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91.
We examined if cardiovascular and affective responding to video game play changed across social context or with game content. Male participants (13–22 years old) played a violent or nonviolent video game. Each participant played the game individually, competitively against a male partner, and cooperatively with the partner. There was no effect of social condition on heart rate (HR) or diastolic blood pressure (DBP). Participants had significantly higher systolic BP (SBP) when playing individually and competitively than when playing cooperatively, probably because play was more continuous. There was no impact of game type for HR or SBP. DBP was significantly higher for participants who played the violent game, perhaps because participants found the violent game more exciting and enjoyable. Participants who played the violent game rated the experimenters more positively than those who played the nonviolent game. Participants found game play more exciting, enjoyable, stressful, and frustrating, but less boring and relaxing, when they played competitively or cooperatively than when they played individually. The results are discussed in terms of the general aggression model. 相似文献
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Kara Noel 《Legal Reference Services Quarterly》2013,32(4):245-267
This article examines the role of law libraries with respect to free Web-based legal information sites and the lack of access to low-cost legal advice. The legal profession's reaction to these sites and suggestions on how to address professional and ethical concerns are discussed. 相似文献
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Hong Kong has always been regarded as a critical region of Cultural China. Surprisingly, traditional Chinese medicine has not yet been accepted as legitimate in the city. This study uses acupuncture as a case to investigate the way media texts work to organize a field of knowledge and practices about health in a post-colonial society where contrasting perspectives and hybrid ideas rooted from the East and the West intermingle. Acupuncture is conceptualized as socially constructed health knowledge that has become increasingly legitimate in media discourse. Through a mixed-method approach that combines discourse and content analysis, a total of 666 news articles related to acupuncture published in two Hong Kong newspapers over a 10-year period were analyzed. Three major forms of discursive construction of legitimation – authorization, rationalization, and moral evaluation – were identified and elaborated in association with the texts and the social contexts. This study reveals a complex process of generating legitimacy for health knowledge through news narratives. 相似文献
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This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts. 相似文献
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Kara K. Palmer Abigail L. Matsuyama Leah E. Robinson 《Early Childhood Education Journal》2017,45(2):201-206
Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers’ physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and another 47 children participated in a planned movement session. Children in the movement program replaced their outdoor free play with a structured movement session on 2 days each week. All movement opportunities were 30-min in duration. Physical activity was objectively measured using accelerometers. Results show that, compared to children on the playground, children in the movement program engaged in less sedentary behaviors and more light, moderate, vigorous and moderate to vigorous physical activity. In total, children in the movement program engaged in 15.5 min of healthier physical activity behaviors as compared with children in the outdoor free play. Structured movement time appears to afford children an opportunity to engage in more physical activity than outdoor time alone. Findings support that preschool centers should provide children with a daily structured movement time that includes formalized instruction in addition to regularly scheduled outdoor free play. 相似文献
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This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying. 相似文献
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Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video. 相似文献
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Feng Liu Albert D. Ritzhaupt Kara Dawson Ann E. Barron 《Educational technology research and development : ETR & D》2017,65(4):795-813
The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher’s use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher’s experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools. 相似文献
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