Designing Digital Problem Based Learning Tasks that Motivate Students

Article about Designing Digital Problem Based Learning Tasks that Motivate Students

Searching for the effect of multiple uncontrolled interventions in BRMS

We search for the effects of 8 different (uncontrolled) interventions (1intervention per school) on the sub-concepts of learner’s (4th to 8th grade)motivation, self-regulation, and ICT competency data over the past threeyears. Data marking for intervention (yes/no), ICT competence of teachersand the presence of specially trained teachers are added to the formulas.Assessment of ICT competency in 3rd grade can be used as prior. Smoothsillustrate if the (motivation or self-regulation) concepts grow over timegrouped by intervention, school or grade. Grades are nested within schoolsand data is grouped by student. Are we missing anything

Measuring the Development of ICT Skills for Personalized Learning:Developing an Instrument for Dutch Primary Education

Our study investigates the development and validation of a questionnaire for competencies learners need to learn in a personalized way using ICT. 9 Dutch schools for primary education collaborate to make personalized learning with ICT evidence-informed. At these 9 iXperium schools, multidisciplinary design teams (consisting of primary school teachers and principals, teachers and students of the teacher-training program of a Dutch university of applied science, researchers from a Dutch university, and external ICT experts) design and research integrated interventions for PL with ICT. We defined personalized learning conditions before filtering the twenty-four learning objectives needed to measure development in personalized learning using ICT. The final questionnaire consists of thirty-three questions to cover the learning objectives. The validity and reliability of our questionary are analyzed in six steps. Cognitive validity (1) and a response model (2) are reported based on literature and a pilot with three iterative rounds of interviews (n=19). Internal constancy (3), confirmatory factor analysis (4), coefficient H (5) are reported after the first run of the questionnaire (n=800), and a test-retest alpha is reported after the second run of the questionnaire (n=800)

Motivated learning with digital learning tasks: what about autonomy and structure?

Article about Motivated learning with digital learning tasks: what about autonomy and structure

Designing Digital Problem Based Learning Tasks that Motivate Students

Article about Designing Digital Problem Based Learning Tasks that Motivate Students

Development and validation of a test for measuring primary school students' effective use of ICT:The ECC-ICT test

Background: A practical test that measures the information and communication technology(ICT) skills students need for effectively using ICT in primary education hasyet to be developed (Oh et al., 2021). This paper reports on the development, validation,and reliability of a test measuring primary school students' ICT skills required foreffectively using ICT (the ECC-ICT test).Objectives: Based on existing literature, three ICT use domains were identified foreffectively using ICT: Effective, collaborative, and creative use of ICT. For these threedomains, 24 corresponding teaching objectives were identified from a widely useddigital literacy framework. Thirty-four test items cover these teaching objectives inan online test.Methods: A mixed-method approach was used for the ECC-ICT test. Four pilotrounds (n=25) implemented qualitative interviews for cognitive validity and refining thetest items, followed by a qualitative usability study(n=6). Confirmatory factor analysis andANOVA provided quantitative insight into the large-scale test administration(n=575).Results and Conclusions: Composite reliability of our conceptual 3-factor confirmatorymodel showed that the test reliably measured primary school effective use ofICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT(ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internalconsistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below0.90) are good. ANOVA results show that mean test scores are higher for students inhigher grade levels (p < 0.001). The post hoc Bonferroni results show that mostgrade-by-grade comparisons are significant (p < 0.001)

Paediatric COVID-19 mortality: a database analysis of the impact of health resource disparity

Background The impact of the COVID-19 pandemic on paediatric populations varied between high-income countries (HICs) versus low-income to middle-income countries (LMICs). We sought to investigate differences in paediatric clinical outcomes and identify factors contributing to disparity between countries.Methods The International Severe Acute Respiratory and Emerging Infections Consortium (ISARIC) COVID-19 database was queried to include children under 19 years of age admitted to hospital from January 2020 to April 2021 with suspected or confirmed COVID-19 diagnosis. Univariate and multivariable analysis of contributing factors for mortality were assessed by country group (HICs vs LMICs) as defined by the World Bank criteria.Results A total of 12 860 children (3819 from 21 HICs and 9041 from 15 LMICs) participated in this study. Of these, 8961 were laboratory-confirmed and 3899 suspected COVID-19 cases. About 52% of LMICs children were black, and more than 40% were infants and adolescent. Overall in-hospital mortality rate (95% CI) was 3.3% [=(3.0% to 3.6%), higher in LMICs than HICs (4.0% (3.6% to 4.4%) and 1.7% (1.3% to 2.1%), respectively). There were significant differences between country income groups in intervention profile, with higher use of antibiotics, antivirals, corticosteroids, prone positioning, high flow nasal cannula, non-invasive and invasive mechanical ventilation in HICs. Out of the 439 mechanically ventilated children, mortality occurred in 106 (24.1%) subjects, which was higher in LMICs than HICs (89 (43.6%) vs 17 (7.2%) respectively). Pre-existing infectious comorbidities (tuberculosis and HIV) and some complications (bacterial pneumonia, acute respiratory distress syndrome and myocarditis) were significantly higher in LMICs compared with HICs. On multivariable analysis, LMIC as country income group was associated with increased risk of mortality (adjusted HR 4.73 (3.16 to 7.10)).Conclusion Mortality and morbidities were higher in LMICs than HICs, and it may be attributable to differences in patient demographics, complications and access to supportive and treatment modalities