Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

The impact of pharmacist telephone calls after discharge on satisfaction of oncology patients: A randomized controlled study

2017 ◽  
Vol 24 (5) ◽  
pp. 359-364 ◽  
Author(s):  
Sewar S Salmany ◽  
Lujeen Ratrout ◽  
Abdallah Amireh ◽  
Randa Agha ◽  
Noor Nassar ◽  
...  
Keyword(s):  
Emergency Room ◽  
Hospital Readmissions ◽  
Randomized Controlled Study ◽  
Controlled Study ◽  
Emergency Room Visits ◽  
Oncology Patients ◽  
Randomized Controlled ◽  
Significant Difference ◽  
The Impact

Purpose The aim of the study was to determine the impact of telephone follow-up calls on satisfaction in oncology patients after hospital discharge. Method A randomized controlled study, in which patients were randomized into two groups: The experimental group with the telephone follow-up (TFU) calls (intervention) and the control group (no intervention). The telephone follow-up call was conducted within 72 h after discharge. During the call, patients were asked about their medications, namely, whether they received them, understood how to take them, and whether they developed any medication-related adverse effect. Both groups were contacted by phone two weeks later to assess their satisfaction with the discharge medication instructions and the provided pharmaceutical services, using the 5-point Likert scale. In addition, hospital records were reviewed for emergency room visits and hospital readmissions within 30 days after discharge. Results There was no difference in the percentage of patients who reported being very satisfied between both the intervention and the control groups (45% intervention vs. 48% control, P = 0.68). The mean time of the intervention phone call was 3 ± 1.7 (SD) min. During the telephone follow-up call, medication-related problems were identified in 20% of the patients. There was no significant difference in emergency room visits and hospital readmissions in the intervention group vs. control (44% vs. 53%, P = 0.123) and (37% vs. 43%, P = 0.317), respectively. Conclusion Telephone follow-up calls conducted by a pharmacist to discharged oncology patients did not improve patients' satisfaction, emergency room visits or hospital readmissions; however, they helped to identify medication-related adverse effects in the oncology patients.

scholarly journals Music intervention affects the quality of life on Alzheimer’s disease: a meta-analysis

2021 ◽  
Author(s):  
Lingyan Zuo ◽  
Fengting Zhu ◽  
Rui Wang ◽  
Hongyan Shuai ◽  
Xin Yu
Keyword(s):  
Meta Analysis ◽  
Intervention Group ◽  
Original Data ◽  
Controlled Study ◽  
Control Group ◽  
Music Intervention ◽  
Significant Difference ◽  
Review Question ◽  
Intervention Modality ◽  
The Impact

Review question / Objective: Inclusion criteria: population: 1) A randomized controlled study on the impact of music intervention on the QOL of patients with AD; 2) The participants in this study is patients with AD; 3) There is no significant difference among age, gender and education background in sorted groups before analysis which make these groups comparable; intervention: 1)Intervention Modality Music-based intervention; comparison: 1) All data were sorted into two groups: the music intervention group and the control group without any music intervention; outcome: 1) The indicators evaluated in the literature included the score of QOL-AD or WHOQOL-BERF scale, at least one of the two scales summarized in selected publications; language: 1) Only articles published in English and Chinese were considered. Exclusion criteria: 1) The participants were not diagnosed with AD; 2) Non-musical intervention;3) Non-RCTs; 4) No specific values for outcome variables; 5) Articles lacking original data; 6) Repeat published reports; 7) Full text could not be obtained.

scholarly journals DIGITAL STORYTELLING AS A TEACHING METHOD IN ADULT EDUCATION - THE CORRELATION BETWEEN ITS EFFECTIVENESS AND WORKING MEMORY

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Konstantina Karanasiou ◽  
Christos Drosos ◽  
Dimitris Tseles ◽  
Dimitris Piromalis ◽  
Nikos Tsotsolas
Keyword(s):  
Working Memory ◽  
Adult Education ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Learning Performance ◽  
Effective Learning ◽  
Excellent Teaching ◽  
Information And Communication ◽  
Digital Stories ◽  
The Impact

<p>In recent years, technology has been growing rapidly. The impact that Information and Communication Technology (ICT) and associated teaching tools have on the learning process is already significant, and this is expected to grow further in the future. Digital Storytelling (DST) is a combination of interaction and learning at the same time and it could prove to be an excellent teaching method at the disposal of the educator. The present study is an attempt to examine the impact of the method in adult education, providing that the learners are the creators of digital stories. In addition, the current research is an attempt to examine the relationship between learners’ Working Memory and the impact of DST on their learning performance. The research has been conducted in a public vocational training institute. The findings revealed that DST is an effective learning tool in adult education that can improve learners’ performance. In addition, the findings suggest that the method is more effective in learners which have higher working memory rates than others.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

CONTROLLED STUDY OF LINEAR GROWTH IN ASTHMATIC CHILDREN DURING TREATMENT WITH INHALED GLUCOCORTICOSTEROIDS

PEDIATRICS ◽  
1994 ◽  
Vol 94 (2) ◽  
pp. 270-270
Author(s):  
Christopher Randolph
Keyword(s):  
School Children ◽  
Growth Velocity ◽  
Linear Growth ◽  
Lower Leg ◽  
Mild Asthma ◽  
Controlled Study ◽  
Double Blind ◽  
Significant Difference ◽  
Inhaled Budesonide ◽  
The Impact

Purpose of the Study. To determine the impact of short term inhaled budesonide on linear growth in school children with mild asthma. Study Population. Forty-three school children with mild asthma. Methods. A randomized double blind parallel group study with three dose groups of 200, 400, and 800 µg of budesonide per day administered with a 750-mL spacer (Nebuhaler). Each group received budesonide for 8 consecutive weeks. Placebo was given 4 weeks before or after budesonide. Findings. Compared with placebo, children treated with 800 µg of budesonide had a statistically significant lower leg growth velocity by 0.26 mm/week (P &lt; .0012; t = 5.0; df = 11; 95% confidence interval, 0.14 to 0.37 mm/week). There was no statistically significant difference in the growth velocity between 200 or 400 µg of budesonide treatments and placebo. Reviewer's Comments. This study was conducted with knemometry, a method utilized in measuring the length of the lower leg with apparent high reproducibility and accuracy. Unfortunately, the correlation between growth of the lower leg and chronic growth is undear. Several steroid studies in the past have indicated that budesonide up to levels of 800 µg does not interfere with long term growth. Thus, the impact of the study is unclear at present. Clearly, a longer term study is necessary to determine the outcome of these children. Additionally, it would be important to see the impact of budesonide in chronic asthma with greater severity, which itself may interfere with growth.

scholarly journals 630. Emergence of Colistin Resistance in the OVERCOME Trial: Impact of Combination Therapy with Meropenem

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S418-S419
Author(s):  
Jason M Pogue ◽  
Michael J Rybak ◽  
Kyle Stamper ◽  
Dror Marchaim ◽  
Visanu Thamlikitkul ◽  
...  
Keyword(s):  
Infection Type ◽  
Therapeutic Option ◽  
Controlled Trial ◽  
Severity Of Illness ◽  
Controlled Study ◽  
Independent Contractor ◽  
Double Blind ◽  
Resistance Development ◽  
Significant Difference ◽  
The Impact

Abstract Background Colistin (COL) remains an important therapeutic option for carbapenem-resistant (CR) Gram-negative bacilli (GNB). COL is often utilized in combination with meropenem (MEM), in part due to concerns regarding the development of COL resistance with monotherapy. We recently completed a randomized controlled trial comparing outcomes in patients receiving COL + placebo to those receiving COL + MEM; herein we present data on the emergence of COL resistance in this trial. Methods OVERCOME was an international, multicenter, randomized, double-blind, placebo-controlled study comparing COL and COL + MEM for the treatment of bloodstream infection and/or pneumonia due to CR GNB. Subjects were included in the modified intent to treat population (mITT) if their enrollment pathogen had a COL MIC ≤2 mg/L, as determined by broth microdilution (BMD). Daily blood and/or respiratory samples were obtained in patients per protocol until two consecutive negatives were obtained or the end of study treatment. All subsequent isolates were evaluated for COL resistance via BMD, defined as MIC ≥ 4 mg/L. Results Of the 425 patients in the mITT population, 380 (191 COL; 189 COL + MEM) were evaluable for the endpoint of COL resistance development. The median age of the cohort was 70, 38% were female, 47% were white, and 45% were Asian. 70% had an index infection of pneumonia, 68% were in the intensive care unit at the onset of their infection, and A. baumannii was the most common pathogen (78% of patients). Baseline characteristics, infection type, severity of illness, and index pathogen were similar amongst treatment arms. No significant difference in resistance development was seen between the COL and COL + MEM groups overall (12% vs. 8%; p = 0.31), or in any subgroup (Table). In patients with A. baumannii, there was a trend towards decreased resistance development with COL + MEM (13.3% vs 7.5%; p = 0.13). Conclusion We were unable to identify a significant difference in resistance emergence between treatment arms, but given the low incidence of this outcome, were underpowered to do so. The impact of COL + MEM on preventing emergence of COL resistance in A. baumannii warrants further clinical study. Disclosures Jason M Pogue, PharmD, BCPS, BCIDP, Merck (Consultant)QPex (Consultant)Shionogi (Consultant)Utility Therapeutics (Consultant)VenatoRX (Consultant) Michael J. Rybak, PharmD, MPH, PhD, Paratek Pharmaceuticals (Research Grant or Support) Emmanuel Roilides, MD, PhD, FIDSA, FAAM, FESCMID, Merck Sharp & Dohme Corp. (Consultant, Grant/Research Support) Matthew Sims, MD, PhD, Astra Zeneca (Independent Contractor)Diasorin Molecular (Independent Contractor)Epigenomics Inc (Independent Contractor)Finch (Independent Contractor)Genentech (Independent Contractor)Janssen Pharmaceuticals NV (Independent Contractor)Kinevant Sciences gmBH (Independent Contractor)Leonard-Meron Biosciences (Independent Contractor)Merck and Co (Independent Contractor)OpGen (Independent Contractor)Prenosis (Independent Contractor)Regeneron Pharmaceuticals Inc (Independent Contractor)Seres Therapeutics Inc (Independent Contractor)Shire (Independent Contractor)Summit Therapeutics (Independent Contractor)

scholarly journals Long term (five-year) survival following radical surgical treatment plus adjuvant chemotherapy (FAM) in advanced gastric cancer: a controlled study

2000 ◽  
Vol 55 (4) ◽  
pp. 129-136 ◽  
Author(s):  
Cláudio Bresciani ◽  
Joaquim Gama-Rodrigues ◽  
Victor Strassmann ◽  
Dan L. Waitzberg ◽  
Mitsunori Matsuda ◽  
...  
Keyword(s):  
Gastric Cancer ◽  
Surgical Treatment ◽  
Survival Rate ◽  
Tnm Classification ◽  
Controlled Study ◽  
Hematological Toxicity ◽  
Control Group ◽  
Significant Difference ◽  
The Impact

Several drugs and their associations are being used for adjuvant or complementary chemotherapy with the aim of improving results of gastric cancer treatment. The objective of this study was to verify the impact of these drugs on nutrition and on survival rate after radical treatment of 53 patients with gastric cancer in stage III of the TNM classification. A control group including 28 patients who had only undergone radical resection was compared to a group of 25 patients who underwent the same operative technique followed by adjuvant polychemotherapy with FAM (5-fluorouracil, Adriamycin, and mitomycin C). In this latter group, chemotherapy toxicity in relation to hepatic, renal, cardiologic, neurological, hematologic, gastrointestinal, and dermatological functions was also studied. There was no significant difference on admission between both groups in relation to gender, race, macroscopic tumoral type of tumor according to the Borrmann classification, location of the tumor in the stomach, length of the gastric resection, or response to cutaneous tests on delayed sensitivity. Chemotherapy was started on average, 2.3 months following surgical treatment. Clinical and laboratory follow-up of all patients continued for 5 years. The following conclusions were reached: 1) The nutritional status and incidence of gastrointestinal manifestation were similar in both groups; 2) There was no occurrence of cardiac, renal, neurological, or hepatic toxicity or death due to the chemotherapeutic method per se; 3) Dermatological alterations and hematological toxicity occurred exclusively in patients who underwent polychemotherapy; 4) There was no significant difference between the rate and site of tumoral recurrence, the disease-free interval, or the survival rate of both study groups; 5) Therefore, we concluded, after a 5-year follow-up, chemotherapy with the FAM regimen did not increase the survival rate.

scholarly journals The Impact of VR Application on Student’s Competency Development: A Comparative Study of Regular and VR Engineering Classes with Similar Competency Scopes

2019 ◽  
Vol 11 (8) ◽  
pp. 2221 ◽  
Author(s):  
Hee Lee ◽  
Shvetsova
Keyword(s):  
Comparative Study ◽  
Industrial Revolution ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Competency Development ◽  
University Of Technology ◽  
Significant Difference ◽  
The Difference ◽  
Group Interviews ◽  
The Impact

This research focuses on the Fourth Industrial Revolution and the Korean National Competency Standards. The aim of this research is to perform a comparative study of two university engineering courses to present the difference between the effect of virtual reality (VR)-based teaching and traditional teaching on learning robotics. To achieve this goal, the authors used the expert method, focus group interviews, and a comparative study. There were three hypotheses and four research questions on the relationship between teaching method and competency development. As a case study for this research, the authors chose Korea University of Technology and Education and designed a survey to assess students’ competencies. The participants were second- and third-grade university students. Quantitative data were collected from the interview forms developed by the researcher; qualitative data were analyzed using the expert method and a comparative study. A significant difference was observed between competency development in the VR class and that in a regular class with a similar syllabus. Furthermore, it was noted that different teaching methods affect competency development in different ways; VR tools develop some competencies, but not all of them. Authors found that the VR tool requires an appropriate teaching method and affects the student’s ability to develop competencies.

scholarly journals The impact of using the Marzano model in developing the critical thinking skills of the 10th grade students in the field of social education

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Thuraya Taslam Hadi Al Othman
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Social Education ◽  
10Th Grade ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Impact

The study was designed to investigate the effect of using the Marzano model in developing the critical thinking skills of the 10th grade students in social education. The study sample consisted of (66) female students of the tenth grade, which included two groups: the experimental group and the number of female students (33) The officer (33) is a student. The study followed the semi-experimental approach to the application of the study to the tenth grade students. The researcher prepared a test to measure the skills of critical thinking. It consists of (10) paragraphs divided into three fields (analysis, evaluation, conclusion) In order to measure the tribal and remote performance in the two study groups.  The results of the study showed that there is a statistically significant difference at the level of (α = 0.05) in the critical thinking skills of the 10th grade students in the social education field in Jordan due to the teaching method according to the Marzano model.  Based on the results, the study came out with several recommendations, the most important of which are: encouraging teachers to use modern methods of education, holding workshops for teachers to teach them the importance of critical thinking, and the importance of modern models in education.

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