Mobile learning vs. traditional classroom lessons: A comparative study

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms and combined augmented reality (AR) mini-games with non-AR mini-games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty-eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students lessons.This work was funded by the Spanish Government, APRENDRA project (TIN2009-14319-C02). We would like to thank the following for their contributions: Noemi Rando, Encarna Torres, Sonia, Severino Gonzalez, M. Jose Vicent, Patricia Liminana, Tamara Aguilar, Alfonso Lopez, Yolanda Martinez, Enrique Daunis, M. Jose Martinez, and Eloy Hurtado for their help. The Engeba school of Valencia (Spain). The children who participated in the study.Furió Ferri, D.; Juan, M.; Segui, I.; Vivó Hernando, RA. (2015). Mobile learning vs. traditional classroom lessons: A comparative study. Journal of Computer Assisted Learning. 31(3):189-201. https://doi.org/10.1111/jcal.12071S18920131

Focal Cerebral Magnetic Resonance Changes Associated with Partial Status Epilepticus

We report 2 patients with transient abnormalities on magnetic resonance imaging (MRI) associated with partial status epilepticus (SE). A man with a 4-month history of partial seizures had complex partial SE for 9 days, with left temporal maximum on ictal EEG. Left temporal lobe T 2 signal was increased on MRI during SE, but cerebral MRI was normal 9 weeks later. A woman with “cryptogenic” temporal lobe epilepsy for 16 years had complex partial SE for 1 week, with right temporal maximum on ictal EEG. T 2 Signal was increased over the entire right temporal lobe, extending into the insula, without mass effect, on MRI 1 month after SE ended. Repeat MRI 1 month later showed marked decrease in volume of increased T 2 intensity, without gadolinium enhancement, but with mild mass effect over the right anteroinferomesial temporal areas. A gemistocytic astrocytoma was resected. Focal cerebral MRI abnormalities consistent with cerebral edema may be due to partial SE but also may indicate underlying glioma, even in long-standing partial epilepsy. Focal structural imaging changes consistent with neoplasm should be followed to full resolution after partial SE.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65221/1/j.1528-1157.1994.tb02909.x.pd

Informal learning recognition through a cloud ecosystem

Learning and teaching processes, like all human activities, can be mediated through the use of tools. Information and communication technologies are now widespread within education. Their use in the daily life of teachers and learners affords engagement with educational activities at any place and time and not necessarily linked to an institution or a certificate. In the absence of formal certification, learning under these circumstances is known as informal learning. Despite the lack of certification, learning with technology in this way presents opportunities to gather information about and present new ways of exploiting an individual’s learning. Cloud technologies provide ways to achieve this through new architectures, methodologies, and workflows that facilitate semantic tagging, recognition, and acknowledgment of informal learning activities. The transparency and accessibility of cloud services mean that institutions and learners can exploit existing knowledge to their mutual benefit. The TRAILER project facilitates this aim by providing a technological framework using cloud services, a workflow, and a methodology. The services facilitate the exchange of information and knowledge associated with informal learning activities ranging from the use of social software through widgets, computer gaming, and remote laboratory experiments. Data from these activities are shared among institutions, learners, and workers. The project demonstrates the possibility of gathering information related to informal learning activities independently of the context or tools used to carry them out

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

As new technologies have emerged in the last few years, the learning process has been changing. New and powerful e-learning systems are being developed and new teaching methods can be used in classrooms. In this paper, we present a computer-based game with an educational background that is played on a large-size tabletop display. The game can be used as reinforcement for educational content related to historical ages. The game uses natural interaction. A study to compare the traditional learning method with a collaborative learning method using the game was carried out. A group of up to 12 children could learn together using the game. The experience of children in large groups was also compared with the experience of children playing in pairs. One hundred children between 8 and 11 years old participated in the study; they were divided into three groups (LGroup, Pairs, TClass). When the pretest and the post-test results were compared, it was shown that the children learned the contents in all three groups. The results also showed that there were statistically significant differences between the traditional method and the game played in a large group in favour of children who played the game in the large group. The knowledge acquired was independent from gender and age. There were no statistically significant differences between learning in large groups or learning in pairs. In both cases, the children expressed their satisfaction for the game and found it easy to use. Therefore, playing games of this type collaboratively in large groups or in pairs can be a valuable learning method that can be combined with traditional methods.This work was funded by the Spanish Government (MICINN) in the APRENDRA project (TIN2009-14319-C02-01). We would like to thank the following for their contributions: - The "Escola d'Estiu" (UPV) and especially Juan Cano, Miguelon Gimenez, and Javier Irimia. - The Engeba school of Valencia (Spain). - Encama Torres, Juan Martinez, Sonia, and M. Jose Vicent for their help. - The children's parents who signed the agreement to allow their children to participate in the study. - The children who participated in the study. - The ETSInf for letting us use its facilities during the testing phase. - The reviewers for their valuable comments.Martín San José, JF.; Juan Lizandra, MC.; Segui, I.; García García, I. (2015). The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. Computers and Education. 87:42-54. https://doi.org/10.1016/j.compedu.2015.03.018S42548

Veterinary students' usage and perception of video teaching resources

<p>Abstract</p> <p>Background</p> <p>The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future.</p> <p>Methods</p> <p>A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage.</p> <p>Results</p> <p>Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination.</p> <p>Conclusions</p> <p>The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.</p

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

Arguments for and against the idea of evidence-based education have occupied the academic literature for decades. Those arguing in favor plead for greater rigor and clarity to determine “what works.” Those arguing against protest that education is a complex, social endeavor and that for epistemological, theoretical and political reasons it is not possible to state, with any useful degree of generalizable certainty, “what works.” While academics argue, policy and practice in Higher Education are beset with problems. Ineffective methods such as “Learning Styles” persist. Teaching quality and teacher performance are measured using subjective and potentially biased feedback. University educators have limited access to professional development, particularly for practical teaching skills. There is a huge volume of higher education research, but it is disconnected from educational practice. Change is needed. We propose a pragmatic model of Evidence-Based Higher Education, empowering educators and others to make judgements about the application of the most useful evidence, in a particular context, including pragmatic considerations of cost and other resources. Implications of the model include a need to emphasize pragmatic approaches to research in higher education, delivering results that are more obviously useful, and a pragmatic focus on practical teaching skills for the development of educators in Higher Education

Social Media and Depressive Symptoms in Childhood and Adolescence: A Systematic Review

Concerns are increasingly raised in academic and lay literature about the impact of the internet on young people’s well-being. This systematic review examined empirical research on the relationship between social media use and depressive symptoms in the child and adolescent population. A systematic search of Medline, PsycInfo and Embase databases yielded eleven eligible studies. Relevant results were extracted from each study, with a total sample of 12,646. Analysis revealed a small but statistically significant correlation between social media use and depressive symptoms in young people. However, studies varied widely in methods, sample size and results, making the clinical significance of these findings nuanced. Over half of the studies were cross-sectional, while those of longitudinal design were of limited duration. This review justifies further investigation of this phenomenon, with a need for consensus on variables and measurement

Cyclic Vomiting Syndrome in 41 adults: the illness, the patients, and problems of management

BACKGROUND: Cyclic Vomiting Syndrome (CVS) is a disorder characterized by recurrent, stereotypic episodes of incapacitating nausea, vomiting and other symptoms, separated by intervals of comparative wellness. This report describes the clinical features, co-morbidities and problems encountered in management of 41 adult patients who met the diagnostic criteria for CVS. METHODS: This is a retrospective study of adults with CVS seen between 1994 and 2003. Follow-up data were obtained by mailed questionnaires. RESULTS: Age of onset ranged from 2 to 49 years. The duration of CVS at the time of consultation ranged from less than 1 year to 49 years. CVS episodes were stereotypic in respect of their hours of onset, symptomatology and length. Ninety-three percent of patients had recognizable prodromes. Half of the patients experienced a constellation of symptoms consisting of CVS episodes, migraine diathesis, inter-episodic dyspeptic nausea and a history of panic attacks. Deterioration in the course of CVS is indicated by coalescence of episodes in time. The prognosis of CVS is favorable in the majority of patients. CONCLUSION: CVS is a disabling disorder affecting adults as well as children. Because its occurrence in adults is little known, patients experience delayed or mis-diagnosis and ineffectual, sometimes inappropriately invasive management

Digital girl:Cyberfeminism and the emancipation potential of digital entrepreneurship in emerging economies

Digital entrepreneurship has been described as a “great leveler” in terms of equalizing the entrepreneurial playing field for women. However, little is known of the emancipatory possibilities offered by digital entrepreneurship for women constrained by social and cultural practices such as male guardianship of female relatives and legally enforced gender segregation. In order to address this research gap, this paper examines women’s engagement in digital entrepreneurship in emerging economies with restrictive social and cultural practices. In so doing, we draw upon the analytical frameworks provided by entrepreneurship as emancipation and cyberfeminism. Using empirical data from an exploratory investigation of entrepreneurship in Saudi Arabia, we examine how women use digital technologies in the pursuit of entrepreneurial opportunities. Our findings reveal that women in Saudi Arabia use digital entrepreneurship to transform their embodied selves and lived realities rather than to escape gender embodiment as offered by the online environment