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How is One Plus One More than Two? The Interaction between Two Players in Online Co-Creativity Tasks

EDUCATIONAL TECHNOLOGY & SOCIETY 2022年第3期25卷 60-70页

作者： Wu, Ching-Lin Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan

This study is one of the first to employ an online interactive creativity task platform to explore one's creativity performance in a paired-player mode. It analyzed the differences between 342 participants' performances in single- and paired-player modes on two creativity tests: The Alternative Uses Task (AUT) and Chinese Radical Remote Associates Test (CRRAT). Potential factors affecting performance in the paired-player mode were summarized based on participants' responses to the AUT and CRRAT to analyze the correlation between the factors and creativity performance. Results showed that playing the AUT or CRRAT, low scorers can improve fluency, flexibility, originality, and performance by referring to response category or another participant's answer, closing the gap between their score and that of the high scorers. These results reveal both the similarities and differences of creativity performance on the two tests in an interactive situation and the correlation between response strategies and creativity performance in the paired-player mode. This study utilized online standardized measurement tools to explore how two persons cooperate in creativity tests to reveal that creativity performance may vary between tasks.

关键词： Creativity Divergent thinking Remote associates test Interaction Synergetic

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Cisgender Sexual Minority Women's Interest in Telemental Health Services: A Latent Class Analysis

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TELEMEDICINE AND E-HEALTH 2025年第1期31卷 28-36页

作者： Wille, Lexie Caporale-Berkowitz, Norian Woznicki, Nate Carmona, Yaritza Parent, Mike C. Univ Texas Austin Dept Educ Psychol Counseling Psychol Program Austin TX USA CUNY Baruch Coll Dept Psychol New York NY USA Univ Texas Austin Dept Educ Psychol Human Dev Culture & Learning Sci Austin TX USA

Introduction: Telemental health is increasingly recognized for its potential to overcome barriers like cost and stigma, particularly for marginalized groups. Sexual minority women in particular may benefit from increased access to telemental health services, due to the unique health disparities faced by this population. However, very little research thus far has assessed the telemental health preferences of this ***: The present study surveyed 1,092 cisgender sexual minority women regarding their demographic information, mental health, and telemental health preferences, using the *** research platform. Latent class analysis was conducted to identify subgroups within the sample based on their responses to the ***: Results revealed diverse attitudes toward telemental health, with some that prefer in-person sessions, whereas others show a strong interest in virtual options. Latent class analysis identified five groups, termed the Neutral, Ambivalent, Inclined, Inclined Related to Travel, and Averse groups. There were statistically significant differences between groups on measures of rurality, socioeconomic status, previous therapy experience, and symptoms of depression and anxiety. Overall, sexual minority women demonstrated interest in telemental health, especially individuals with mobility challenges and those living in rural ***: This study underscores the importance of tailoring mental health services to diverse needs and suggests that telemental health could be a valuable tool in addressing health disparities among sexual minority women. Importantly, these data were conducted prior to the COVID-19 pandemic. Further research could examine how sexual minority women's attitudes toward telemental health have shifted since the COVID-19 pandemic and how telemental health services could be tailored for marginalized subgroups.

关键词： telehealth telemedicine lesbian women attitudes toward telemedicine

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Alleviating effect of lavender (Lavandula angustifolia) and its major components on postherpetic pain: a randomized blinded controlled trial

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BMC COMPLEMENTARY MEDICINE AND THERAPIES 2024年第1期24卷 1-10页

作者： You, Jiyeong Shin, You Kyoung Seol, Geun Hee Korea Univ Coll Nursing Dept Basic Nursing Sci 145 Anam Ro Seoul 02841 South Korea Korea Univ Grad Sch BK21 FOUR Program Transdisciplinary Major Learning Seoul South Korea

Background Postherpetic neuralgia (PHN) causes severe pain which can lead to decreased quality-of-life. This study aimed to evaluate the effects of inhalation of lavender (Lavandula angustifolia) oil and its major components (linalool and linalyl acetate) on the pain in patients with PHN. Methods This study was performed at an outpatient clinic. Sixty-four patients with postherpetic neuralgia were randomly allocated to a control group (almond oil) or one of three experimental groups (lavender oil, linalool, or linalyl acetate diluted in almond oil at concentration of 1% v/v), and the participants inhaled the aroma by natural breathing. Quality, severity, and intensity of pain were measured before and after the intervention. Results Six patients discontinued the intervention for personal reasons;hence, data from 58 patients were analyzed (control group, n = 14;1% lavender oil group, n = 15;1% linalool, n = 15;1% linalyl acetate, n = 14). Reduction in sensory pain was greater in the 1% lavender oil group, 1% linalool group, and 1% linalyl acetate group than in the control group (all P < 0.001). Reduction in affective pain was greater in the 1% lavender group (P < 0.001) and the 1% linalool group (P = 0.007) than in the control group. Decreases in pain severity and intensity were significantly greater in all three intervention groups than in the control group. Conclusions Inhalation of lavender oil and its major volatile components effectively reduced the quality, severity, and intensity of postherpetic pain, suggesting that lavender oil, linalool, and linalyl acetate may each be an effective intervention for reducing pain in patients with postherpetic neuralgia.

关键词： Complementary and alternative medicine Lavender Linalool Linalyl acetate Postherpetic neuralgia

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Breaking up sitting enhances neurocognitive function which is associated with improved postprandial glucose regulation in healthy adults: A randomized crossover study

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PHYSIOLOGY & BEHAVIOR 2025年 290卷 114744-114744页

作者： Chueh, Ting-Yu Chen, Yung-Chih Hung, Tsung-Min Univ Taipei Masters Program Transit & Leisure Educ Individuals Taipei Taiwan Natl Taiwan Normal Univ Dept Phys Educ & Sport Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence & Learning Sci Taipei Taiwan

Background and aims: The glucose-centric hypothesis postulates that glycemic control may influence cognition. While research has examined the effects of breaking up sitting on blood glucose and inhibitory control, few studies have integrated these data and employed event-related potential (ERP) measures to delve into the neuroelectric processes. This study aimed to investigate the effects of breaking up sitting on postprandial blood glucose response, inhibitory control, and P3 component. Methods: Eighteen healthy male participants [25 +/- 4 years, 23.5 +/- 3.2 kg/m2 (mean +/- SD)] were subjected to 3.5 h uninterrupted sitting (SIT) or with 3 min walking at 6.4 km/h every 30 min (ACTIVE) trials in a randomized crossover design. The Stroop task was administered to assess inhibitory control before and after SIT and ACTIVE trials, and electroencephalography was employed to derive stimulus-elicited P3 component. Finger prick blood glucose levels were collected at baseline, 0.5 h, 1 h, and 3.5 h during the trials. Results: While no significant differences were found in inhibitory control performances between trials, greater P3 amplitude was found in the ACTIVE trial relative to the SIT trial (p = .041). Lower postprandial blood glucose iAUC was found in ACTIVE trial compared to SIT trial (p = .028), and this was correlated with the elevation of P3 amplitude (r = - 0.521, p = .023). Conclusion: Breaking up sitting acutely facilitates neuroelectric indices of attentional processing, which is associated with the optimal postprandial blood glucose control.

关键词： Interrupting sitting Sedentary behavior Physical activity Cognition ERP

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Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement

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JOURNAL OF ADOLESCENT & ADULT LITERACY 2024年第5期67卷 294-302页

作者： Opatz, Margaret Osgood Kocherhans, Sarah Capti Buffalo NY 14203 USA Univ Utah Literacy Language & Learning Program Salt Lake City UT USA Univ Utah Salt Lake City UT USA

This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021-2022 or 2022-2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.

关键词： adolescent reading intervention curriculum and materials disciplinary literacies reading

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"I am here because I wanted to shine": how poetry can be used to better understand undergraduate students' first-year chemistry or related course experiences

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CHEMISTRY EDUCATION RESEARCH AND PRACTICE 2023年第3期24卷 868-881页

作者： Illingworth, Sam Radhakrishnan, Mala L. Edinburgh Napier Univ Dept Learning & Teaching Enhancement Edinburgh Scotland Wellesley Coll Dept Chem Wellesley MA 02481 USA Wellesley Coll Biochem Program Wellesley MA 02481 USA

In this study we investigate how first-year chemistry/biology undergraduate students' original poetry can be used as a reflective tool for others to understand their course experiences. By inviting students from an integrated first-year chemistry/biology course to write poetry about their experiences, we use poetic content analysis as a qualitative research method to analyze the students' responses to an open-ended prompt. In analyzing the poetry, four major categories emerged: knowledge, community, emotions, and identity, each of which includes examples that reflect and enhance our understanding of well-documented milestones and ideas in the literature regarding first-year student academic experiences, therefore highlighting the extent to which poetry can be useful in this regard. In presenting these findings we also demonstrate how such an approach might be used by others to better understand student experiences, including those related to learning, belonging, and/or identity in their introductory chemistry or related courses.

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Using a four-step learning activity in a programming course: classroom participation, learning performance, and attitude 31

Using a four-step learning activity in a programming course:...

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31st International Conference on Computers in Education (ICCE)

作者： Li, Liang-Yi Huang, Wen-Lung Chung, Chien-Ping Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Program Learning Sci Taipei Taiwan Fo Guang Univ Dept Commun Yilan Taiwan Natl Taipei Univ Technol Dept Informat & Finance Management Taipei Taiwan

ISBN: (纸本)9786269689026

In a programming course, a teacher has to teach not only programming concepts and syntax but also how to implement programs. However, teachers do not have enough time to complete the tasks. To address the problem, this study developed a four-step learning activity in a flipped classroom, which consists of testing, task assigning, collaborative problem-solving, and presentation. This study also conducted an instructional experiment for examining the effects of the four-step learning activity on students' classroom participation, learning performance, and course satisfaction. The results showed that the students with the four-step learning activity and the students with the traditional instruction demonstrated the same level of classroom participation. While the students with the four-step learning activity had higher learning performance than the students with the traditional instruction. The students perceived that the four-step learning activity can facilitate learning motivation, classroom interaction, learning performance, and help-seeking. They hoped that the four-step learning activity can be used in other programming courses in the future.

关键词： flipped classroom collaborative problem-solving programming

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Claiming a space in the W/writerly community to increase English Language Arts teacher agency

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ENGLISH TEACHING-PRACTICE AND CRITIQUE 2023年第4期22卷 515-530页

作者： Goldsmith, Christy Univ Missouri Dept Learning Teaching & Curriculum Columbia MO 65211 USA Univ Missouri Campus Writing Program Columbia MO 65211 USA

PurposeBy engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers' personal and professional W/writerly identities impact their performance of pedagogical ***/methodology/approachIn this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers' personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom *** differences in teachers' W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing *** implicationsThis paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners' approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses;(2) leading teachers on an exploration of W/writerly identities;and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical ***/valueThe study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers' W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

关键词： Teacher-writer identity Educational standardization Agency Narrative inquiry

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Developing and validating the intention to use technology-enabled learning (I-TEL) scale

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JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2023年第6期55卷 971-985页

作者： Herring Watson, Jessica Rockinson-Szapkiw, Amanda J. Univ Cent Arkansas Coll Educ Conway AR 72035 USA Univ Memphis Learning Design & Technol Program Memphis TN 38152 USA

This article reports on the development and initial validation of the Intention to Use Technology-enabled learning (I-TEL) Scale. Data from 313 preservice teachers were used to examine the instrument's psychometric properties. Principal axis factoring (PAF) indicated a five-factor structure consisting of 22 items. The scale, as well as the subscales, indicated good internal consistency. Together, these tests indicate that the I-TEL is a valid and reliable instrument for measuring preservice teachers' intention to use technology-enabled learning (TEL). Implications for teacher education research and practice are discussed.

关键词： technology-enabled learning instrument validation affordances preservice teachers teacher education

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Trends and patterns in K-12 computer science education: data analysis from twitter

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EDUCATIONAL MEDIA INTERNATIONAL 2025年第1期62卷 101-122页

作者： Wang, Cheng Zhu, Meina Wayne State Univ Coll Liberal Arts & Sci Dept Sociol Detroit MI 48201 USA Wayne State Univ Coll Educ Learning Design & Technol Program Detroit MI USA

K-12 computer science (CS) education has emerged as a vital component of modern education, nurturing computational thinking, problem-solving, and digital literacy. This study examines the K-12 CS education dynamics, emphasizing its impact and implications, particularly in the context of equity. Twitter data from 2017 to 2021 were collected, focusing on English-language tweets within the United States. This collection was completed before Elon Musk's acquisition of the company and its subsequent rebranding to X. Three keyword sets span CS education, computational thinking - a core competency of CS learners and CS education organizations and conferences. The findings indicate: (1) a significant decrease in tweet volumes for each set of keywords after 2019, (2) the critical role of coding within a broader STEM education framework, and (3) the centrality of students in semantic networks formed by the tweets, highlighting the pertinence of a student-centered learning strategy in K-12 CS education. To ensure equitable access and opportunities, K-12 CS education in a broader STEM ecosystem should adopt student-centered learning, with teachers facilitating coding, programming, and technology education. These insights inform educators, policymakers, and researchers about K-12 CS education's significance in preparing students for the future, with a strong emphasis on equity and inclusion.

关键词： K-12 computer science education Twitter/tweet descriptive content analysis CSTIM project semantic network

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