ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Media Literacy: Audiovisual Skills and the Citizenship in Andalusia
Author: Aguaded-Gómez, Ignacio
Date: 2012-07-00
Type: Journal Articles
Subjects: Media Literacy,Foreign Countries,Audiovisual Communications,Mass Media Effects,Skill Development,Training,Needs Assessment,Surveys,Children,Adolescents,Young Adults,Adults,Older Adults,Age Differences,Questionnaires,Focus Groups,Interviews

Media consumption is an undeniable fact in present-day society. The hours that members of all social segments spend in front of a screen take up a large part of their leisure time worldwide. Audiovisual communication becomes especially important within the context of today's digital society (society-network), where information and communication technologies pervade all corners of everyday life. However, people do not own enough audiovisual media skills to cope with this mass media omnipresence. Neither the education system nor civic associations, or the media themselves, have promoted audiovisual skills to make people critically competent when viewing media. This study aims to provide an updated conceptualization of the &quot;audiovisual skill&quot; in this digital environment and transpose it onto a specific interventional environment, seeking to detect needs and shortcomings, plan global strategies to be adopted by governments and devise training programmes for the various sectors involved.
What Does &quot;Playing Well&quot; Mean to Elite Sports Coaches?: Implicit Thinking of Elite Spanish Soccer Coaches
Author: González-Víllora, Sixto
Date: 2012-07-00
Type: Journal Articles
Subjects: Team Sports,Athletic Coaches,Competition,Foreign Countries,Classification,Knowledge Level,Athletics,Thinking Skills,Critical Thinking,Interviews,Mastery Learning,Decision Making

People construct knowledge through a set of highly diverse experiences. Despite being personal, this knowledge is strongly influenced by the specific context where it occurs. Such experience-based knowledge is referred to as &quot;implicit theories&quot; because it does not fit in with a systematic and theoretical knowledge context like that of scientific knowledge. Coaches work with a number of implicit theories about aspects such as players, competition or training which determine their professional behaviour to a considerable extent. Thirty-nine Spanish First Division coaches were asked the question &quot;What does playing soccer well mean?&quot; in this study. Their responses were later classified into eight different categories which show the diversity of opinions regarding this matter as well as the possible implicit theories that would guide coaches' actions.
ICT Training of University Teachers in a Personal Learning Environment. Project DIPRO 2.0.
Author: Cabero Almenara, Julio
Date: 2012-07-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Foreign Countries,Technology Integration,Design,Educational Resources,Barriers,Higher Education

Developing an information and knowledge society involves the incorporation of technological tools into education. This can only happen if teachers are properly qualified to include such tools into the classroom dynamics. The present article brings to the forefront a training proposal framed within an R&amp;D project funded by the Spanish Ministry of Science and Innovation under the title of &quot;Design, production and evaluation in a 2.0 learning environment for the training of university teachers in the educational use of Information and Communication Technologies (ICTs) (EDU2009-08 893),&quot; which has as its aim to incorporate technology tools both into classroom dynamics and into teachers' professional development.
Predictive Value of Social Skills in Living Together at Primary School. Analysis in a Cultural Diversity Context
Author: Herrera Torres, Lucía
Date: 2012-07-00
Type: Journal Articles
Subjects: Interpersonal Competence,Elementary School Students,Foreign Countries,Child Behavior,Rating Scales,Questionnaires,Public Schools,Classroom Environment,Student Behavior,Conflict Resolution,Self Esteem,Student Diversity,Statistical Analysis,Coping,Student Adjustment,Anxiety,Locus of Control,Interpersonal Relationship

Coexistence at school stands out as one of the main goals in today's education (Carretero, 2008; Ortega, 2007). The aim of this study developed within a cultural diversity context is to identify the specific dimensions of social skills through which the different elements favouring or hindering coexistence at school can be predicted. A total of 546 students (52% of them males, and 48% females) from the first year in each Primary Education cycle (1st, 3rd and 5th year, respectively) of two public schools in Melilla took part in the research. The Behaviour Assessment System for Children (BASC) and an adapted version for Primary Education of the Coexistence at School Questionnaire for Students were the data-collection instruments used. According to the main results, while the &quot;clinical maladjustment&quot; dimension of BASC predicts negative coexistence situations, &quot;personal adjustment&quot; appears as the dimension which best predicts positive coexistence situations, conducting classroom behaviours (both anti-social and pro-social ones), as well as the implementation of conflict resolution strategies (both successful and failed ones). In this respect, &quot;self-esteem&quot; within the personal adjustment dimension plays an important role regarding coexistence at school. Both the need to develop preventive programmes at schools and the consideration of the different socio-familiar variables which may be mediating this process are discussed.
The Difference between the Effectiveness of Authentic and Pedagogical Films in Learning Vocabulary among Iranian EFL Students
Author: Soltani, Somayeh
Date: 2015-02-00
Type: Journal Articles
Subjects: Vocabulary Development,Statistical Analysis,Indo European Languages,Films,Instructional Effectiveness,English (Second Language),Second Language Learning,Second Language Instruction,Layout (Publications),Language Tests,Student Placement,Foreign Countries,Teaching Methods,Multiple Choice Tests

This study tried to investigate the effectiveness of authentic and pedagogical films with English and Persian subtitles in learning vocabulary. Moreover, the role of these two types of subtitles and the films with no subtitles were investigated. To conduct the study, 30 Iranian EFL students were selected based on the results of an Oxford Placement Test and were assigned in two experimental groups as authentic and pedagogical groups. The students were given twelve sessions as treatment. Then, the researcher administered a post-test at the end of the treatment period. The post-test was a multiple choice test with 25 items. To answer the research questions statistical analysis was performed. The results of t-test showed that the students in authentic group had a better performance than the students in the pedagogical group in vocabulary learning. Regarding the findings of One-way ANOVA and post-hoc Tukey test, revealed that the students who received films with English subtitles had a better performance in comparison to groups of students who watched films with Farsi subtitles or those watched films with no subtitles.
Assessment of Primary School Students' Decision-Making Related to Tactical Contexts
Author: Gutiérrez, David
Date: 2012-07-00
Type: Journal Articles
Subjects: Elementary School Students,Physical Education,Decision Making,Foreign Countries,Games,Team Sports,Evaluation Methods,Prior Learning,Performance Based Assessment,Preadolescents

The purpose of this study was to assess and understand prior tactical knowledge and game performance as well as the relationship between the different components of game performance in invasion games. The participants (N = 22; girls: 13; boys: 9) were Physical Education students (ages: 11-12) with a low expertise in invasion games (they were selected among those with no other background in invasion games than PE lessons). Their game performance was videotaped, after which measures of motor execution and cognitive components were developed from observational analysis. Decision-making was measured on two levels: (a) decision-making restricted to the performance of technical-tactical skills; and (b) decision-making focused on adapting to the offensive tactical contexts of the game. Participants played an eight-minute-long 4-versus-4 generic invasion game. The latter was designed to meet both developmental needs and previous learning, so interference between motor execution ability and decision-making performance was minimized. The findings revealed that these students already had a basic concept of offensive and defensive game situations, both on-the-ball and off-the-ball. No significant differences were found between players' performance in penetrating-the-defense contexts and in those where they kept ball possession. The findings additionally highlighted the existence of significant relationships between decision-making and skill execution in getting open, tackling, marking off-ball and double teaming. Other links between game performance components are discussed throughout the paper. The importance of assessing game performance taking into account tactical contexts is also supported (Gutiérrez, González, García-López, &amp; Mitchell, 2011), as well as some of the GCA pedagogical principles, e.g. the use of modified games (Oslin &amp; Mitchell, 2006).
Graphics, Playability and Social Interaction, the Greatest Motivations for Playing Call of Duty. Educational Reflections
Author: Marcano Lárez, Beatriz Elena
Date: 2014-01-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Video Games,War,Motivation,Simulated Environment,Online Surveys,Likert Scales,Factor Analysis,Computer Graphics,Usability,Interaction,Learning,Barriers,Recreational Activities,Fantasy,Competition,Scores

War videogames raise a lot of controversy in the educational field and are by far the most played videogames worldwide. This study explores the factors that encouraged gamers to choose war videogames with a sample of 387 Call of Duty players. The motivational factors were pinpointed using a non-experimental descriptive exploratory study through an online Likert-type survey that was valid and reliable (Cronbach's a = 0.897, Kaiser-Meyer-Olkin coefficient, KMO: 0.903). A factor analysis with varimax rotation was applied, which yielded 7 dimensions: graphics/playability; social interaction; learning; challenge/overcoming; fantasy; fun; and competition. Considering the score obtained for each dimension, it can be concluded that the most influential motivational factors were game graphics/playability game and the social interaction allowed by its multiplayer online status, both of them being factors determined by game design elements. These aspects should be considered in the design of educational activities so as to make them impactful and motivational.
Asynchronous Communication: Investigating the Influences of Relational Elements and Background on the Framing Structure of Emails
Author: AlAfnan, Mohammad Awad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asynchronous Communication,Social Distance,Power Structure,Ethnicity,Discourse Analysis,Electronic Mail,Pragmatics

This study explored the influences of relational elements and the background of communicators on the framing structure of email messages that were exchanged in an educational Institute in Malaysia. The investigation revealed that social distance played a more significant role than power relations as Malaysian respondents are, generally, more polite to distant colleagues than they are to close colleagues regardless of their organizational position. It was also revealed that the ethnic background of email writers prompted the framing structure of the emails as the use of the pre-closing move and &quot;thank you&quot; as a closing marker was generally a Malaysian practice. This study also revealed that the framing structure of the emails depended on the direction of the message as the majority of the emails that were sent to external contacts included an auto signature, whereas the internally exchanged email were mainly signed off using the first name of the sender alone. In addition, it was revealed that email writers in the educational Institute had a very high tendency to name their messages as almost 100 percent of the emails included the identifying topic move, which was generally clearly or broadly informative move.
Evolution and Natural Selection: Learning by Playing and Reflecting
Author: Herrero, David
Date: 2014-01-00
Type: Journal Articles
Subjects: Evolution,Biology,Scientific Literacy,Computer Games,Computer Uses in Education,Science Teachers,Video Games,Simulation,Ethnography,Science Education,Scientific Concepts,Qualitative Research,Foreign Countries,Secondary School Students,Adolescents,Workshops

Scientific literacy is more than the simple reproduction of traditional school science knowledge and requires a set of skills, among them identifying scientific issues, explaining phenomena scientifically and using scientific evidence. Several studies have indicated that playing computer games in the classroom can support the development of students' conceptual understanding about scientific phenomena and theories. Our paper presents a research study where the role of the video game &quot;Spore&quot; as a learning tool was analysed in a Biology class. An ethnographical perspective served as the framework for the organization and development of a workshop comprised of five sessions with 22 4th grade students, and their Biology teacher. The results show that this video game could become an interesting learning tool to improve students' understanding of evolution and natural selection. The students could combine their previous knowledge with the academic knowledge obtained though the simulation presented by the video game. To sum up, an attempt has been made to give some empirical guidance about effective approaches to the utilisation of games in classrooms, additionally paying attention to a number of concerns related to the effectiveness of video games as learning tools.
Relationship between EFL Learners' Autonomy and Speaking Strategies They Use in Conversation Classes
Author: Salehi, Hadi
Date: 2015-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Personal Autonomy,Grades (Scholastic),Language Proficiency,Foreign Countries,Learning Strategies,Correlation,Questionnaires,Speech Skills,Oral Language,Communication Skills,Postsecondary Education,Student Attitudes,Conversational Language Courses,Statistical Analysis

The present study was conducted at Parsayan Language Institute in Isfahan, Iran. The students in pre-intermediate and intermediate classes were examined to investigate the relationship between degrees of learner autonomy, use of strategies for coping with speaking problems and the learners' success in their speaking classes. To determine the degree of correlation among degree of learner autonomy, use of strategies for coping with speaking problems, and success in speaking classes, a validated questionnaire was distributed among 50 participants. The participants were required to self-report the strategies they use when they have problems during speaking English and to report their degree of learner autonomy as an English language learner by choosing one of the items on the questionnaire. The analysis of the obtained results showed that learners with low speaking grades were weaker in comparison with learners with high speaking grades during the use of strategies for coping with speaking problems on the whole. Similarly, learners with low speaking grades reported themselves as less autonomous when compared to high proficiency learners of English, although the difference was not significant between the group of learners in average speaking grade and high grade level. The first desirable endpoint should be some kind of modification on the curriculum of language teaching in terms of development of learner autonomy. More chances for developing autonomy should be offered to the students so that they would get used to it and be more successful in communication skills.
Virtual Communities in a Secondary School--Discovering the Internal Grammar of Video Games
Author: Méndez, Laura
Date: 2014-01-00
Type: Journal Articles
Subjects: Video Games,Educational Technology,Technology Uses in Education,Secondary School Students,Workshops,Communities of Practice,Ethnography,Student Participation,Teaching Methods,Simulated Environment,Interpersonal Relationship,Group Discussion,Language Usage,Foreign Countries,Cooperative Learning,Student Attitudes

This study attempts to show how the creation of an innovative scenario, introducing video games and online communities as educational resources in the classroom, facilitates the development of new literacies in the context of participatory culture. The experience described was carried out during the 2010-2011 academic year in a secondary school located in Madrid. The workshop was organized using a social simulation video game, The Sims 3, and the online community Play and Learn, created specifically for this project. From an ethnographic perspective, the article focuses mainly on analyzing what happened outside the game sessions, when the students became involved in the online community after interacting with the game in the classroom. The fact that they participated in a virtual conversational space (through a forum) serves to support the game and encourage reflection from all participants. The results show that social relationships were developed within the online community, where individual contributions proved especially important for group discussion. Participation made it possible for students to become aware of the speech and rules of the game and to improve the acquisition process of new literacies.
The Morphosyntactic Structure of the Noun and Verb Phrases in Dholuo/Kiswahili Code Switching
Author: Ojanga, Jael Anyango
Date: 2015-04-00
Type: Journal Articles
Subjects: Code Switching (Language),Morphology (Languages),Bilingualism,Qualitative Research,Linguistic Borrowing,Language Usage,Interference (Language),Multilingualism,Transfer of Training,Models,Nouns,Verbs,African Languages,Audio Equipment,Focus Groups,Syntax,Phrase Structure

Code switching, the use of any two or more languages or dialects interchangeably in a single communication context, is a common linguistic practice owing to the trend of multilingualism in the world today. In many situations of language in contact, constituents of one language can be found within the constituents of another language in a number of linguistic phenomenon namely lexical borrowing, transferring, interference, code switching and diffusion (Annamalai, 1989). Codeswitching is one of the linguistic phenomenon claimed to be the most prevalent and common mode of interaction among multilingual speakers. Brock and Eastman (1971) suggest that topic discussed influences the choice of the language. Nouns and verbs have been found to be the most code switched elements in bilingual exchange. The study took a qualitative approach with the descriptive research design. It was guided by the Matrix Language Frame Model which was formulated by Myers-Scotton in1993. This model expounds on the realization and structure of the major word classes as used in code switching. Data was collected in Nyangeta Zone, Winam Division of Kisumu East District. Winam Division is mostly inhabited by elite Dholuo L1 speakers. A sample of twenty four teachers was purposively selected to provide data needed for the study. Focus group discussion was used to collect a corpus of Dholuo/Kiswahili data which was recorded through audio taping. The recorded data was then analyzed morphosyntactaically using the Matrix Language Frame Model. The data revealed that the noun and verb phrases were realized under three categories: Matrix Language Island constituent (ML Island) ML+EL and Embedded Language Island (EL Island.
A Proposal for Generic Competence Assessment in a Serious Game
Author: Bezanilla, María José
Date: 2014-01-00
Type: Journal Articles
Subjects: Minimum Competency Testing,Educational Games,Problem Solving,Entrepreneurship,Graduate Students,College Seniors,Competency Based Education,Video Games,Student Evaluation,Evaluation Methods,Models,Relevance (Education),Design Requirements,Instructional Development,Instructional Design,Foreign Countries

This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.
Can Videogames Be Used to Develop the Infant Stage Educational Curriculum?
Author: Marín Díaz, Verónica
Date: 2014-01-00
Type: Journal Articles
Subjects: Teaching Methods,Video Games,Technology Uses in Education,Educational Technology,College Students,Foreign Countries,Elementary Education,Preservice Teachers,Curriculum Development,Student Surveys,Statistical Analysis,Quasiexperimental Design,Questionnaires,Likert Scales,Pretests Posttests,Teamwork,Preschool Education

The utilization of videogames is not too common due to their consideration as an element that interferes with the educational and learning process. Thus, few teachers are ready to include videogames as didactic tools. Nevertheless, some educators who consider that they have a potential to become didactic tools are progressively adopting videogames as part of their teaching strategies. This paper presents the result of an academic experiment conducted with university students from the degree of Primary Education. The initial step in this experience consisted in determining whether videogames could be seen as another of the many tools employed to develop the infant stage educational curriculum. A survey was developed in order to achieve this goal. The interviewees answered this survey in two different stages, providing as a result that these future teachers would definitely be willing to incorporate videogames in their classrooms once they have been trained to do so.