Search

Diversified development of educational strategies has been increasingly growing in the field of teacher education to address the challenges in residential-based learning brought by the virtual classroom setting. Necessarily, the application of game-based learning (GBL) is viewed to significantly contribute to complementing the students' learning deficiencies. Hence, this study was conducted to increase concept retention among pre-service physical educators (PSPEs) through a game-based assessment strategy called moneypoly game. This descriptive-qualitative collaborative action research study comprised 48 student-participants enrolled in the professional education course, "Curriculum and Assessment in Physical Education and Health Education for K to 12", at a teacher education institution in Central Luzon, Philippines during the first semester of the academic year 2022-2023. Educational activities related to the moneypoly game were implemented multiple times during the face-to-face class sessions. Subsequently, open-ended reflective questionnaires were administered to obtain authentic and valid data to capture the increment of concept retention among the PSPEs. Adhering to Braun and Clarke's Thematic Analysis technique, students' responses were themed via qualitative analysis software powered by MAXQDA Analytics Pro 2022. Findings revealed three (3) emerging themes that helped learners retain long-term memory of the lessons' concepts. This includes (1) learners' experiences in the moneypoly game that strengthen their concept retention, (2) contributing factors to students' constant participation, and (3) significant recommendations to improve the game-based assessment strategy in the next cycle. These characteristics of the moneypoly game influenced the way that students learned and remembered information. This led to the perception that the intervention generated multiform driving forces for the learners' all-encompassing learning. The exploration and utilization of GBL could be applied to other areas of discipline to corroborate the findings made in this study. [ABSTRACT FROM AUTHOR]

The Columbia River is a major source of and conduit for Pacific Northwest economic activity, and is one of the more heavily modified rivers in North America. Understanding human and climate‐induced changes in its hydrologic properties is, therefore, vital. Long streamflow records are essential to determining how runoff has changed over time, and Columbia River daily streamflow record at The Dalles began in 1878. To understand and separate anthropogenic and climate effects, however, it is also necessary to have a basin‐scale estimate of virgin or naturalized flow. The United States Geological Survey has calculated a monthly averaged adjusted river flow at The Dalles for 1879–1999 that accounts for the effects of flow regulation. The Bonneville Power Administration has estimated the monthly averaged virgin flow at The Dalles, i.e. the flow in the absence of both flow regulation and irrigation depletion for 1929–89. We have estimated the monthly virgin flow of the Columbia River at The Dalles from records of irrigated area for the missing early years, i.e. for the period 1879–1928. In addition, to allow hindcasting of a virgin flow sediment transport for the system, a daily virgin flow index with realistic higher moments and spectral properties has been calculated. Examination of the virgin flow record shows that climate change since the late 19th century has decreased annual average flow volume by > 7%; irrigation depletion has reduced the flow by another ∼7%. Copyright © 2005 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]