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IADIS International Conference on Cognition and Exploratory learning in Digital Age, CELDA 2009

作者： Pellegrino, James W. Quellmalz, Edys S. Learning Sciences Research Institute University of Illinois at Chicago 1007 West Harrison Street M/C 057 Chicago IL 60607 United States Mathematics Science and Technology Program WestEd 400 Seaport Court Redwood City CA 94063 United States

ISBN: (纸本)9781627483346

This paper considers uses of technology in educational assessment from the perspective of innovation and support for teaching and learning. It first examines large-scale testing contexts where the applications are focused mainly on logistics such as test development, administration, scoring and reporting. It contrasts these cases with more innovative assessment cases from both large-scale testing and classroom based contexts where attempts have been made to harness the power of technology to provide rich, authentic tasks that elicit aspects of integrated knowledge, critical thinking, and problem solving. The latter aspects of cognition are seldom well addressed by traditional testing programs and approaches. Strategies for developing balanced assessment systems are also considered and these involve articulating curriculum-embedded, benchmark, and summative assessments across classroom, district, state, national, and international levels. The paper concludes with perspectives on the potential of technology to launch a new era of integrated, learning-centered assessment systems.

关键词： Problem solving

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Effects of working memory and relevant knowledge on reading texts and infographics

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Reading and Writing 2023年第9期36卷 2319-2343页

作者： Liu, Chia-Yu Wu, Chao-Jung Research Center for Testing and Assessment National Academy for Educational Research No. 2 Sanshu Rd. Sanxia Dist. New Taipei City 237201 Taiwan Department of Educational Psychology and Counseling/Institute for Research Excellence in Learning Sciences National Taiwan Normal University No. 162 Sec. 1 Heping E. Rd. Taipei 106209 Taiwan

Infographics are a new type of reading material comprising textual and visual information that has been used worldwide. Nonetheless, there has been limited research investigating people’s infographic-reading performance and the characteristics of superior readers. This study adopted Chinese texts and infographics as materials and employed eye-tracking technology to assess how working memory and relevant knowledge affected 137 college students’ reading comprehension, as indicated by reading accuracy (ACC), and reading efficiency, which in turn was indicated by reading time (RT) and total fixation duration (TFD). For texts, verbal working memory (VWM) exhibited no effects on individuals’ reading performance;visuospatial working memory (VSWM) exerted positive effects on both ACC and TFD, and participants with higher knowledge demonstrated better ACC. For infographics, higher-VWM participants showed greater ACC, and higher-VSWM participants displayed a longer RT and TFD, though the effect of knowledge was limited. Moreover, a significant interaction effect of VWM and relevant knowledge on the TFD of infographics was observed, indicating that individuals’ prior knowledge or experience might structure schemas in an infographic and then act with VWM to accelerate reading speed. This study improves our understanding of how working memory and relevant knowledge impact the processing of materials with different synthesized levels, and its implications for instruction and research are discussed. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Eye-tracking methodology Infographic Relevant knowledge Working memory

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iSTEAM contest on enhancing self-confidence in making miniature models: correlate to mastery orientation, engagement and interest

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research in Science & Technological Education 2023年第2期41卷 444-461页

作者： Jon-Chao Hong Chi-Ruei Tsai Kai-Hsin Tai a Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan b Department of Education and Human Potentials Development National Dong Hwa University Hualien Taiwan

ABSTRACTABSTRACTBackgroundStudents need to practice their hands-on skills when they are young to develop confidence for their future careers. Nowadays, iSTEAM (integrated science, technology, engineering, arts and mathematics) contests provide opportunities for participants to experience meaningful and challenging hands-on tasks that may foster learning, and to generate positive attitudes that may enhance their self-confidence in their ability to make miniature *** understand the relations between mastery orientation of hands-on tasks, hands-on making interest, engagement, and self-confidence enhancement in an iSTEAM (integrated science, technology, engineering, arts and mathematics) *** sample consisted of 212 junior high students including 131 males and 81 females who were preparing to join the iSTEAM *** and MethodData were collected from 212 questionnaires and subjected to confirmatory factor analysis and structural equation modeling using AMOS *** results indicated that mastery orientation of hands-on tasks was positively related to hands-on making interest and engagement. Engagement was positively related to hands-on making interest, and hands-on making interest and engagement were positively related to self-confidence *** with high levels of mastery orientation might gain higher self-confidence, mediated by their interest and engagement in a science and technology hands-on making contest.

关键词： Engagement hands-on making interest mastery orientation self-confidence enhancement

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Characterising acute and chronic care needs: insights from the Global Burden of Disease Study 2019

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Nature communications 2025年第1期16卷 4235-4235页

作者： Cecilia Anza-Ramirez J. Jaime Miranda Benedetta Armocida Jorge César Correia Harriette Gillian Christine Van Spall David Beran Amirali Aali Kalkidan Hassen Abate Semagn Mekonnen Abate Cristiana Abbafati Mohsen Abbasi-Kangevari Zeinab Abbasi-Kangevari Zahra Aryan Sina Azadnajafabad Mohammadreza Azangou-Khyavy Seyyed-Hadi Ghamari Mohammad Keykhaei Javad Khanali Sara Momtazmanesh Fateme Montazeri Shayan Rahmani Mohammad-Mahdi Rashidi Nazila Rezaei Negar Rezaei Sahar Saeedi Moghaddam Hossein Hassanian-Moghaddam Ali-Asghar Kolahi Ali Nikoobar Hedayat Abbastabar Ahmed M. Abdel-Azeem Michael Abdelmasseh Juan Sanabria Sherief Abd-Elsalam Ahmed Abdelwahab Gholamreza Abdoli Mohammad Abdollahi Meriem Abdoun Deldar Morad Abdulah Abu Yousuf Md Abdullah Ame Mehadi Abdurehman Getachew Abebe Aidin Abedi Chirag P. Doshi Vida Abedi Hassan Abidi Richard Gyan Aboagye Hassan Abolhassani Nima Rezaei Lucas Guimarães Abreu Michael R. M. Abrigo Yonas Derso Abtew Hiwa Abubaker Ali Eman Abu-Gharbieh Hiba Jawdat Barqawi Rabih Halwani Maha Mohamed Saber-Ayad Iman M. Talaat Ahmed Abu-Zaid Manfred Mario Kokou Accrombessi Juan Manuel Acuna Denberu Eshetie Adane Tigist Demssew Adane Isaac Yeboah Addo Giovanni Addolorato Oluwafemi Atanda Adeagbo Victor Adekanmbi Miracle Ayomikun Adesina Isaac Iyinoluwa Olufadewa Olatunji O. Adetokunboh Daniel Adedayo Adeyinka Qorinah Estiningtyas Sakilah Adnani Aanuoluwapo Adeyimika Afolabi Olayinka Stephen Ilesanmi Muhammad Sohail Afzal Saira Afzal Gina Agarwal Prerna Agarwal Pradyumna Agasthi Anurag Agrawal Marcela Agudelo-Botero Adolfo Martinez-Valle Bright Opoku Ahinkorah Aqeel Ahmad Sajjad Ahmad Sohail Ahmad Tauseef Ahmad Ali Ahmadi Siamak Sabour Keivan Ahmadi Sanjay Basu Sepideh Ahmadi Ali Ahmed Shaun Wen Huey Lee Ayman Ahmed Haroon Ahmed Jivan Qasim Ahmed Gahin Abdulraheem Tayib Yahya Yahya Luai A. Ahmed Iffat Elbarazi Syed Mahboob Shah Janardhana P. Aithala Marjan Ajami Budi Aji Hossein Akbarialiabad Yibeltal Akelew Meisam Akhlaghdoust Elham Jamshidi Addis Aklilu Azene Tesfaye Melat Woldemariam Maxwell Ak CRONICAS Center of Excellence in Chronic Diseases Universidad Peruana Cayetano Heredia Lima Peru School of Medicine Universidad Peruana Cayetano Heredia Lima Peru Sydney School of Public Health Faculty of Medicine and Health University of Sydney Sydney NSW Australia Faculty of Epidemiology and Population Health London School of Hygiene & Tropical Medicine London UK Division of Tropical and Humanitarian Medicine University of Geneva Geneva Switzerland Department of Cardiovascular Endocrine-metabolic Diseases and Aging Istituto Superiore di Sanità Rome Italy Division of Endocrinology Diabetology Nutrition and Therapeutic Patient Education Department of Medicine Geneva University Hospitals Geneva Switzerland Department of Medicine and Department of Health Research Evidence and Impact McMaster University Hamilton ON Canada Research Institute of St. Joe’s Hamilton ON Canada Population Health Research Institute Hamilton Canada Geneva University Hospitals Geneva Switzerland Faculty of Medicine Mashhad University of Medical Sciences Mashhad Iran Department of Nutrition and Dietetics Jimma University Jimma Ethiopia Anesthesiology Department Dilla University Addis Ababa Ethiopia Department of Juridical and Economic Studies La Sapienza University Rome Italy Non-Communicable Diseases Research Center Tehran University of Medical Sciences Tehran Iran Social Determinants of Health Research Center Shahid Beheshti University of Medical Sciences Tehran Iran Brigham and Women’s Hospital Harvard University Boston MA USA Students’ Scientific Research Center (SSRC) Tehran University of Medical Sciences Tehran Iran School of Medicine Tehran University of Medical Sciences Tehran Iran School of Medicine Shahid Beheshti University of Medical Sciences Tehran Iran Endocrinology and Metabolism Research Institute Tehran University of Medical Sciences Tehran Iran Chapter of Addiction Medicine University of Sydney Sydney NSW Australia Advanced Diagnostic and Intervent

Chronic care manages long-term, progressive conditions, while acute care addresses short-term conditions. Chronic conditions increasingly strain health systems, which are often unprepared for these demands. This study examines the burden of conditions requiring acute versus chronic care, including sequelae. Conditions and sequelae from the Global Burden of Diseases Study 2019 were classified into acute or chronic care categories. Data were analysed by age, sex, and socio-demographic index, presenting total numbers and contributions to burden metrics such as Disability-Adjusted Life Years (DALYs), Years Lived with Disability (YLD), and Years of Life Lost (YLL). Approximately 68% of DALYs were attributed to chronic care, while 27% were due to acute care. Chronic care needs increased with age, representing 86% of YLDs and 71% of YLLs, and accounting for 93% of YLDs from sequelae. These findings highlight that chronic care needs far exceed acute care needs globally, necessitating health systems to adapt accordingly. © 2025. The Author(s).

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Assessing self-efficacy in interdisciplinary learning experiences and the effects of career-related predictors

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Higher Education, Skills and Work-based learning 2024年第4期14卷 782-795页

作者： Huang, Chi-Jung Kueh, Ling-ling Wang, Hsiang-Wen Hung, Hsuan Wang, Hui-Hsin Cross College Elite Program National Cheng Kung University Tainan Taiwan Assessment and Research Center College of Social Sciences National Sun Yat-sen University Kaohsiung Taiwan Center for Teaching and Learning Development National Cheng Kung University Tainan Taiwan Institute of Education National Cheng Kung University Tainan Taiwan

Purpose: This study explores the extent of undergraduate students' engagement in interdisciplinary learning experiences across their academic journey and its potential correlation with elevated levels of self-efficacy in learning. Furthermore, the research investigates how the clarity of career decisions and future goals contributes to the perception of relevance, value and alignment of interdisciplinary learning experiences among undergraduate students. Design/methodology/approach: Data were collected using a self-report questionnaire in a longitudinal survey administered annually to undergraduate students at a university in northern Taiwan over four waves from 2018 to 2021. The sample analyzed for this study consisted of 123 undergraduate students who willingly and continuously participated in the research throughout the specified period. Findings: The results showed that self-efficacy within interdisciplinary learning experiences could be classified into three clusters: high efficacy, moderate efficacy and fluctuating efficacy. The determinants influencing these clusters include career decisions and years spent in university. Undergraduate students who have determined their career decisions and are in their latter two years of undergraduate studies demonstrate higher self-efficacy in interdisciplinary learning. Conversely, students who have yet to determine their career decisions exhibit a fluctuating pattern of self-efficacy across the three interdisciplinary learning categories. research limitations/implications: Two key limitations of this research include a small sample size and a confined university-specific context, potentially constraining the applicability of the results to a broader population. Originality/value: This study contributes to the interdisciplinary learning experience in higher education by explaining the significance of undergraduates' self-efficacy and career-related factors. Whereas most research has focused on the effects of self-efficacy

关键词： Career decision Future goal Interdisciplinary learning experience Self-efficacy

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Integration of topic-specific pedagogical content knowledge components in secondary school science teachers’ reflections on biology lessons

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Discover Education 2024年第1期3卷 1-19页

作者： Mapulanga, Thumah Ameyaw, Yaw Nshogoza, Gilbert Bwalya, Anthony African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science University of Rwanda College of Education Kayonza Rwanda Department of Biology Education Faculty of Science Education University of Education Winneba Pakistan Department of Academics Research and Extension Rwanda Institute for Conservation Agriculture Bugesera Rwanda Department of Life Sciences Kwame Nkrumah University Kabwe Zambia

Teachers’ reflections on their practice are a powerful tool for measuring and supporting their professional knowledge. Pedagogical content knowledge is one of the most influential domains of teacher professional knowledge. This multiple-case study investigated the topic-specific pedagogical content knowledge (TSPCK) components that Zambian secondary school science teachers integrate when reflecting on biology lessons. Three teachers from the same school were observed teaching a biology lesson and attended post-observation interviews. Data were mainly collected through lesson plans, lesson observation field notes and post-observation interviews. The data were analysed using in-depth analysis of explicit TSPCK, enumerative and constant comparative approaches. TSPCK maps were constructed to illustrate each teachers’ integration of TSPCK components. The results revealed four features about the integration of TSPCK components: (a) None of the teachers depended solely on a single TSPCK component as they integrated other components (b) The components curricular saliency, students’ prior knowledge and misconceptions, and conceptual teaching strategies were central in the TSPCK maps of all the teachers, while representations and analogies, and what make the topic easy/difficult to teach/learn were least integrated (c) All teachers had different pairs of reciprocal connections among TSPCK components, and (d) All teachers had different pairs of most integrated components. The implications of these findings for science and teacher education research were presented and discussed. It was concluded that teachers’ reflections revealed the integration between TSPCK components and showed them differently. The study recommends investigating teachers’ reflections over several lessons and tracking any changes in their TSPCK integration. © The Author(s) 2024.

关键词： Integration of TSPCK components Reflection on biology lessons Secondary school science teachers Topic-specific pedagogical content knowledge (TSPCK)

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Influence of emotional states on incongruity-resolution and nonsense humour processing

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International journal of psychology : Journal international de psychologie 2024年第6期59卷 1091-1100页

作者： Roy Soh Ching-Lin Wu Ping-Hsun Tsai Hsueh-Chih Chen School of Education and Human Sciences Albukhary International University Alor Setar Malaysia. Program of Learning Sciences National Taiwan Normal University Taipei Taiwan. Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan. Department of Educational Psychology and Counseling National Taiwan Normal University Taipei Taiwan. Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan.

Humour processing is complex and may be influenced by an individual's emotional state. This study explores the differences in incongruity-resolution and nonsense joke humour processing between three groups with different emotional states (positive, neutral and negative). Each group consisted of 32 participants. The positive and negative emotion groups were asked to elicit positive and negative emotions, respectively, through autobiographical recall. In contrast, the neutral emotion group was asked to answer questions unrelated to emotions. Participants were also asked to rate their emotional valence, arousal and conformity with the provided emotion words. Subsequently, they were directed to rate their humour appreciation, humour comprehension and level of surprise at the jokes. The results indicate that these variables interacted with the level of amusement derived from the two humour types. The positive emotion group perceived nonsense jokes as funnier than the negative emotion group, while the negative emotion group perceived nonsense jokes as less amusing than incongruity-resolution jokes. No significant difference was found between the three emotion groups in terms of humour comprehension and surprise at the jokes. The results deepen the understanding of the correlation between emotional states and processing of different humour types.

关键词： Emotional state Humour appreciation Humour comprehension Incongruity‐resolution humour Nonsense humour

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A health promotion program for older adults (KABAN!): effects on health literacy, quality of life, and emotions

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Educational Gerontology 2023年第8期49卷 639-656页

作者： Hsu, Hua-I Liu, Chih-Chi Yang, Stephanie Fu Chen, Hsueh-Chih Department of Educational Psychology and Counseling National Taiwan Normal University Taipei Taiwan Yang Sheng Foundation Taipei Taiwan Department of Adult and Continuing Education National Taiwan Normal University Taipei Taiwan Graduate Institute of Adult Education National Kaohsiung Normal University Kaohsiung Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

The importance of an integrated health promotion program has been proposed in recent years. However, the traditional program with lectures might decrease the effectiveness of learning. A game-based learning program provides a supportive social environment and further increases the quality of life and positive emotions. The present study evaluates the effectiveness of the proposed game-based health promotion program, KABAN!, to enhance health literacy, positive emotions, and quality of life for older adults. The proposed intervention included physical exercises, nutritional knowledge, social interaction, cognitive training, and oral health care skills. All activities were designed based on the gamification principles and experiential learning theory. Both qualitative and quantitative data were collected from participants and instructors. A total of 221 older adults were randomly recruited (age: mean = 71.1, SD = 7.1) as participants. To gather feedback on program implementation, 22 experienced instructors were selected based on the criteria of leading five or more sessions. Health literacy, quality of life, and emotional states before and after participation were collected. The instructors were invited to provide constructive feedback through open-ended survey questions. Analyses revealed that health literacy levels, positive emotions, and quality of life significantly increased after participation, while negative emotions remained identical. Further investigation of qualitative data via the constant comparison method showed positive feedback on instructors’ perceived changes in participants. This study showed that participation in health promotion programs like KABAN! significantly enhanced older adults’ health literacy, quality of life, and positive emotions. © 2022 Taylor & Francis Group, LLC.

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Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

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Nordic Journal of Nursing research 2019年第4期39卷 191-200页

作者： Männistö, Merja Mikkonen, Kristina Vuopala, Essi Kuivila, Heli-Maria Virtanen, Mari Kyngäs, Helvi Kääriäinen, Maria Research Unit of Nursing Science and Health Management University of Oulu Finland Health Care and Nursing Oulu University of Applied Sciences Finland Research Unit for Learning and Educational Technology University of Oulu Finland Health Care Diagnostic Services and Service Management Helsinki Metropolia University of Applied Sciences Finland Medical Research Center Oulu Oulu University Hospital University of Oulu Finland The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group (n = 87) studied using a collaborative digital learning environment and the control group (n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education. © The Author(s) 2019.

关键词： collaborative learning digital learning environment intervention nursing education student

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A unique research experience in bioengineering education for undergraduates in the VaNTH REU

A unique research experience in bioengineering education for...

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2008 ASEE Annual Conference and Exposition

作者： Linsenmeier, Robert Alley, Jean Hirsch, Penny Klein, Stacy Greenberg, Julie Bourgeois, Mark Northwestern University Robert R. McCormick School of Engineering and Applied Science Weinberg College of Arts and Sciences VaNTH Engineering Research Center in Bioengineering Educational Technologies Vanderbilt University Writing Program at Northwestern Outreach Vanderbilt University School of Engineering Department of Biomedical Engineering Radiological Sciences and Teaching and Learning Massachusetts Institute of Technology Philosophy Loyola University Chicago

Most research Experience for Undergraduates (REU) programs are designed to provide summer research opportunities in a particular domain of engineering or science. The VaNTH REU has been unique in focusing instead on education research projects in bioengineering. These projects allow students from various fields to gain a different perspective on their education while making the decisions about content and pedagogy that instructors usually make. After an introductory session at Vanderbilt, students spend the next nine weeks working with mentors from Vanderbilt University, Northwestern University, Massachusetts institute of Technology or the University of Texas at Austin. While at these sites, students meet weekly by video- or tele-conference to report on their projects. Work on ethics and communication were integrated into the REU experience. The REU students, who are mostly in engineering, have become engaged in the process and methods of engineering education research and, in many cases, have made substantial contributions to the development and/or classroom evaluation of educational materials. At the same time, they have learned a particular field of bioengineering more deeply. This paper discusses the VaNTH REU program and illustrates the contributions of REU students to successful innovations in bioengineering pedagogy. While it would be difficult to replicate the VaNTH REU program in its entirety, many of its components are transferable and could help students who are considering faculty careers or graduate school in engineering education. © American Society for Engineering Education, 2008.

关键词： Students

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