Posted 09/30/20

by Peter DeWitt

Abstract: This crisis has created a bolder mindset among many teachers as they confront students’ unvarnished needs for remedial teaching, SEL support, etc.. - they want support (including moral support) in deviating from the standard curriculum. They want to help students lead their own learning and increase student voice-and-choice. They also want to up their technology game for the sake of spaced practice, creativity, spontaneity, and providing a variety of ways of participating - basically, they are excited to provide kids things that they like and to meet students where they are.

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Posted 10/07/20

by Rich Haridy

Abstract: Assessment of video game addiction often involves measurement of peripheral criteria that indicate high engagement with games, and core criteria that indicate problematic use of games. A survey of the Norwegian population aged 16–74 years (N=10,081, response rate 43.6%) was carried out in 2013, which included the Gaming Addiction Scale for Adolescents (GAS). Confirmatory factor analysis showed that a two-factor structure, which separated peripheral criteria from core criteria, fitted the data better (CFI=0.963; RMSEA=0.058) compared to the original one-factor solution where all items are determined to load only on one factor (CFI=0.905, RMSEA=0.089). This was also found when we analyzed men aged ≤33 years, men aged >33 years, women aged ≤33 years, and women aged >33 years separately. This indicates that the GAS measures both engagement and problems related to video games. Multi-group measurement invariance testing showed that the factor structure was valid in all four groups (configural invariance) for the two-factor structure but not for the one-factor structure. A novel approach to categorization of problem gamers and addicted gamers where only the core criteria items are used (the CORE 4 approach) was compared to the approach where all items are included (the GAS 7 approach). The current results suggest that the CORE 4 approach might be more appropriate for classification of problem gamers and addicted gamers compared to the GAS 7 approach.

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Posted 10/07/20

by Rich Haridy

Abstract: A criticism of current diagnostic approaches to gaming disorder is that they fail to take into account that high and repeated engagement is not problematic per se, nor is it necessarily associated with adverse consequences. To tackle this controversy, we used Confirmatory Factor Analysis (CFA) to test, in regular gamers (N = 268), whether high (but healthy) engagement can be distinguished from problematic engagement by using the Addiction-Engagement Questionnaire (Charlton & Danforth, 2007). We then tested whether differential relationships exist between the engagement and addiction constructs, DSM-5 criteria for Internet gaming disorder (IGD), and psychological factors linked to gaming use and misuse (self-reported impulsivity, motives to play, and depression). Results indicated that a model holding engagement and addiction as two distinct, but related, constructs fits the data well. Second, we showed that although both constructs are linked to the number of IGD criteria endorsed, the relationship is more pronounced for the addiction construct. Third, a differential pattern of correlations was observed with the other study variables, further supporting the need to distinguish the two constructs. Our study emphasizes that research is needed to refine the diagnostic approach to gaming disorder to avoid conflating healthy passion with pathological behavior.

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Posted 10/07/20

by Rich Haridy

The biggest global study of morality ever finds that there are a set of globally shared moral principals.

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Posted 10/07/20

by Prima Vitasaria, Muhammad Nubli, Abdul Wahab, Ahmad Othmana, Tutut Herawan, Suriya Kumar Sinnadurai

Abstract: Anxiety is one of the major predictors of academic performance. Students with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on assignments. This research observes the relationship between study anxiety level and students’ academic performance. The test to find out a significant correlation of anxiety and academic performance was has carried out among engineering students. A total 205 males and females student participated in this test. They were second year students from four engineering faculties at Universiti Malaysia Pahang (UMP). The study anxiety level was measured using State Trait Anxiety Inventory (STAI). Meanwhile, students’ academic performance was measured using Grade Point Average (GPA). The results showed that there was a significant correlation of high level anxiety and low academic performance among engineering students, with significant correlation (p=0.000) and the correlation coefficient is small with r=-.264. Large of sample size required to strengthen the coefficient correlation was suggested for further research.

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Posted 10/06/20

by Rita Halpert and Russ Hill

This article consists of twenty-eight different research-proven measures of locus of control.

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Posted 10/06/20

by Territa L. Upchurch-Poole

Abstract: ...[C]onfusion is a psychologically constructed emotion, where confusion concept knowledge and epistemological beliefs about the nature of knowledge and learning represent constitutive elements that are in turn associated with differences in how students perceive the feeling of, and respond to confusion in the context of performing complex reasoning tasks. To shed light on this phenomenon, the Theory of Constructed Emotion was utilized as a guiding framework, in conjunction with hierarchical regression analyses, to investigate how students might psychologically construct two different perceptions of confusion, as well as the ways in which different confusion constructions appear to either help or hinder complex inferential reasoning performance. Results suggest that there are differences in students’ psychological constructions of confusion and that these differences are related to variation in their reasoning performance.

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Posted 10/06/20

by Zhaoheng Ni, Ahmet Cem Yuksel, Xiuyan Ni, Michael I Mandel, and Lei Xie

Abstract: Brain fog, also known as confusion, is one of the main reasons for low performance in the learning process or any kind of daily task that involves and requires thinking. Detecting confusion in a human’s mind in real time is a challenging and important task that can be applied to online education, driver fatigue detection and so on. In this paper, we apply Bidirectional LSTM Recurrent Neural Networks to classify students’ confusion in watching online course videos from EEG data. The results show that Bidirectional LSTM model achieves the state-of-the-art performance compared with other machine learning approaches, and shows strong robustness as evaluated by cross-validation. We can predict whether or not a student is confused in the accuracy of 73.3%. Furthermore, we find the most important feature to detecting the brain confusion is the gamma 1 wave of EEG signal. Our results suggest that machine learning is a potentially powerful tool to model and understand brain activity.

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Posted 10/06/20

by Donald Bruce Bierman

Abstract: The severe consequences of not achieving Annual Yearly Progress standards established by the No Child Left Behind Act of 2001 have resulted in schools developing programs designed to address the academic needs of students at risk for failing the assessment. ...[T]eachers establish an inherently hegemonic institutional discursive context, positioning themselves as the source of knowledge, student behavior evidences resistance to this epistemological stance. ... Students refuse to accept institutional devaluations of their worldviews and identities as they continue to reference their own personal experiences, perceptions, and interpretations in their literary analysis. Concurrently, students’ discourse has no discernible effect upon the teachers’ epistemological beliefs.

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Posted 10/06/20

by Brant Carson, Giulio Romanelli, Patricia Walsh, and Askhat Zhumaev

Public sector firms like government and education are predicted to have a lot of potential for blockchain-based technologies.

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Posted 10/06/20

by Jobst Heitzig

Abstract: What is good about this method? Minority views will not be ignored, and when things don’t go well, a palatable fall-back plan is in place so that the most satisfying outcome possible under the circumstances usually occurs efficiently: the will of the group is uncovered even while even minimizing the length of time used for discussion and debate (by using one of the variants detailed in the paper).

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Posted 09/30/20

by George Siemens

Abstract: Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies.

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Posted 09/30/20

by Gardner, H., & Moran, S.

Abstract: “[W]e find encouraging those efforts to create milieus in which the intelligences can be observed using meaningful materials in meaningful situations. Recently both of us had the opportunity to learn about the Explorama at Danfoss Universe in southwestern Denmark. The Universe is an impressive new science park and museum complex open to the general public. Inspired by MI theory, the Explorama offers approximately 50 games that individuals can play alone or in small groups. The gamesrange from language learning games, to games involving balancing or juggling, making and dissecting tunes, or working with individuals or robots to move objects around.

“Of the dozens of efforts to create measures of the various intelligences, the Explorama is by far the most effective. It is fun to sample across the board orto delve into a particular task, it involves measures that do not require the intrusion of paper-and-pencil instrumentation, the materials are novel for the user yet easily understood by anyone from a schooled society, and it gives users the opportunities to predict their own intelligence profile and ascertain whether they are correct.We anticipate that the approach epitomized by the Explorama will prove usable in virtual as well as real-life settings and will give individuals all over the world the opportunity to understand—in an intuitive, phenomenological way—what is meant by multiple, relatively independent, intelligences.” - Howard Gardner, creator of Multiple Intelligences (MI) theory

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