Table Tennis Forehand Drive Learning Model for Application based Elementary School Students

This research produces a learning model for table tennis forehand drive strokes for upper elementary school students and tests the effectiveness of an application-based table tennis forehand stroke skill model for upper elementary school students. The research approach and method for this table tennis Forehand drive stroke skill learning model uses the ADDIE (Analysis, Design, Development, Implementation and Evaluation) research and development model. The subjects involved in this research were 34. The subjects of this research were upper elementary school students. The data analysis technique was created by conducting a pretest and posttest using a forehand drive stroke skill movement instrument. The results are analyzed, the point is to find out whether there is a percentage increase in skills through the learning model given to students. Based on the results of the analysis, it was found that there was an increase in the ability of table tennis forehand drive strokes for elementary school IV students after implementing the forehand drive movement learning model. The results obtained were 6.41% pre-test and 8.65% post-test

Wearable Sensors for Evaluation Over Smart Home Using Sequential Minimization Optimization-based Random Forest

In our everyday life records, human activity identification utilizing MotionNode sensors is becoming more and more prominent. A difficult issue in ubiquitous computing and HCI is providing reliable data on human actions and behaviors. In this study, we put forward a practical methodology for incorporating statistical data into Sequential Minimization Optimization-based random forests. In order to extract useful features, we first prepared a 1-Dimensional Hadamard transform wavelet and a 1-Dimensional Local Binary Pattern-dependent extraction technique. Over two benchmark datasets, the University of Southern California-Human Activities Dataset, and the IM-Sporting Behaviors datasets, we employed sequential minimum optimization together with Random Forest to classify activities. Experimental findings demonstrate that our suggested model may successfully be utilized to identify strong human actions for matters related to efficiency and accuracy, and may challenge with existing cutting-edge approaches

The role of picture book storytelling used with Realia in the EFL YLs´ vocabulary acquisition

113 páginas incluye diagramasEn este artículo se reporta un estudio desarrollado para ayudar a un grupo de 12 niños estudiantes de Inglés como Lengua Extranjera a incrementar su rango de vocabulario, a través de la lectura de Pictolibros acompañados con “Realia”, una estrategia de enseñanza en donde objetos reales son traídos al salón de clases como ejemplos o como ayudas para hablar o escribir. Esta investigación tuvo una duración de 8 semanas y fue realizada en la escuela privada “Fundación Educativa Rochester” ubicada en Chía (Cundinamarca), a las afueras de Bogotá, la ciudad capital de Colombia. Los siguientes instrumentos fueron implementados con el fin de medir el impacto de esta investigación: un único examen aplicado al inicio y al final del tratamiento, diarios de campo y cuatro listas de chequeo utilizadas durante el tratamiento. Se emplearon tabulación cruzada y codificación para el análisis de datos. Los resultados revelaron que el uso de Pictolibros acompañados con “Realia”, puede tener un impacto positivo en niños estudiantes de inglés como Lengua Extranjera con habilidades lingüísticas limitadas. Adicionalmente, se encontró que permitir a los niños tomar decisiones sobre algunos elementos de las actividades propuestas para la clase de inglés como lengua extranjera, promueve aprendizaje autónomo, ya que fue evidente como los participantes se apropiaron de su propio proceso de aprendizaje.

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings