Faux-Flipping a Supportive Housing Training: Lessons from Pandemic Adaptations

Following March 2020 coronavirus closures, the Community Support Services training initiative for supportive housing providers transitioned to fully remote learning. Training remotely, the trainers developed a faux-flipped model of midtraining interactive video lectures alongside videoconferencing with time for active learning through interactions and activities. There were benefits to training remotely using a faux-flipped model, including increased participation, training retention, and self-evaluated knowledge. After improved training results, the faux-flipped recorded video lectures will remain in future training. The coauthors suggest additional research to elaborate the faux-flipped model and assess its impact on learning and engagement

Usefulness and Ease of Interactive Video Technology Integration among Faculty Members in Online Nursing Courses

A descriptive correlational design was used in this study to evaluate faculty perceptions of the usefulness and ease of interactive video technology integration in online nursing courses, in order to predict behavioral intention. This paper presents The Technology Acceptance Model (TAM) related hypotheses in the study which all showed positive correlations that were statistically significant. Using innovative technology to deliver course content that relates to healthcare technology, and supports student learning, is critical to clinical technology competency acquisition and implementation of best-practice in academia

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design

Research avenues supporting embodied cognition in learning and instruction

Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education is that learning can be enhanced when the brain, body, and environment mutually influence each other, such as when making or observing human actions, especially those involving hand gestures and manipulation of objects. In this narrative review article, we describe the evidence from six research avenues that can help explain why embodied cognition can enhance learning and instruction. Through the exploration of these six interconnected research pathways, we aim to make a significant contribution by proposing innovative directions for learning and instruction research, all rooted in the principles of embodied cognition. We establish a direct link between the six research pathways and embodied phenomena, both in the contexts of making and observing human movements. When making human movements, the research avenues explaining the learning benefits due to these movements are physical activity, generative learning, and offloaded cognition. When observing human movements, the avenues researching these phenomena are specialized processor and signaling. Lastly, the research avenue social cognition is integral to both making and observing human movements. With originality in focus, we also include research that has not been traditionally associated with embodied cognition or embodiment. This article offers comprehensive discussions, substantiated with evidence and influencing features, for each of these research avenues. We conclude by outlining the implications of these findings for instruction and charting potential directions for future investigation

The Validity of Interactive Multimedia on Metal Coating Learning Developed Using the ADDIE Model

The Metal Coating course in Unimed's Mechanical Engineering Education Department only uses learning media in the form of printed textbooks and there is no interactive media that can improve student competence in the affective and psychomotor domains. To increase student competency in metal plating courses, learning media in the form of interactive multimedia that has been validated for its quality is needed. This study aims to validate learning media in the form of interactive multimedia using the ADDIE development model. As for the three acquisitions of interactive multimedia validity, namely analysis of metal plating course requirements, determining learning objectives and designing interactive multimedia, as well as developing interactive multimedia involving several material experts, learning design experts, and learning media experts, as activity validators. Data collection techniques for interactive multimedia validation are carried out by distributing questionnaires. The validation assessment criteria used a Likert scale which was analyzed descriptively. The results showed that the validity of the material expert was 89.7% in the very good category, the learning design expert was 91.58% in the very good category and the learning media expert was 88.3% in the very good category. from these data it can be concluded that the use of interactive multimedia in the teaching and learning process in the metal plating course developed is very valid to be implemented in the teaching and learning processMata kuliah Pelapisan Logam (PL) di Jurusan Pendidikan Teknik Mesin Unimed hanya menggunakan media pembelajaran berupa buku teks cetak hardcopy. Namun, untuk meningkatkan kompetensi siswa pada ranah afektif dan psikomotor diperlukan bahan ajar yang dapat meningkatkan kompetensi siswa. belum tersedianya bahan ajar berupa multimedia interaktif, maka perlu dikembangkan multimedia interaktif dengan menggunakan model pengembangan ADDIE pada mata kuliah Coating. Penelitian ini bertujuan untuk memvalidasi mata kuliah PL multimedia interaktif menggunakan model pengembangan ADDIE, adapun tiga perolehan validitas multimedia interaktif dari lima tahapan dimana: (1)Analisis, menganalisis kebutuhan mata kuliah pelapisan logam. (2) Merancang, menentukan tujuan pembelajaran, dan merancang multimedia interaktif. (3) pengembangan multimedia interaktif dengan melibatkan beberapa ahli materi, ahli desain pembelajaran, dan ahli media pembelajaran, sebagai validator kegiatan (ADD). Teknik pengumpulan data untuk validasi multimedia interaktif dilakukan dengan menyebarkan kuesioner. Kriteria penilaian validasi menggunakan skala Likert, dengan nilai kategori 5 (sangat baik), 4 (baik), 3 (cukup baik), 2 (kurang baik), dan 1 (sangat buruk), yang dianalisis secara deskriptif. Hasil penelitian menunjukkan validitas ahli materi 89,7%, ahli desain pembelajaran 91,58%, dan ahli media pembelajaran 88,3%. maka dapat disimpulkan bahwa penggunaan multimedia interaktif dalam proses belajar mengajar pada mata kuliah pelapisan logam yang dikembangkan sangat valid untuk diimplementasikan dalam proses belajar mengajar

Embodied interaction: Learning Chinese characters through body movements

This experimental study examined the design and effectiveness of embodied interactions for learning. The researchers designed a digital learning environment integrating body joint mapping sensors to teach novice learners Chinese characters, and examined whether the embodied interaction would lead to greater knowledge acquisition in language learning compared to the conventional mouse-based interaction. Fifty-three adult learners were randomly assigned to experimental and control groups. The study adopted a pretest, an immediate posttest, and a delayed posttest on knowledge acquisition. Although higher scores were found for the embodied interaction group in both posttests, only the delayed posttest showed a statistically significant group difference. The findings suggested that active embodied actions lead to better knowledge retention compared with the passive visual embodiment. The body-moving process works as an alternative and complementary encoding strategy for character understanding and memorization by associating the semantic meaning of a character with the construction of a body posture

From Artifacts to Outcomes: Comparison of HMD VR, Desktop, and Slides Lectures for Food Microbiology Laboratory Instruction

Despite the value of VR (Virtual Reality) for educational purposes, the instructional power of VR in Biology Laboratory education remains under-explored. Laboratory lectures can be challenging due to students' low motivation to learn abstract scientific concepts and low retention rate. Therefore, we designed a VR-based lecture on fermentation and compared its effectiveness with lectures using PowerPoint slides and a desktop application. Grounded in the theory of distributed cognition and motivational theories, our study examined how learning happens in each condition from students' learning outcomes, behaviors, and perceptions. Our result indicates that VR facilitates students' long-term retention to learn by cultivating their longer visual attention and fostering a higher sense of immersion, though students' short-term retention remains the same across all conditions. This study extends current research on VR studies by identifying the characteristics of each teaching artifact and providing design implications for integrating VR technology into higher education

The Effect of Story Narrative in Multimedia Learning

abstract: ELearning, distance learning, has been a fast-developing topic in educational area. In 1999, Mayer put forward “Cognitive Theory of Multimedia learning” (Moreno, & Mayer, 1999). The theory consisted of several principles. One of the principles, Modality Principle describes that when learners are presented with spoken words, their performance are better than that with on-screen texts (Mayer, R., Dow, & Mayer, S. 2003; Moreno, & Mayer, 1999).It gave an implication that learners performance can be affected by modality of learning materials. A very common tool in education in literature and language is narrative. This way of storytelling has received success in practical use. The advantages of using narrative includes (a) inherent format advantage such as simple structure and familiar language and ideas, (b) motivating learners, (c) facilitate listening, (d) oral ability and (e)provide schema for comparison in comprehension. Although this storytelling method has been widely used in literature, language and even moral education, few studies focused it on science and technology area. The study aims to test the effect of narrative effect in multimedia setting with science topic. A script-based story was applied. The multimedia settings include a virtual human with synthetic speech, and animation on a solar cell lesson. The experiment design is a randomized alternative- treatments design, in which participants are requested to watch a video with pedagogical agent in story format or not. Participants were collected from Amazon Mechanical Turk. Result of transfer score and retention score showed that no significant difference between narrative and non-narrative condition. Discussion was put forward for future study.Dissertation/ThesisMasters Thesis Engineering 201