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The Covid-19 pandemic that hit the world, Indonesia is no exception, has had a huge impact on various sectors, one of which is the education sector. Many activities that must be done online cause students to experience fatigue commonly called zoom fatigue and affect the task commitment level of students. The purpose of this study was to determine the relationship between Zoom fatigue and level tasks commitment on the students-level I Faculty of Nursing, University of Padjadjaran. This type of research is quantitative with a descriptive correlation design. The data collection technique used in this study is a questionnaire using google forms. The instrument used in this study is the Zoom fatigue & Fatigue Scale to measure zoom fatigue and the Task Commitment level Scale to measure task commitment levels. Data analysis conducted in this study is to use Rank spearman to test the hypothesis test. The results of data analysis conducted using the Spearman correlation technique obtained a sig value of 0.119 > 0.05 then it was concluded that there is no significant relationship between Zoom fatigue and task commitment level in Level I Students of the Faculty of Nursing, University of Padjadjaran. Researchers are further advised to identify also related to other variables that affect the level of task commitment such as punishment, reward, and praise, as well as environmental conditions. [ABSTRACT FROM AUTHOR]

This study describes an in-depth investigation of students' integration or connection formation across multiple texts. Students were asked to complete two multiple text tasks, differing in the number of texts that they asked students to connect and the variety of cross-textual connections able to be formed. For each task, students were asked to indicate (e.g., highlight) and explain each connection formed. Students' connection formation was analyzed in a variety of ways (e.g., number of texts connected, types of connections identified). Across two tasks, students were found (a) to form more evidentiary (i.e., linking specific information supporting main ideas) than thematic (i.e., linking main ideas across texts) connections, (b) to identify more similarities than differences, and (c) to form comparatively low-level, rather than high-level connections, with levels of connection formation distinguished according to the degree of specificity, abstraction, and elaboration that these reflected. Implications for further research and instruction are discussed. [ABSTRACT FROM AUTHOR]

In this study, students worked in pairs to problem solve through 3D construction. The aim was to assess whether collaboration might benefit students when solving spatial reasoning tasks. They found the benefits were more pronounced with students in Grade 2 than in Grade 1. [ABSTRACT FROM AUTHOR]

In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants' subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration - in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants' subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

This paper aims to identify and analyse the perceptions of first year students, majoring in Pedagogy, on online educational communication during the COVID-19 pandemic. Although students are considered “digital natives”, we were surprised to discover their preference for face-to-face teaching-learning activities as opposed to online teaching-learning in the future. Other significant results cover students’ suggestions regarding online teaching-learning: increasing the number of interactions and detailed explanations of topics / work tasks using Zoom, Google Meet; ensuring the attractiveness of work tasks and courses with the help of games, tests, movies; reducing the number of seminar topics. [ABSTRACT FROM AUTHOR]

This study investigates the impact of a dynamic geometry environment, GeoGebra, in enabling grade 9 students to explore a geometrical task related to the Euler's line. The research subjects were grade 9 students in India and Sweden who had no prior experience of using dynamic geometry. Their approach to geometrical reasoning, argumentation and conjecture making has been analysed using Marton's theory of variation, Pea's theory of technology as amplifier and reorganizer and with Marrades and Gutiérrez categorization of proofs. Results indicate that when students of both countries worked on geometrical tasks in GeoGebra, they arrived at similar conclusions. For both groups of students, GeoGebra played the role of amplifier and reorganiser in enabling their explorations. Further, in some of the construction and dragging episodes it was observed that the four functions of variation, namely, contrast, generalisation, separation and fusion played a significant role in developing students' geometrical thinking. Results further indicate that the dynamic geometry environment (DGE) facilitated the making of conjectures and developing empirical proof. However, when it came to developing a deductive proof, students required adequate scaffolding. In general, it concluded that students perform adequately when given investigatory problems in such an environment. They learn new mathematics and learn to handle the DGE at the same time. [ABSTRACT FROM AUTHOR]

In this article, James presents the Extended Hundreds Chart, a task he used with Year 6 students to explore their thinking about and representations of negative numbers. [ABSTRACT FROM AUTHOR]

Examples that learners generate, and questions they ask while generating examples, are both sources for inferring about learners’ thinking. We investigated how inferences derived from each of these sources relate, and how these inferences can inform task design aimed at advancing students’ knowledge of scale factor enlargement (i.e. scaling). The study involved students in two secondary schools in England who were individually tasked to generate examples of scale factor enlargements in relation to specifically designed prompts. Students were encouraged to raise questions while generating their examples. We drew inferences about students’ thinking from their examples and, where available, from their questions. These inferences informed our design and implementation of a set of follow-up tasks for all students, and an additional personalised task for each student who raised any questions. Students showed increased knowledge of, and confidence with, scale factor enlargement independently of whether they asked questions during the exemplification task. [ABSTRACT FROM AUTHOR]

This qualitative study offers an examination of the learning experiences of six individuals, each of whom initially learned for self-interested purposes, but later experienced a shift in their desire and pursued learning to benefit others. We conducted interviews that described this phenomenon and provided insight into the following question: What is the experience of a learner who transitions from learning out of self-interest to learning for the sake of another? Findings of this study include narrative case summaries for each participant and a cross-case analysis that includes six major themes regarding participants’ transition to altruistic forms of learning: humility as a prerequisite, communal learning, emphasis on the success of others, becoming more self-confident, becoming a more effective learner, and becoming more other centered. Overall, participants in this study found the most meaning by helping recipients achieve their own growth and development rather than by merely accomplishing tasks. [ABSTRACT FROM AUTHOR]

Introducing challenging tasks in such a way that makes them accessible, rather than daunting, to students is a challenge for teachers. Solving challenging tasks involves students having to grapple with the problem. The role of the teacher is to motivate and clarify the problem rather than showing students how to solve the problem. [ABSTRACT FROM AUTHOR]

This study explored the relationships between the discrepancy facet of perfectionism, time spent on academic tasks, task-related and overall anxiety, and general psychological well-being in high-achieving university students (N = 83). Using a lab paradigm, we hypothesized those higher in discrepancy would 1) experience greater task-related state anxiety, 2) invest more time in study tasks, 3) report higher overall anxiety and lower psychological well-being, and that 4) these relationships would remain significant even after taking covariates into account. Results of this preliminary study suggest individuals with elevated discrepancy do not spend more time working than other high-achievers, yet experience greater task-related and overall anxiety, and poorer psychological well-being. [ABSTRACT FROM AUTHOR]

Previous research indicates that students' classroom laptop use distracts their peers and negatively affects the learning of their neighbors. The purpose of this study was to determine whether the types of activities that laptop users undertake (i.e., on-task note-taking versus off-task Web browsing) differentially affect their neighbors' learning. Sixty-two participants listened to a lecture in a classroom setting while seated either in front of, to the left of, to the right of, or behind a laptop-using confederate who switched from taking notes on their computer to browsing the internet at specified points during the lecture. Participants performed better on post-lecture quiz questions that asked about material covered while the confederate was on task than those that asked about material covered while the confederate was off task. This effect was comparable regardless of where participants sat in relation to the confederate. Our results support previous evidence that students' laptop use distracts neighboring students and expands on prior literature by further demonstrating that the types of activities that laptop users engage in during lecture matters for all neighboring students' comprehension of material. • Students' classroom laptop use negatively affects their neighbors' learning. • We examined whether this effect depends on whether laptop users are on or off task. • Off task laptop use was more detrimental to neighbors' learning than on task use. • This was true regardless of where neighbors sat relative to the laptop user. • Results support technology bans or incentives to reduce classroom technology use. [ABSTRACT FROM AUTHOR]

The primary aim of the present study was to investigate the functional form of discounting of monetary rewards by physical effort in potentially real and hypothetical contexts. Individuals (N = 142) completed the assessments with hypothetical and potentially real effort discounting tasks, and their hypothetical or potentially real consequences. The data obtained from the experiment reported here suggest that hypothetical conditions yield patterns of discounting that mirror those for potentially real effort tasks and outcomes. However, this finding also leaves open the possibility that the degree of discounting may change together with the repeated exposure to the consequences of decisions, or the counterbalanced order of hypothetical and potentially real tasks. • Researchers using hypothetical rewards have questioned the validity of the procedure. • Potentially real effort tasks are compared to hypothetical effort tasks. • Hypothetical conditions yield patterns that mirror those for potentially real tasks. • Counterbalanced order of hypothetical and potentially real tasks should be considered. [ABSTRACT FROM AUTHOR]