Traditional learning approach versus gamification: an example from psychology

[EN] Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Limniou, M.; Mansfield, R. (2018). Traditional learning approach versus gamification: an example from psychology. Editorial Universitat Politècnica de València. 133-141. https://doi.org/10.4995/HEAD18.2018.7912OCS13314

The complex journey towards the enactment of inclusion in physical education:a scoping review of the literature on teachers' perceptions and practices

Background: The provision of inclusive education in schools is a global priority. However, provision in schools is often criticised for being varied and inconsistent, often perpetuating a rhetoric of exclusion [Warnes, E., E. J. Done, and H. Knowler. 2022. “Mainstream Teachers’ Concerns About Inclusive Education for Children with Special Educational Needs and Disability in England Under Pre-Pandemic Conditions.” Journal of Research in Special Educational Needs: JORSEN 22 (1): 31–43. https://doi.org/10.1111/1471-3802.12525]. These concerns are raised across schooling and subject areas; and Physical Education (PE) is no exception.Purpose: The present paper reported results from a scoping review of the literature conducted to answer questions about PE teachers’ subjective interpretations of the meaning and importance of inclusion, the ways PE teachers facilitate inclusion for diverse learners, and the barriers they encounter.Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (extension for Scoping Reviews) informed this review. Adopting elements of the SPIDER tool (Sample, Phenomenon of Interest, Design, Evaluation, Research type) the database search was conducted in three stages: 1) hand search of titles from key PE journals; 2) systematic search of six databases (EBSCO host , ProQuest, JSTOR, PubMed/Medline, PsycINFO and Web of Science), and 3) search of Google and Google Scholar . Of the 4007 records identified, 64 studies met the eligibility criteria and were included in this review. Thematic analysis was carried out to identify key themes.Findings: Results suggest that inclusion is an important matter in PE provision across different national contexts. The various meanings that teachers attributed to the notion of inclusion appeared to provide a reference point/parameter of how inclusion was enacted in practice. Although the idea of inclusion was supported, most teachers were cautious about what was possible in practice. The most frequently mentioned barriers included the ‘child’, inadequate professional learning, and limited resources and support. Despite the various challenges teachers faced, they reported making efforts to implement a range of inclusive practices, including grounding tasks in students' needs, adopting student centred pedagogies, offering choice, promoting positive peer interactions and teaching by utilising differentiated instruction.Conclusion: Acknowledging the subjective nature of such a review, we conclude that findings reinforce but also extend those from previous reviews. The novel contribution lies with the observation that teachers not only faced common barriers to, but also identified shared features of effective inclusion,irrespective of the group of learners they were asked to reflect upon. We have identified key implications for teacher educators, and provided recommendations for future research, which include conducting research in diverse national contexts with cultural responsiveness, better understanding the relationship between teachers’ perceptions/understandings and practices in the context of their complex and diverse environments and cultures, exploring what teachers learn about inclusion, and providing tangible, evidence- informed pedagogies for inclusion as these are implemented in various contexts

Predicting the onset of driver musculoskeletal fatigue

Driver fatigue is the result of a complex interaction of environmental, psychological, biological and vehicle factors exacerbated by conditions such as vibration, long duration sitting or high-workload driving. The objective of this paper is to outline a methodology capable of providing insight on determining the onset of musculoskeletal fatigue, quantifying levels of fatigue and fatigue tolerance in simulated long-term driving

Cognitive Functioning and Vitality among the Oldest Old: Implications for Well-Being

This chapter clarifies and differentiates changes in cognitive functioning among the oldest old at the group and individual levels. Cross-sectionally, the oldest old demonstrate normative differences of being more physically and cognitively frail compared to younger groups. More variation and successful aging is observed at the individual level. Some oldest-old individuals can perform at the same levels as adults 20 to 40 years younger. Recent literature has recognized that the concept of cognitive vitality transcends the absence of dementia or dementing processes. We seek to clarify the concept of cognitive vitality because it has not been well defined in the literature either theoretically or operationally. This chapter addresses the following questions: 1) What is cognitive vitality and how does it contribute to the well-being of older adults? 2) What factors or resources contribute to cognitive vitality among the oldest old? and 3) What new directions can be identified for future research

Designing movement into automotive seating - does it improve comfort?

Comfort is important for a good driving experience and automotive seat technology is an important enabler of this. Movement through frequent changes in posture is beneficial for reducing fixed postures. This paper reports on a laboratory study to investigate a novel automotive seat movement concept aiming to delay the onset of driving-related musculoskeletal fatigue and improve feelings of comfort and wellbeing, making the driver feel refreshed and ultimately improving driver performance. The research involved comparison of three seat conditions while driving - no seat movement, fore-aft movement, cushion and backrest angle movement. The movement was designed to be at a fixed speed, slow, smooth and only slightly perceptible while driving. A sample of 10 participants was recruited to take part in a 60 minute drive for each condition - single blind, repeated measures, balanced order and sessions at a similar time of day. Discomfort and wellbeing questionnaires, driver Seat Fidgets and Movements (SFMs), posture capture and a de-brief were used as data collection methods. Results indicate that the two seat movement concepts were positively received. Statistically significant differences were found at minute 60 for buttock area discomfort, with less reported discomfort for the two movement conditions. As expected, overall discomfort ratings and SFMs frequency increased with time spent driving for all trials. Posture scores verified that driver posture was within comfortable ranges and as expected fairly static while driving

Finding the right partners: institutional and personal modes of governance of university–industry interactions

We study two different governance modes of university–industry interactions: in the institutional mode, interactions are mediated by the university through its administrative structures (such as departments or dedicated units such as technology transfer offices), while in the personal contractual mode interactions involve formal and binding contractual agreements between firms and individual academics, carried out without the direct involvement of the university. We argue that the choice of which form of governance to adopt involves different decision-making processes for firms and that both governance forms have important roles to play in the context of university–industry knowledge transfer. Relying on a representative sample of firms in the Italian region of Piedmont, we examine the characteristics and strategies of firms that interact with universities under different governance modes. Our results indicate that ignoring personal contractual arrangements with individual researchers, as the previous literature does, amounts to overlooking at least 50% of university–industry interactions. The econometric estimations suggest that personal contractual interactions are used relatively more by small firms involved in technology and open innovation strategies, while institutional interactions are mostly used by large firms that vertically integrate R&D activities

Leveraging pre-trained representations to improve access to untranscribed speech from endangered languages

Pre-trained speech representations like wav2vec 2.0 are a powerful tool for automatic speech recognition (ASR). Yet many endangered languages lack sufficient data for pre-training such models, or are predominantly oral vernaculars without a standardised writing system, precluding fine-tuning. Query-by-example spoken term detection (QbE-STD) offers an alternative for iteratively indexing untranscribed speech corpora by locating spoken query terms. Using data from 7 Australian Aboriginal languages and a regional variety of Dutch, all of which are endangered or vulnerable, we show that QbE-STD can be improved by leveraging representations developed for ASR (wav2vec 2.0: the English monolingual model and XLSR53 multilingual model). Surprisingly, the English model outperformed the multilingual model on 4 Australian language datasets, raising questions around how to optimally leverage self-supervised speech representations for QbE-STD. Nevertheless, we find that wav2vec 2.0 representations (either English or XLSR53) offer large improvements (56-86% relative) over state-of-the-art approaches on our endangered language datasets