ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Storytelling in an Online EFL Course: Influences on Speaking, Vocabulary, and Cognitive Load
Author: Tatli, Zeynep
Date: 2022-11-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Electronic Learning,English Language Learners,Foreign Countries,Vocabulary Development,Grammar,Pronunciation,COVID-19,Pandemics,Cognitive Processes,College Students

Digital Storytelling (DS) is an alternative instructional tool for language teaching to make the relevant process more engaging through the use of technology and to facilitate effective language learning. This single case study explored the impact of DS in an online EFL lesson on speaking and vocabulary achievement in consideration to cognitive load effect. The study utilized mixed-design analysis strategies as quantitative tests (pre- and post-vocabulary test, speaking evaluation rubric, cognitive load scale) with 33 Turkish EFL learners studying at tertiary level who participated in an online English course and interviews with 21 volunteers. Quantitative findings revealed increased vocabulary achievement after DS use and improved English-speaking skills in terms of spoken grammar, vocabulary use, fluency and coherence, and pronunciation after repeated DS use in three stories, despite high level of cognitive load due to technical incompetency of the participants. In addition, the results obtained from the qualitative data match with the results of the quantitative data in terms of positive evaluations on the impact of DS for vocabulary use, error correction, sentence formation, pronunciation, and self-study. DS can also be effectively used in online EFL education by eliminating the drawbacks of students' digital incompetency at tertiary level. The results of this study are expected to shed light on the practitioners aiming to use DS in online language learning for teaching speaking and improving vocabulary achievement.
Preservice Teachers&apos; Views about the Use of Mind and Intelligence Games in Education
Author: Yükseltürk, Erman
Date: 2022-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Games,Game Based Learning,Student Teacher Attitudes,21st Century Skills,Cognitive Development,Foreign Countries,Intellectual Development,Curriculum Development

Games, which are fun activities, have some benefits for learning environments when used educationally; they play an essential role in children's physical, mental, social, emotional, and language development. Similarly, mind and intelligence games can improve the cognitive abilities of individuals by improving their basic reasoning and problem-solving skills. This qualitative case study examines preservice teachers' views on the use of mind and intelligence games in education and their effects on individuals. Researchers collected the data using a semi-structured interview guide they developed, through focus group interviews with twenty-seven preservice teachers who were enrolled in and completed an elective course offered at the faculty of education in the fall of 2021. According to the findings, preservice teachers mentioned the advantages and disadvantages of mind and intelligence games according to the type of media. The findings showed that mathematics is a more appropriate course for using the mind and intelligence games, followed by primary school courses, psychological counseling, and social sciences courses. The preservice teachers found mind and intelligence games eligible to support primarily cognitive skills involved in remembering, understanding, applying, analyzing, evaluating, and creating. Furthermore, co-operation and sociability are the skills that were more frequently referred to by preservice teachers, along with other skills, including persistence, achievement motivation, and self-efficacy.
Risky Behaviours of High School Students and School Counsellors&apos; Interventions
Author: Çitak, Senel
Date: 2022-11-00
Type: Journal Articles
Subjects: Behavior Disorders,High School Students,School Counselors,School Psychologists,Smoking,Bullying,Computer Mediated Communication,Dropouts,Obesity,Delinquency,Suicide,Alcohol Abuse,Substance Abuse,Barriers,Parent Participation

Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.
Educational Implications of Distance Learning within the Coronavirus Pandemic (COVID-19) from the Point of View of University Students
Author: Mahasneh, Omar. M. K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,College Students,Student Attitudes,Technological Literacy,Academic Achievement,Student Motivation,Self Management,Handheld Devices,Educational Technology,Foreign Countries

The current study aimed to reveal the educational implications of distance learning within the coronavirus pandemic (COVID-19) according to university students' point of view and some variables. The study sample consisted of 3,584 male and female students. The results showed that there are educational effects of high degree distance learning on the total score of the fields of the study tool arranged as follows: possession of skills to deal with smart devices (phones and computers), social growth, academic performance, management of self-learning and motivation to learn, mental growth, development of thinking and research and emotional growth. The most prominent positive effects of distance learning were increasing students' experience in using smart devices and applications in the learning process and their optimal use of them; forming positive trends towards studying, enriching students' knowledge side; informing students about the latest reports and research in their field of specialisation; ease of access for students' information and their search for it; students' perseverance to excel in the study and obtain high rates; students' continuous follow-up to lectures; reliance on self-learning; optimal use of time and effort; and active participation in lectures.
Fresh Moves Dance Festival
Author: Cheesman, Sue
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dance Education,Inclusion,Diversity,Elementary School Students,Secondary School Students,Cultural Activities,Cultural Awareness

Fresh Moves Dance Festival is an independent local initiative held in the Bay of Plenty region of New Zealand. In 2021 Fresh Moves reached a 20-year milestone. Part of a larger research inquiry which chronicles the festival's journey through the years and seeks to understand how such an initiative has been sustained over time, this article presents a snapshot of the initiative. This snapshot describes some of the history, successes, challenges and plans for future development of this initiative.
New Zealand&apos;s Refreshed Curriculum: Another Promise Unfulfilled?
Author: Browne, Jade
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,National Standards,Educational Change,Educational Innovation,Resource Allocation,Music Education,Educational Policy

Art disciplines such as music have continued to be marginalised in the curriculum, due to educational policies such as National Standards that have focused solely on numeracy and literacy. With growing concerns of a narrowing curriculum, there have been several developments in education, including the removal of National Standards in 2017, the introduction of the Creatives in Schools programme and a refresh of New Zealand's national curriculum. Despite this, minimal resources continue to be allocated to primary music education, with the subject remaining underfunded and under resourced.
The Effects of Regular Participation in Visual Art Classes on Mature Adults
Author: English, Helen
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Adult Students,Community Programs,Painting (Visual Arts),Self Efficacy,Self Concept,Foreign Countries,Interpersonal Relationship,Friendship,Older Adults,Adults

In 2018, the author embarked on Master of Education research to investigate how mature adults were affected by regular participation in visual art classes. Visual art education is reported to have a positive effect on the cognition of mature adults in various contexts (Schindler et al., 2017; Wali et al., 2001), so this research investigates whether social participation in a structured, creative class in an everyday community setting could promote such change. For the study the author ran a series of art classes that concentrated on developing drawing, painting and design skills and culminated in each participant creating a painting of a person close to them. The findings fell into three main categories: changes in self-efficacy and self-concept, social bonding and growth, and educational outcomes.
Same Test, Better Scores: Boosting the Reliability of Short Online Intelligence Recruitment Tests with Nested Logit Item Response Theory Models
Author: Storme, Martin
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligence Tests,Item Response Theory,Comparative Analysis,Test Reliability,Job Applicants,Cognitive Ability,Psychometrics,Models,Test Format,Computer Assisted Testing,Recruitment,Item Analysis,Guessing (Tests),Test Items,Foreign Countries

Assessing job applicants' general mental ability online poses psychometric challenges due to the necessity of having brief but accurate tests. Recent research (Myszkowski &amp; Storme, 2018) suggests that recovering distractor information through Nested Logit Models (NLM; Suh &amp; Bolt, 2010) increases the reliability of ability estimates in reasoning matrix-type tests. In the present research, we extended this result to a different context (online intelligence testing for recruitment) and in a larger sample (N=2949 job applicants). We found that the NLMs outperformed the Nominal Response Model (Bock, 1970) and provided significant reliability gains compared with their binary logistic counterparts. In line with previous research, the gain in reliability was especially obtained at low ability levels. Implications and practical recommendations are discussed.
Sharing Our Stories in COVID Times
Author: Empson, Lily
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Art Education,Creativity,Foreign Countries,Drama,Dance Education,Music Education,Visual Arts,School Closing,Personal Narratives

For arts practitioners and the creative community, the response to COVID has meant cancellations or postponements and a rethinking of how to share stories. The same too can be said for how students experience the arts in school. For two years in a row the biennial and much anticipated school production was cancelled due to COVID disruptions, not to mention assembly performances and kapa haka experiences. Yet all children have a right to arts education, one that is enriching and meaningful (O'Farrell, 2016). So how, in this topsy-turvy COVID world, can it be ensured that students experience creative art encounters? How can one give students the space and support to create, play and share their stories?
Not All Factors Contribute Equally to European-American and Hispanic Students&apos; SAT Scores
Author: Hannon, Brenda
Date: 2019-00-00
Type: Journal Articles
Subjects: Hispanic American Students,White Students,Scores,College Entrance Examinations,Cognitive Processes,Metacognition,Performance,Test Anxiety,Socioeconomic Status,Ethnicity,Student Behavior,College Students

This exploratory study shows that the contributions of cognitive, metacognitive awareness, performance avoidance, test anxiety, and socioeconomic family background factors to SAT scores (i.e., overall SAT, SAT-V, SAT-M) may vary as a function of ethnicity (i.e., European-American, Hispanic). Four hundred and fifty-seven students, 282 European-American and 175 Hispanic, completed multiple measures of cognitive, metacognitive awareness, social/personality (i.e., test anxiety, performance avoidance, academic self-efficacy), and socioeconomic family background factors, which were used in regression analyses predicting overall SAT, SAT-V, and SAT-M scores. The results show that most factors contributed significantly to overall SAT, SAT-M, and SAT-V scores. In addition, the ethnicity X test anxiety interaction was significant for all three SAT measures, a finding that suggests ethnic differences in the contributions of test anxiety to overall SAT, SAT-M, and SAT-V scores. For European-American students, test anxiety had no influence on overall SAT and SAT-M scores, whereas for Hispanic students test anxiety had a negative influence on overall SAT and SAT-M scores. For SAT-V scores, interpreting the ethnicity X test anxiety interaction was more complicated because both the significant main effect of test anxiety and the ethnicity X test anxiety interaction must be interpreted together. Whereas test anxiety negatively influenced European-Americans' SAT-V scores, this negative influence was less than the influence it had on Hispanic students' SAT-V scores. Indeed, for Hispanic students with high test anxiety, this negative influence was profound. Taken as a whole, these results suggest that any theory explaining the SAT may need to take into account multiple predictors as well as the possibility that the contributions of these predictors may vary as a function of ethnicity.
The Intellectual Whakapapa Informing the New Zealand Drama Curriculum
Author: O'Connor, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,Teaching Methods,Indigenous Knowledge,Pacific Islanders,Ethnic Groups,Theater Arts,Social Problems,Curriculum Development,Educational Change,Play,Elementary School Students

Underpinning drama education in New Zealand is the desire to improve the lives of individuals, communities and societies by catalysing embodied learning in and through the art form of theatre. Learning in drama is intended to foster well-being, social cohesion and active citizenship. Put another way, drama education in New Zealand has always been about more than training actors for the theatre stage. It has been about fostering the development of actors who engage in, on and with the world. This determination has led to the particular pedagogical and curricular response that frames how drama is taught in New Zealand. In drama education in New Zealand we have focused for a generation on working practically to explore the nature of drama as a meaning making tool. Students not only study theatre by passively watching, they actively partake in framed fictional worlds and reflect on these embodied experiences. By engaging students in dramatic encounters, we argue drama education bears the potential to engage in critical and creative engagement with pivotal social issues in the real world (Anderson &amp; O'Connor, 2015). The nature of the meaning making has seen a deliberate privileging of non-naturalistic forms of drama presentation and representation. Progression is understood in the curriculum as moving from exploration of narrative through imagined and social play at junior primary to understanding how to use conventions as dramatic structuring devices (Ministry of Education, 2007). This can be understood as a conventions approach (CA) to drama education. In this article we consider the pedagogical and theatre traditions that informed the New Zealand curriculum to contextualise the planned curriculum refresh in 2023.
The Impact of Situational Test Anxiety on Retest Effects in Cognitive Ability Testing: A Structural Equation Modeling Approach
Author: Jendryczko, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Anxiety,Cognitive Ability,Metacognition,Repetition,Foreign Countries,Context Effect

When a cognitive ability is assessed repeatedly, test scores and ability estimates are often observed to increase across test sessions. This phenomenon is known as the retest (or practice) effect. One explanation for retest effects is that situational test anxiety interferes with a testee's performance during earlier test sessions, thereby creating systematic measurement bias on the test items (interference hypothesis). Yet, the influence of anxiety diminishes with test repetitions. This explanation is controversial, since the presence of measurement bias during earlier measurement occasions cannot always be confirmed. It is argued that people from the lower end of the ability spectrum become aware of their deficits in test situations and therefore report higher anxiety (deficit hypothesis). In 2014, a structural equation model was proposed that specifically allows the comparison of these two hypotheses with regard to explanatory power for the negative anxiety--ability correlation found in cross-sectional assessments. We extended this model for usage in longitudinal studies to investigate the impact of test anxiety on test performance and on retest effects. A latent neighbor-change growth curve was implemented into the model that enables an estimation of retest effects between all pairs of successive test sessions. Systematic restrictions on model parameters allow testing the hypothetical reduction in anxiety interference over the test sessions, which can be compared to retest effect sizes. In an empirical study with seven measurement occasions, we found that a substantial reduction in interference upon the second test session was associated with the largest retest effect in a figural matrices test, which served as a proxy measure for general intelligence. However, smaller retest effects occurred up to the fourth test administration, whereas evidence for anxiety-induced measurement bias was only produced for the first two test sessions. Anxiety and ability were not negatively correlated at any time when the interference effects were controlled for. Implications, limitations, and suggestions for future research are discussed.
Upholding Indigenous Difference in Arts Education: Noho Marae Wananga as Akin to a &quot;Mana of Economy&quot; in Education
Author: Gain, Priya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Culturally Relevant Education,Indigenous Knowledge,Pacific Islanders,Biculturalism

In this paper we consider how recent taonga puoro noho marae wananga, in the Far North district of Aotearoa New Zealand, have much to offer the growth and development of bicultural relational engagement in arts education. The nga toi Maori authors highlight their aspirations, as leaders of recent hui wananga initiatives in Te Hiku o Te Ika (the region of the &quot;tail of the fish&quot; at the top of the North Island). This includes aspirations to recognise noho marae wananga as important self-determining spaces that support the evolution of indigenous paradigms and the growth of music education from a distinctly Maori ontological foundation. Together we advocate for what Moana Jackson calls an &quot;ethic of restoration&quot; and argue that when priority is given to the recognition and support of Maori led educational initiatives, such as noho marae wananga, generative and mutually beneficial bicultural relationships are better enabled. The authors revisit Te Mauri Pakeaka, an arts education marae wananga initiative which ran through the 1980s, and consider hui wananga for their potential to support new forms of bicultural relational engagement in arts education in the future.
Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality
Author: Stadler, Matthias
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Problem Solving,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Personality,Structural Equation Models,Personality Measures

Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling (N = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.
Student-Generated Texts as Features for Predicting Learning from Video Lectures: An Initial Evaluation
Author: Karasavvidis, Ilias
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Electronic Learning,Prediction,Academic Achievement,Lecture Method,Undergraduate Students,Artificial Intelligence,Technology Uses in Education,Foreign Countries,Computational Linguistics

The digital trails that students leave behind on e-learning environments have attracted considerable attention in the past decade. Typically, some of these traces involve the production of different kinds of texts. While students routinely produce a bulk of texts in online learning settings, the potential of such linguistic features has not been systematically explored. This paper introduces a novel approach that involves using student-generated texts for predicting performance after viewing short video lectures. Forty-two undergraduates viewed six video lectures and were asked to write short summaries for each one. Five combinations of features that were extracted from these summaries were used to train eight machine learning classifiers. The findings indicated that the raw text feature set achieved higher average classification accuracy in two video lectures, while the combined feature set whose dimensionality had been reduced resulted in higher classification accuracy in two other video lectures. The findings also indicated that the Gradient Boost, AdaBoost and Random Forest classifiers achieved high average performance in half of the video lectures. The study findings suggest that student-produced texts are a very promising source of features for predicting student performance when learning from short video lectures.