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Analyze the acute effect of high-intensity functional training on cognition and physiological parameters according to performance. Thirty-two practitioners were divided into groups according to their performance: Elite (n=07; age: 28.9±4.7 years), Advanced (n=10; age: 33.4±4.6 years), and Beginner (n=15; age: 30.6±7.1 years). This research compares the groups and pre-HIFT and post-HIFT moments and correlations for physiological and cognition. Statistical analysis used ANOVA repeated measures and Pearson's correlation coefficient. Data are mean (M) ± standard deviation (SD). Applied the Five-digit test, evaluated the physiological parameters, and performed the WOD Fran. Showed a significant difference concerning the performance of the HIFT time (E:177.1±29.8s < A: 314.3±46.8s and B: 538.2±102.1s) and difference in cognition regarding the comparison between moments: reading (E:76.4±20.2 > A:75.5±28.9 and B:74.6±22.3 Pk), counting (E: 86.4±10.7 > A:77.5±20.6 and B:81.1±21.1Pk), choice (E:89.3±9.8 > A:89.0±9.7 and B:74.6±22.8Pk), shifting (A:91.0±8.4 > E:86.4±10.7 and B:76.4±21.7Pk), inhibition (A:76.5±12.5 > E:76.4±20.2 and B:68.6±18.3Pk), flexibility (A:93.0±6.3 > E:89.3±9.8 and B:86.1±11.1Pk), lactate (E:13.1±1.8 < A:15.1±3.2 and B:16.1±3.7mmol), heart rate (E:188.0±6.6 > A: 174.1±16.1 and B: 185.1±8.9bpm), systolic blood pressure (E:149.7±11.5< A:151.0±9.3 and B:152.5±8.1mmHg), and diastolic blood pressure (E:73.4±6.2 > A:72.8±9.6 and B:69.3±7.1mmHg). Our results confirm that high-intensity exercise improves cognitive functions. [ABSTRACT FROM AUTHOR]

The problem we face today is that many people think that playing games only has a negative impact on a person's brain and behavior. but the fact is that playing games has a positive impact in many ways. The aim of this document is to prove whether video games can really influence human behavior on their decision-making skills. We will test 22 respondents directly who are teenagers and adults around 17 - 25 years old, and we will score them after they have finished playing games with the genre that we decided. The results proved that competitive First-person shooter (FPS) games increase human ability to make decisions quickly and correctly. Many of our participants agree that after playing competitive FPS games, they feel a positive impact on their cognitive skills. Our participants said that they can quickly compare the impact of the decisions they make and choose exactly which is the best course of action. [ABSTRACT FROM AUTHOR]

The objective of this article is to design, develop, and evaluate an Internet of Things (IoT)-based serious gaming platform for children with autism spectrum disorder The platform aims to improve the children's cognitive skills. To attain this research objective, first, a conceptual framework for developing the gaming platform was proposed. Then, the conceptual ideas were materialized by developing three games (a puzzle game, a function card game, and a road crossing game) to be included in the gaming platform, which also incorporated a mobile application and three hardware systems. The hardware platform was used to play the game, and the mobile application was used to select, control, manage, and store the gaming performance and visualize players' progress. The proposed gaming platform was evaluated with 15 special needs children. We found that the gaming platform was usable, effective, and useful for the children on the spectrum and noticeably contributed to improving their cognitive skills. [ABSTRACT FROM AUTHOR]

Previous studies have contextualized student-led, asynchronous online discussions as collaborative learning experiences that positively impact students' learning and foster higher order cognitive skills. From a leadership education perspective, student-led discussions have come to the fore as a helpful resource for deepening learning because of their focus on collaboration and shared leadership. While literature on student-led online discussions, leadership learning, and cognitive skill is plentiful, there is no single study that explores all these elements together or fully points to how practicing meaning-making in online, asynchronous leadership courses can inform larger cognitive processes. Thus, the purpose of this conceptual content analysis-based study was to examine 35 undergraduate students' collaborative discussion board posts at the beginning, middle, and end of an online, asynchronous Ethics and Leadership class to assess not only if and to what extent students expressed cognitive skills, in general, but also if and to what extent they understood ethical leadership via these types of discussions. Further, from an exploratory lens, this study examined if there was a relationship between expression of higher order cognitive skills and more complex ethical leadership understanding. Results indicate that, while students achieved higher order cognitive skills and more holistic ethical leadership understanding overall, robustness of student engagement could be situational in nature and expressions of cognitive skills and ethical leadership understanding tapered as the course progressed. Additional findings and implications are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this research article was to investigate the impact of activity-oriented teaching on the students' performance in Physics at college level. An earlier study by Majid Khan, et. 2020, ten chapters from high school physics textbook were used. A sample of 60 students participated in that study. In the present study twenty (20) lessons were selected from 11th class Physics for the present study. All the science students at colleges of Khyber Pakhtunkhwa, studying Physics at the 11th grade, constituted the population. A sample of 80 students was randomly selected from Govt. College Peshawar, Mardan, Kohat and Malakand. Pre-test-Post-test Control Group Design? of experimental research was selected for this research study. Three MCQs type achievement tests were used as research tools for the data collection. Experimental group was taught with the help of activities whereas the control group was taught the same lessons through traditional method of teaching for the period of six (4) weeks. T-test was used to analyze the data. The results showed that the activity-based teaching is more effective for the development of higher order skills in the students. [ABSTRACT FROM AUTHOR]

Evidence from different countries suggests that non-cognitive skills play an important role in wage determination and overall social outcomes, but studies for Canada are scarce. We contribute to filling this gap by estimating wage regressions with the Big Five traits using the Longitudinal and International Study of Adults. Our results indicate that conscientiousness is positively associated with wages, while agreeableness, extraversion, and neuroticism are associated with negative returns, with higher magnitudes on agreeableness and conscientiousness for females. Cognitive ability has the highest estimated wage return so, while significant, non-cognitive skills do not seem to be the most important wage determinant. [ABSTRACT FROM AUTHOR]

The article presents a study on knowledge representation and pattern recognition skills of elite adult and youth soccer players in conditioned play phases. It mentions that players engaged in their expertise group and verbal accounts were recorded and encrypted into concepts such as goals, conditions and actions. It notes the use of a Mann Whitney test for analysing mean scores for the representation and a Chi Square test for determining deviations in the ability of recognising such pattern.

In the techno-driven world, mobile learning is an indispensable element of teaching-learning activities. It helps distance learners in many ways by meeting their different needs. This paper discusses in an eclectic and summary manner mobile learners' needs and how they might be facilitated. Further, it discusses the reasons why learners are tempted to use mobile learning. How it helps them in their study skills and in the enhancement of their cognitive skills, both of which they require in their learning activities. A critical analysis of these issues is followed by a crucial discussion. That is, whether it is possible to sustain quality assurance in mobile learning? The paper concludes with an assertive view that mobile learning is a smart choice for distance learners in the Open and Distance Learning system. [ABSTRACT FROM AUTHOR]