ethanporcaro/eric-fulltext-meta huggingface dataset:
A Learning Environment for English Vocabulary Using Quick Response Codes
Author: Arikan, Yuksel Deniz
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Vocabulary Development,Mixed Methods Research,Handheld Devices,English (Second Language),Second Language Instruction,Second Language Learning,Semi Structured Interviews,Student Attitudes,Check Lists,Learning Activities,Electronic Learning,Coding,Educational Technology,English Teachers,Elementary School Teachers,Grade 4

This study focuses on the process of developing a learning environment that uses tablets and Quick Response (QR) codes to enhance participants' English language vocabulary knowledge. The author employed the concurrent triangulation strategy, a mixed research design. The study was conducted at a private school in Izmir, Turkey during the 2012-2013 academic year. The study sample was determined using the criterion sampling method. The criterion for selection was participants' possession of a mobile device. There were a total of 22 participants including one English teacher in the study, of which 12 were female and 10 male. The students' knowledge of English vocabulary was pretested using the Vocabulary Check List (VCL). During eight classes, participants completed English vocabulary activities using QR codes and tablet PCs. This learning environment integrated digital learning materials and real learning objects using QR codes. After the activities, students' knowledge of English vocabulary was again tested using the VCL, and the participants' opinions about the learning environment were solicited using semi-structured interviews. The research's qualitative data were analyzed using a descriptive analysis. The quantitative data were analyzed using the Wilcoxon signed-rank test and web analysis programs. The study found that the participants' overall rate of completing learning activities was low. The results of the VCL post-test indicated that participants' English language vocabulary knowledge had increases significantly. Participants' opinions regarding the learning environment were analyzed, and it was determined that although they had faced a few problems with the equipment, they experienced a general feeling of curiosity and excitement while using the environment. They found the environment entertaining and reinforcing, stating that learning environments of this kind should be used in other courses, too. The participant teacher stated that although the environment was effective there were a number of time management issues and caused difficulties in classroom management.
Investigating the Achievement Goals of University Students in Terms of Psycho-Social Variables
Author: Kayis, Ahmet Rifat
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Goal Orientation,Predictor Variables,Academic Achievement,Correlation,Self Efficacy,Student Attitudes,Personality Traits,Self Determination,Locus of Control,Gender Differences,Regression (Statistics),Models,Measures (Individuals),Likert Scales,Questionnaires

It is the aim of this research to investigate the achievement goals of university students. Firstly, university students' adoption levels of achievement goals are described. Next, how their level of academic self-efficacy, irrational beliefs, perfectionism, self-determination, locus of control and gender predict each achievement goal is depicted. The participants consisted of 1509 university students. The findings showed that students generally adopted the mastery-approach at a high level, mastery-avoidance at a medium level, and both performance-approach and performance-avoidance at a low level. Furthermore, according to the results of hierarchical regression analysis, it was found that perfectionism related to higher standards, academic self-efficacy, perfectionism related to order, self-determination, internal locus of control, perfectionism related to dissatisfaction and gender (female) predicted the mastery-approach achievement goal significantly. Mastery avoidance achievement goal was significantly predicted by perfectionism related to higher standards, irrational beliefs, perfectionism related to order and discrepancy and gender (female). Irrational beliefs, academic self-efficacy, perfectionism related to discrepancy, self-determination and gender (male) significantly predicted the performance-approach achievement goal. Irrational beliefs, perfectionism related to the discrepancy, self-determination, perfectionism related to higher standards and academic self-efficacy significantly predicted the performance avoidance achievement goal.
Simulations of Technology-Induced and Crisis-Led Stochastic and Chaotic Fluctuations in Higher Education Processes: A Model and a Case Study for Performance and Expected Employment
Author: Ahmet, Kara
Date: 2015-04-00
Type: Journal Articles
Subjects: Higher Education,Computer Simulation,Models,Case Studies,Group Dynamics,Economic Impact,Employment Potential,Employment Opportunities,Employment Patterns,Job Performance,Equations (Mathematics),Measurement Techniques,Measurement Objectives,Educational Practices,Foreign Countries

This paper presents a simple model of the provision of higher educational services that considers and exemplifies nonlinear, stochastic, and potentially chaotic processes. I use the methods of system dynamics to simulate these processes in the context of a particular sociologically interesting case, namely that of the Turkish higher education sector during the recent global economic crisis. I undertake simulations for two variables, namely for the quality-adjusted performance and the technology-induced expected employment. Simulations for the quality-adjusted performance display stochastic fluctuations around a modestly rising deterministic trend. Chaotic performance trajectories are shown to be possible for certain parameter values; however, given the historical experience and observed current tendencies in higher education in Turkey, they appear to be highly unlikely. Simulations for expected employment indicate that increases in the levels of technology utilization in education could lead to improved perceptions of employment prospects and potentially help to increase the level of employment in the economy.
Public and Private School Distinction, Regional Development Differences, and Other Factors Influencing the Success of Primary School Students in Turkey
Author: Sulku, Seher Nur
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 8,Mathematics Achievement,Regression (Statistics),Geographic Location,Success,Urban Areas,Socioeconomic Influences,Private Schools,Public Schools,Family Income,Gender Differences,Environmental Influences,Parent Background,Educational Attainment,Fathers,Institutional Characteristics,Surveys,Student Attitudes,Homework

This study investigates the factors influencing the success of students in primary schools in Turkey. TIMSS 2011 data for Turkey, measuring the success of eighth-grade students in the field of mathematics, were used in an econometric analysis, performed using classical linear regression models. Two hundred thirty-nine schools participated in the TIMSS 2011 study for Turkey, and the sample size comprised 6,928 students. The results of our regression analyses revealed that regional differences, in particular, significantly impacted the success of students. Greater success in mathematics was achieved by students who live in urban areas and in socioeconomically more developed regions. Furthermore, math success rates of private school pupils were higher than those of public school students. The economic status of students' families, as well as their surroundings, sex, the educational background of their fathers, and educational instruments owned are substantial factors affecting the students' performance. We found that students whose fathers have a low level of education, who come from socioeconomically disadvantaged groups, and who live in poorly developed areas have lower performance.
Beliefs of Counselor Trainees about Forgiveness
Author: Ebru Ikiz, Fatma
Date: 2015-04-00
Type: Journal Articles
Subjects: Counselor Training,Interpersonal Relationship,Content Analysis,Student Attitudes,Qualitative Research,Undergraduate Students,Decision Making,Psychological Patterns,Counselor Characteristics,Foreign Countries,Semi Structured Interviews

Counselors might be able to help clients to forgive after interpersonal hurts and one of the first tasks of working toward forgiveness with clients is helping them understand exactly what forgiveness means. However, a counselor who wants to use forgiveness in his/her work must first know what forgiveness is, what forgiveness is not, and which factors affect the forgiveness process. The purpose of the present study is to determine the beliefs of counselor trainees about forgiveness. The scope of this study includes how trainees define forgiveness, as well as their beliefs about their own forgivingness, the factors affecting forgiveness, and the importance of forgiveness in counseling. A qualitative study was conducted with 59 undergraduate students attending the Division of Psychological Counseling and Guidance in Dokuz Eylul University, Turkey, during the 2012-2013 academic year. The data from individual interviews were analyzed using content analysis techniques. The results indicated that the trainees considered forgiveness to be a conditional process in an interpersonal context and attributed some conditions about the offender and the offense to their forgivingness. In particular, apology and awareness of the offender about his/her fault affected their decisions to forgive. In the counseling process, forgiveness was considered an important issue and mostly regarded as a counselor characteristic.
Location-Based Augmented Reality for Mobile Learning: Algorithm, System, and Implementation
Author: Tan, Qing
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Telecommunications,Simulated Environment,Computer Simulation,Video Technology,Computer Software,Computer Interfaces,Geographic Location,Mathematics

AR technology can be considered as mainly consisting of two aspects: identification of real-world object and display of computer-generated digital contents related the identified real-world object. The technical challenge of mobile AR is to identify the real-world object that mobile device's camera aim at. In this paper, we will present a location-based object identification algorithm that has been used to identify learning objects in the 5R adaptive location-based mobile learning setting. We will also provide some background of the algorithm, discuss issues in using the algorithm, and present the algorithm empowered mobile learning system and its implementation.
Problems and Challenges in Medical Education in India
Author: Goswami, Sribas
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Education,Educational Change,Educational Policy,Medical Students,Admission Criteria,Privatization,Accreditation (Institutions),Faculty Development,College Curriculum,Curriculum Development,Instructional Materials,College Faculty,Graduate Study,Undergraduate Study

As India marches towards an exciting new future of growth and progress, medical education will play a pivotal role in crafting a sustained development agenda. The idea of creating a healthy society is no longer a debatable luxury; its significance has been grasped by policy shapers worldwide. In a developing nation like India, medical services play a very important role in the well-being of their citizens and indirectly play a very important part in the economic and overall development of the nation. The medical education system is suffering from misdistribution, traditional curriculum, poor assessment, neglected research and lack of faculty development programmes. &quot;Vision 2015? has potential for creating substantial change in Indian medical education. A stronger strategic approach will ensure a solid foundation for the improvement in the health status of India. Conventional-theoretical and experimental teaching blended with a system of teaching which is innovative, aiming to develop under-graduates and post-graduates as community-teachers, true-academicians/researchers should be emphasized. This paper focuses on the various challenges of medical education in India.
Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research
Author: Capar, Gulfer
Date: 2015-04-00
Type: Journal Articles
Subjects: Meta Analysis,Cooperative Learning,Mathematics Achievement,Student Attitudes,Effect Size,Teaching Methods,Turkish,English,Search Strategies,Databases,Educational Research,Foreign Countries,Literature Reviews

This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish &quot;matematik ve isbirlikli ögrenme, kubasik ögrenme, isbirlikçi ögrenme&quot; and in English &quot;cooperative learning and mathematics, meta-analysis.&quot; This study covered reports, articles published in refereed journals, and MA and Ph.D. theses. For the international literature review, advanced databases, such as ProQuest Digital Dissertations, EBSCO, and ERIC, were mined. A total of 26 studies (n = 36) were considered in the meta-analysis. The effect size for cooperative learning on academic achievement was found to be d++ = 0.59 (95% CI: 0.38 between 0.80) and the effect size for cooperative learning on attitudes towards mathematics was found to be d++ = 0.16. In terms of achievement, the effect size was found to be medium, positive, and significant, but for attitude, it was small, positive, and significant. As a result, cooperative learning was reported to be a more successful method than the traditional method with regard to both achievements and attitudes.
Dynamic Pervasive Storytelling in Long Lasting Learning Games
Author: Pløhn, Trygve
Date: 2015-00-00
Type: Journal Articles
Subjects: Story Telling,Foreign Countries,Video Games,Computer Software,Course Descriptions,Current Events,Games,News Media,Males,College Students

Pervasive gaming is a reality-based gaming genre originating from alternative theatrical forms in which the performance becomes a part of the players' everyday life. In recent years much research has been done on pervasive gaming and its potential applications towards specific domains. Pervasive games have been effective with regards to advertising, education and social relationship building. In pervasive games that take place over a long period of time, i.e. days or weeks, an important success criterion is to provide features that support in-game awareness and increases the pervasiveness of the game according to the players' everyday life. This paper presents a &quot;Dynamic Pervasive Storytelling&quot; (DPS) approach and describes the design of the pervasive game &quot;Nuclear Mayhem&quot; (NM), a pervasive game designed to support a Web-games development course at the Nord-Trøndelag University College, Norway. NM ran parallel with the course and lasted for nine weeks and needed specific features both to become a part of the players' everyday life and to remind the players about the ongoing game. DPS, as a model, is oriented towards increasing the pervasiveness of the game and supporting a continuous level of player &quot;in-game awareness&quot; through the use of real life events (RLE). DPS uses RLE as building blocks both to create the overall game story prior to the start of the game by incorporating elements of current affairs in its design and during the unfolding of the game as a mean to increase the pervasiveness and in-game awareness of the experience. The paper concludes that DPS is a promising approach for creating a game story which increases the pervasiveness of the game and supports in-game awareness.
Mitigating the Mathematical Knowledge Gap between High School and First Year University Chemical Engineering Mathematics Course
Author: Basitere, Moses
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Chemical Engineering,Knowledge Level,Intervention,College Mathematics,Pretests Posttests,College Students,Mathematics Skills,Social Networks,Educational Technology,Qualitative Research,Statistical Analysis,Student Participation,Student Attitudes,Program Effectiveness,Correlation,Mathematics Achievement,Focus Groups

This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this study, a pre-test was used as a diagnostic test to test incoming Chemical Engineering students, with the aim of identifying the mathematical knowledge gap, and to provide students with support in their starting level of mathematical knowledge and skills. After the diagnostic test, an intervention called the autumn school was organized to provide support to bridge the mathematical knowledge gap identified. A closed Facebook group served as a platform for providing student support after school hours. After the autumn school, a post-test was administered to measure whether there was an improvement in the knowledge gap. Both quantitative and qualitative methods of collecting data were used in this study. A pre-test was used to identify the mathematical knowledge gap, while a post-test was employed to measure whether there was a decrease in the knowledge gap after the intervention. Focus group interviews were carried out with the students to elicit their opinions on whether the intervention was of any help for them. Students' participation on Facebook in terms of student post, post comments and likes and an evaluation of students' academic performance in comparison to their Facebook individual participation was also conducted. Quantitative data was analysed using descriptive statistics, while qualitative data was analysed using inductive strategy. Results showed that all the students in this study had the mathematical knowledge gap as no student in the class scored 50% on the overall pre-test. Findings further revealed that the intervention played a major role in alleviating the mathematical knowledge gap from some of the students (with 1/3 of the students scoring 50% and above in the post-test) and no positive correlation between students' academic performance on the post-test and students' participation in the Facebook group was noted. We hope that insights generated in this study will be of help to other institutions looking into designing interventions for bridging the knowledge gap. Reasons for lack of improvement in the knowledge gap of 2/3 of the students in this class will be highlighted.
A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder
Author: Ulke-Kurkcuoglu, Burcu
Date: 2015-04-00
Type: Journal Articles
Subjects: Prompting,Video Technology,Modeling (Psychology),Play,Skill Development,Imagination,Autism,Pervasive Developmental Disorders,Young Children,Teaching Methods,Maintenance,Generalization,Instructional Effectiveness,Mothers,Graduate Students,Attitude Measures,Foreign Countries,Peer Influence,Intervention

The aim of this study is to compare effectiveness and efficiency of least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder. The adapted alternating treatment model, a single-subject design, was used in the study. Three students, one girl and two boys, between the ages of 5-6 participated in the study. The effectiveness results of the study showed that there is no marked difference between least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder in terms of acquisition, maintenance, and generalization. However, when these two teaching processes are compared in terms of efficiency parameters, it was observed that teaching with least-to-most prompting is more efficient in comparison to video modeling for two subjects. The social validity findings of the study showed that the mothers of the subjects and the graduate students who studied and had already taken certain courses for their master's degree in the Applied Behavior Analysis Program expressed positive opinions about the study. Findings obtained from the study were discussed and suggestions were given for further studies.
Associations between Adolescents' Situational Motivation and Objectively-Determined Physical Activity Levels in Physical Education
Author: Ning, Weihong
Date: 2015-04-23
Type: Journal Articles
Subjects: Physical Activities,Middle School Students,Rating Scales,Physical Education,Student Motivation,Measurement Equipment,Multiple Regression Analysis,Physical Education Teachers,Measures (Individuals),Correlation,Reliability,Predictor Variables,Grade 6,Grade 7,Grade 8

Purpose: This study aimed to examine the predictive strength of adolescents' situational motivation to their physical activity levels in physical education. Method: A total of 259 middle school students ranging from 11 to 14 years old participated in the study. Participants completed the Situational Motivation Scale in one class. Their PA levels were then assessed by pedometers and Actical® accelerometers for three days. Physical activity levels were quantified as steps per minute for pedometers and percentages of time in sedentary behavior as well as light physical activity and moderate-to-vigorous physical activity for accelerometers. Results: Multiple regression analyses yielded adolescents' intrinsic motivation was the only positive predictor for their time in moderate-to-vigorous physical activity (ß = 0.22, p &lt; 0.05), and a significant negative predictor in sedentary behavior (ß = -0.28, p &lt; 0.01). Additionally, amotivation negatively predicted steps per minute (ß = -0.15, p &lt; 0.05). Conclusion: Physical educators should identify effective strategies to enhance adolescents' intrinsic motivation.