Neuroanatomy Learning: Augmented Reality vs. Cross-Sections     

Dylan J.H.A. Henssen  Loes van den Heuvel  Guido De Jong  Marc A.T.M. Vorstenbosch  Anne-Marie van Cappellen van Walsum  Marianne M. Van den Hurk  Jan G.M. Kooloos  Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.  相似文献   

Beeckman’s engagement of mechanics and philosophy     

Fokko Jan Dijksterhuis 《Metascience》2015,24(1):91-93

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The historical contingency of rationality: The social sciences and the Cold War     

Jeroen van Dongen 《Metascience》2015,24(1):71-76

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Giving voice to participants in education     

Jan Germen Janmaat  Nitya Rao  Tristan McCowan 《Compare》2016,46(5):677-680

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Learning through artful knowing     

Pleuntje van Meer 《Action Learning: Research and Practice》2016,13(3):237-251

Unfinished and ongoing exploration, Oil Painting, 1.30?*?1?m, September 2015.  相似文献   

Educational leadership and pupil achievement in primary education     

W. van de Grift  A.A.M. Houtveen 《School Effectiveness & School Improvement》2013,24(4):373-389

Educational leadership can be defined as the ability of a principal to initiate school improvement, to create a learning-oriented educational climate, and to stimulate and supervise teachers in such a way that the latter may execute their tasks as effectively as possible. In 1989, 1993, and 1998, teacher perceptions of educational leadership of principals in Dutch elementary education were evaluated by means of a Rasch-scale. It turned out that the educational leadership of Dutch principals has grown considerably. In both 1989 and 1993 the effect of educational leadership on pupil achievement was investigated. While in 1989 no significant relationship was found, the results of 1993 show a significant relationship between educational leadership and average pupil achievement over 3 successive years corrected for school environment.  相似文献   

Tool Support for Teaching the Personal Software Process     

Margot Postema  Martin Dick  Jan Miller  Simon Cuce 《Computer Science Education》2013,23(2):179-193

Software engineering education can be viewed as a challenging task. Computer science students tend to focus on the programming aspects of a project, and take a “hacking approach” to completing a project, rather than viewing the process. Our course material includes teaching the Personal Software Process (PSP). Students are required to produce defect and effort metrics, as well as project summary reports. Tools to assist information recording and production of reports are difficult for students to access. The cost in terms of financial and learning time is usually too high at the educational level to justify using commercial tools that are available for the professional software engineer. We have developed a tool—Personal Assistant for Software Engineers—to aid students in the learning of the PSP. The tool has been successfully used in four subjects for a semester. Following feedback and evaluation, it has been redesigned, and is currently in stage two. The tool has been useful for students, and has automated the previous manual process of producing time and defect reports, along with project summaries, thus allowing them to focus on the meaning of the information.  相似文献   

Interactive policy-making: The principles     

C. van Woerkum 《The Journal of Agricultural Education and Extension》2013,19(4):199-212

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The Triple Option … For Women in Sport     

Jan Felshin 《Quest (Human Kinetics)》2013,65(1):36-40

This paper reviews the current research on teacher effectiveness as it applies to physical education in the areas of (a) teacher expectations, (b) classroom management and organization, (c) a supportive learning environment, (d) active teaching, task-oriented, or direct instruction, (e) curriculum pacing, (f) student opportunity to learn, including allocated, engaged, and academic learning time, (g) teaching to mastery, and (h) grade-level differences. Some problems in applying the research to actual school situations are presented, along with implications for physical education.  相似文献   

On posthuman subjectivity     

Annette-Carina van der Zaag 《Journal of Cultural Economy》2016,9(3):330-336

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