653 research outputs found
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When practice does not make perfect: Differentiating between productive and unproductive persistence
Research has suggested that persistence in the face of challenges plays an important role in learning. However, recent work on wheel-spinning—a type of unproductive persistence where students spend too much time struggling without achieving mastery of skills—has shown that not all persistence is uniformly beneficial for learning. For this reason, Study 1 used educational data-mining techniques to determine key differences between the behaviors associated with productive persistence and wheel-spinning in ASSISTments, an online math learning platform. This study’s results indicated that three features differentiated between these two modes of persistence: the number of hints requested in any problem, the number of bottom-out hints in the last eight problems, and the variation in the delay between solving problems of the same skill. These findings suggested that focusing on number of hints can provide insight into which students are struggling, and encouraging students to engage in longer delays between problem solving is likely helpful to reduce their wheel-spinning. Using the same definition of productive persistence in Study 1, Study 2 attempted to investigate the relationship between productive persistence and grit using Duckworth and Quinn’s (2009) Short Grit Scale. Correlational results showed that the two constructs were not significantly correlated with each other, providing implications for synthesizing literature on student persistence across computer-based learning environments and traditional classrooms
The Use of Spinning Wheel Games to Improve Students’ Writing Procedural Texts
Most of the students' ability to write in English is still poor. Their text contains many errors in content, organization, and use of language. Students find it difficult to explain their ideas in written form, and students lack vocabulary, which can make it difficult to choose words to group into good writing. some teachers still find it difficult to apply media during learning this makes the class atmosphere less lively and makes them bored. the purpose of this research is to find out whether utilizing Spinning Wheel is effective or not in improving students’ writing Procedure Text. The method used in this research is descriptive research. I found a solution by describing the problem qualitatively. The end result is a game that imitates the Spinning Wheel Game while teaching English writing techniques that can increase students' interest, challenge their thinking and enable them to produce procedural texts while playing. The spinning wheel was used after the researcher explained the material about the procedure text. Students are asked to make groups and each group gets a different theme. themes are randomized with spinning wheel games by web wheelofnames.com. Therefore, the game is one of the tools that can be used in learning English, there are many learning media for learning writing skills. One game that can be used is Spinning Wheel. By using games students can learn to write procedure texts in a fun and interesting way. The spinning wheel game can be chosen as a tool for students to write procedure texts correctly and clearly. This game has been evaluated by several researchers and high school students. This game is very helpful in learning to write procedure text. These games can make students challenge their way of thinking, fun and enjoyable
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Productive Responses to Failure for Future Learning
For failure experiences to be productive for future performance or learning, students must be both willing to persist in the face of failure, and effective in gleaning information from their errors. While there have been extensive advances in understanding the motivational dispositions that drive resilience and persistence in the face of failure, less has been done to investigate what strategies and learning behaviors students can undertake to make those failure experiences productive. This dissertation investigates what kinds of behaviors expert learners (in the form of graduate students) employ when encountering failure that predict future performance (Study 1), and whether such effective behaviors can be provoked in less sophisticated learners (in the form of high school students) that would subsequently lead to deeper learning (Study 2). Study 1 showed that experiencing and responding to failures in an educational electrical circuit puzzle game prior to formal instruction led to deeper learning, and that one particular strategy, “information-seeking and fixing”, was predictive of higher performance. This strategy was decomposed into three metacognitive components: error specification, where the subject made the realization that a knowledge gap or misunderstanding led to the failure; knowledge gap resolution, where the subject sought information to resolve the knowledge gap; and application, where subjects took their newly acquired information to fix their prior error. In Study 2, two types of prompts were added to the educational game: one that provoked students through these metacognitive steps of error specification, information seeking, and fixing, labelled the “Metacognitive Failure Response” (MFR) condition; and a second prompt that provoked students to make a global judgment of knowing, labelled the “Global Awareness” (GA) condition. The results indicated that although there were no significant condition differences between the three groups (MFR, GA, and control condition where participants received no prompt at all), more time spent on the MFR prompt predicted deeper and more robust learning. In contrast, more time spent on the “Global Awareness” prompt did not predict deeper learning, suggesting that individual factors (such as conscientiousness) did not alone account for the benefits of time spent on the MFR prompt on learning. These results suggest that while MFR participants who carefully attended to the metacognitive prompts to specify the source of their errors and seek information experienced learning benefits, not all MFR participants sufficiently attended to the prompts enough to experience learning gains. Altogether, this body of research suggests that using this “error specification, info-seeking, fixing” strategy can be effective for making failure productive, but other instructional techniques beyond system-delivered prompts must be employed for full adoption of this metacognitive response to failure. Implications for teaching students to respond effectively to failure, for games in the classroom, and for design and engineering processes are discussed
The Eye in Motion: Mid-Victorian Fiction and Moving-Image Technologies
This thesis reads selected works of fiction by three mid-Victorian writers (Charlotte Brontë, Charles Dickens, and George Eliot) alongside contemporaneous innovations and developments in moving-image technologies, or what have been referred to by historians of film as ‘pre-cinematic devices’. It looks specifically at the moving panorama, diorama, dissolving magic lantern slides, the kaleidoscope, and persistence of vision devices such as the phenakistiscope and zoetrope, and ranges across scientific writing, journalism, letters, and paintings to demonstrate the scope and popularity of visual motion devices. By exploring this history of optical technologies I show how their display, mechanism, and manual operation contributed to a broader cultural and literary interest in the phenomenological experience of animation, decades before the establishment of cinematography as an industry, technology, and viewing practice.
Through a close reading of a range of mid-Victorian novels, this thesis identifies and analyses the literary use of language closely associated with moving-image technologies to argue that the Victorian literary imagination reflected upon, drew from, and incorporated reference to visual and technological animation many decades earlier than critics, focusing usually on early twentieth-century cinema and modernist literature, have allowed. It develops current scholarship on Victorian visual culture and optical technologies by a close reading of the language of moving-image devices—found in advertisements, reviews, and descriptions of their physiological operation and spectacle—alongside the choices Victorian authors made to describe precisely how their characters perceived, how they imagined, remembered, and mentally relived particular scenes and images, and how the readers of their texts were encouraged to imaginatively ‘see’ the animated unfolding of the plot and the material dimensionality of its world through a shared understanding of this language of moving images
Design revolutions: IASDR 2019 Conference Proceedings. Volume 2: Living, Making, Value
In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 2 includes papers from Living, Making and Value tracks of the conference
Health promotion in youth as a global public health challenge: effective strategies to encourage healthy lifestyles
La combinació de més d'un strategia metodològica (com el màrqueting social, la participació de la joventut, l'educació dirigida per iguals i l'ús dels mitjans de comunicació social) i strategias de cambio de antorn (intervenció basada en l'escola, basada en la intervenció restaurant, basat en la família de la intervenció) pot augmentar l'eficàcia de involucrar els joves en les intervencions de salut destinades a fomentar hàbits i estils de vida saludables. Aquesta tesi té com a objectiu comprendre els factors que intervenen en l'epidèmia de l'obesitat juvenil a tot el món i com influeixen en l'obesitat. En resposta a aquest desafiament global, aquest treball proporciona estratègies basades en proves científiques innovadores, eficaces i de qualitat per millorar els estils de vida saludables entre els joves. Aquestes estratègies podrien donar lloc a un enfocament d'investigació més fort que podrien beneficiar tant a la comunitat científica i el coneixement general de les parts interessades i els responsables polítics, fomentant així un enfocament multidisciplinari participatiu i inclusiu per obtenir resultats duradors i eficaçosLa combinación de más de una estrategía metodológica (como el marketing social, la participación de la juventud, la educación dirigida por pares y el uso de los medios de comunicación social) y/o de una estrategia de cambio de entorno (intervención basada en la escuela, basada en la intervención restaurante, basado en la familia de la intervención) puede aumentar la eficacia de involucrar a los jóvenes en las intervenciones de salud destinadas a fomentar hábitos y estilos de vida saludables. Esta tesis tiene como objetivo comprender los factores que intervienen en la epidemia de la obesidad juvenil en todo el mundo. En respuesta a este desafío global, este trabajo proporciona estrategias basadas en pruebas científicas innovadoras, eficaces y de calidad para mejorar los estilos de vida saludables entre los jóvenes. Estas estrategias podrían dar lugar a un enfoque de investigaciónque podrían beneficiar tanto a la comunidad científica y el conocimiento general de las partes interesadas en prevenir este problema así como a responsables políticos, fomentando así un enfoque multidisciplinario participativo e inclusivo para obtener resultados duraderos y eficaces.The combination of more than one methodological (such as social marketing, youth involvement, peer-led education and social media usage) and environmental (school-based intervention, restaurant-based intervention, family-based-intervention) strategy may increase the effectiveness of engaging young people in health interventions aimed at encouraging healthy habits and lifestyles. This thesis aims to understand the factors involved in the worldwide youth obesity epidemic and how they influence obesity. In response to this global challenge, this work provides innovative, effective and quality scientific evidence-based strategies for improving healthy lifestyles among young people. These strategies could lead to a stronger research approach that could benefit both the scientific community and the general knowledge of relevant stakeholders and policy makers, thus fostering a participatory and inclusive multidisciplinary approach for long-lasting and effective results
Inward and Onward: An Autoethnography on the Lived Experience of Love, Loss, and Grief in a Doctoral Program
While research around attrition during doctoral programs exists, the lived experience of grief during a doctoral program has little footing in the current literature. This autoethnography examined the lived experience of one doctoral student, acting as both the researcher and the researched. The purpose of this study was to have a meaningful understanding of the broad grief process, and its impact on one doctoral student’s identity development through sharing, analyzing, and interpreting their most raw stories in an effort to name and normalize the challenges and opportunities related to doctoral program persistence and identity development. The following research questions were explored: Q1 What might I learn about the way that my life’s primary grief experience transformed my sense of identity as a doctoral student using autoethnography to evoke, recall, write about, and analyze my experiences and my reactions to them? Q2 What can doctoral students, program faculty, administrators and other stakeholders learn from my experience that may help students persist toward completion of their programs in the face of grief experiences of their own? Exploration and analysis uncovered themes related to academic persistence, identity development, and completion with regard to living through a grief experience during a doctoral program. This narrative description of the lived experience of grief may illuminate often taken-for-granted elements of a student’s grief experience, and the overall potential prevalence for grief in doctoral students. The author offers insight into ways that doctoral program stakeholders may better understand and support grieving doctoral students
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