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11.
Alexandra Okada Raquel Pasternak Glitz Kowalski Claudio Kirner Patrícia Lupion Torres 《Interactive Learning Environments》2019,27(3):324-335
Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties. 相似文献
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Alexandra Okada Ingrid Noguera Lyubka Alexieva Anna Rozeva Serpil Kocdar Francis Brouns Tarja Ladonlahti Denise Whitelock Ana-Elena Guerrero-Roldán 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3264-3282
Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. 相似文献
13.
Young children often fail to generalize a novel verb based on sameness of action since they have difficulty focusing on the relational similarity across events while at the same time ignoring the objects that are involved. Study 1, with Japanese-speaking 3- and 4-year-olds (N = 28 in each group), found that similarity of objects involved in action events plays a scaffolding role in children's extraction of relational similarity across events when they extend a verb. Study 2, with 4-year-olds (N = 47), further showed that repeated experience of action-based verb extension supported by object similarity leads children to be better able to extend a novel verb based on sameness of action, even without support from object similarity. 相似文献
14.
Abstract The present study aimed to quantify the intensity of lower extremity plyometric exercises by determining joint mechanical output. Ten men (age, 27.3 ± 4.1 years; height, 173.6 ± 5.4 cm; weight, 69.4 ± 6.0 kg; 1-repetition maximum [1RM] load in back squat 118.5 ± 12.0 kg) performed the following seven plyometric exercises: two-foot ankle hop, repeated squat jump, double-leg hop, depth jumps from 30 and 60 cm, and single-leg and double-leg tuck jumps. Mechanical output variables (torque, angular impulse, power, and work) at the lower limb joints were determined using inverse-dynamics analysis. For all measured variables, ANOVA revealed significant main effects of exercise type for all joints (P < 0.05) along with significant interactions between joint and exercise (P < 0.01), indicating that the influence of exercise type on mechanical output varied among joints. Paired comparisons revealed that there were marked differences in mechanical output at the ankle and hip joints; most of the variables at the ankle joint were greatest for two-foot ankle hop and tuck jumps, while most hip joint variables were greatest for repeated squat jump or double-leg hop. The present results indicate the necessity for determining mechanical output for each joint when evaluating the intensity of plyometric exercises. 相似文献
15.
Keitaro Kubo Daisuke Miyazaki Toshihiro Ikebukuro Hideaki Yata Masaji Okada Naoya Tsunoda 《Journal of sports sciences》2017,35(8):742-748
The aim of the present study was to investigate and compare muscle and tendon stiffness under active conditions in sprinters and untrained participants. In total, 14 sprinters and 24 untrained men participated in this study. Active muscle stiffness in the medial gastrocnemius muscle was calculated based on changes in estimated muscle force and fascicle length during fast stretching after submaximal isometric contractions. Tendon stiffness was determined during isometric plantar flexion using ultrasonography. No significant differences were observed in active muscle stiffness between sprinters and untrained men at any torque levels. Furthermore, no significant difference was noted in tendon stiffness between the two groups. These results suggest that muscle and tendon mechanical properties in the plantar flexors under active conditions are similar in sprinters and untrained participants. 相似文献