A Qualitative Study on How Health Professional Students and Their PBL Facilitators Perceive the Use of Mobile Devices During PBL

Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to investigate facilitators’ and students’ perceptions of mobile device usage in PBL tutorials. Transcribed interviews were analyzed thematically, drawing on the principles of grounded theory. Implications for future practice were identified. Students perceived that mobile devices are useful and convenient for instant access to various sources of information, for note taking, and for visually sharing their research and ideas. Despite some facilitator concerns that mobile devices are potentially distracting in face-to-face PBL tutorials, students prioritized collaboration through brainstorming and sharing ideas with group members in face-to-face tutorials over searching online. Facilitators and students suggested practical guidelines for mobile device usage in tutorials to enhance critical thinking in PBL

Voice pitch characteristics of Cantonese and English produced by Cantonese-English bilingual children

Two-minute spontaneous conversational speech of English and Cantonese was obtained from 86 Cantonese-English bilingual children. As a physical measurement of the rate of vocal fold vibration during speech production, fundamental frequency (F0) characteristics including the mean speaking F0, pitch sigma, minimum and maximum F0 values were measured from the medial 60-second portion of the speech samples by using Praat. F0 data measured from the English and Cantonese productions were statistically compared. Significant correlation was found for speaking F0, pitch sigma, and F0 range values between Cantonese and English. Results indicated that speaking F0 and F0 range values were significantly lower in Cantonese than in English. It is speculated that such difference is related to the tonal nature of Cantonese, although language proficiency may play a role in the discrepant F0 findings

Effects of transcranial direct current stimulation over the Broca’s area on tongue twister production

<p><i>Purpose</i>: The present study aimed to explore the short-term effect of anodal transcranial direct current stimulation (tDCS) on tongue twister production.</p> <p><i>Method</i>: Thirty healthy native Cantonese adult speakers were randomly assigned to the anodal tDCS group or the sham tDCS group. Anodal tDCS of 2 mA was applied over the Broca’s area of the brain. The stimulation lasted for 20 min for the anodal tDCS group and 30 s for the sham tDCS group. The participants were instructed to produce a list of tongue twisters before, immediately after and 4 h after tDCS.</p> <p><i>Result</i>: Speech rate and response accuracy measured immediately after stimulation were significantly faster and higher, respectively, than before stimulation. Although there was no change in speech rate measured at 4 h after stimulation, response accuracy at that time point was significantly lower than that measured immediately after stimulation. However, there were no significant differences between the anodal tDCS and sham tDCS groups in either speech rate or response accuracy.</p> <p><i>Conclusion</i>: The findings revealed that a single session of anodal tDCS over the Broca’s area did not significantly improve speech production during tongue twister production.</p