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Objectives: This study evaluated the benefit of physically-active lessons for learning maths multiplication-tables. The impact of the intervention on general numeracy, physical activity (PA), aerobic fitness, body mass index (BMI) and school-day moderate to vigorous PA (MVPA) was also assessed., Design: Randomised controlled cross-over trial., Method: Year 3 students (n=172, mean age 8.4±0.3 years, 48% male) were recruited from 10 classes across two urban primary schools. Participants were randomly assigned to a seated classroom (Classroom) group or physically-active lessons in the playground (Playground) and crossed over to the alternative condition in the subsequent school term. The 6-week intervention comprised 3×30min sessions/week. Multiplication-tables (teacher-designed test) and general maths (standardised test) were assessed pre- and post-intervention. Aerobic fitness was assessed via the shuttle-run. Pre- to post-intervention change scores were compared for analysis and effect sizes (ES) calculated. Total PA and MVPA were assessed with accelerometers in a subset of participants., Results: Multiplication scores improved significantly more in Playground than Classroom groups (ES=0.23; p=0.045), while no significant differences were observed in general numeracy (ES=0.05; p=0.66). Total PA and MVPA were substantially higher during Playground than Classroom lessons (ES: total PA=7.4, MVPA=6.5; p<0.001) but there were no differences in PA/MVPA between the groups throughout the rest of the school day. Aerobic fitness improved more in Playground than Classroom groups (ES=0.3; p<0.001) while the change in BMI was not different between groups (p=0.39)., Conclusions: Physically-active lessons may benefit the learning of maths multiplication-tables while favourably contributing to school-day PA/MVPA., (Copyright © 2019 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.)

Background: The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy)., Methods: This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes., Results: Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: - 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06)., Conclusion: This study could not resolve the question, if self-regulated learning in peer-groups improves self-efficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills., Trial Registration: ISRCTN17334920, retrospectively registered 07.03.2019.

The objective of this study was to investigate the effectiveness of brain-based learning (BBL) and animated cartoons on video compact discs (VCDs) in enhancing the healthy habits of school children. A representative sample of 1085 school children in the first through the third grades at 16 schools was selected by multistage random sampling. Knowledge of healthy habits and self-reported adoption of practices were assessed by a questionnaire. BBL and VCD, either combined or as single-intervention techniques, led to improved knowledge and practice of healthy behavior, whereas conventional teaching did not. As a single-intervention technique, BBL on its own led to a greater improvement in healthy practices than VCD, but the addition of BBL to VCD made no difference, and there was no difference between BBL and VCD in terms of improvements in knowledge. In conclusion, both BBL and VCD are effective, but VCD requires fewer resources. Recommendations are made for further research., (© 2012 APJPH.)

Students embark on museum field trips with the goal of having enjoyable and educational experiences outside of the traditional classroom setting. This study investigated how museum tour guides helped primary school children in Zimbabwe learn school curriculum content while on field excursions. The study employed qualitative research approaches where a sample of conveniently chosen 320 school children, 12 teachers, and 40 museum tour guides was used. It is revealed that there are three different categories of tour guides that are found in Zimbabwean museums and these are: evangelists, dictators, and benevolent demonstrators. It was discovered that students go on field trips in order to engage with and learn about the curriculum. According to the investigation, nine (9) tour guides were classified as benevolent demonstrators, ten (10) as dictators, and twenty-one (21) as evangelists. It was shown that evangelist and dictator tour guides hindered effective learning because they treated students like epistemic slaves. During field visits, benevolent demonstrators used active techniques of content delivery to encourage effective learning. According to the study’s findings, most tour guides fall short when it comes to promoting effective learning, and they should receive pedagogy and customer service training. [ABSTRACT FROM AUTHOR]

Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools. [ABSTRACT FROM AUTHOR]

This study's purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions. Cross‐age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost‐effective solution that brings academic and social benefits to both the tutor and the tutee. Consequently, cross‐age tutoring programs are widely adopted globally. To maximize the effectiveness of cross‐age tutoring, we offer five evidence‐based recommendations tailored for its implementation. When integrated into the preparation and implementation steps, these recommendations hold the potential to significantly improve learning outcomes for both tutors and tutees. [ABSTRACT FROM AUTHOR]

Accumulating world knowledge is a major task of development and education. The productive process of self-derivation through memory integration seemingly is a valid model of the process. To test the model, we examined relations between generation and retention of new factual knowledge via self-derivation through integration and world knowledge as measured by standardised assessments. We also tested whether the productive process of self-derivation predicted world knowledge even when a measure of learning through direct instruction also was considered. Participants were 162 children ages 8–12 years (53% female; 15% Black, 6% Asian, 1% Arab, 66% White, 5% mixed race, 7% unreported; 1% Latinx). Age accounted for a maximum of 4% of variance in self-derivation and retention. In contrast, substantial individual variability related to general knowledge and content knowledge in several domains, explaining 20–40% variance. In each domain for which self-derivation performance was a unique predictor, it explained a nominally greater share of the variance than the measure of learning through direct instruction. The findings imply that individual variability in self-derivation has functional consequences for accumulation of semantic knowledge across the elementary-school years. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we investigated primary school children's perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality (short reverberation time [Short RT]) equipped with a sound-absorbing system. The results showed that auditory perception in the two conditions depends on the child's age, with only fourth- and fifth-grade children reporting benefits from classroom acoustic correction. Our study provides preliminary results on children's perspectives regarding their hearing and listening experiences during school learning, drawing out the implications for the design and implementation of school metacognitive interventions aimed at improving children's and teachers' awareness of motivational-affective, regulative, and environmental aspects favoring listening at school. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Life education is increasingly recognized as one of the potentially effective ways to reduce unnatural deaths. Existing research focuses mainly on classroom knowledge transfer and extracurricular practical activities, which has been criticized for their effectiveness due to insufficient interaction between teachers and students. Creating high-quality life education, therefore, has become a demand for human happiness. Intergenerational learning embedded in life education, developed by collaborating with primary schools and older adult schools in China, has become an effective practice. Two teachers, seven primary school students, and seven older adult learners were interviewed to reveal the characteristics and impact of this effective practice. This model of practice establishes a dual subject of teachers and students in breaking the boundary between teachers as subjects and students as objects, while recognizing diverse lives in the interaction and reflection of intergenerational learning. In addition, this study constructs a classroom teaching model of teachers, primary school students, and older adult learners jointly creating knowledge, skills, emotions, attitudes, and values, and I put forward the life education thought of 'seeing life through life'. This study has implications for policymakers on improving educational policies and practitioners on innovating life education models in cross-cultural contexts. [ABSTRACT FROM AUTHOR]

Purpose Methods Results Conclusion Although the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word‐length effects on decoding acquisition regarding the time spent on decoding and the accuracy—the number of correct words/nonwords read per minute—in Brazilian Portuguese‐Speakers.The study included 250 children enrolled in elementary school from first to fifth grade, and we used stratified random sampling to select the participants. To assess their decoding skills, we used a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules, word length variation, and the frequency of these words in the children's experiences.Generally, data provide evidence of a stimuli length effect on accuracy and decoding time for words and nonwords. Data bring essential indicators for discussion in the acquisition and development of decoding since it adds another layer to investigate: intralinguistic features.The current findings contribute significantly to the area by indicating that the process of acquiring decoding has a multifactorial nature, and different interactions between variables can positively or negatively influence this process. Also, the present study may enlarge the knowledge by providing data from a transparent orthography encouraging more studies on the theme and cross‐linguistic studies to understand how such variables here studied may vary in different orthographies. [ABSTRACT FROM AUTHOR]

Learning Analytics is concerned with the use of data collected in educational settings to support learning processes. We take a Learning Analytics approach to study the use of immediate feedback in digital classification tasks in mathematics. Feedback serves as an opportunity for learning, however its mere existence does not guarantee its use and effectiveness, as what matters is how learners interact with it. Therefore, our research questions are focused on that interaction. The data consisted of 266 object movements for classifying polygons, and 524 shape movements for classifying traffic signs, under the topic of symmetry. Participants included 29 elementary school students (9–12 years old) from Israel and Germany. Analyzing students' success, feedback use, and the associations between them, we demonstrate how not acting upon feedback is negatively associated with success, and how this undesired behavior slightly reduces along the learning process. [ABSTRACT FROM AUTHOR]

An increasing number of MOOCs use learning videos featuring an instructor and slides, but there are few specific guidelines for the design of instructor images for these videos. A pedagogical agent (PA) is a kind of virtual instructor image in a learning video, and its image design is mostly guided by anthropomorphism. Our research attempts to introduce zoomorphism, which is the opposite of traditional anthropomorphism, into the image design of PA. This study tested the effects of two different types of PA images (i.e. anthropomorphic and zoomorphic) as well as a control condition of no PA image on learning from a learning video in a sample of 94 s-grade children. The children were randomly assigned to watch one of three learning videos on pandas. The ANOVA and Kruskal–Wallis tests showed that children who watched the zoomorphic PA image video obtained significantly higher retention, transfer, learning interest, and experience than children who watched the other two types of videos. Children self-reported more enjoyment in the zoomorphic PA image condition than in the no PA condition. Furthermore, the results of multiple regression analysis showed that children's learning interest and experience positively predicted retention and transfer scores; boredom negatively predicted transfer scores. These findings highlight the positive effect of zoomorphism on PA image design, suggesting that zoomorphism holds great prospects in PA image development. [ABSTRACT FROM AUTHOR]

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES =.14), domain-general reading comprehension (ES =.11), and mathematics achievement (ES =.12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES =.12) and mathematics achievement (ES =.16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. Public Significance Statement: This experimental study illustrates how sustaining and spiraling science schemas (background knowledge) and vocabulary from Grades 1 to 3 can improve students' ability to comprehend passages in science, English language arts, and mathematics. Furthermore, findings suggest that systematically building background and vocabulary knowledge can sustain positive gains in elementary-grade students' reading comprehension ability through the end of Grade 4, 14 months after the conclusion of the intervention activities. [ABSTRACT FROM AUTHOR]

Farm to school programs benefit students by promoting healthy eating habits, supporting local agriculture economies, and fostering environmental stewardship through hands-on learning experiences. [ABSTRACT FROM AUTHOR]

To address challenges affecting education accessibility, learning can be delivered via a variety of mediums to ensure broader reach and engagement in the learning process. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario Electrónico de Estudios en Comunicación Social 'Disertaciones' is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Repetitive practice can become an exploratory activity where instruction and discovery are linked, allowing instruction and guidance through tasks that help to construct and acquire the knowledge and skills that make up the content. (1) Background: The aim of the study was to show how a teaching method based on guided discovery would affect the teaching of children's aquatic competence in schoolchildren with different levels of competence. (2) Methods: An observational study was conducted with 385 schoolchildren (195 boys and 189 girls) aged 3–5 years belonging to a charter kindergarten, using an Instrument for the Measurement of Aquatic Competence in Children (SMACC) consisting of 17 items grouped into three dimensions: socio-affective, cognitive, and motor. (3) Results: After measuring aquatic competence, all age groups and all variables (motor, cognitive, and socio-affective) showed differences between pre- and post-scores and a high magnitude of effect size. When the teaching intervention was analyzed according to the level of aquatic competence of the age group, improvements were found in all variables in both the low and high-competence groups. (4) Conclusions: This study describes how guided discovery instruction has equal effects at different levels of proficiency. Furthermore, when this type of instruction was used, aquatic competence was explained not only by the motor and socio-affective dimensions but also by the cognitive variable. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

If one asks any student on their way to school in the morning: "Which way are you going?" It is easy to deduce that the answer to the question that seems trivial at the first glance, will be: "I am on my way to school to learn". It indicates that from the very start the student is liable to learn independently by putting an effort to participate in the learning process. The student is eager to know everything multiplying physical and intelectual resorses day by day facing all the difficulties that occur in order to achieve the set goals. A school represents for a child a specific social environment where the kid interacts with the peers, the teachers and study new disciplines. The child has various questions to which he expects to gain the cryptic answers. Obtaining the expected answers multiplies his urge to know, to discover unknown phenomena. Taking on the role of a student with responsibilities differs from pre-school years. Nevertheless, the kid remains a child during the elementary school period and role playing, alongside learning, is a dominant activity. Combining these two phenomena - learning and playing - in the elementary school is the main field of study of pedagogical harmony. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic drastically affected many areas and contexts of today's society, including school and family. Several studies focused on the worldwide effects of school closures on students' learning outcomes, context, and well-being. However, the data emerging from these studies are often inconsistent and fragmentary, highlighting the need of a comprehensive analysis of the phenomenon. This need is especially urgent for the countries with the most severe school closure, like Italy. This systematic review aims to collect the opinions of parents, teachers, and students on: other dimensions of Italian primary school students affected by school closures, beyond academic performance; hypothetical agreement between the opinions of parents, teachers, and students regarding the different effects of school closures on Italian primary school students; possible differences between the effects of school closures on Italian primary school students and the students in other countries. Our search was conducted using PRISMA 2020 guidelines on Web of Science, Pubmed, Scopus, and EBSCOHost. The results obtained from 34 articles revealed a strong concern on the part of all stakeholders involved in learning during the pandemic, with evident negative effects for Italian school students. The constraint on distance learning led to a drastic change in everyone's routine, and a negative emotional change on the part of young students. Parents and teachers generally considered distance learning to be ineffective for the education of their children and students; they encountered technical-practical difficulties in the use of electronic devices for participation in school activities; overall learning deficits on the part of students, especially in mathematics, as confirmed by INVALSI results were also found. The investigation reveals a condition of shared emotional and academic performance difficulty, and a further challenging circumstance for students previously at risk of marginalization. Further research in this field is paramount to identify new and adequate recovery strategies. [ABSTRACT FROM AUTHOR]

The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils' understanding and learning regarding their literacy skills. More knowledge about feedback interactions for young pupils as they write is needed. Thus, we wanted to investigate: What characterises oral feedback interactions in classrooms between teachers and young pupils while pupils write? Observations were collected using video recordings from 14 second-grade classrooms in Norway (pupils 7 years old). Seventy-two hours of video-recorded lessons were studied using thematic analysis. The results show a pattern where teachers praise general ability at the self-level and correct specific mistakes at the task level, less information about writing strategies is provided. [ABSTRACT FROM AUTHOR]

This study intends to examine the reading process in Chinese of two young heritage language learners through the use of retrospective miscue analysis (RMA). Retrospective miscue analysis involves both the author and the reader in reflectively discussing the reader's oral reading miscues—responses that differ from the actual text. This study confirms the notion that reading is an active sense-making process where the graphophonic, syntactic, and semantic cues as well as translanguaging skills function interdependently to assist heritage language readers with meaning construction. Strategies of sampling, predicting, substituting, and correcting are also evident in their reading. These active but "invisible" reading behaviors are not available through asking comprehension questions. Instead, they are obtained from the reflective conversations between the researcher and the students. Retrospective miscue analysis helps readers gain a deeper understanding of the reading process and enhances their metacognitive skills. This study also includes language and reading behaviors that are unique to Chinese heritage language learners as well as implications for parents and teachers. [ABSTRACT FROM AUTHOR]

Background: Gamification is an effective, dynamic, and engaging educational approach which makes the learning process more interactive for participants. This study aims to investigate the impact of gamification and the type of rewards on the learning outcomes of sixth-grade students in Karaj City in 2021. Methods: This study employs a quasi-experimental pre-test and posttest design featuring two experimental groups and a control group. The statistical population includes all sixth-grade students in Karaj schools who were studying in November 2021. Eighty-four participants were selected using convenient sampling and then randomly (simple random) assigned to three groups. The first experimental group (n=32) was taught using gamification, which included an element of uncertainty in rewards, and the second experimental group (n=31) was taught with gamification, which included fixed rewards. Conversely, the control group (n=21) used e-learning without gamification. The data collection utilized a 20-item questionnaire developed as an expert-validated learning test with confirmed reliability. The collected data were analyzed using covariance analysis with IBM SPSS v 26. Descriptive statistics were used to report quantitative findings. Results: The Mean±SD scores for learning outcomes in experimental group 1 were 9.43±3.79 and 14.14±3.52 in the pre- and post-tests, respectively. In experimental group 2, the Mean±SD scores for learning outcomes were 9.85±3.01 and 13.65±3.11 in the pre- and the post-tests, respectively. In the control group, the Mean±SD scores for learning outcomes were 8.47±3.05 and 10.85±4.04 in the pre- and the post-tests, respectively. The results indicate that gamification significantly affects learning (P=0.003). Both gamification groups outperformed the control group in learning outcomes. Despite a higher mean score in the uncertain rewards group, there was no significant difference between the two experimental groups. Conclusion: Gamification, regardless of the reward type, seems to positively impact students' learning. Therefore, educators and e-learning designers are encouraged to implement gamification strategies, including elements of uncertainty and chance, to enhance learning experiences in elementary schools. [ABSTRACT FROM AUTHOR]

Learning engagement is malleable to environmental change. An important learning environment created by teacher-student interactions is perceived teacher autonomy support, which may trigger learning engagement directly and/or indirectly by enhancing academic self-efficacy. In this study, we apply a network approach to explore the relationships between the specific facets of perceived teacher autonomy support, academic self-efficacy and learning engagement, and a sample consisting of 215 students in the fifth and sixth grades from a primary school in Changchun of China is used. Node centrality indicators and the accuracy and stability of the network are also calculated. The results reveal that there are no edges between the three facets of perceived teacher autonomy support and the three facets of learning engagement, and the shortest path connecting the two constructs is through academic ability self-efficacy. Furthermore, learning support, academic ability self-efficacy, and dedication have the top three strengths in the network, which indicates that the three facets are more closely related to other facets of the network. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Wayang Kulit Kelantan (WKK) is a traditional performance that has a long process in the learning session. This covers various aspects such as the background of the performance, repertoire, gambalan (puppets), as well as musical instruments and songs. This knowledge requires at least a year to understand the skills and techniques used. Therefore, Wayang Edu is a digital application built based on the analyze, design, development, implementation, evaluation (ADDIE) model to save learning time with traditional practitioners. The majority of users acknowledge that Wayang Edu offers a wealth of information and enables them to gain in-depth knowledge. Consequently, utilizing visual elements to convey messages is more impactful compared to traditional learning methods. Apart from that, Wayang Edu can be used anywhere at the user’s convenience. With the interaction found in the application, Wayang Edu has been used by students as a platform to get additional information about WKK. [ABSTRACT FROM AUTHOR]

Self-regulated learning refers to the learner's ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is a crucial determinant of academic success. Thus, in this type of education, attitudes towards science are also important, considering different aspects such as enjoyment, interest, usefulness, and self-efficacy and factors like age, educational stage, gender, family context, and self-concept. This study aims to analyse how Primary School students, who participated in a STEAM project, perceive their own learning process in aspects related to metacognition and self-efficacy, as well as their interest and enjoyment during the activities; furthermore, how the connections between these aspects are. In this project, 109 students between 9 and 11 years old from two different schools participated, using a questionnaire validated by experts. The results show that students show a high appreciation for STEAM work through this type of project as it enables problem-solving and critical thinking associated with the development of satisfaction and positive self-concept in doing it. These distinct aspects show significant correlations between them favoured by the designed STEAM project. [ABSTRACT FROM AUTHOR]

Leeds Museums and Galleries led a citywide consortium of over fifty arts, cultural, and community organizations and over thirty primary schools to co-create the Leeds Curriculum. The Curriculum provides primary teachers with the resources they need to teach using a place-based, local approach to teach any subject and any age group. It took two years to develop, launched in June 2018, and is reaching around 10,000 schoolchildren. The Curriculum is openly accessible on MyLearning.org, a website hosting free to access national teaching resources. Leeds Museums and Galleries evaluated the impact of the place-based approach through a small-scale study in the summer 2021. The research focused on pupils aged 8 to 9 in one school in the suburbs of Leeds and used a range of approaches to gather evidence to answer a key research question and sub-questions relating to historical attainment. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) technology will increasingly be used in the classroom, setting a new trend in educational advancement. VR technology is included in the graphics and geometry learning process based on an analysis of the real-world issues that arise when learning graphics and geometry at the elementary school level to increase students' motivation and achievement. This study aimed to determine whether developing a virtual panoramic learning style centered on the concept of "translation, rotation, and axisymmetry of figures" would increase the motivation and academic performance of third-grade children in an elementary school in China. Independent samples t-test and one-way ANOVA were used to assess the experimental data from the experimental and control groups. The findings demonstrate that learning strategies based on VR can boost proficiency in graphics and geometry and that the virtual environment's use can boost motivation. [ABSTRACT FROM AUTHOR]

Background: Previous research indicates the start of primary school (4-5-year-old) as an essential period for the development of children's physical activity (PA) patterns, as from this point, the age-related decline of PA is most often observed. During this period, young children are exposed to a wider variety of environmental- and social contexts and therefore their PA is influenced by more diverse factors. However, in order to understand children's daily PA patterns and identify relevant opportunities for PA promotion, it is important to further unravel in which (social) contexts throughout the day, PA of young children takes place. Methods: We included a cross-national sample of 21 primary schools from the Startvaardig study. In total, 248 children provided valid accelerometer and global positioning (GPS) data. Geospatial analyses were conducted to quantify PA in (social) environments based on their school and home. Transport-related PA was evaluated using GPS speed-algorithms. PA was analysed at different environments, time-periods and for week- and weekend days separately. Results: Children accumulated an average of 60 min of moderate-to-vigorous PA (MVPA), both during week- and weekend days. Schools contributed to approximately half of daily MVPA during weekdays. During weekends, environments within 100 m from home were important, as well as locations outside the home-school neighbourhood. Pedestrian trips contributed to almost half of the daily MVPA. Conclusions: We identified several social contexts relevant for children's daily MVPA. Schools have the potential to significantly contribute to young children's PA patterns and are therefore encouraged to systematically evaluate and implement parts of the school-system that stimulate PA and potentially also learning processes. Pedestrian trips also have substantial contribution to daily MVPA of young children, which highlights the importance of daily active transport in school- and parental routines. [ABSTRACT FROM AUTHOR]

For students with intensive learning needs for whom standard, validated interventions do not effectively promote academic growth, data-based instruction (DBI) is suggested as an effective, fine-grained approach to individualization. Key to DBI's success is making instructional changes based on individual students' progress monitoring data. The purpose of this study was to evaluate the effects of such instructional changes on student early writing outcomes. We applied a piecewise linear–linear mixed-effects (PLME) model to determine student writing growth trajectories before and after teachers introduced instructional changes. Using data from 46 elementary school students with intensive writing intervention needs, results showed that a PLME model with two segmented slopes—before and after the change—best explained students' observed change in writing scores. Results also showed that a higher level of initial writing skills was associated with higher levels of intercepts and additional growth gains after the instructional change, whereas the type of instructional change was not associated with predicted writing trajectories. We discuss the implications of positive effects of teachers' individualized timely decisions to change instruction using progress monitoring data as well as unexpected findings and study limitations such as small sample size and inconsistency in results. Educational Impact and Implications Statement: When individualizing instruction for students with the most intensive academic intervention needs, especially in writing, it is recommended that teachers use student progress data to evaluate the effectiveness of instruction. Teachers are encouraged to change their instruction if the data indicates that students are not progressing as expected. We examined whether the instructional changes made by elementary special education teachers while implementing data-based instruction (DBI) improved the early writing outcomes of struggling beginning writers. When teachers made appropriate decisions to change instruction for those students who were experiencing slower-than-expected writing progress within DBI, the students showed facilitated writing growth following these instructional changes. [ABSTRACT FROM AUTHOR]