The use of anonymous pop-quizzes (APQs) as a tool to reinforce learning.
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ABSTRACT:
SUBMITTER: Le ML
PROVIDER: S-EPMC3484958 | biostudies-literature | 2012 Oct
REPOSITORIES: biostudies-literature
Publications
The use of anonymous pop-quizzes (APQs) as a tool to reinforce learning.
Journal of the Medical Library Association : JMLA 20121001 4
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Project description:Instructional quizzes are frequently used in educational games. When they present correct answers after learners have responded, these quizzes can be used on their own for teaching new factual and conceptual knowledge (no additional learning materials are needed). In games, these quizzes are often unrelated to gameplay: gameplay can be viewed as a reward for answering quiz questions. This has been criticized in game-based learning literature as a "chocolate-covered-broccoli" approach. However, is it really a bad approach? Theories offer conflicting predictions concerning the instructional efficiency of in-game quizzes relative to bare quizzes (i.e., not embedded in games) and empirical literature is lacking. Here, we present a within-subject design study (N = 69), in which 10-12-year-olds learn from both an in-game quiz and a bare quiz and undergo immediate and 2-3 weeks delayed post-test on the quiz questions. A modest difference in learning outcomes favoring the bare quiz was found in the immediate post-tests (d = 0.46), but not in the 2-3 weeks delayed post-tests (d = 0.09). Children enjoyed the game more than the bare quiz (d z = 0.65) and 59 preferred the game in the free-choice period. The findings suggest that both a bare quiz and a quiz within a game have their place at the table for useful educational interventions: the bare quiz should be preferred in schooling contexts; whereas, the game in leisure time situations as a voluntary activity. In the latter case, it should be considered how the game and the quiz are integrated.
| S-EPMC8417244 | biostudies-literature
Project description:One of the most critical and common features of tool use is that the tool essentially functions as a part of the body. This feature is likely rooted in biological features that are shared by tool users. To establish an ideal primate model to explore the neurobiological mechanisms supporting tool-use behaviours, we trained common marmosets, a small New World monkey species that is not usually associated with tool use, to use a rake-shaped tool to retrieve food. Five naive common marmosets were systematically trained to manipulate the tool using a 4-stage, step-by-step protocol. The relative positions of the tool and the food were manipulated, so that the marmosets were required to (1) pull the tool vertically, (2) move the tool horizontally, (3) make an arc to retrieve a food item located behind the tool and (4) retrieve the food item. We found considerable individual differences in tool-use technique; for example, one animal consistently used a unilateral hand movement for all of the steps, whereas the others (n = 4) used both hands to move the tool depending on the location of the food item. After extensive training, all of the marmosets could manipulate the rake-shaped tool, which is reported in this species for the first time. The common marmoset is thus a model primate for such studies. This study sets the stage for future research to examine the biological mechanisms underlying the cognitive ability of tool use at the molecular and genetic levels.
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Project description:BackgroundTo ensure the privacy of participants is an ethical and legal obligation for researchers. Yet, achieving anonymity can be technically difficult. When observing participants over time one needs mechanisms to link the data from the different sessions. Also, it is often necessary to expand the sample of participants during a project.ObjectivesTo help researchers simplify the administration of such studies the CANDIDATE tool is proposed. This tool allows simple, unique, and anonymous participant IDs to be generated on the fly.MethodSimulations were used to validate the uniqueness of the IDs as well as their anonymity.ResultsThe tool can successfully generate IDs with a low collision rate while maintaining high anonymity. A practical compromise between integrity and anonymity was achieved when the ID space is about ten times the number of participants.ImplicationsThe tool holds potential for making it easier to collect more comprehensive empirical evidence over time that in turn will provide a more solid basis for drawing reliable conclusions based on research data. An open-source implementation of the tool that runs locally in a web-browser is made available.
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Project description:Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. In these RQs, students answer point-valued questions until they reach a threshold. If students answer incorrectly, the question decreases in point value on the next attempt. These RQs also give students who answer questions incorrectly more questions on that topic and direct students to sections of a textbook they need to review. We assessed the impact of gamified, adaptive preclass RQs compared with more traditional preclass RQs on in-class RQs and course exam performance as well as students' perceptions of RQs. Students in the gamified, adaptive treatment performed equally compared with students in the traditional, static treatment on in-class RQs and course exams. While students in the gamified, adaptive treatment did have a more positive perception of preclass RQs, this factor explained less than 3% of the variation in RQ perception. Our findings suggest that instructors should verify that gamified, adaptive technologies impact student learning in their course before integrating them into their course and asking students to pay for them.
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Project description: Not available
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Project description:We developed ML-based methods to optimize PE design
2021-07-26 | GSE175955 | GEO
Project description:The assimilation of population models into ecological risk assessment (ERA) has been hindered by their range of complexity, uncertainty, resource investment, and data availability. Likewise, ensuring that the models address risk assessment objectives has been challenging. Recent research efforts have begun to tackle these challenges by creating an integrated modeling framework and decision guide to aid the development of population models with respect to ERA objectives and data availability. In the framework, the trade-offs associated with the generality, realism, and precision of an assessment are used to guide the development of a population model commensurate with the protection goal. The decision guide provides risk assessors with a stepwise process to assist them in developing a conceptual model that is appropriate for the assessment objective and available data. We have merged the decision guide and modeling framework into a comprehensive approach, Population modeling Guidance, Use, Interpretation, and Development for Ecological risk assessment (Pop-GUIDE), for the development of population models for ERA that is applicable across regulatory statutes and assessment objectives. In Phase 1 of Pop-GUIDE, assessors are guided through the trade-offs of ERA generality, realism, and precision, which are translated into model objectives. In Phase 2, available data are assimilated and characterized as general, realistic, and/or precise. Phase 3 provides a series of dichotomous questions to guide development of a conceptual model that matches the complexity and uncertainty appropriate for the assessment that is in concordance with the available data. This phase guides model developers and users to ensure consistency and transparency of the modeling process. We introduce Pop-GUIDE as the most comprehensive guidance for population model development provided to date and demonstrate its use through case studies using fish as an example taxon and the US Federal Insecticide Fungicide and Rodenticide Act and Endangered Species Act as example regulatory statutes. Integr Environ Assess Manag 2021;17:767-784. © 2020 SETAC. This article has been contributed to by US Government employees and their work is in the public domain in the USA.
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Project description:To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom's taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student's grade point average in courses other than biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration.
| S-EPMC5998316 | biostudies-literature
Project description:Language learning is an emerging research area where researchers have done significant contributions by incorporating technological assistantship (i.e., computer- and mobile-assistant learning). However, it has been revealed from the recent empirical studies that little attention is given on grammar learning with the proper instructional materials design and the motivational framework for designing an efficient mobile-assisted grammar learning tool. This paper hence, reports a preliminary study that investigated learner motivation when a mobile-assisted tool for tense learning was used. This study applied the Attention-Relevance-Confidence-Satisfaction (ARCS) model. It was hypothesized that with the use of the designed mobile- assisted tense learning tool students would be motivated to learn grammar (English tense). In addition, with the increase of motivation, performance outcome in paper- based test would also be improved. With the purpose to investigate the impact of the tool, a sequential mixed-method research design was employed with the use of three research instruments; Instructional Materials Motivation Survey (IMMS), a paper-based test and an interview protocol using a semi-structured interview. Participants were 115 undergraduate students, who were enrolled in a remedial English course. The findings showed that with the effective design of instructional materials, students were motivated to learn grammar, where they were positive at improving their attitude towards learning (male 86%, female 80%). The IMMS findings revealed that students' motivation increased after using the tool. Moreover, students improved their performance level that was revealed from the outcome of paper-based instrument. Therefore, it is confirmed that the study contributed to designing an effective multimedia based instructions for a mobile-assisted tool that increased learners' motivational attitude which resulted in an improved learning performance.
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Project description:We used noninvasive MRI and voxel-based morphometry (VBM) to detect changes in brain structure in three adult Japanese macaques trained to use a rake to retrieve food rewards. Monkeys, who were naive to any previous tool use, were scanned repeatedly in a 4-T scanner over 6 weeks, comprising 2 weeks of habituation followed by 2 weeks of intensive daily training and a 2-week posttraining period. VBM analysis revealed significant increases in gray matter with rake performance across the three monkeys. The effects were most significant (P < 0.05 corrected for multiple comparisons across the whole brain) in the right superior temporal sulcus, right second somatosensory area, and right intraparietal sulcus, with less significant effects (P < 0.001 uncorrected) in these same regions of the left hemisphere. Bilateral increases were also observed in the white matter of the cerebellar hemisphere in lobule 5. In two of the monkeys who exhibited rapid learning of the rake task, gray matter volume in peak voxels increased by up to 17% during the intensive training period; the earliest changes were seen after 1 week of intensive training, and they generally peaked when performance on the task plateaued. In the third monkey, who was slower to learn the task, peak voxels showed no systematic changes. Thus, VBM can detect significant brain changes in individual trained monkeys exposed to tool-use training for the first time. This approach could open up a means of investigating the underlying neurobiology of motor learning and other higher brain functions in individual animals.
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