Ludic Pedagogy: Taking a serious look at fun in the COVID-19 classroom and beyond

The COVID-19 pandemic has affected deep reflection in higher education classrooms: how do we attract and retain students to (temporary but nevertheless increasing) online learning experiences, how do we keep them at our universities and colleges, and how do we give students a learning experience from which they will remember meaningful information? In this paper, we introduce a new pedagogical framework that we call Ludic Pedagogy. We address the four elements of this model: fun, positivity, play, and playfulness. Each of the elements is described in turn, together with literature outlining how each contributes to a positive classroom environment that helps students engage with and learn course content. Examples of how the authors have used this pedagogical model are included and described. We suggest that instructors consider using the Ludic Pedagogy model so as to improve engagement, learning outcomes, and retention in their classes and broader university/college contexts

Effects of Orthogonal Rotating Electric Fields on Electrospinning Process

Electrospinning is a nanotechnology process whereby an external electric field is used to accelerate and stretch a charged polymer jet, so as to produce fibers with nanoscale diameters. In quest of a further reduction in the cross section of electrified jets hence of a better control on the morphology of the resulting electrospun fibers, we explore the effects of an external rotating electric field orthogonal to the jet direction. Through extensive particle simulations, it is shown that by a proper tuning of the electric field amplitude and frequency, a reduction of up to a $30 \%$ in the aforementioned radius can be obtained, thereby opening new perspectives in the design of future ultra-thin electrospun fibres. Applications can be envisaged in the fields of nanophotonic components as well as for designing new and improved filtration materials.Comment: 22 pages, 8 figure

Laplace approximation of Lauricella functions F A and F D

The Lauricella functions, which are generalizations of the Gauss hypergeometric function 2 F 1, arise naturally in many areas of mathematics and statistics. So far as we are aware, there is little or nothing in the literature on how to calculate numerical approximations for these functions outside those cases in which a simple one-dimensional integral representation or a one-dimensional series representation is available. In this paper we present first-order and second-order Laplace approximations to the Lauricella functions F(n)A and F(n)D. Our extensive numerical results show that these approximations achieve surprisingly good accuracy in a wide variety of examples, including cases well outside the asymptotic framework within which the approximations were derived. Moreover, it turns out that the second-order Laplace approximations are usually more accurate than their first-order versions. The numerical results are complemented by theoretical investigations which suggest that the approximations have good relative error properties outside the asymptotic regimes within which they were derived, including in certain cases where the dimension n goes to infinity

Establishing a training set through the visual analysis of crystallization trials. Part II: crystal examples

As part of a training set for automated image analysis, crystallization screening experiments for 269 different macromolecules were visually analyzed and a set of crystal images extracted. Outcomes and trends are analyzed

A pilot randomized controlled trial for a videoconference-delivered mindfulness-based group intervention in a nonclinical setting

Technology is increasingly being integrated into the provision of therapy and mental health interventions. While the evidence base for technology-led delivery of mindfulness-based interventions is growing, one approach to understanding the effects of technology-delivered elements includes so-named blended programs that continue to include aspects of traditional face-to-face interaction. This arrangement offers unique practical advantages, and also enables researchers to isolate variables that may be underlying the effects of technology-delivered interventions. The present study reports on a pilot videoconference-delivered mindfulness-based group intervention offered to university students and staff members with wait-list controls. Apart from the first session of the six-week course, the main facilitator guided evening classes remotely via online videoconferencing, with follow-up exercises via email. Participants Powered by Editorial Manager® and ProduXion Manager® from Aries Systems Corporation were taught a variety of mindfulness-based exercises such as meditation, breathing exercises, mindful tasting, as well as the concepts underpinning such practice. Participants completed pre- and post-intervention questionnaires on depression, anxiety, repetitive negative thinking, dysfunctional attitudes, positive and negative affect, self-compassion, compassion for others, and mindfulness. For participants who attended at least five of the six sessions, scores on all outcome measures improved significantly post intervention and remained stable at three-week follow up. The videoconference-delivered mindfulness-based group intervention appears to provide a viable alternative format to standard mindfulness programs where the facilitator and participants need to live in close physical proximity with each other

"From the moment i wake up i will use it?every day, very hour": A qualitative study on the patterns of adolescents' mobile touch screen device use from adolescent and parent perspectives

Background: The use of mobile touch screen devices, e.g. smartphones and tablet computers, has become increasingly prevalent among adolescents. However, little is known about how adolescents use these devices and potential influences on their use. Hence, this qualitative study explored adolescents' perceptions on their patterns of use and factors influencing use, and perceptions and concerns from parents. Methods: Semi-structured interviews were conducted with adolescents (n = 36; 11 to 18 years) and their parents/caregivers (n = 28) in Singapore recruited to represent males and females across a range of ages from different socioeconomic groups. Prompts covered weekday and weekend use patterns, types of activities, perspectives on amount of use, parental control measures and concerns. Interviews were recorded and transcribed. Transcripts were coded and thematic analysis was carried out. Results: Smartphone was the most common mobile device owned and used by many of the adolescents, while only some used a tablet. Many adolescents and their parents felt that adolescents' MTSD use was high, frequent and ubiquitous, with frequent checking of device and multitasking during use. Reported influences of use included functional, personal and external influences. Some of the influences were irresistibility of mobile devices, lack of self-control, entertainment or relaxation value, and high use by peers, family and for schoolwork that contributed to high use, or school/parental control measures and lack of internet availability that limited use. Most adolescents were generally unconcerned about their use and perceived their usage as appropriate, while most parents expressed several concerns about their adolescents' use and perceived their usage as excessive. Conclusions: This study has provided rich insights into the patterns and influences of contemporary mobile device use by adolescents. Mobile device use has become an integral part of adolescents' daily routines, and was affected by several functional, personal and external influences which either facilitated or limited their use. There also seemed to be a strong inclination for adolescents to frequently check and use their mobile devices. There is an urgent need to understand the implications of these common adolescent behaviours to inform advice for wise mobile device use by adolescents