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Jenny Nixon reviews how to get the most from lifelong learning. Aim: Readers will gain an understanding of different learning styles and how to improve professional and personal development. Objectives: To educate readers about CPD activities considered suitable to maintain and build skills and knowledge in dental infection control. To provide an understanding of the effectiveness of blended learning as a basis for workplace learning programmes. [ABSTRACT FROM AUTHOR]

The article discusses a program called "Expanding the NEST" developed by the Center for Excellence in Teaching and Learning (CETL) at Kennesaw State University. The program aims to promote student success through various faculty practices. These practices are grouped into three categories: student-faculty interaction, effective teaching practices, and supportive environments. The article emphasizes the importance of implementing these practices reflectively and intentionally, rather than trying to do everything at once. It also highlights the need for assessment and reflection to determine the effectiveness of each teaching tool. The article encourages educators to take their time, plan carefully, and assess and reflect on their strategies to ensure meaningful and sustainable pedagogy. [Extracted from the article]

The author reflects on the self-initiated creativity of children during the COVID-19 pandemic. He cites the opportunity for teachers to better understand their students' ideas, thoughts, learning styles and interests. Among the artistic endeavors of children are songs, drawings, readings, performances, comic books, assemblages and mechanical systems. He also stresses the need for an educational paradigm that is reflective and encourages self-initiated creativity based on exploration.

The Core Knowledge Confusions scale (CKC) was designed to predict paranormal and spiritual beliefs, alternative health beliefs and the degree to which people assign meaning to events. It measures the likelihood of individuals' tendency to accept ontologically confused content as literally true and has been used to investigate beliefs such as the paranormal. However, the psychometric properties of the CKC have not been tested, limiting the scale's practical utility. The CKC was revised and tested, internal consistency was checked, and associations to paranormal belief were assessed using a panel survey of 1010 Australian residents (Mage = 52, SD = 17.69, Female = 56%). Using structural equation modelling and regression, the revised scale (CKC-R) content deviated from previous findings. However, it demonstrated acceptable internal, construct, and divergent validity. External correlates of the CKC-R were aligned with expectations: associating with high verbal knowledge, an intuitive cognitive style, and the absorption personality trait (i.e., a tendency to experience altered states of consciousness). The CKC-R provides researchers with a validated measure predicting paranormal belief that is associated with both cognitive and personality-based traits. Interpretation of the CKC-R as a measure of ontological error is less clear and requires further investigation. [ABSTRACT FROM AUTHOR]

Do social classes differ inmoral judgment? Previous research showed that upper-class actors have a greater inclination toward utilitarian judgments than lower-class actors and that this relationship is mediated by empathic concern. In this paper, we take a closer look at class-based differences inmoral judgment and use the psychometric technique of process dissociation to measure utilitarian and deontological decision inclinations as independent and orthogonal concepts. We find that upper-class actors do indeed have a greater inclination toward decisions consistent with utilitarian principles, albeit only to a quite small extent. Class-related differences are more pronounced with respect to deontological judgments, in so far as upper-class actors are less inclined to judgments consistent with deontological principles than lower-class actors. In addition, it is shown that class-based differences in utilitarian judgments are mediated by cognitive styles and not so much by empathic concern or moral identity. None of these potential mediators explains class-based differences in the inclination toward deontological judgments. [ABSTRACT FROM AUTHOR]

Under emergencies such as floods and fires or during indoor navigation where cues from local landmarks and a Global Positioning System (GPS) are no longer available, the acquisition of comprehensive environmental representation becomes particularly important. Several studies demonstrated that individual differences in cognitive style might play an important role in creating a complete environmental representation and spatial navigation. However, this relationship between cognitive style and spatial navigation is not well researched. This study hypothesized that a specific type of map orientation (north-up vs. forward-up) might be more efficient for individuals with different cognitive styles. Forty participants were recruited to perform spatial tasks in a virtual maze environment to understand how cognitive style may relate to spatial navigation abilities, particularly the acquisition of survey and route knowledge. To measure survey knowledge, pointing direction tests and sketch map tests were employed, whereas, for route knowledge, the landmark sequencing test and route retracing test were employed. The results showed that both field-dependent and field-independent participants showed more accurate canonical organization in their sketch map task with a north-up map than with a forward-up map, with field-independent participants outperforming field-dependent participants in canonical organization scores. The map orientation did not influence the performance of Field-Independent participants on the pointing direct test, with field-dependent participants showing higher angular error with north-up maps. Regarding route knowledge, field-independent participants had more accurate responses in the landmark sequencing tests with a north-up map than with a forward-up map. On the other hand, field-dependent participants had higher accuracy in landmark sequencing tests in the forward-up map condition than in the north-up map condition. In the route retracing test, however, the map orientation had no statistically significant effect on different cognitive style groups. The results indicate that cognitive style may affect the relationship between map orientation and spatial knowledge acquisition. [ABSTRACT FROM AUTHOR]

The education system continuously adapts to address abnormal social fluctuations such as pandemic lockdowns, climate change, disasters, and social distractions during war, migration, and more. Remote learning methods have advantages and disadvantages, a topic of discussion among many educators. Education is a critical part of society, ensuring the well-being of humanity. Future models for education refer to potential changes and advancements in the structure, delivery, and access to education. This includes innovations in teaching methods, learning environments, technology integration, and overall educational systems. Future models for education may involve the adoption of new teaching strategies and approaches that cater to diverse learning styles and preferences. This could include personalized learning, project-based learning, and flipped classrooms, aiming to enhance student engagement, critical thinking skills, and knowledge retention. The future of education may shift towards more dynamic and interactive learning environments, which can involve the use of virtual reality, augmented reality, gamification, and immersive simulations to create attractive educational experiences. Education in the future might incorporate innovative technology as a crucial component of the learning process, the use of artificial intelligence, adaptive learning platforms, online collaboration, and digital e-learning resources for content distribution. Technology integration targets to make education more accessible and flexible to individual student needs. Research plays a crucial role in shaping the future of education by notifying evidence-based practices and guiding decisionmaking processes. The article is a short review that discusses and analyses the differences and preferences between remote digital methods applying during COVID-19 restrictions. [ABSTRACT FROM AUTHOR]

Objective: To Compare the learning approaches of medical students at the exit and entry of their medical school, to evaluate the influence of gender and to look for factors leading students towards a change in their learning approach, if any, through interviews. Study Design: Concurrent Mixed Method study. Setting: Ameer-ud-deen Medical College, Lahore. Period: March 2021 to March 2022. Methods: Sequential mixed method 100 first year and 100 Final year MBBS students were included in the study for quantitative analysis. ASSIST Questionnaire is used for identifying student's approach to studying as either deep, surface or strategic and the correlation of gender with preference of study approach. Descriptive statistics wer'e performed. Student's t-test was used for statistical comparisons. Qualitative data was collected through in depth semi structured interviews of final year students. Thematic analysis was done to interpret the data and triangulation method was used for validation. Results: There is an over-all predominance of deep approach in the both first and final year MBBS students. The number of first-year students employing a strategic approach were significantly in majority as compared to final year students doing the same. No significant difference is seen in the learning approaches of male and female students. Interviews indicated reasons of shifting away from strategic learning approach in the final year medical students. No significant difference was seen in the selection of approach between female and male students of both groups. Conclusion: Study suggests that there is a predominance of deep approach in the medical students both at exit and entry points. This is due to their clinical exposure and environment, assessment methodologies, curriculum planning, seniors and peer pressure and most importantly their immediate teachers. The more we understand these learning styles, the better we can guide our future generations towards deep learning and improve their attitude and professional skills. [ABSTRACT FROM AUTHOR]

Background: Higher education attempts to ameliorate the learning experience through match between learning subjects and students' learning styles. Aim: This study evaluates the efficacy of three different instructional modalities aimed at teaching veterinary students how to make simple suture knots. Methods: A cohort of 43 fourth-year students were split into 3 groups and provided with different instructional modalities: presentation with pictures and descriptions, hard copy text, and muted video. The student's surgical simulation performance was evaluated. Then, they answered a 23 question-survey, Fleming VARK questionnaire based, investigating their learning profile. Kruskal Wallis test evaluated different instructional modalities effect on student's performance. The chi-square test assessed differences between instructional modalities and learning profiles, profile self evaluation, and training session comprehension. Results: Students showed auditory unimodal VARK profile (16/43), did not know their learning profile (26/43), and favored personalized teaching strategies (43/43). No differences were found for: surgical performance, except for forceps handling; and between instructional modalities: either for learning profiles (p-value = 0.43), or profile self evaluation (p-value = 0.42). Differences were found between instructional modalities and training session comprehension. As limitations, auditory instructional modalities, participants' age, and gender were not recorded or evaluated. Conclusion: Our study provides feedback on modern teaching modalities in which students play a key role. Participants showed a variety of learning profiles although displaying no significant performance differences. [ABSTRACT FROM AUTHOR]

Decision-making styles are a habit-based propensity that drive behavior and affect daily life. Rational and intuitive decision-making styles have been associated with good mental health. However, the underlying mechanisms are not clear. In the last decade, high basal levels of heart rate variability (HRV) have been proposed as an index of health and emotional control, and this could be one of the variables involved in the effects of decision making on health. Therefore, the aim of this study is to analyze the capability of decision-making styles to predict resting HRV. A cross-sectional study was conducted in a sample of 199 (119 women) young university students, and a resting ECG was recorded to extract frequency domain HRV variables. Subsequently, participants completed sociodemographic data and the General Decision-Making Style questionnaire (GDMS). Results showed that the intuitive style predicted high-frequency HRV, while the avoidant style predicted less low-frequency HRV. This study presents new data on the relationship between decision-making style and HRV, suggesting that the intuitive style has a cardioprotective effect, while the avoidant style is related to lower HRV, which has been associated with health vulnerability. In conclusion, this study contributes to the understanding of HRV and its potential as a biomarker for cognitive styles that may improve health. [ABSTRACT FROM AUTHOR]

The teaching-learning process of multiplicative combinations becomes a challenge. The objective of the study was to design teaching strategies for the teaching-learning process of multiplicative combinations of fourth-year students of Basic General Education. The methodology was based on the mixed approach, on descriptive, explanatory, or causal research, using bibliographic, statistical, and analytical – synthetic methods. The population was made up of 106 students, who participated in the application of the survey, in the two pretest and posttest study phases. The teaching strategy Play and learn multiplicative combinations was implemented through the implementation of six activities. A high percentage classified themselves as having a divergent learning style due to their preferences for or with creative and innovative activities. The students answered that teachers prefer the use of videos and online games. The results determined a significant association between the posttest and the benefits of the strategies in the teaching-learning process of multiplicative combinations when integrating creative, motivating, and innovative strategies. It is concluded that the proposal helped the development of school motivation and interest of students in learning mathematics by encouraging participation, technological resources, and recreational activities. [ABSTRACT FROM AUTHOR]

In smart education, adaptive e-learning systems personalize the educational process by tailoring it to individual learning styles. Traditionally, identifying these styles relies on learners completing surveys and questionnaires, which can be tedious and may not reflect their true preferences. Additionally, this approach assumes that learning styles are fixed, leading to a cold-start problem when automatically identifying styles based on e-learning platform behaviors. To address these challenges, we propose a novel approach that annotates unlabeled student feedback using multi-layer topic modeling and implements the Felder–Silverman Learning Style Model (FSLSM) to identify learning styles automatically. Our method involves learners answering four FSLSM-based questions upon logging into the e-learning platform and providing personal information like age, gender, and cognitive characteristics, which are weighted using fuzzy logic. We then analyze learners' behaviors and activities using web usage mining techniques, classifying their learning sequences into specific styles with an advanced deep learning model. Additionally, we analyze textual feedback using latent Dirichlet allocation (LDA) for sentiment analysis to enhance the learning experience further. The experimental results demonstrate that our approach outperforms existing models in accurately detecting learning styles and improves the overall quality of personalized content delivery. [ABSTRACT FROM AUTHOR]

This article presents a study that examined the learning style preferences of 2nd-year medical graduates using a modified VARK questionnaire. The majority of students preferred a multimodal learning style, with bimodal being the most preferred. Among the unimodal styles, aural and visual were the most preferred. The study concludes that understanding students' learning styles can improve teaching and learning effectiveness, and educators should consider incorporating teaching strategies that match the preferences of different learners. [Extracted from the article]

A needs assessment was conducted by the Northeast Center to Advance Food Safety (NECAFS) to articulate challenges that small and very small (SVS) food processors face and to identify strategies based on those needs for increasing compliance with the Current Good Manufacturing Practice, Hazard Analysis, and Risk-Based Preventive Controls for Human Food (PCHF) Rule. Food safety communicators (educators, consultants, and individuals in allied industries) and regulators in the NECAFS network states were surveyed to determine their perceptions of PCHF compliance challenges and recommendations for improvements in training and resource development. In alignment with the historical struggles faced by smaller food processors as they adjusted to earlier hazard analysis critical control point regulations and buyer mandates, both survey participant groups identified gaps in processor awareness of the PCHF Rule and its requirements, knowledge of good manufacturing practices, sanitation standards, and core elements of the hazard analysis risk-based approach to food safety, including conducting a hazard analysis and establishing verification and validation procedures. Recommendations included creating awareness materials for distribution to SVS food processors and educational programs and resources tailored to the needs and learning styles of SVS food processors that will increase motivation to engage in the PCHF compliance process. [ABSTRACT FROM AUTHOR]

Concerns persist about attentional engagement in online learning. The inter-subject correlation of eye movements (ISC) has shown promise as an accessible and effective method for attention assessment in online learning. This study extends previous studies investigating ISC of eye movements in online learning by addressing two research questions. Firstly, can ISC predict students' attentional states at a finer level beyond a simple dichotomy of attention states (e.g., attending and distracted states)? Secondly, whether learners' learning styles affect ISC's prediction rate of attention assessment in video learning? Previous studies have shown that learners of different learning styles have different eye movement patterns when viewing static materials. However, limited research has explored the impact of learning styles on viewing patterns in video learning. An eye tracking experiment with participants watching lecture videos demonstrated a connection between ISC and self-reported attention states at a finer level. We also demonstrated that learning styles did not significantly affect ISC's prediction rate of attention assessment in video learning, suggesting that ISC of eye movements can be effectively used without considering learners' learning styles. These findings contribute to the ongoing discourse on optimizing attention assessment in the evolving landscape of online education. [ABSTRACT FROM AUTHOR]

In the methodologies for evaluation the use of rubrics as a specific tool for competences assessment (Cortoni & Lo Presti, 2018) is supported by a wide research tradition, especially in the pedagogical field, that has circumscribed their application within dynamic learning contexts (Davidson, 2005). In didactic-educational environments, the administration of self-assessment rubrics can accompany and assist the learning process of students, stimulating in them the acquisition of critical self-reflection skills and drawing attention to those fields of experience that are traditionally connected to the teacher's evaluative sphere (performance assessment, learning tasks, innovative teaching processes, etc.) (Dawson, 2015). In the research The Social Impact Assessment of DaD after COVID-19, promoted and funded by Sapienza University of Rome, combining tools for competences self-assessment (rubrics) and participatory research techniques (focus groups) has been particularly fruitful since it has helped students discuss the main changes experienced because of the pandemic regarding: i. learning styles; ii. leisure activities; iii. relationships with classmates and teachers. Combined with online participatory techniques, rubrics have maintained their nature as a non-reactive tool (Ametrano et al., 2001). In particular, the dialogic dimension generated by the focus group has made possible to neutralize the distorting effects associated with the concept of performance, preventing respondents from providing answers conditioned by social desirability. This has made possible to focus the discussion on specific aspects of the individual's experience, making the scoring process more closely aligned with the lived experience. [ABSTRACT FROM AUTHOR]

Purpose: The use of augmented reality (AR) and experiential learning go hand in hand. Although AR learning opportunities have been well discussed, there is limited empirical research on the use of AR within higher education settings. Drawing from the uses and gratifications theory (U&GT), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles. Design/methodology/approach: This study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis. Findings: The authors found that hedonic, utilitarian, sensual and modality gratifications influence AR learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction. Originality/value: This study developed and validated a U&GT framework incorporating different learning styles rooted in Kolb's learning cycle. Findings provide important implications for the use of commercial AR applications as part of the learning experience within higher education settings. [ABSTRACT FROM AUTHOR]

I exploit data from the Longitudinal Study of Australian Children and linked administrative data to study the effect of various parenting styles on a child's academic achievement and development of non‐cognitive skills at age 14. My results suggest the authoritative parenting style, characterised as disciplined but warm parenting, to be optimal for test scores, prosocial behaviour, and ability to focus. For test scores, I find a greater effect if this parenting style was applied 4 years prior rather than more recently. Conversely for non‐cognitive skills, I find a greater effect from contemporaneous parenting. The implication of my results is to encourage authoritative parenting from an early age but also highlight its continued importance in the present. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effectiveness of e-learning media based on learning style in the form of e-posters, podcasts, and interactive videos on students' cognitive learning outcomes. This type of research is quantitative research. This study used a sample of 32 grade X PMIA 1 SMA Negeri 3 Banjarmasin students. This research uses Google Classroom as a platform for learning activities. Learning media in the form of e-posters, podcasts, interactive videos, and student learning outcomes can be downloaded and uploaded on Google Classroom. The research instrument used is a learning style questionnaire containing 30 statements. Data analysis in this study used a normality test, and Wilcoxon signed rank test. The cognitive learning outcomes of students with visual, auditory, and kinesthetic learning styles were 90.66%, 93.33%, and 87.33%, respectively, with N-gain values of 0.75, 0.80, and 0.71. Based on data analysis, the results of this study show that e-learning media based on learning style is efficacious in improving the cognitive learning outcomes of students with visual, auditory, and kinesthetic learning styles. This learning style-based e-learning media can be applied to other chemical materials or subjects. The study employed-N-gain values to analyst the learning outcomes of the students. The - N gain values for students with visual, auditory and kinesthetic learning styles were 0.75, 0,80 and 0.71 respectively. Overall, the data suggests that the learning outcomes of the students were quite positive and that the use of various learning media and Google Classroom as a platform can be effective in enhancing students learning outcomes. [ABSTRACT FROM AUTHOR]

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Critical thinking skill is one of the abilities that must be possessed by students in the 21st century. Students are currently not trained to always think critically, which could be caused by the learning styles of the students themselves. The learning style here is a combination of a person's state of being able to absorb, be able to organize, and be able to process information. This study aims to analyze the implementation and relationship of learning styles with critical thinking skills after the hybrid learning model is applied to the work and energy materials. The method used correlation analysis with product-moment correlation. The sample of this research was the students of class X MIPA, totaling 16 students who were selected by using the saturated sampling technique. The instruments used were a learning style questionnaire (an authentic assessment based on teaching and learning trajectory) with student activity sheet (AABTLT with SAS), and critical thinking skills test questions. The results showed that the average percentage of learning implementation using the hybrid learning model was 91% with a very effective category. The results of the hypothesis test using the product-moment correlation test, then count (0.110) < table (0.497) or count less than stable, so Ha is rejected and H0 is accepted. The results of this study can conclude that there is no significant relationship between learning styles and critical thinking skills of students of class X MIPA on the matter of work and energy. [ABSTRACT FROM AUTHOR]

A person will be more effective in learning if he already understands his character in learning. There are various kinds of ways that a person has in learning, namely by hearing, reading, or seeing and learning by finding. The way to process this information is known as learning style. This paper aims to explain the tendency of Kolb's learning style and the achievement of geometry learning outcomes in junior high school students. This is quantitative research with an ex-post facto design, with 120 subjects and data collection techniques using the Learning Style Inventory (LSI) questionnaire and geometry learning outcomes test. The results showed that students who learn through concrete experience were 17.3%, reflective observation 32.7%, abstract conceptual 22.5%, and active experiment 27.5%. Whereas in the learning style dimension which has a diverger type of 39.3%, assimilator 41.1%, converger 11%, and accommodator 8.6%. So students who have a diverger learning style are more appropriate if their learning uses the lecture and question and answer method, accommodators are more appropriate to use the problem-based method, while students having a converger learning style will have better learning outcomes using investment-based learning strategies. [ABSTRACT FROM AUTHOR]

Generation Alpha, the present primary school cohort born after 2010, has significant exposure to mobile devices and gaming. Adopting a "One Size Fits All" approach in modern teaching methods may not be effective, as it overlooks individual learning preferences. Personalized learning can be facilitated by identifying a student's learning style (LS). Adaptive learning based on LS has been found to have positive effects in several studies. However, traditional learning style detection techniques such as questionnaires and self-assessments can be time-consuming and demotivating for primary school students. This study aims to propose a game-based activity framework as an alternative to the Index of Learning Style (ILS) questionnaire linked with Felder Silverman Learning Style Model for LS detection. The proposed game was evaluated with a sample of sixty students, and preliminary results indicate that the game outperforms the original ILS questionnaire in terms of student engagement and motivation to complete LS activities, achieving an overall satisfaction rate of 87.5%. The second phase of the research will focus on evaluating the accuracy of LS prediction using the designed game, which is currently ongoing. [ABSTRACT FROM AUTHOR]

Objective: Grounded in theories of globalization, this qualitative case study aimed to explore the understanding of play among Chinese teachers in private, for-profit Western style early learning centers. Methods: The study encompassed 16 Chinese teachers working in four Western-style early learning centers. Data were gathered through semi-structured interviews. Following separate thematic analyses of each case, a cross-case analysis was conducted to compare and contrast the emerging themes, elucidating both commonalities and distinctions across the four cases. Results: The findings from all four cases revealed a categorization of play into two main types: "play in class'" and "play out of class." "Play out of class" was characterized as unstructured, enjoyable, and creative, emphasizing child autonomy and spontaneous learning. In contrast, "play in class" pertained to play-based curricula that were thoughtfully designed to align with specific teaching goals and learning objectives. It was seen as a structured method for fostering learning, highlighting the developmental appropriateness of such approaches. Conclusion: These findings underscore the educators' recognition of the significance of play; however, it also illustrates that their perceptions have been shaped by the prevailing emphasis on children's achievements in Chinese society. [ABSTRACT FROM AUTHOR]

In computer-based painting research, style transfer and feature extraction is a challenging subject. Most research use manual segmentation to choose local regions, which results in inefficient final extracted characteristics and an inability to adequately identify the artist's aesthetic approach. To address this problem, this paper proposes a novel style loss and content loss guided two-channel VGG network for landscape painting style transfer and feature extraction. We convolve the input image and then use the feature maps from the third to the fifth layer of the two-channel network. A loss function for content and style is built up from the higher layers to the lower layers and decoded to the next layer by a decoder after each layer is matched until the final synthetic map is obtained, achieving feature extraction, feature constraint addition and parameter control for traditional Chinese paintings with local style transfer. It is observed that the feature information such as lines, textures and frequencies in landscape paintings are significantly different from other images compared to other styles of paintings, and therefore these feature information can be extracted and constrained and learned with style loss and content loss. The final experimental results show that the proposed method improves image style transfer and feature extraction for landscape paintings to some extent. [ABSTRACT FROM AUTHOR]

The development of the thought scientific-technician constitutes a demand of the formation of the university professionals of specialties of the technical sciences. The objective of this article is to expose the peculiar manifestations of the characteristics of the thought scientific-technician that should be formed in students of Hydraulic Engineering according to the styles of active, reflexive, theoretical and pragmatic learning. The methods of the systematizing of the theory and the practice were used, the inductive-deductive one, the hypothetical-deductive one, the test of style of learning of Honey-Alonso and technical experimental based on the solution of problems. The use of technical of correlation allowed to establish relationships between the learning styles and of the characteristics of the thought scientific-technician in the studied sample of fellows. [ABSTRACT FROM AUTHOR]

Grade retention decisions are high‐risk because this practice can significantly affect students' academic and professional path and their socioaffective development. This study aimed to contribute to a better understanding of second‐grade retention decision‐making by exploring the factors the professionals consider during the retention decision‐making, their beliefs about the effectiveness of grade retention, and their cognitive decision‐making style. The study sets in Portugal, where second‐grade retention is a common practice. One hundred ninety‐four teachers answered an online questionnaire developed for this purpose. Path analysis results suggested that teachers' beliefs and decision‐making styles served as a filter, defining what factors they consider relevant or not to make grade retention decisions. Intuitive experiences seem to inform teachers' grade‐retention decisions, especially when they believe retention is essential for students' success. Practitioner Points: Teachers considered up to 12 factors when deciding whether to retain or promote a second‐grade student.Teachers' decisions are shaped by their beliefs and intuitive experiences, influencing the factors they consider relevant during the decision process and, ultimately, the decision to retain or not a student.Intuitive experience informs teachers' retention decisions by maintaining their beliefs in the effectiveness of grade retention and guiding the factors considered during the decision‐making. [ABSTRACT FROM AUTHOR]

This study aims to explore the establishment of an online platform for Korean art learning in the post-epidemic era and propose a personalized intelligent art learning model based on artificial intelligence (AI) and neural network technology. Firstly, an online platform for Korean art learning and communication is established, which offers a flexible and convenient learning environment for learners. Secondly, a personalized intelligent art learning model based on AI is proposed. It combines hidden representation and its characteristics through learners' personalized characteristics and historical learning records to provide resources suitable for learners. Finally, the recommendation method of art learning resources based on a neural network is adopted. The relationship between resources is inferred using a neural network model, and accurate recommendation is made according to learners' personality characteristics. In addition, this study also explores the innovative application of deep learning (DL) and super-automated AI methods on the online Korean art learning platform. The innovation and novelty of this study lie in the combination of DL and super-automated AI methods to achieve innovation and progress on the online Korean art learning platform. The application of the DL algorithm can comprehensively analyze learners' personality characteristics and learning needs and provide personalized learning resources and suggestions based on this information. At the same time, introducing super-automated AI methods will make the recommendation of learning resources more accurate and efficient, offering learners a better learning experience and results. The experimental results show that the average score of the experimental group is 87.9202 before and 91.1305 after the experiment through the intelligent art learning system, and the learners have made remarkable progress in art learning. Learners' learning styles have been effectively recognized and satisfied, the satisfaction score of the learning environment is high (4.3 ~ 4.9 points), and their problem-solving ability has been significantly improved. It shows that the intelligent art learning system established here is vital and effective for Korean art learning in the post-epidemic era. [ABSTRACT FROM AUTHOR]

As organizations gravitate to group‐based structures, the problem of improving performance through judicious selection of group members has preoccupied scientists and managers alike. However, which individual attributes best predict group performance remains poorly understood. Here, we describe a preregistered experiment in which we simultaneously manipulated four widely studied attributes of group compositions: skill level, skill diversity, social perceptiveness, and cognitive style diversity. We find that while the average skill level of group members, skill diversity, and social perceptiveness are significant predictors of group performance, skill level dominates all other factors combined. Additionally, we explore the relationship between patterns of collaborative behavior and performance outcomes and find that any potential gains in solution quality from additional communication between the group members are outweighed by the overhead time cost, leading to lower overall efficiency. However, groups exhibiting more "turn‐taking" behavior are considerably faster and thus more efficient. Finally, contrary to our expectation, we find that group compositional factors (i.e., skill level and social perceptiveness) are not associated with the amount of communication between group members nor turn‐taking dynamics. In a pre‐registered experiment, we compare the effects of four widely studied attributes of group composition and find the group's average skill level, their skill diversity, and their social perceptiveness to be significant predictors of collective performance, with the predictive power of average skill level dominating other factors. [ABSTRACT FROM AUTHOR]

This study has the following objective: to validate, adapt and modify a scale from Kirby, Moore and Schofield – VVQ, based on Richardson’s scale, to be applied in measurements of advertising influence. The statistical methods applied in the study were factor analysis using principal component analysis (PCA) and Varimax orthogonal rotation with Kaiser normalization, as well as correlation analyses to establish the linear relationship between the VVQ subscales (N=425). The results of a factor analysis (PCA) indicated that a 3-factor solution was acceptable for the present data, forming 3 subscales in the following order: for dreamers, for visualizers, and for verbalizers. Visualization was found to be more pronounced than verbalization in the individuals studied, and the vividness of sleep was more important in building individuals' verbal abilities than visual abilities. The results may be useful for researchers of cognitive styles of individuals as well as their segmentation in marketing, advertising and media. [ABSTRACT FROM AUTHOR]

Background: To date, there is no evidence supporting the existence of an association between Autism Spectrum Disorder (ASD) and extremism in the general population. However, there is increasing recognition that several features of ASD may provide the context of vulnerability to engage in extremist behaviour. Aims: This paper sets out the case for a dedicated clinical approach to better integrate clinical risk appraisal processes with an assessment of ASD individuals' vulnerabilities within the Criminal Justice System. Methods and Results: In this paper the Framework for the Assessment of Risk & Protection in Offenders on the Autistic Spectrum (FARAS): A Guide for Risk Assessors Working with Offenders on the Autistic Spectrum is explored. In developing the FARAS, Al‐Attar proposed seven facets of ASD that 'may have different functional links with push and pull factors to terrorism' (p. 928), which include circumscribed interests; rich vivid fantasy and impaired social imagination; need for order, rules, rituals, routine and predictability; obsessionality, repetition and collecting; social interaction and communication difficulties; cognitive styles and Sensory processing. Discussion and Conclusion: We describe the FARAS within the context of the most widely used clinical risk appraisal 'aide memoire' instruments integral to the Structured Professional Judgement of risk process, namely the HCR20v3. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors. [ABSTRACT FROM AUTHOR]

While specific responsivity factors are believed to either inhibit or facilitate successful involvement in programming, relatively little attention has been given to the validation of responsivity assessments used for correctional populations. Based on a sample of nearly 2,100 individuals confined in Minnesota prisons, this study examines the relationship between a needs and responsivity assessment system and multiple measures of program participation, dosage, and completion. The responsivity domains—childhood trauma, mental health, religiosity, motivation and learning style—were significantly associated with at least one measure of programming. All but two of the needs domains also had a significant association with programming involvement. We discuss the implications of the findings for correctional research and practice. [ABSTRACT FROM AUTHOR]

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students' learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students' academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4thgrade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students' academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities. [ABSTRACT FROM AUTHOR]

Amidst the rapid advancement in the application of artificial intelligence learning, questions regarding the evaluation of students' learning status and how students without relevant learning foundation on this subject can be trained to familiarize themselves in the field of artificial intelligence are important research topics. This study employed the use of a self-built AI platform (Ladder) for students to systematically learn and apply AI learning model established by the partial least squares (PLS) method to investigate the influence between variables (learning attitudes, self-regulated learning, AI anxiety, individual impact, computational thinking abilities, cognitive styles). This study was particularly conducted in the Department of Computer Science and Information Engineering of a top national university in Southern Taiwan. The valid data were collected from 65 students (55 male students; 10 female students). Furthermore, this study demonstrated the relationship between cognitive style, self-regulated learning and computational thinking. For the first time, it explored the impact of AI anxiety and completed existing research on it. The results of this study show that interest in learning positively affects learning attitudes. In addition, learning attitudes have a positive influence on each individual's performance. Based on multiple theories and the artificial intelligence learning platform, the model proposed in this study effectively understood students' learning status. [ABSTRACT FROM AUTHOR]

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. [ABSTRACT FROM AUTHOR]

Purpose: This research has two main objectives: to investigate the relationship between instructional strategies, students’ learning styles, and learning performance at public universities, and to identify the preferred learning styles of male and female students in Pakistani universities. Design/Methodology/Approach: A survey methodology was utilized to achieve the study objectives. Two research objectives were put forward to conduct this research. Existing research instruments on learning styles and instructional strategies were adopted to collect data. A sample of N=545 students was engaged in this research from the two public universities through purposive sampling technique. All the collected data were entered into SPSS for analysis. Descriptive statistics provided the base to run the stepwise simple linear regression. Findings: The results showed a significant but weak relationship between learning style and instructional strategies. No relationship between learning style and the learning performance of students was identified. Similarly, we could not detect any relationship between instructional strategies and the learning performance of students. As for measuring students’ preferred learning styles, the reflector learning style was found to be the most preferred style by male and female students. Surprisingly, the pragmatist learning style was the least adopted style by both male and female students at higher education. These findings were discussed with existing available research. Implications/Originality/Value: The study urges a comprehensive approach in Balochistan's secondary education, targeting regional disparities, improving teacher qualifications, refining instructional methods, and enhancing resource availability. This aims to foster positive reforms for an inclusive and technologically enriched learning environment. [ABSTRACT FROM AUTHOR]

Renewal efforts in learning basic electricity and electronics in vocational high schools need to be carried out in order to find the right formula in learning as a new tool to improve students' higher-order thinking skills (HOTS). HOTS are in three dimensions of knowledge, namely conceptual, procedural, and metacognition, which intersect with cognitive levels C4 (analyse), C5 (evaluate), and C6 (create). This research is a quasi-experimental, nonequivalent control group design by applying Matlab application-based learning in the experimental class and comparing it with direct learning in the control class to see differences in students' higher-order thinking skills. In addition, it also looks at the interaction effect between the type of learning applied and the moderator variable, namely the thinking style of students (internal and external), on students' HOTS in three dimensions of knowledge (conceptual, procedural, and metacognition). The participants, or experimental subjects, in this study were class X students with audio-video engineering expertise (TAV). Class X TAV 1 was selected as the experimental class with 34 students, while class X TAV 2 became the control group with 32 students. The results obtained showed the effect of matrix-based learning better than direct learning on students' HOTS in the dimensions of conceptual knowledge, procedural knowledge, and metacognition, and there was no interaction between the type of learning applied and the students' thinking style. Matlab-based learning and thinking styles had a strong influence separately on students' HOTS in the three knowledge dimensions. [ABSTRACT FROM AUTHOR]

This paper investigates the role of learning pathway design in a web-based 360° virtual laboratory safety training. A linearly structured virtual laboratory safety training was designed and implemented. Student experiences with the linear learning pathway were compared with a previously implemented non-linear learning pathway. In the linear pathway, students complete the virtual laboratory tour in a predetermined order, while in a non-linear pathway the students can complete the virtual laboratory tour in any order. Student feedback was collected from over 900 students and the experiences from the linearly structured virtual laboratory were highly positive. Compared to the previously implemented non-linear learning pathway, the student feedback related to the learning experience improved significantly. The feedback also showed a difference between preferred learning styles, highlighting the importance of choosing the learning pathway based on the intended learning outcomes and offering different types of learning materials for different learners. Overall, the findings of this study indicate that the linearly structured virtual laboratory offers an effective and motivating learning environment for laboratory safety training. [Display omitted] • The role of learning pathway design in a web-based 360∘ virtual laboratory safety training was studied. • Significant proportion of students favored a linearly structured learning pathway over of free roaming. • Catering to diverse learning styles was important when designing virtual laboratories for safety education. • Students reported several benefits for the virtual laboratory training, including refreshing experience and interactivity. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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.)

Digital competencies and hybrid education have become fundamental tools to promote new learning styles in the context of higher education. The objective of the research was to evaluate the challenges that hybrid education creates with respect to the digital competencies of Peruvian university teachers in times of uncertainty. The approach used was mixed in order to collect both numerical and qualitative data. The population and sample were composed of 189 teachers from three national universities. The techniques used were a survey for quantitative data and an interview for qualitative data. The instruments used were a questionnaire and an interview protocol. The results show that the challenges that universities in Peru must face are the recognition of their own potential, technical–technological capacity, interpretation of the felt needs, the formative development of human talent, and reflecting themselves as a dynamic node that responds to the changes in society. It was concluded that Peruvian universities must proactively address the challenges presented by hybrid education and the development of digital competencies to ensure a high quality education that prepares students for the world of today and the world of tomorrow. [ABSTRACT FROM AUTHOR]

In this work, we study the persistence of some fundamental previous ideas in physics in a group of freshmen at the Universidad Politécnica de Madrid (Spain). For this purpose, we analyze the answers to a questionnaire consisted of 24 multiple-choice items, most of them borrowed from the Force Concept Inventory (FCI). Our study is performed in two different ways by using, on the one hand, classical test theory and, on the other hand, the Pearson product–moment correlation. The survivance of some of the previous ideas at the end of the course is assessed by comparing and critically analyzing the answers of the students to the same test at the beginning and the end of the term. A possible connection with Honey–Alonso learning styles (LS) is also discussed. The results yielded by our study demonstrate the persistence of some of the initial and previous ideas, no matter the students' previous qualifications or their current LS. [ABSTRACT FROM AUTHOR]

Self-regulated learning is an active, conscious and reflective learning style which emphasizes that learners should monitor, evaluate and adjust their own learning process to achieve the best learning results. Good self-regulated motivation can help learners overcome difficulties in English learning and improve the effectiveness of English learning. The purpose of this study is to explore the self-regulated motivation of EFL undergraduates. This paper investigates the self-regulated motivation of EFL undergraduates in three universities in Guangxi to explore the current status of their self-regulated motivation and the demographic factors affecting their self-regulated motivation. This study adopts the form of a questionnaire to investigate the target group and draws conclusions by analyzing and summarizing the survey results using SPSS. The results of the survey showed that the self-regulated motivation of the participants was generally not high. Most of them were at a moderate level. Among them, participants' participation and regulation of the learning environment, regulation of affect, regulation of the classroom environment, and task value activation were all at moderate levels. In addition, the survey results showed that gender and academic year did not have a significant impact on participants' motivation levels. This study investigates the current situation of self-regulated motivation of EFL undergraduates, which has certain reference value for improving the learning motivation and learning ability of EFL undergraduates. These problems can be further explored in future studies to promote the cultivation of self-regulated learning ability of EFL undergraduates. [ABSTRACT FROM AUTHOR]

Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom. [ABSTRACT FROM AUTHOR]

Background and Objectives: Recent advances in computer technology, artificial intelligence, and virtual reality technology have enabled instructional designers to create on-screen pedagogical agents in multimedia learning environments. But what is needed is research on how to make pedagogical agents more effective in improving learning at the highest possible level for learners. Therefore, what is currently important in the field of research on animated pedagogical agents is increasing the efficiency of pedagogical agents by using supporting strategies. The important point in the priority of choosing among the types of supporting strategies is to pay attention to the individual differences of learners, which determines the necessity of using different types of strategies. Among the individual differences that can affect the learning and processing of learners and need to be considered by designers in educational design is the difference in the cognitive style of learners considering the importance of individual differences in the design of educational content; also, considering the importance of visual attention in the process of receiving and processing educational content, the present research was conducted with the aim of investigating the effect of visual signaling by the animated pedagogical agent on the attention of students with field-dependent cognitive style in a multimedia learning environment. Methods: The current study was applied research and a single-subject quasi-experimental design, and A-B-A design with follow-up was used in it. First, grouped embedded figure test (GEFT) was conducted and three students with field-dependent cognitive style who had the conditions to participate in the experiment were selected. Then, in the baseline stage, the participants were exposed to English grammar training during 8 sessions using multimedia with animated pedagogical agent, and the eye tracking data of the participants were collected at the same time. Afterwards, the participants were exposed to English grammar training for 8 sessions in the test stage using multimedia with animated pedagogical agent along with visual signaling and the desired data were collected according to the previous phase. The stage of returning to the baseline was also done for 8 sessions, like the baseline stage. Descriptive and inferential statistical methods were used for data analysis using SPSS software and visual chart analysis. Findings: The findings of the research showed that, with the addition of visual signaling to the animated pedagogical agent, the attention of the learner with field-dependent cognitive style increased to the educational content (F=42.09, p=0.001). Also, the examination of the visual diagrams in the present study showed, the back and forth of the learners' attention between the content and the pedagogical agent in the intervention situation was effective and targeted. Conclusion: Considering the positive effect of accompanying visual signaling with animated pedagogical agent on the attention of learners with a field-dependent cognitive style, the design of educational multimedia together with animated pedagogical agent with visual signaling can be used as useful educational content for learners with this cognitive style. Also, considering the positive effect of simultaneous visual signaling with verbal and non-verbal cues of the pedagogical agent, on the targeting of the selection process, in learners with cognitive style dependent on the field, it is recommended to use the sum of verbal and non-verbal cues of the pedagogical agent in the design and compilation of multimedia educational contents. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study. Based on a qualitative-quantitative design, data-gathering instruments included a refined and validated questionnaire (Cohen et al., 2011) and a semi-structured interview. Associated descriptive and inferential statistics were used to analyze the data. The results revealed that there was a relationship between learning style preferences and nationality background and the learning styles of students from these two nationalities were different from each other. From a quantitative standpoint, Iranian learners were more open-oriented learners, while Iraqi participants were more closure-oriented in their learning process. The results also revealed that not only were the learning style preferences different across groups, but they were also varied for individuals in each group. The results of this study offer valuable insights for teachers and instructors who are working with learners from diverse nationalities. [ABSTRACT FROM AUTHOR]

Teaching has been continuously evaluated in light of learning styles research. This highlights the significance of investigating learning styles that may be evolving in tandem with changes in the contemporary era. This study assumes that twenty-first-century students share characteristics not based on unimodal models of learning styles, particularly in higher education. It supports multimodality at both the learning and teaching levels since learners typically prefer and share various learning styles. It employs the field's most influential learning styles framework, Reid's (1987) perceptual learning styles instrument, to investigate the validity of that assumption. To add to and question the corpus of literature that exists in the field, we looked at Saudi university-level learning styles in relation to gender and academic major as independent variables. Participants were identified as English as a foreign language (EFL) student from various academic majors. The quantitative research design of this study revealed that neither academic major nor gender significantly affected the learners' preferences. Participants demonstrated a diversity of preferences for perceptual learning styles, with minimal overall differences. Nonetheless, they favored auditory learning over group and kinaesthetic styles. It was observed that students with an English major preferred individual learning styles. Research in the field, including the current study, found some discrepancies in PLS tendencies across different contexts and factors. With such inconsistent patterns, multimodal education is a good opportunity for teachers and educationists. [ABSTRACT FROM AUTHOR]