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The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

The aim of this study was to investigate the relationship between lower extremity flexibility values and vertical jump performance of elite soccer players. Twenty-six young elite male soccer players voluntarily participated in the study. Age, height, and weight of the participants were determined as descriptive statistics. Lower extremity flexibility (ROM) test and vertical jump (counter movement jump=CMJ) performance determination test were applied to the participants. A goniometer was used for lower extremity flexibility measurement and My Jump 2 application, which has proven its validity and reliability, was used for CMJ performances. Descriptive characteristics of the participants included in the study were mean age: 16.23 ±.51 years, height: 172.96 ±7.56 cm, body weight: 63,15±7,69 kg. The mean values of CMJ performance of the participants were: 37,54±5,51; the mean value of lower extremity flexibility angles (ROM) was 115±4,99°. According to the data obtained, a statistically significant relationship was observed between ROM and CMJ performance characteristics of elite soccer players (p=0.008) (p<0.05). According to the results obtained, a significant relationship was found between ROM and CMJ performances of soccer players. It can be said that teaching the importance of flexibility exercises to soccer players in soccer training programs and including them in training programs will positively affect the sudden power output performances of soccer players such as jumping.

Strategic Intervention Material (SIM) is an instructional learner material developed to enhance the academic performance of low-performing students. This study aimed to develop e-SIM and investigate its effect on the student's academic performance and learning motivation in Newton's Laws of Motion. The participants were 40 students from Grade 12 ABM and HUMSS strands drawn from a private school in Valenzuela City, Philippines. A quasi-experimental design was utilized in this study using a one-group pre-test and post-test design since the study aims to measure the cause-and-effect of using e-SIM in learning physics. The quantitative data of this research was obtained through a motivational scale, concept test (pre-test and post-test), and e-SIM. The data was analyzed by average mean, p-value, and Wilcoxon Signed Ranks Test. According to the analysis result, there is a significant difference between the academic performance and learning motivation of the students using e-SIM. The use of e-SIM in enhancing academic performance and learning motivation in Newton's second law of motion is recommended.

There is a need to develop an anatomy course with contemporary pedagogy that is consistent with the core of the occupational therapy profession. The purpose of this study was to examine students' perception of a blended learning pedagogy applied to an occupation-based anatomy course compared to a traditionally delivered anatomy course using cadaver lab for entry-level doctoral occupational therapy students at a private university in the Pacific Northwest region. A retrospective, nonrandomized, twogroup, post-test only design with data gathered at the completion of each course was used. One student cohort received the occupation-based anatomy course with a traditional in-person learning format and the other received the course guided by the universal design, blended learning format. The primary outcomes were students' course performance and perception of the course. At the completion of the course, both student cohorts had equivalent course performance. Compared to those who received the traditional format, the blended learning format cohort yielded significantly higher scores in 3 out of 5 categories of the course evaluation, including syllabus design, contribution of course content to their needs as a professional, and assessment methods that reflected their learning. The study results suggest that the occupation-based anatomy course guided by a contemporary pedagogical approach is equal to traditional methods in anatomical knowledge acquisition but statistically superior in meeting students' perceived needs as professionals and reflecting their learning.

The aim of this study was to investigate the effect of therapeutic play training on physical health in 10-12 year old children with back muscle weakness. Experimental research model was used in the study. According to the results of the Functional Movement Screening test, 16 children (8 Study, 8 Control) with back muscle weakness were included in the study as participants. According to the pre-test analysis results, children with weak back muscles were given therapeutic play training with 7 different games adapted to increase healthy posture and physical development for 8 weeks and 3 days a week. At the end of the therapeutic game education application process, the FMS test (post-test) was administered to the children again and the results were recorded. The groups were homogeneously distributed, independent sample t-test was used to determine the difference between the research and control groups, and paired sample t-test was used to compare the data within groups. All statistical values obtained were evaluated at 95% confidence interval and significance was evaluated at p<0.05 level. According to the findings obtained from the study, a statistically significant difference was found when the FMS pre-test-post-test results of the children in the study group, in which therapeutic games were applied, were analyzed (p<0.05). As a result of the FMS pre-test before the education program was started, it was determined that 7 of the 8 participants, who could not reach a sufficient score and whose back muscles were found to be weak, reached a sufficient score according to the FMS post-test results after the applications, and only 1 participant showed positive development although he could not get a sufficient score. When the FMS pre-post test results applied to the control group were examined, it was determined that there was no statistically significant difference p>0.05.

Objective, quantitative measures of caregiver-child interaction during play are needed to complement caregiver or examiner ratings for clinical assessment and tracking intervention responses. In this exploratory study, we examined the feasibility of using automated video tracking, Noldus EthoVision XT, to measure 159 2-to-7-year-old autistic children's patterns of movement during play-based, caregiver-child interactions and examined their associations with standard clinical measures and human observational coding of caregiver-child joint engagement. Results revealed that autistic children who exhibited higher durations and velocity of movement were, on average, younger, had lower cognitive abilities, greater autism-related features, spent less time attending to the caregiver, and showed lower levels of joint engagement. After adjusting for age and nonverbal cognitive abilities, we found that children who remained in close proximity to their caregiver were more likely to engage in joint engagement that required support from the caregiver. These findings suggest that video tracking offers promise as a scalable, quantitative, and relevant measure of autism-related behaviors.

While previous research has highlighted the significance of pedagogical approaches such as story, embodiment, and play for young children's science learning, limited attention has been given to how these three approaches can be integrated into a learning environment to support science learning for young children. Accordingly, this study designed a learning environment, "story-driven embodied play," by integrating story, body movements, and guided play to encourage children's agency in investigating a science phenomenon. Video data were collected for three iterations of the activity with preschool-age children (aged 3-5) at a local children's science museum and local preschools. Employing a sociocultural perspective on science learning through story, embodiment, and playful learning, the study found that the story-driven embodied play activity promoted children's agency by positioning them as protagonists when they investigated the science phenomenon through guided play. Furthermore, the results suggest that children, as embodied learners, used their bodies to interact with and figure out the science phenomenon during guided play. These findings extend our understanding of how to integrate story, embodiment, and play to generate synergy and promote young children's agency in science learning.

This study explored the impact of interactive e-books on the viewing behaviors of children in science demonstrations at museums. To conduct this study, an interactive e-book on a pendulum experiment was developed and integrated into a physical science demonstration at a museum. Two scientific demonstrations were conducted in this study. The first demonstration was conducted using the conventional science demonstration method, without integrating the interactive e-book into the demonstration. The second was a science demonstration with an integrated interactive e-book. The study analyzed and compared the children's learning motivation, viewing behaviors, and knowledge gained in both demonstrations. The results showed that the different science demonstrations did not significantly affect the children's current knowledge gain or learning motivation. However, the sequence analysis revealed that in the conventional science demonstration without the interactive e-book, children were more engaged in observing the science demonstration, experiment, and instrument operation and interacting with neighboring viewers. In contrast, in the science demonstration with the integration of the interactive e-book, children had more physical involvement, including pointing at the answers in the e-book, swinging their arms with the pendulum animation, and nodding when confused about the expected results. In addition, the children who joined the demonstration with the interactive e-book made more attempts to learn about procedural knowledge. These results demonstrated that both learning modes have similar learning effects on children, indicating the feasibility of the two learning modes. Furthermore, the results revealed that children's needs might differ when engaged in different modes of science demonstrations; for example, conventional modes need more support from companions, whereas e-book modes need more children's physical participation.

The movement of air into and out of the lungs is facilitated by changes in pressure within the thoracic cavity relative to atmospheric pressure, as well as the resistance encountered by airways. In this process, the movement of air into and out of the lungs is driven by pressure gradients established by changes in lung volume and intra-alveolar pressure. However, pressure never sucks! The concept that pressure never sucks, pressure only pushes encapsulates a fundamental principle in the behavior of gases. This concept challenges common misconceptions about pressure, shedding light on the dynamic forces that govern the movement of gases. In this Illumination, we explore the essence of this concept and its applications in pulmonary ventilation. Pressure is one of the most important concepts in physics and physiology. Atmospheric pressure at sea level is equal to 1 atmosphere or around 101,325 Pascal [Pa (1 Pa ¼ 1 N/m[superscript 2])]. This huge pressure is pushing down on everything all the time. However, this pressure is difficult to understand because we do not often observe the power of this incredible force. We used five readily available, simple, and inexpensive demonstrations to introduce the physics and power of pressure. This extraordinarily complex physics concept was approached in a straightforward and inexpensive manner while still providing an understanding of the fundamental concepts. These simple demonstrations introduced basic concepts and addressed common misconceptions about pressure.

Collaborative learning, driven by knowledge co-construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine-detected body movements during the learning process relate to their verbal and nonverbal contributions to the co-construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine-detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called "interaction geography." Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns. We discuss how this visual method and framework can be used and expanded by classroom researchers and teachers as a starting point to better understand teaching as a situative and spatial practice, a crucial step in characterizing responsive forms of instruction. This work has implications not only for teachers and teacher educators but also for architects, administrators, and researchers concerned with the physical design of classrooms.

Although the value of physical activity for physical and mental health is well accepted, benefits for learning are less clear. Research about the incorporation of physical activity in teaching practice and the benefits teachers perceive for student learning and behaviour is sparse. In the current study, Australian teachers (n = 222) completed an online survey. Over 70% of the participants reported using physical activity in their teaching practice. Activities included movement breaks, such as stretches and balancing games, or ones that were intended to stimulate the brain, described as 'crossing the midline' exercises. Some teachers integrated physical activity with academic content, such as tossing a ball while practising math facts. Among the perceived benefits of physical activity were energising students and promoting their engagement with learning. Overall, there was strong acceptance of the value of incorporating physical activity in teaching practice.

Some suggest autistic people display impaired Interpersonal Synchrony. However, partners of different neurotypes can struggle to connect and empathise with one another. We used Motion Energy Analysis to examine Social Motor Synchrony (SMS) in familiar partners of the same neurotype: pairs of autistic and of neurotypical children. Partners played two shared tablet activities, one to support collaboration by facilitating engagement and other-awareness (Connect), and one with no additional design features to facilitate collaboration (Colours). The neurotypical group showed similar SMS to the autistic group in Colours but lower SMS in Connect. The autistic group displayed similar levels of SMS in each activity. Autistic children can synchronise to a similar, or greater, degree than neurotypical children when the social context and type of task are considered.

Various researchers have reported that learners still have a limited conceptual knowledge of linear motion which may affect their learning achievement and motivation towards this subject matter. For this purpose, an investigation was conducted to find out the effect of the Project-Based Learning (PBL) approach with educational robotics on senior students' conceptual understanding of linear motion and learning motivation. This study used a quasi-experimental non-equivalent group design with a quantitative research approach. Participants were 78 senior students selected purposively from one school whose teachers have been trained on PBL by Rwanda Quality Basic Education for Human Capital Development project. A linear motion achievement test and a 5-point Likert motivation scale questionnaire were administered to the same groups of students. Descriptive and inferential statistics were used to analyse data quantitatively using Ms Excel and SPSS. Results have shown that students who were taught through PBL had more motivation toward learning linear motion and conceptualized better linear motion. The study recommends implementing Project-Based Learning (PBL) approaches, including educational robotics, and providing professional development for teachers to improve senior students' conceptual understand and motivation in linear motion.

It is known that the rhythms of speech are visible on the face, accurately mirroring changes in the vocal tract. These low-frequency visual temporal movements are tightly correlated with speech output, and both visual speech (e.g., mouth motion) and the acoustic speech amplitude envelope entrain neural oscillations. Low-frequency visual temporal information ('visual prosody') is known from behavioural studies to be perceived by infants, but oscillatory studies are currently lacking. Here we measure cortical tracking of low-frequency visual temporal information by 5- and 8-month-old infants using a rhythmic speech paradigm (repetition of the syllable 'ta' at 2 Hz). Eye-tracking data were collected simultaneously with EEG, enabling computation of cortical tracking and phase angle during visual-only speech presentation. Significantly higher power at the stimulus frequency indicated that cortical tracking occurred across both ages. Further, individual differences in preferred phase to visual speech related to subsequent measures of language acquisition. The difference in phase between visual-only speech and the same speech presented as auditory-visual at 6- and 9-months was also examined. These neural data suggest that individual differences in early language acquisition may be related to the phase of entrainment to visual rhythmic input in infancy.

This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, "Pandemic" by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fully immersed in the learning environment, actively manipulating it based on affordances designed to support learning, offering insights into the relationship between physical interaction and metacognition. The study collected multimodal data from 15 participants, including think-aloud audio, bird's-eye view video recordings and physiological data. Metacognitive monitoring was analysed through qualitative coding of the think-aloud protocol, while movement was measured via optical flow analysis and cognitive load was assessed through heart rate variability analysis. The results revealed embodied metacognition by aligning the data to identify learners' physical states alongside their verbalised metacognition. The findings demonstrated a temporal interplay among cognitive load, metacognitive monitoring, and motion during VR-based learning. Specifically, cognitive load, indicated by the low- and high-frequency heart rate variability index, predicted instances of metacognitive monitoring, and monitoring predicted learners' motion while interacting with the VR environment. This study further provides future directions in understanding self-regulated learning processes during VR learning by utilizing multimodal data to inform real-time adaptive personalised support within these environments.

This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty-six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one-way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR-based training experiences for future workforce development.

The purpose of this article is to revisit the biomechanical concepts of Paul Rolland's scholarship on bowing to provide a new framework of Rolland's underlying bowing principles. First, we discuss how whole body movements help facilitate natural bowing, which can generate better tone efficiently from freedom of movement. Second, we attend to the movements of the bow arm, which can be conceptualized as the natural rotation of the arm. Third, we comment upon the concept of balance, concerning bow hold, leverage, and bow pressure while discussing the particulars of finger placement, its function in bowing, and balance and leverage in the bow arm. The concepts of whole body, movement, and balance should be considered in variable conditions considering the relationship between body parts and the whole. Also, the three biomechanical concepts are not independent or self-sufficient but correlated ideas. Not only do these ideas help with the acquisition of technical skills, but they also pave the way for a pleasing and natural tone quality as well as enhanced musical expression.

Some researchers suggest difficulties synchronising with a partner could underpin the social differences associated with Autism Spectrum Condition, potentially acting as a marker for autism. Social Motor Synchrony (SMS) is one aspect of synchrony that could augment observational diagnostic procedures. However, the full breadth of literature examining SMS in autism has not been systematically reviewed. A systematic review following the Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines yielded 29 papers meeting inclusion criteria. Of 21 studies including a comparison group, all indicated weaker SMS between two autistic partners and in mixed-neurotype partnerships compared with two non-autistic partners. Papers involving mixed-neurotype pairs without a comparison group showed higher than chance SMS and demonstrated an increase in SMS over time following rhythm-based interventions. Although research so far demonstrates weaker SMS in pairs involving an autistic partner compared with non-autistic pairs, we identified several limitations which may have influenced SMS in autistic people and their partners. Further work is needed with autistic partnerships, more natural and preferred tasks within comfortable settings and partnerships, and more work to identify the basis of synchrony differences. We set out implications for design of further research.

Quantum science is in the news daily and engages students' interest and curiosity. A fundamental quantum science concept that underpins medical imaging, quantum computing and many future technologies is quantum spin. Quantum spin can explain many physical phenomena that are in the lower secondary school curriculum, such as magnetism and light, making its inclusion a great motivator for students. Here we present an activity sequence for teaching quantum spin in the classroom using spinning tops and gyroscopes to highlight the common properties of classical angular momentum and quantum spin. These toys can provide an easily understood window to the quantum world for lower secondary school students. Students who have engaged in these activities reported enjoying the content and appreciating its relevance.

We report preliminary results of computer vision analysis of caregiver-child interactions during free play with children diagnosed with autism (N = 29, 41-91 months), attention-deficit/hyperactivity disorder (ADHD, N = 22, 48-100 months), or combined autism + ADHD (N = 20, 56-98 months), and neurotypical children (NT, N = 7, 55-95 months). We conducted micro-analytic analysis of 'reaching to a toy,' as a proxy for initiating or responding to a toy play bout. Dyadic analysis revealed two clusters of interaction patterns, which differed in frequency of 'reaching to a toy' and caregivers' contingent responding to the child's reach for a toy by also reaching for a toy. Children in dyads with higher caregiver responsiveness had less developed language, communication, and socialization skills. Clusters were not associated with diagnostic groups. These results hold promise for automated methods of characterizing caregiver responsiveness in dyadic interactions for assessment and outcome monitoring in clinical trials.

Elementary music educators use a variety of strategies in classroom instruction. The purpose of this case study was to explore student perceptions of Curwen hand signs, a common instructional strategy in elementary music classrooms. Second- and third-grade students reported various challenges, benefits, and influential factors surrounding hand sign use. Results indicated that students enjoyed movement activities and benefited from visual and physical reminders of singing tasks during instruction. They described several challenges, including multitasking, required background knowledge, and distraction. Influential factors included a learning curve, accuracy, placement, pattern length and complexity, and enjoyment. The results of this study suggest that hand signs should be considered one instructional strategy in a toolbox of multiple approaches.

The more-than-human turn in early childhood education has highlighted the relevance of children's intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child's sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school.

It can be difficult for some students to learn three-dimensional anatomical structure concepts. While virtual reality (VR) systems have been reported as helpful for learning, there has been scarce research on either VR teaching strategies or the influence of visually induced motion sickness (VIMS) in the context of large anatomy classes (i.e., over 100 students). The study thus aimed to (1) establish a VR anatomy instruction video for a large class; (2) determine how many students experience VIMS when watching a VR anatomy instruction video; (3) evaluate the influence of VIMS on VR anatomy video-based learning; and (4) examine whether a small screen size alleviates VIMS. Laboratory course students viewing a VR anatomy instruction video about the vascular system were invited to participate in the questionnaire survey. Anatomy faculty and staff participated in an experimental trial to determine whether small screen size could alleviate VIMS. The Likert scale survey revealed that students reported the VR strategy as advantageous and appropriate for large classes, but that it cannot replace practical dissection. Of the total participants, 32% reported experiencing VIMS, and 40% of those experiencing VIMS agreed that this could negatively impact their learning through a VR anatomy instruction video. Adjusting the screen size from large to small significantly delayed the onset of VIMS. In conclusion, the VR anatomy instruction video strategy is feasible and helpful for large classes, but educators should consider VIMS when planning their use of this teaching approach.

Background: Virtual reality (VR) offers much potential for learning, but it challenges learners' orientation. Objectives: This paper investigates whether it is possible to use light or movement cues to facilitate orientation in a search task in a desktop-VR environment so that participants can better attend to the learning content presented simultaneously. Methods: In two pre-registered online experiments, we investigated the effects of cueing (light and movement) on search time, learning, and several evaluation variables. Participants were asked to find tools in a virtual workshop, while information about the respective tool was narrated. Experiment 1 (N = 60) used a within-subject design, that is, the objects were alternately highlighted by light, movement or not. For Experiment 2 (N = 159) the narration was substantially shortened, and a between-subject design was used. Cognitive load and presence were measured additionally. Results and conclusions: In Experiment 1, only the movement cue decreased search time, indicating automatic guidance of learners' attention. There was no effect of cueing on learning, which may be due to the average search time being substantially shorter than the narration, leaving sufficient time to attend to the narration exclusively. In Experiment 2 search times were significantly faster for both cueing methods, but only the light cue resulted in better learning outcomes, which could be explained by the slightly lower presence in the movement cue condition. Implications: Results imply that it is important to develop cues that automatically guide attention without reducing presence.

Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop "VR", Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants' own body). Additionally, the moderating influence of learners' visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed.

This study investigated the instructional effects of learner uptake following automatic corrective recast from artificial intelligence (AI) chatbots on the learning of the English caused-motion construction. 69 novice-level EFL learners in a Korean high school were recruited to investigate the instructional effects of corrective recast from AI chatbots on the learning of the English caused-motion construction. Results from the elicited writing tasks (EWT) revealed that statistically significant gains were observed in both immediate and delayed posttests for the production of the English caused-motion construction by experimental group participants. Also, the relationship between learner uptake from AI chatbots' corrective recast and the learning of the English caused-motion construction were analyzed. The results demonstrated that learners' successful repair from AI chatbots' corrective recast was positively correlated with the learning gains in the two EWT posttests. The study concludes by highlighting the significance of noticeability in AI chatbots' corrective feedback for foreign language learning.

Developmental science has experienced a vivid debate on whether young children prioritize goals over means in their prediction of others' actions. Influential developmental theories highlight the role of goal objects for action understanding. Yet, recent infant studies report evidence for the opposite. The empirical evidence is therefore inconclusive. The current study advanced this debate by assessing preschool children's verbal predictions of others' actions. In five experiments (N = 302), we investigated whether preschool children and adults predict agents to move towards their previous goal (that is, show goal-related predictions) or predict agents to move along the same movement path that they pursued before. While Experiments 1a, 1b and 1c presented young children and adults with animated agents, Experiments 2a and 2b presented participants with human grasping action. An integrative analysis across experiments revealed that children were more likely to predict the agent to move along the same movement path, Z = -4.574, p [less than or equal to] 0.0001 (r = 0.304). That is, preschool children were more likely to predict that agents would move along the same trajectory even though this action would lead to a new goal object. Thus, our findings suggest that young children's action prediction relies on the detection of spatial and movement information. Overall, we discuss our findings in terms of theoretical frameworks that conceive of action understanding as an umbrella term that comprises different forms and facets in which humans understand others' actions.

Museum learning is beneficial for social inclusion, deepening partnerships between schools and museums, and increasing levels of pupil attainment. While there have been numerous empirical studies on the use of haptics in formal educational settings, few have explored the effect of haptic interaction on learning outcomes in museum learning. This study looks at an interactive 3D artifact simulation using a haptic interface and a non-haptic interface, with one group using 3D hand motions and receiving visual/haptic stimuli, and another group using a mouse and only receiving visual stimuli. Forty individuals majored in arts or social science courses were asked to perform four main interactive tasks about 3D collection. Using a triangulation of assessment scores, investing time, and satisfaction with interactions with the 3D artifact simulation, we explored the efficacy of haptic interaction in improving museum learning. The results showed that in general, the haptic interaction was more helpful in promoting learning performance in relation to 3D collections. However, significant differences only occurred in relation to the volume and material interactive tasks, and not in relation to the contour and color interactive tasks. The Findings reveal that the visual/haptic stimuli provided by haptic interaction in museum learning has a stronger modality effect on human information processing, and the effect of haptic interaction depends on the coupling of interactive tasks and sensorimotor experiences. Further, psychological immersion is more likely to occur when using haptic interaction, and haptically augmented 3D artifacts attract learners' attention, enhancing learner engagement and motivation. Explanations for these results are synthesized from the perceptual symbol, embodied cognition, and immersion theories.

'Autistic inertia' is part of the Autistic community's everyday lexicon, yet the condition has received scant attention in the academic literature. The little attention it has received has focused on the disabling impact of 'inertial rest' (difficulty initiating tasks), with minimal exploration of the potential benefits of inertial motion (difficulty stopping tasks). Here, we sought to investigate Autistic people's phenomenological experiences of inertial rest and motion and to identify factors that might moderate Autistic inertia. Autistic and non-Autistic researchers conducted semi-structured interviews with 24 Autistic adults. We analysed the data using reflexive thematic analysis, adopting an inductive approach within an essentialist framework. Interviewees spoke in-depth of their inertial 'difficulties moving from one state to another' and described how these challenges pervade 'every single day'. While inertia was described as 'the single most disabling part of being Autistic', interviewees also described ways to respond to inertia, including taking pleasure in states of flow, whereby they could become completely absorbed in a task. While inertial difficulties are pervasive, our findings reveal the extreme nature of these task-switching difficulties for Autistic people. Our findings also contribute to a more holistic characterisation of inertia as both a disabling and enabling condition.

Despite the growing influence of the "material" turn within childhood studies and education, scholarship related to teaching and learning within the early childhood classroom remains a largely humanistic endeavour. By applying relational and multispecies onto-epistomologies to both children's classroom relations "and" our own teacher subjectivities, this work aims to highlight what other possibilities emerge when the dominant hierarchies of teacher-researcher-child-non-human are destabilised. Taking the idea of destabilisation literally, we diffractively map our own experiences as teacher-researchers within early years educational contexts, utilising diffractive methods to narrow-in on the mutually constituted conditions of "movement." These more-than-human movements emerged during improvised classroom encounters between young children, animals and plants and varied in intensity and duration, as these constructed cuts and data (re)presentations continue to "move" us years later. Building upon research that explores the relationalities of children and non-human others, as well as "how movement does relationships'' in early childhood educational contexts (Riley & Proctor, 2023, p. 663), we argue that a complex meta/physics of more-than-human movement affords literal and conceptual turning, enmeshing, decentering, connecting and rupturing, producing a less certain but more attuned early years teacher.

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, M[subscript age] = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development--Third Edition and Bruininks--Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = 0.74), but teacher fidelity was statistically significant (p = 0.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.

With the increased sophistication of technology, humans have the possibility to offload a variety of tasks to algorithms. Here, we investigated whether the extent to which people are willing to offload an attentionally demanding task to an algorithm is modulated by the availability of a bonus task and by the knowledge about the algorithm's capacity. Participants performed a multiple object tracking (MOT) task which required them to visually track targets on a screen. Participants could offload an unlimited number of targets to a "computer partner". If participants decided to offload the entire task to the computer, they could instead perform a bonus task which resulted in additional financial gain - however, this gain was conditional on a high performance accuracy in the MOT task. Thus, participants should only offload the entire task if they trusted the computer to perform accurately. We found that participants were significantly more willing to completely offload the task if they were informed beforehand that the computer's accuracy was flawless (Experiment 1 vs. 2). Participants' offloading behavior was not significantly affected by whether the bonus task was incentivized or not (Experiment 2 vs. 3). These results combined with those from our previous study (Wahn et al. in PLoS ONE 18:e0286102, 2023), which did not include a bonus task but was identical otherwise, show that the human willingness to offload an attentionally demanding task to an algorithm is considerably boosted by the availability of a bonus task - even if not incentivized - and by the knowledge about the algorithm's capacity.

As Chinese shows both satellite- and verb-framed properties (Slobin, 2004; Talmy, 2012, 2016), it provides a unique lens through which to observe the extent of first-language (L1) typological influence in second language (L2) acquisition of motion expressions. This study has dual purposes. First, it extends Wu's (2016) investigation on motion expressions produced by 80 L1 satellite-framed English learners of L2 Chinese to include newly collected data produced by L1 verb-framed speakers, a sample comprised of 41 L1 Japanese learners of Chinese and 40 Japanese native speakers. Second, it synthesizes the data from both studies and comprehensively examines factors that have been proposed to affect development of L2 thinking-for-speaking (TFS) patterns. The results show that development of L2 TFS is best predicted by learners' L1 type, but the effect is mitigated by L2 proficiency. While the L1 English learners outperform L1 Japanese learners in their development of target-like L2 Chinese TFS, learners with limited L2 proficiency in both groups tend to adopt verb-framed strategies to express only the core path information of a motion event and leave out the manner details. Analysis of L1 Japanese learners' oral narratives in L1 Japanese and L2 Chinese also shows that reverse L2-to-L1 transfer is less likely to happen when learning a typologically closer L2 that requires minimal restructuring of their L1 TFS.

The natural development of static lower limb varus/valgus alignments during early childhood is well understood. However, our understanding of dynamic lower limb frontal plane alignments is limited, and we lack normative descriptions of this phenomenon for both boys and girls. This study investigated dynamic lower limb alignment during jump-landings in preschool children, focusing on associations with sex, age, and motor performance. Dynamic lower limb alignment was measured as the Knee-to-Ankle Separation Ratio (KASR) in 605 children aged 3-6 years using markerless motion capture. Based on KASR measurements, we categorized the children into three kinematic groups: Valgus, Intermediate, and Varus. Median KASR scores were 0.86 (0.80-0.96) overall, 0.89 (0.81-0.98) for boys, and 0.85 (0.78-0.92) for girls. Over 75% of the children exhibited some level of dynamic knee valgus during jump-landings (KASR < 1). However, roughly two-thirds of the children in the Valgus group were girls. Age-adjusted differences in motor performance were small and only statistically significant for jump height and length in girls. These findings suggest that dynamic knee valgus during jump-landings is a common occurrence in preschool children, especially among girls. The potential relationship between dynamic lower limb alignment and age and motor performance warrants further investigation.

Jigsaw-IV Problem-solving method is innovative active learning instruction used to improve college student's learning. The main purpose of the study was to investigate the effect of Jigsaw-IV problem-solving instruction on preservice physics teachers' (PSPT) procedural knowledge in college of teacher education in the Southern nation nationality region of Ethiopia. The study involves 136 first year PSPTs who are attending their preservice teacher education program in four colleges of teacher education. To achieve the goal of the study, a quasi-experimental research method with the pretest-posttest design was used. Procedural knowledge test was used for Data collection. The reliability of the test was checked using KR-20 and found to be 0.83. In treatment groups one, two, and three, the TECDRER (Thinking, Exploring, Choosing, and Manipulating), Discussing, Reflecting, Evaluating, and Re-teaching) model used in Jigsaw-IV problem-solving strategies (J-IVPSS), Jigsaw-IV (J-IV), and Problem Solving Strategies (PSS) were employed, while the customary method was employed for the comparison group. After checking all necessary assumptions, the data was analyzed using descriptive statistics and inferential statistics such as ANOVA and ANCOVA. The results showed that treatment groups performed significantly better than the comparison group. It was suggested that the J-IVPSS is a good approach to enhance PSPT's Procedural knowledge.

Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the COVID-19 pandemic.

Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants' knowledge and its implementation in circus devices' analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).

A renovation incorporated Innovative Learning Environments' design principles. The exploratory study used a Basic Mixed Method, Convergent Parallel Research Design. Behavioral observations and photographic tracing, two surveys (pre- and post-intervention), interviews, and instrument testing. Overall findings: (a) students and educators are excited to come to school, (b) far less negative/destructive behavioral issues, and (c) a sense of pride/belonging imbued. Specifically: (a) ILE designs at the ergo-dynamic furniture level are not as intuitive as hoped, (b) teaching practices guide the use of solutions, (c) students made intuitive use of the ergo-dynamic products in seated positions at both macro and micro levels, and (d) students still had too much sedentary time. Recommendation - provide holistic understanding for all stakeholders of ILEs' positive impact.

The question of the sources of electric and magnetic fields and their causes has been discussed extensively in the literature over the last decades. In this article, we approach this problem from the unified treatment of electromagnetic fields emphasizing the role of their sources in accordance with the cause-effect relationships. First, we analyze whether this unified treatment contributes to a better understanding of these phenomena. Then, we discuss the implications for teaching of a correct understanding of electromagnetic field sources and causality in Maxwell's equations. In particular, we present a series of examples at the introductory physics level that allow us to recognize the reasons why considering electric and magnetic fields as disjoint entities can lead to contradictions.

Integrating traditional games into science learning can reconstruct local knowledge into scientific knowledge. One of the most popular technologies today is the mobile phone, which almost everyone uses. This study investigates the effect of mobile learning integrated with traditional games Egrang on students' multiple representation skills. This study used a quasi-experimental design of 64 7th junior high school students randomly assigned to experimental and control groups who learn motion and force concepts. Learning activities in the experimental class used mobile learning, while the control class used textbooks. The experimental class with (t = 8.78, p < 0.05) and N-gain score 0.20. Besides, the control class with (t = 3.87, p < 0.05) and N-gain score of 0.09. The study results found that students in the experimental class scored more in multiple representation skills than in the control class. Mobile learning integrated traditional games Egrang improves students' multiple representation skills, especially pictorial and mathematical representation. The results of this study can be used as a reference for integrating technology and indigenous knowledge into another science concept.

This study was aimed at eliminating the difficulties in teaching the concepts and the students' conceptual understanding in the "Force and Energy" unit through semantic mapping. The study was conducted using the action research method. This study was conducted in the control group using the existing learning method in the science curriculum, while in the experimental group, homework practices with semantic maps were added. The study sample comprised 49 students studying in the seventh grade of a public middle school affiliated with the Republic of Turkey Ministry of National Education [MoNE] in the 2021-2022 academic year. Data collection tools in this study were administered: the "New Force and Energy Unit Conceptual Understanding Test," the "Semantic Mapping Evaluation Rubric," and the "Implementation Interview Form." The study findings determined that the semantic mapping practice, applied to improve the conceptual understanding of the seventh grade middle school students focused on the concepts within the scope of the "Force and Energy" unit, had positive effects on the students. The results of the structured interview form to obtain the views of the seventh grade students participating in this study on the semantic mapping practice indicate that the students reinforced the subject, demonstrating more effective learning. Another result revealed that students had more fun and were more enthusiastic as they actively participated in the process. Our study results reveal that semantic mapping positively affects student performance and attitudes. From this perspective, the use of semantic mapping in the science education process can be expanded.