ethanporcaro/eric-fulltext-meta huggingface dataset:
Similarities in Procedures Used to Solve Mathematical Problems and Video Games
Author: Antequera-Barroso, Juan Antonio
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Problem Solving,Mathematics Skills,Video Games,Mathematical Logic,Spatial Ability,Geometry,Recreational Activities,Psychological Patterns,Gender Differences,Persistence,Foreign Countries

Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, video games function as an outlet for stress associated with everyday life by providing an escape from reality. We took advantage of this recreational aspect of video games when investigating whether there are similarities between the procedures used to pass a video game level and those used to solve a mathematical problem. Moreover, we also questioned whether the use of video games can reduce the negative emotions generated by mathematical problems and logical-mathematical knowledge in general. To verify this, we used the Portal 2 video game as a research method or tool. This video game features concepts from the spatial-geometric field that the students must identify and relate in order to carry out the procedures required to solve challenges in each level. The procedures were recorded in a questionnaire that was separated into two blocks of content in order to compare them with the procedures used to solve mathematical problems. The first block pertains to the procedures employed and the second block to the emotions that the students experienced when playing the video game and when solving a mathematical problem. The results reveal that the recreational aspect of video games is more important than the educational aspect. However, the students were not aware of using the problem-solving procedures they learned at school to solve different challenges in the video games. Furthermore, overcoming video game challenges stimulates positive emotions as opposed to the negative emotions generated when solving mathematical problems.
Cohort-Based Education and Other Factors Related to Student Peer Relationships: A Mixed Methods Social Network Analysis
Author: Mauldin, Rebecca L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Peer Relationship,Friendship,Grouping (Instructional Purposes),Social Networks,Student Attitudes

Graduate students face a variety of stressors that relate to poor academic performance, lower completion rates, and high rates of depressive symptoms, anxiety, and stress. Student peers provide supports for coping with these stressors and succeeding academically. However, graduate students may find it difficult to form relationships with their peers. This mixed method social network analysis (MMSNA) examines graduate student perceptions of their peer relationships and the factors associated with peer friendships in a program that placed students in cohorts for the first semester of a two-year Master of Social Work program. Findings from three student focus groups include four main themes related to the cohort system and the tendency for students to gravitate to others who were similar to them (i.e., homophily). Focus group findings informed model specification for a curved exponential family model of student friendships at the end of the third semester of the program (N = 70) that identified correlates of student friendships including statistically significant direct and homophily effects for age, gender, and race/ethnicity. First-semester relationships and shared classes in subsequent semesters also increased the likelihood of friendships in the third semester. Findings emphasize the value of cohorts and a diverse student body for peer relationships.
REEdI Design Thinking for Developing Engineering Curricula
Author: Boyle, Fiona
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Curriculum Development,Design,Innovation,Competence,Experiential Learning,Job Skills,Industry,Undergraduate Study

Universities are coming under increasing pressure to re-invent the way that engineering is taught in order to produce graduates that are capable of meeting the skills needs of the country's industries. This paper described an active project where Design Thinking (DT) methodology is being applied in a novel way to Engineering Curriculum Development. Enterprise partners from a range of different manufacturing sectors participated in a series of Curriculum Development workshops and the results were cross referenced with subjects taught on existing engineering programmes internationally. This process highlighted the need for increased training in Lean, 6-Sigma, transversal and soft skills competencies, and the need to review how and when content is delivered. A survey was developed from the results of the workshops and sent out to a larger cohort of industry contacts for feedback on the proposed Engineering curriculum. Design Thinking methodology has helped ensure our customers' needs are met by building the curriculum framework around competencies identified by both industry and academia while ensuring the students engage in a significant learning experience through experiential and applied learning using the latest immersive technologies.
Information and Communication Technologies for Education Considering the Flipped Learning Model
Author: Cueva, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Flipped Classroom,Higher Education,Foreign Countries,High School Students,High School Teachers,Program Effectiveness,Video Technology,Integrated Learning Systems

Technology development has been integrated into the educational environment and has led teachers to become much better trained in educational, technological tools. Currently, education is being transformed; for this, there are new methodological approaches, and education needs the integration of digital tools. Previously and still today, traditional and not very creative strategies are applied in the teaching-learning process, which does not fully contribute to the progress of education. The present work focuses on using Information and Communication Technologies (ICT), considering the Flipped Learning Model (FL), an active methodology. However, it is also essential to know the appropriate ICT to apply during the learning process. The Information and Communication Technologies articulated with the Flipped Learning Model benefits and motivates students; in this way, through collaborative learning, communication between classmates and teachers is favored; in addition, it encourages autonomous work, helps the analysis of the contents in each of the subjects, and favors the construction of new knowledge. Therefore, knowing which ICTs are incorporated as the most efficient in the Flipped Learning Model is necessary. In this way, it is required to obtain information about the ICTs teachers have preferred to apply within the Flipped Learning Model and which ones are recommended from the classroom experience. The work shows which ICTs are most used and which ones benefit students to obtain significant learning. Consequently, considering the application of ICT and Flipped Learning in educational communities is a way to innovate the teaching-learning process.
Usability of Memes and Humorous Resources in Virtual Learning Environments
Author: Antón-Sancho, Álvaro
Date: 2022-00-00
Type: Journal Articles
Subjects: Cartoons,Humor,Educational Technology,Higher Education,College Faculty,Teacher Attitudes,Instructional Effectiveness,Gender Differences,Age Differences,Teaching Experience,Foreign Countries,Student Motivation,Intellectual Disciplines,Knowledge Level

This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis differentiates the sample by the professors' area of knowledge as the main variable, and by gender, age and teaching experience. As results, the participants give a high evaluation of humorous didactic resources, particularly memes, although the evaluation of their usability in the classroom is intermediate. In this sense, it is shown that the area of knowledge has a significant influence on opinions in this regard.
A Comprehensive Overview of Education during Three COVID-19 Pandemic Periods: Impact on Engineering Students in Sri Lanka
Author: Ilangarathna, Gayanthi A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Engineering Education,Undergraduate Students,School Closing,Online Courses,Family Income,Access to Computers,Barriers,Internet,Family Environment,Teacher Competencies,College Faculty,In Person Learning,Instructional Effectiveness

The COVID-19 pandemic has impacted the education system in Sri Lanka, similar to many countries in the world. As a result, the mode of education shifted from conventional face-to-face classes to online mode. The main objective of this study is to provide a comprehensive overview of the changes to the educational system due to the COVID-19 pandemic among engineering undergraduates of Sri Lanka over three identified pandemic periods. Quantitative descriptive analysis was used together with chi-square statistics to answer the research questions using the data collected through a google survey from engineering undergraduates in Sri Lanka. According to the results, students' attendance in online classes has improved over time compared to the initial pandemic period. Nearly 50% of students' family income has been impacted, either stopped or reduced due to the pandemic. Most students have issues regarding computing devices, internet connectivity, and the home environment. According to the chi-square statistics results, few of these issues had a statistically significant relationship between the family income; lower the income, higher the negative impact on students. More than half of the students felt isolated when studying at home during the pandemic. Still, more than 50% of students agreed that lecturers were well prepared to guide and deliver lessons remotely. The overall recommendations of the study are implementing workshops, training on new technologies, awareness programs for educational stakeholders, providing incentives to purchase digital devices, and improving internet connectivity to improve the new standard education system of Sri Lanka.
Study of Kindergarten Teachers&apos; Intentions to Choose Content and Teaching Method for Teaching Science
Author: Zoupidis, Anastasios
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Intention,Teaching Methods,Teacher Workshops,Teaching Skills,Science Education,Early Childhood Education,Inquiry,Behavior Theories,Scientific Concepts,Decision Making,Physics,Biology,Foreign Countries

In this paper, we investigate the intentions of kindergarten teachers to use the content and to apply the teaching methods that they acquired in a one-day teacher training seminar. According to the theory of planned behavior, the answer to this research question is directly related to a series of social-psychological personal criteria assessments, such as an assessment of the personal gains or losses, the opinions of important third persons, the teacher's own assessment of the value of the students' learning, and the perceived behavioral control assessment. A total of 114 participants completed a 5-point Likert-scale questionnaire that consisted of two sets of five questions each. The results show that the kindergarten teachers' intentions to use particular content and teaching methods are based on whether they have the skills to apply them successfully, and on their assessment of the ability of their students to acquire meaningful knowledge. The teacher's choice of teaching method is also associated with the assessment of the personal gains or losses, as well as with the opinions of important third persons. Furthermore, the study findings show that there are two distinct categories of kindergarten teachers: those whose teaching is based on the tradition of science education, and those whose teaching is based on the tradition of early childhood education. The teaching implications of the results are also discussed.
Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19
Author: Curran, Sheila
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Educational Innovation,Community Education,Youth Programs,Pandemics,COVID-19,Educational Change,College Programs,Curriculum Development

This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of lecturers teaching in higher education on Community and Youth Work (CYW) degree programmes. These CYW programmes are professionally endorsed by Youth Work and Community Development professional bodies across the UK. They adopt informal methodologies and have a strong focus on preparing students to work as informal educators with young people and communities. The unique contribution of this paper is highlighting the experiences, issues and challenges presented and exploring creative approaches that have been developed by programmes that adopt these approaches to educate professional practitioners. Looking forward in a context of great uncertainty, the research also set out to consider what the future might look like for CYW programmes, located in the neoliberal university. Questions explored included the extent to which the pandemic might lead to longer term changes in learning and teaching methodologies in CYW in higher education (HE) and how CYW programmes should be preparing students for navigating practice in the society that unfolds post COVID-19 as the basis for taking action in communities in response to new formations of social injustice and inequality with conscious intent.
Meaningful Encounters with the Built Environment as the Basis for Urban Environmental Education
Author: Hilander, Markus
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Environment,Urban Education,Environmental Education,College Students,Foreign Countries,Essays,Urban Environment,Interpersonal Relationship,Attachment Behavior,Architecture,Aesthetics,Acoustics,Safety,National Curriculum,Core Curriculum,Ecology,Social Environment

As the majority of people in the world now live in cities, it makes sense to question the state of urban environmental education and how it could be developed going forward. In this article, we suggest a way forward based on the essays written by Finnish university students. The students reflected on their relationship with an environment that is meaningful to them. In the essays selected for this case study (n = 25), the built environment of Helsinki--the capital of Finland--and its characteristics are in focus. In this qualitative research, inductive content analysis was used for processing the essays. Many students described the connections between urban nature and built environments, but the results also show that the built environment is especially significant because of its social and cultural aspects. Students described the importance of social bonding and how meeting different sorts of people supports their acceptance of diverse perspectives. Personal experiences and meanings attached to the city, as well as their lack, were mentioned; that is, without these personal bonds, meaningful relations to urban environments cannot be developed. Architecture, aesthetics, and soundscapes were also mentioned. In addition, it was expressed that feeling safe in the built environment is important. In urban environmental education, it is therefore important to pay attention to the social and cultural aspects, too, and not just to the ecological dimension. It is crucial that children and young people have access to the city in order to construct their personal relationships with the built environment.
Transversal Competencies for Employability in University Graduates: A Systematic Review from the Employers&apos; Perspective
Author: García-Álvarez, Jesús
Date: 2022-00-00
Type: Journal Articles
Subjects: Employers,Labor Needs,Job Skills,Personnel Selection,Soft Skills,College Graduates,Employment Potential,Career Readiness,Education Work Relationship,Self Management,Measurement,Labor Market

The aim of this article is to provide a systematic review of the transversal competencies for employability in university graduates from an employer's perspective, with consideration to the importance of the topic in the cross-national context. The PRISMA statement was used to guide the methodology and the reporting for the systematic review. The data collection produced 52 articles from the Scopus and Web of Science (JCR only) databases in the ten years between 2008 and 2018. The analysis focused on the characteristics of the employers and organizations, the methods and the instruments for evaluating transversal competencies, and the most highly valued competencies, both internationally and by continent. One of the main contributions is the creation of a classification that is made up of 41 transversal competencies that are grouped into five dimensions. The results show that employers attributed more importance to the competencies in the dimensions of Job-related basic (JRB) skills, Socio-relational (SR) skills, and Self-management (SM) skills. We conclude that Higher education institutions need to incorporate &quot;pedagogies for employability&quot;, which will strengthen the link between the academic setting and the socio-occupational reality and will ensure that graduates make a suitable transition to the world of work.
Perceptions of Digital Device Use and Accompanying Digital Interruptions in Blended Learning
Author: Pattermann, Juliana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Educational Technology,Technology Uses in Education,Handheld Devices,College Students,Laptop Computers,Blended Learning

Using various digital devices, and being faced with digital interruptions is a given for students not only in traditional university classes but also in blended learning courses. Hence, this study (N = 201) at an Austrian university of applied sciences investigated students' perceptions of digital device use and the digital interruptions that they face during webinars and on-campus sessions. Results show that students primarily use the same types of digital devices during webinars and on-campus sessions, i.e., computers for course-related (CR) activities, and smartphones for non-course-related (NCR) activities. Results further indicate that while the majority of students are aware of the interruptive impact that NCR activities have on their learning, the effect on others seems to be a blind spot. The reasons for NCR activities are manifold. Moreover, results suggest that students have difficulties in assessing the actual time spent on NCR activities during webinars.
Training in Mathematics Education from a Sustainability Perspective: a Case Study of University Teachers&apos; Views
Author: Moreno-Pino, Francisco Manuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Mathematics Education,Sustainability,Mathematics Curriculum,Preservice Teacher Education,Planning

Humankind is faced with major global challenges to ensure the future of our planet. Target 4.7 of Sustainable Development Goal 4 (quality education) of the 2030 Agenda establishes the importance of ensuring that all learners acquire the theoretical and practical knowledge needed to promote sustainable development through education for sustainable development, human rights, gender equality, and global citizenship, amongst others. The research presented in this article is based on an exploratory study on the views of a group of university teachers from the area of Didactics of Mathematics in the Faculty of Education Sciences at Universidad de Cádiz with regard to Education for Sustainability and its integration in the field of training future teachers in mathematics education. It aims to analyse the perceptions teachers have regarding the subject of study, the work methodologies they use, etc. in greater depth. The authors of the research later interviewed three teachers in the area of Didactics of Mathematics who teach in different education degrees: bachelor's degree in early childhood education, bachelor's degree in primary education, and master's degree in teacher training for compulsory secondary education and baccalaureate. Three instruments were used to collect data: the syllabi of the subjects for which the teachers were responsible, an initial exploratory questionnaire, and a semi-structured personal interview. The instrument employed to analyse the information was the Tool for Methodological Analysis through Sustainability (Herramienta de Análisis Metodológico desde la Sostenibilidad, HAMS in Spanish). The results show the different views and positions the university teachers in the area of Didactics of Mathematics at Universidad de Cádiz have with respect to integrating sustainability into future teachers' training in mathematics education. It is concluded that the effective integration of sustainability into mathematics education requires university teachers to change and to work together from the same perspective--the one they intend to promote.
Online Formative Assessment in Higher Education: Bibliometric Analysis
Author: Sudakova, Natalia E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Formative Evaluation,Higher Education,Bibliometrics,Electronic Learning,Integrated Learning Systems,Distance Education,Evaluation Methods,Foreign Countries

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module's subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, &quot;Assessment &amp; Evaluation in Higher Education&quot; and &quot;Computers &amp; Education&quot; are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word &quot;e-assessment, e-learning, assessment, moodle&quot; appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for &quot;online assessment&quot;. The subject is comprised of three components: &quot;distance learning&quot;, &quot;accessibility&quot;, and &quot;assessment design&quot;. The most important topics were &quot;e-assessment&quot;, &quot;higher education&quot;, and &quot;online learning&quot;. According to the country participation network, the USA and UK were the two main centers.