalyc, and Google Scholar repositories. Findings: An initial sample of 1722 articles was obtained, which passed through inclusion and exclusion criteria, resulting in 73 articles. Novelty:The contribution of this study lies in understanding that low anxiety levels lead to better performance of emotional intelligence and social skills. This situation allows people to resolve conflicts that arise in the daily lives of individuals. Doi: 10.28991/ESJ-2024-08-06-025 Full Text: PDF

The relationship between self-efficacy, attitudes, and business students' quantitative skills performance: A case for including quantitative methods in the BSBA curriculum

Developing strong quantitative skills is crucial for the career success of college business students. However, there is limited understanding of the quantitative abilities, self-confidence, and attitudes of Bachelor of Science in Business Administration (BSBA) students. This descriptive-correlational study examines these aspects in fourth-year BSBA students, with 231 participants selected through purposive sampling. The research framework is based on the Theory of Reasoned Action/Planned Behavior and Social Cognitive Theory. Data was collected using a researcher-designed questionnaire, validated by experts, that measured quantitative skills, self-efficacy, and attitudes. Findings show that while students perform well in certain areas like numeracy and market return analysis, they have weaknesses in statistical analysis, quantitative reasoning, and financial data analysis. Their self-confidence in mathematical analysis is moderate but needs improvement. Despite this, students generally have a positive outlook on quantitative courses. The correlation analysis reveals a significant positive relationship between their attitudes toward quantitative courses and their performance in quantitative skills. It is recommended that the BSBA curriculum be revised by including a dedicated Quantitative Methods Course to address skill gaps and boost students' self-confidence and attitudes, better equipping them for the evolving business world.

Efektivitas Mindful Education dalam Meningkatkan Kesejahteraan Mental, Prestasi Akademik, dan Keterampilan Sosial Siswa

Quality education is not solely determined by academic performance but also by the mental and emotional well-being of students. One effective approach to improving such well-being is through mindfulness. This study aims to analyze the implementation of mindfulness in education, particularly in the Indonesian context, and its impact on students' mental health, academic performance, and social skills. Using a meta-analysis method, this research integrates findings from various empirical studies published between 2015 and 2024, focusing on the effectiveness of mindfulness-based programs. The results indicate that mindfulness significantly reduces anxiety (Cohen’s d = 0.78), improves focus, and enhances students’ social skills (Cohen’s d = 0.72), although its impact on academic performance is moderate (Cohen’s d = 0.54). These findings highlight the potential of mindfulness programs in fostering holistic education. However, challenges such as teacher training and cultural adaptation need to be addressed. This study recommends integrating mindfulness into Indonesia’s educational system to create a balanced, inclusive, and sustainable learning environment.

Diabetes Education Program for Nursing Students: A Systematic Review and Meta-Analysis.

The purpose of this study was to summarise the current state of the science on diabetes mellitus education programs for nursing students. A systematic review and meta-analysis. Eligible studies were identified by searching PubMed, EMBASE, CINAHL, and Cochrane Library databases. Randomised controlled trials and quasi-experimental studies, published in English between 2013 and 2022, that examined diabetes education programs for nursing students were considered in the review. The quality of the articles was evaluated using the Joanna Briggs Institute's Critical Appraisal Checklist. Key information such as authors, study focus, population, sample size, details of intervention and control group treatments, outcome variables, and main findings were extracted and summarised in a data extraction form for further analyses and syntheses. The literature search identified 464 articles, from which 13 studies were evaluated in the systematic review. Most studies (n = 12, 92.3%) used technology-based teaching methods, such as high-fidelity simulations, mobile applications, and virtual reality simulations. Regarding the evaluation of diabetes education program effectiveness, the majority of studies showed significant improvements in knowledge (n = 8, 61.5%), followed by satisfaction with learning (n = 4, 30.8%), nursing skill performance (n = 3, 23.1%), and self-confidence (n = 3, 23.1%) in nursing students. In meta-analyses, technology-based teaching interventions, compared to traditional education, showed no statistically significant improvement in diabetes knowledge (standard mean difference 9.52, 95% CI [-0.18, 19.21], p = 0.05) and self-efficacy (standard mean difference 24.09, 95% CI [-10.75, 58.92], p = 0.18). Despite this, technology-based methods demonstrated favourable effects on knowledge and self-efficacy against traditional education. Findings highlight the importance of emerging technology-based diabetes education programs tailored for nursing students, crucial for enhancing positive educational outcomes. No Patient or Public Contribution.

Cerebral Control and its Relationship to Skillful Performance among Basketball Course Students

Cerebral Control and its Relationship to Skillful Performance among Basketball Course Students

The Development and Effects of Metaverse-based Core Nursing Skill Contents (CNSC) for Nursing Students: Drainage Management

Purpose: This study aimed to assess the impact of metaverse-based content for teaching core nursing skills (CNSC) to undergraduate nursing students. Methods: A non-equivalent control group was selected using a non-synchronized design. A total of 71 participants (34 in the experimental group and 37 in the control group) were recruited between May and June 2023 in Gwangju Metropolitan City. The CNSC included scenarios focused on drain management. Data analysis was conducted using SPSS version 25 for Windows. Results: Upon completing the CNSC, significant differences were observed between the groups in core nursing skills knowledge (t=7.97, <i>p</i><.001), confidence in performing core nursing skills (t=5.79, <i>p</i><.001), and clinical competency (t=2.26, <i>p</i>=.003). Conclusion: The findings suggest that the CNSC designed for undergraduate nursing students was effective in enhancing their knowledge of core nursing skills, confidence in skill performance, and clinical competency.

The Application of “Problem-Based Learning + Flipped Classroom” Teaching Model in Bilingual Education

This study focuses on the application of the “PBL (problem-based learning) + Flipped Classroom” teaching model in bilingual education, aiming to explore its potential to enhance the quality and effectiveness of bilingual teaching. PBL emphasizes learning through the resolution of real-world problems, while the Flipped Classroom advocates that students acquire basic knowledge through self-study before class, dedicating class time to in-depth discussions and practical activities. The integration of these two teaching models in bilingual education aims to stimulate students’ interest in learning, improve their autonomous learning abilities, enhance critical thinking, and foster cross-cultural communication skills. Through literature review, case analysis, and empirical research, this study first examines the current applications and challenges of PBL and the Flipped Classroom in bilingual education. Subsequently, it elaborates on the specific implementation steps of the “PBL + Flipped Classroom” teaching model in bilingual education, including problem design, preview material provision, cooperative learning, classroom activities, and language support. A comparative experiment is then conducted to analyze the impact of this teaching model on students’ learning motivation, academic performance, and cross-cultural communication skills. The results indicate that the “PBL + Flipped Classroom” teaching model significantly improves students’ learning motivation and participation, enhances academic performance, and effectively boosts their cross-cultural communication skills. Furthermore, this model aids in cultivating students’ autonomous learning abilities and critical thinking, providing an innovative and effective approach to bilingual education. This study offers new ideas and insights for the field of bilingual education, which is of great significance for promoting the innovation and development of bilingual teaching models.

Enhancing reading comprehension in Araling Panlipunan of Grade 5 learners through differentiated instruction

The lack of instructional resources and reading comprehension skills in Araling Panlipunan education resulted in significant learning gaps among elementary-grade students. This study aimed to test the effectiveness of differentiated instruction in closing these gaps in Araling Panlipunan among fifth-grade students. The experimental sampling method research design was utilized through tutorial classes where the respondents received differentiated instruction based on multiple intelligences and learning styles. Aiken's V coefficient method and Cronbach's alpha were used to ensure the validity and reliability of the research instrument. The validation process achieved a result of 0.92, which signifies high validity. Additionally, the reliability test used Cronbach's alpha, obtaining a score of 0.60. The results indicated significant progress in the experimental group's performance in reading comprehension skills after implementing differentiated instruction. The experimental group's mean post-test score, 16.10, suggests an outstanding level of performance. This underscores the effectiveness of differentiated instruction in enhancing reading comprehension skills among Grade 5 pupils. Hence, educators are encouraged to utilize differentiated instruction to enhance the learners' reading comprehension.

Health system-wide access to generative artificial intelligence: the New York University Langone Health experience.

The study aimed to assess the usage and impact of a private and secure instance of a generative artificial intelligence (GenAI) application in a large academic health center. The goal was to understand how employees interact with this technology and the influence on their perception of skill and work performance. New York University Langone Health (NYULH) established a secure, private, and managed Azure OpenAI service (GenAI Studio) and granted widespread access to employees. Usage was monitored and users were surveyed about their experiences. Over 6 months, over 1007 individuals applied for access, with high usage among research and clinical departments. Users felt prepared to use the GenAI studio, found it easy to use, and would recommend it to a colleague. Users employed the GenAI studio for diverse tasks such as writing, editing, summarizing, data analysis, and idea generation. Challenges included difficulties in educating the workforce in constructing effective prompts and token and API limitations. The study demonstrated high interest in and extensive use of GenAI in a healthcare setting, with users employing the technology for diverse tasks. While users identified several challenges, they also recognized the potential of GenAI and indicated a need for more instruction and guidance on effective usage. The private GenAI studio provided a useful tool for employees to augment their skills and apply GenAI to their daily tasks. The study underscored the importance of workforce education when implementing system-wide GenAI and provided insights into its strengths and weaknesses.

Sequential or simultaneous bilateral cochlear implantation: attention, memory, and language skills in children.

The effect of the inter-implant interval time on language and communication skills has been a subject of research for years in children with bilateral cochlear implants. This study aimed to investigate language and some attention and memory skills in children with bilateral sequential and simultaneous cochlear implants. The study included a total of 40 children aged between 6 and 8years old, grouping bilateral simultaneous cochlear implanted children, sequential implanted children with 0-2years interval, sequential implanted children with 2-4years interval, and normal hearing peers. The language skills of the children were assessed using the Test of Language Development: Primary 4th edition, their selective attention and coping skills with disruptive effect were evaluated using the Stroop test, sustained attention and visual-motor synchronization skills were assessed using the Cancellation Test, and short-term memory skills were evaluated using the Visual Auditory Digit Span Test. The findings were analyzed using nonparametric statistical methods, with a significance level set at 0.05. Children with bilateral simultaneous cochlear implants demonstrated better performance in language skills and the attention-related subtests of the Stroop test (p < 0.05). On the other hand, children with simultaneous and sequential cochlear implants achieved similar scores in the Cancellation and the Visual Auditory Digit Span Test (p > 0.05). Bilateral simultaneous cochlear implantation in children is beneficial for language, selective attention, and coping with the Stroop effect. However, these children may still lag behind their normal-hearing peers in terms of language, attention, and memory skills.

Embracing the efficient learning of complex distillation by enhancing flipped classroom with tech-assisted gamification

Our students are digital natives and smartphones are part of their identity. However, the use of mobile devices in the classroom continues to be a non-integrated issue. For academic purposes, teaching actions involving smartphone apps expressly linked to student participation could be an opportunity to improve their performance. Under this premise, the use of the Quizizz app as a way of enhancing the flipped classroom methodology is herein proposed. The reported experience took place within a mass transfer separation course, at the Master level, during the academic courses 2021–22 and 2022–23. Enhanced distillation, a topic that is instrumental to future professionals in the field of Chemical Engineering, was addressed. It was found that the proposed approach allowed the students to better interpret the vapor-liquid and vapor-liquid-liquid phase equilibrium diagrams. Hence, the students demonstrated more skilled performance when they were asked to propose suited separation schemes (complex fractional distillation) using the Aspen Plus process simulator. Such success was not only in terms of deeper understanding but also on the observed predisposition towards autonomous learning.

Towards Better Numeracy Outcomes: Analyzing Factors and Interventions for Indonesian Students

Numeracy is essential in many aspects of daily life, yet it remains a growing concern among Indonesian students. Numerous factors contribute to this issue, which must be addressed through pedagogical and psychological approaches. Correspondingly, this research had two main objectives: First, to describe students' performance in basic numeracy skills and the factors that hindered their development, and second, to analyze and map the learning activities students needed to improve their numeracy skills. To achieve these objectives, an ex post facto research design with a quantitative approach was employed. A total of 506 secondary school students from various regions in Indonesia (Female = 285; Male = 221) participated in this study. The sample was collected using a simple random sampling technique. Data was gathered via an online survey of 51 structured questions administered to the students. Multiple statistical tests were conducted to analyze the data, including descriptive statistics (mean scores) and inferential statistics (factor analysis). The findings indicated that the overall mean score for students' basic numeracy skills was moderate, with female students outperforming male students. Additionally, several factors hindered students' mastery of basic numeracy. The study also highlighted the need for more differentiated instruction, where students could receive personalized support based on their unique challenges and learning preferences.

Research on the application of biomechanics analysis in optimizing physical education movement techniques

College and university students’ general health, fitness, and well-being are greatly enhanced by physical education. As various educational institutions work to improve the efficacy of their physical education programs, more evidence-based techniques are required. Biomechanics, to the movement or structure of student activities, provides insights into the efficiency and effectiveness of physical movements. This study aims to explore how physical activity movement skills can be systematically improved by the use of biomechanics analysis, leading to improved physical results and increased student participation in sports and fitness activities. In this study, a novel synergistic fibroblast-optimized malleable convolutional neural network (SFO-MCNN) is proposed to enhance teaching practices using a biomechanical framework that integrates movement analysis. The data collected from cameras that record students’ movements, capturing joint angles and body positions, as well as data from sensors are gathered from the Kaggle. The data was preprocessed using data cleaning and normalization for the obtained data. A system for assessing instruction quality was created using the suggested model and improved SFO. The findings show that the proposed algorithm has the greatest evaluations for average skill performance, physical fitness, student happiness, and physical education teaching efficiency. By comparing the outcomes with those of conventional approaches, the effectiveness of the proposed framework in improving physical education teaching techniques has been established.

Scalable Artificial Intelligence-Assisted Data Mining Protecting Career Success in Labor Education

This paper examines the creative approaches to labor education by looking at them through the prism of educational and technical advancements. It tackles the current issue of insufficient worker preparation for the complexity of contemporary workplaces caused by antiquated educational methods. There is a widening skills gap since traditional labor education has a hard time keeping up with the changes. Labor Education based on Digital Technologies (LE-DT) is proposed as a solution to this problem in this paper. To make labor education more engaging, accessible, and relevant to today’s workers, LE-DT uses digital technologies and platforms to transform its delivery. Learners’ engagement, retention, and skill development may be improved by the use of multimedia materials, interactive simulations, virtual reality experiences, online courses, and LE-DT. Personalized learning paths, remote collaboration tools, gamified learning modules, and virtual apprenticeships are a few of the many uses of LE-DT covered in the paper. In doing so, it prepares employees for the challenges of the contemporary workplace by bridging the gap between classroom learning and real-world application. The paper evaluates the efficacy of LE-DT in enhancing learning outcomes, boosting labor productivity, and encouraging lifelong learning habits by presenting results from its deployment in various scenarios. Job rates, organizational performance indicators, learner happiness, and skill mastery are some of the evaluation measures.

Assessment of group formation methods on performance in group-based learning activities

Research on teaching and learning has demonstrated many benefits from team-and group-based learning for improving content comprehension and meeting learning outcomes in a wide range of disciplines. We help to expand on this research, by shedding additional light on the impact of group formation decisions on group performance during group learning activities in a higher education classroom setting. Our objective is to assess the impact of different group formation strategies, including random assignment, self-selection, and methods based on individual metrics, such as academic performance and individual skill levels. Using an experimental design approach, we find that GPA-based and math-ability based group formation strategies may provide some additional benefit to group performance on the margin when initially forming groups. Self-selection of groups may be more beneficial after students learn more about each other (e.g., skills sets and work ethic) during the progression of the course. Our study contributes to the literature by providing an assessment of different group formation strategies that are accessible to a wide range of instructors for small to large classes, as well as guidance on use of different group formation strategies within classes, specifically for classes with more quantitative and analytical tasks.