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Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601).

Deadline for manuscript submissions: closed (25 February 2023) | Viewed by 69036

Special Issue Editors

Prof. Dr. Pablo Usán Supervía

E-Mail Website
Guest Editor
Department of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, Spain
Interests: psychological variables; teaching and learning process; education, gamification; sport science; physical activity
Prof. Dr. Carlos Salavera

E-Mail Website
Guest Editor
Department of Psychology and Sociology, Zaragoza's University, 50009 Zaragoza, Spain
Interests: adolescents; evaluation; emotions; psychopathology; disorders
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Víctor Murillo Lorente

E-Mail Website
Guest Editor
Departamento de Fisiatría y Enfermería, Universidad de Zaragoza, 50009 Zaragoza, Spain
Interests: study of sport; analysis of collective sports; school sports; sports training; sports performance; observational methodology; qualitative analysis of sports technique; teaching learning methodologies
Prof. Dr. Mário Rui Domingues Ferreira da Cruz

E-Mail Website
Guest Editor
The Centre for Research and Innovation in Education, Porto Polytechnic School of Education, 4200-465 Porto, Portugal
Interests: didactics of languages; applied linguistics; technology applied to teaching, intercultural communication; foreign languages teaching (English, Spanish, German, Portuguese); Hispano American literature; linguistic and cultural varieties of the spanish language; special education needs

Special Issue Information

Dear colleagues, 

The teaching–learning process responds to the framework wherein new learning is established that will mark the knowledge and development of new generations. For this reason, it is extremely important to pay attention to it and to adapt ourselves to our current society in order to offer research that will broaden scientific knowledge and continue our progress as human beings. 

The personal, academic and psychological variables of both students and teachers play a very important role in it, as a result of their interaction. To this end, we propose a monographic study, including numerous studies related to education in different educational contexts that investigate the educational variables as participants in the teaching–learning process: psychological variables, curricular aspects, new methodologies, teacher training, coexistence and attention to diversity, gender equality, etc. 

On the other hand, as issues inherent to the teaching–learning process and related to psychological variables, the new technologies in education represent a new procedural claim, offering new educational resources in the era of digitalization in the classroom. In the same way, the component of physical activity and the rise in the state of physical and personal well-being can bring numerous benefits to the proposed theme. 

Finally, we call on the scientific community and welcome any studies focussing on the proposed topic. 

Prof. Dr. Pablo Usán Supervía
Prof. Dr. Carlos Salavera
Prof. Dr. Víctor Murillo Lorente
Prof. Dr. Mário Rui Domingues Ferreira da Cruz
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Teaching–learning process
  • education, psychological variables
  • new technologies
  • gamification
  • sport science
  • physical activity
  • well-being

Published Papers (28 papers)

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32 pages, 2680 KiB  
Article
The Role of Leadership and Digital Transformation in Higher Education Students’ Work Engagement
by Valentin Niță and Ioana Guțu
Int. J. Environ. Res. Public Health 2023, 20(6), 5124; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20065124 - 14 Mar 2023
Cited by 3 | Viewed by 3643
Abstract
Teaching and learning processes should be subject to continuous change due to the constant evolution of social, educational and technological environments, which ultimately results in higher levels of student engagement. The current paper describes the technological changes faced by higher education institutions as [...] Read more.
Teaching and learning processes should be subject to continuous change due to the constant evolution of social, educational and technological environments, which ultimately results in higher levels of student engagement. The current paper describes the technological changes faced by higher education institutions as a result of digital transformation challenges. Further, transformational and transactional leadership styles’ effectiveness is regarded within the context of higher education institutions’ digital enhancements. Over time, these factors have led to contextual shifts that have disengaged students from learning and thus self-development. The current research aimed to examine how higher education institutions should apply different leadership styles within digitally transformed contexts so as to increase students’ learning engagement and reduce the risk of failure in their future developments within (inter)national labor markets. Data gathering and analysis involved a qualitative approach: an online survey was distributed, resulting in 856 responses. Through structural equation modeling, the data revealed a valid higher education digital transformation assessment tool; the results also emphasize the increased role of transactional leadership, as opposed to the traditional transformational style, within a highly digitized higher education institutional framework. Consequently, the linear relationship of students’ work engagement with leadership proved to also be enhanced by quadratic effects. The current study stresses the importance of internal and external peers in higher education performance through high levels of student learning (work) engagement through leadership and a uniformly developed digitally transformed higher education environment. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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17 pages, 808 KiB  
Article
Kindergarten Teachers’ Quality of Work Life in China: A National Empirical Study
by Huijuan Di, Huanhuan Li and Yifang Wang
Int. J. Environ. Res. Public Health 2023, 20(5), 4596; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20054596 - 05 Mar 2023
Cited by 1 | Viewed by 1624
Abstract
Kindergarten teachers’ quality of work life (QWL) is of great significance in ensuring teacher stability, improvement in education quality, and the development of education. This study used the newly developed and validated tool, the QWL scale for kindergarten teachers (QWLSKT) to investigate QWL [...] Read more.
Kindergarten teachers’ quality of work life (QWL) is of great significance in ensuring teacher stability, improvement in education quality, and the development of education. This study used the newly developed and validated tool, the QWL scale for kindergarten teachers (QWLSKT) to investigate QWL among kindergarten teachers in China. The participants comprised 936 kindergarten teachers. Psychometric results showed that the QWLSKT is a reliable and effective scale across six dimensions: health status, interpersonal relationships, working conditions, professional growth, participation in decision making, and leisure life. The Chinese teachers’ evaluation of their professional growth was positive, while their evaluation of their working conditions was negative. Latent profile analysis results showed that a three-profile model had the best fitting model, comprising low, middle, and high profiles in relation to low, medium, or high scale scores, respectively. Finally, the results of hierarchical regression analysis showed that the educational level and establishment of kindergarten teachers, as well as the quality level of kindergartens and their regions, play an important role in the QWL of kindergarten teachers. The results showed that more effective policy and management strategies are needed to improve QWL among kindergarten teachers in China. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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15 pages, 720 KiB  
Article
Effect of Technology Acceptance on Blended Learning Satisfaction: The Serial Mediation of Emotional Experience, Social Belonging, and Higher-Order Thinking
by Tianjiao Chen, Heng Luo, Qinna Feng and Gege Li
Int. J. Environ. Res. Public Health 2023, 20(5), 4442; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20054442 - 02 Mar 2023
Cited by 6 | Viewed by 1817
Abstract
This study explored the relationship between technology acceptance and learning satisfaction in the context of blended learning, with a particular focus on the mediating effects of online behaviors, emotional experience, social belonging, and higher-order thinking. A total of 110 Chinese university students participated [...] Read more.
This study explored the relationship between technology acceptance and learning satisfaction in the context of blended learning, with a particular focus on the mediating effects of online behaviors, emotional experience, social belonging, and higher-order thinking. A total of 110 Chinese university students participated in this study and completed a questionnaire at the end of 11 weeks of blended learning. The results demonstrate that technology acceptance directly and indirectly relates to blended learning satisfaction. The mediation analysis further revealed two significant mediating pathways from technology acceptance to blended learning satisfaction: one through higher-order thinking, and the other through serial mediation of emotional experience, social belonging, and higher-order thinking. Moreover, there was no significant mediating effect of online learning behaviors on blended learning satisfaction. Based on these results, we have proposed practical implications for improving blended learning practice to promote learner satisfaction. These results contribute to our understanding of blended learning as an integrated construct under the triadic interplay of technical environment, learning behaviors, and individual perceptions. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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10 pages, 1186 KiB  
Article
Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age
by Eduardo Maria Moscato, Ana Isabel Obregón-Cuesta, María José Zapatero-Moreno, Jerónimo J. González-Bernal, Jessica Fernández-Solana, Luis Alberto Mínguez-Mínguez, Benito León-del-Barco, Santiago Mendo-Lázaro and Josefa González-Santos
Int. J. Environ. Res. Public Health 2023, 20(3), 2235; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20032235 - 27 Jan 2023
Cited by 1 | Viewed by 1644
Abstract
This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of [...] Read more.
This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of the scale was carried out using a Confirmatory Factor Analysis (CFA). To compare ASFAQ scores by gender and school year, the independent samples parametric t-test and Pearson’s coincidence test were used. (3) Results: in total, 976 students participated in the research, of which 515 were middle school students and 461 were high school students. The results showed a validity of the ASFAQ for Italian students, in addition to statistically significant differences between males and females, and school year. (4) Conclusions: The ASFAQ is reliable and valid to assess the attributional styles of academic success and failure in an Italian context. There are significant differences in sex and school year, and a consequence with age Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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13 pages, 400 KiB  
Article
ICT Training Perception of Professionals in Functional Diversity in Granada
by Carmen del Pilar Gallardo-Montes, María Jesús Caurcel-Cara, Emilio Crisol-Moya and Paula Peregrina-Nievas
Int. J. Environ. Res. Public Health 2023, 20(3), 2064; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20032064 - 23 Jan 2023
Cited by 2 | Viewed by 1217
Abstract
Training in Information and Communication Technologies (ICTs) has become very valuable in the current educational panorama, given the proliferation of digital resources available in the formal and non-formal education context. Fortunately, the field of attention to diversity has also benefited from it. For [...] Read more.
Training in Information and Communication Technologies (ICTs) has become very valuable in the current educational panorama, given the proliferation of digital resources available in the formal and non-formal education context. Fortunately, the field of attention to diversity has also benefited from it. For this reason, it is essential that the professionals who attend to people with functional diversity have a good attitude towards them, as well as training in accordance with their requirements. The aim of this study was to analyse how professionals in Granada (Spain) perceived their ICT training. A total of 404 specialists who worked in the field of attention to diversity were interviewed. In general, participants showed a favourable opinion towards ICT but they expressed a medium-low perception of their digital training. Nevertheless, these results are encouraging, as younger teachers showed a more favourable opinion and training towards ICT. In the long term, this will be a generation that is more educated and aware of the benefits, applicability and usefulness of these resources for working with people with functional diversity. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
12 pages, 1242 KiB  
Article
Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19
by Mohamed A. Shabeeb, Abu Elnasr E. Sobaih and Ibrahim A. Elshaer
Int. J. Environ. Res. Public Health 2022, 19(23), 16164; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192316164 - 02 Dec 2022
Cited by 4 | Viewed by 2317
Abstract
The widespread outbreak of the COVID-19 virus had substantial impacts on higher education, which turned into distance using virtual environments and electronic (e) learning platforms. There is a growing body of research on the effect of COVID-19 on students’ education and e-learning experiences [...] Read more.
The widespread outbreak of the COVID-19 virus had substantial impacts on higher education, which turned into distance using virtual environments and electronic (e) learning platforms. There is a growing body of research on the effect of COVID-19 on students’ education and e-learning experiences amid the pandemic. However, limited research was performed to assess the learning experience before and amid the COVID-19 pandemic among students in specific disciplines such as accounting. The current research compares accounting students’ learning experience and satisfaction before and amid the COVID-19 pandemic. We distributed a pre-tested questionnaire online to students through our colleagues. The results of the SEM multi-group analysis with Amos indicated significant differences between students’ experience before and amid the COVID-19 pandemic, which had a significant influence on their satisfaction. Accounting students were found to have more participation in learning, to receive proper support and motivation, and to have better assessment and feedback before than amid COVID-19. However, they had better access to information and learning resources and were able to construct knowledge amid the pandemic using e-learning than before the pandemic. Several implications from the findings are raised and discussed. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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14 pages, 1394 KiB  
Article
Study on the Influencing Factors of Online Learning and Its Operation Mechanism among Chinese College Students during the COVID-19 Pandemic—An Empirical Analysis Based on a Mixed Method
by Huanhuan Li, Bingyu Duan, Yifang Wang, Huijuan Di and Hongxuan Ge
Int. J. Environ. Res. Public Health 2022, 19(22), 15161; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192215161 - 17 Nov 2022
Cited by 2 | Viewed by 1490
Abstract
Online learning has gradually become a mainstream teaching method to replace traditional classroom teaching during the COVID-19 pandemic. However, there are some issues such as the lack of theoretical guidance on online learning, and the influencing factors of online learning effect are not [...] Read more.
Online learning has gradually become a mainstream teaching method to replace traditional classroom teaching during the COVID-19 pandemic. However, there are some issues such as the lack of theoretical guidance on online learning, and the influencing factors of online learning effect are not well proven. On this basis, this study aimed to construct and test a theoretical model of online learning influencing factors among college students through a mixed-method approach in China to further explore the influencing factors of online learning and the relationship between these influencing factors. First, 130 college students were interviewed from May 2021 to November 2021, and the collected data were coded to a theoretical model through grounded theory. Second, we tested and verified the theoretical model through the analysis of survey data of 225 college students from January 2022 to July 2022. Lastly, the results indicate that the learning expectation influences the learning result through learning quality or learning interaction and their combined effects. These findings can help educators around the world gain insight into the process of online learning and improve the quality of online learning during the COVID-19 pandemic. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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10 pages, 755 KiB  
Article
Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy
by Halima Albalushi, Mohamed Al Mushaiqri, Srinivasa Rao Sirasanagandla and Srijit Das
Int. J. Environ. Res. Public Health 2022, 19(20), 13318; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192013318 - 15 Oct 2022
Cited by 9 | Viewed by 2270
Abstract
In recent times, online teaching and assessment have provided a great opportunity to explore better methods in medical education. There are inconsistent views concerning the effectiveness of online assessment. Hence, the present study aimed to evaluate online teaching and assessment methods in relation [...] Read more.
In recent times, online teaching and assessment have provided a great opportunity to explore better methods in medical education. There are inconsistent views concerning the effectiveness of online assessment. Hence, the present study aimed to evaluate online teaching and assessment methods in relation to face-to-face methods by comparing students’ performances. The students’ assessment results in two basic anatomy courses, which are part of the Doctor of Medicine and Biomedical Sciences programs at Sultan Qaboos University, were analysed. We compared the students’ mean scores and coefficient of variance in the multiple-choice written exams and the objective structured practical exams during the spring semesters of 2019, 2020, and 2021, containing face-to-face teaching and exams, partial online teaching and online exams, and online teaching and both proctored online and face-to-face exams, respectively. The sudden transition to online teaching and assessment halfway through the semester resulted in higher means and a lower coefficient of variance among students’ scores in both theory and practical exams. However, when the fully adopted online method of teaching and assessment was employed, the mean scores decreased, and the coefficient of variance increased to figures close to those witnessed before the pandemic, when teaching and assessment were face-to-face. This trend applied to both the Doctor of Medicine and Biomedical Sciences programs’ anatomy courses. The results indicate that online assessment of theoretical and practical anatomical knowledge is comparable to that of face-to-face assessment. However, proper planning and preparedness are mandatory to achieve the desired outcomes. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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11 pages, 387 KiB  
Article
Behaviour Patterns between Academic Motivation, Burnout and Academic Performance in Primary School Students
by Pablo Usán, Carlos Salavera, Alberto Quílez-Robres and Raquel Lozano-Blasco
Int. J. Environ. Res. Public Health 2022, 19(19), 12663; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191912663 - 03 Oct 2022
Cited by 2 | Viewed by 2304
Abstract
Background: The final years of primary school (early adolescence) are regarded as key for the academic and personal development of students. This study aims to analyze the relationship between academic motivation, academic burnout, and academic performance, differentiating between adaptive and non-adaptive patterns according [...] Read more.
Background: The final years of primary school (early adolescence) are regarded as key for the academic and personal development of students. This study aims to analyze the relationship between academic motivation, academic burnout, and academic performance, differentiating between adaptive and non-adaptive patterns according to the results of the three constructs studied. Methods: The sample comprised 398 students, both male (N = 224; 56.28%) and female (N = 174; 43.71%) with ages ranging from 11 to 13 years (M = 11.49; DT = 0.52). The instruments used were the Maslach Burnout Inventory—Student Survey (MBI-SS) and the Academic Motivation Scale (AMS), as well as academic marks as a measure of performance. Results: The results revealed significant correlations between the three constructs under study, the variables that can be used to predict academic performance, and both adaptive and non-adaptive behavior patterns. Conclusions: The importance of motivation, burnout, and academic performance in primary education is manifested, whose interrelation can give rise to adaptive behaviors based on high school motivation away from academic burnout that leads to a higher academic performance in students. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
17 pages, 1225 KiB  
Article
Analyzing an Appropriate Blend of Face-to-Face, Offline and Online Learning Approaches for the In-Service Vocational Teacher’s Training Program
by Muhammad Zaheer Asghar, Muhammad Naeem Afzaal, Javed Iqbal and Hafiza Amina Sadia
Int. J. Environ. Res. Public Health 2022, 19(17), 10668; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191710668 - 26 Aug 2022
Cited by 9 | Viewed by 2638
Abstract
Blended learning approaches are considered as the most viable for the delivery of training to remote areas and accessing learners at a mass level. Blended learning is a combination of different learning approaches to facilitate the learners’ needs. The National Vocational and Technical [...] Read more.
Blended learning approaches are considered as the most viable for the delivery of training to remote areas and accessing learners at a mass level. Blended learning is a combination of different learning approaches to facilitate the learners’ needs. The National Vocational and Technical Training Commission (NAVTTC) conducted an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed to find the appropriate blend of face-to-face, online, and offline learning approaches for the training of in-service teachers in Pakistan. A mixed methods research approach was adopted. A survey collected data from 781 in-service vocational teachers who participated in training programs through blended learning approaches. The ANOVA test was applied to find the difference of the training participants’ attitude toward different modes of learning. It was found that trainees had more positive attitude toward a face-to-face learning approach than online and the online learning approach than offline learning. Semi-structured interviews were also conducted with training participants, admission and placement officers, and principals. They also endorsed that face-to-face learning approaches must be given more weight than online, and the online approach should have more weight than the offline approach. This study has practical implications for technical education and vocational training (TVET) institutes in developing countries such as Pakistan to design blended learning approaches for the training of in-service vocational teachers. Future research may be conducted on the effectiveness of in-service vocational education teachers through blended learning. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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9 pages, 638 KiB  
Article
Adaptation and Testing of the Factorial Structure of the Physical Education Grit Scale for Use in Secondary Education in Spain
by Jerónimo González-Bernal, Sergio Gonzalez-Bernal, Carlos Salavera, Carmen Fernández-Ortega, Rubén Trigueros Ramos, José M. Aguilar-Parra and María Josefa González-Santos
Int. J. Environ. Res. Public Health 2022, 19(16), 10008; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191610008 - 13 Aug 2022
Cited by 4 | Viewed by 1339
Abstract
The challenges faced by students during Physical Education classes embrace both physical and academic aspects. Therefore, each individual possesses a series of internal psychological mechanisms, such as Grit, which allow them to adapt and overcome the vicissitudes. However, there are no scales that [...] Read more.
The challenges faced by students during Physical Education classes embrace both physical and academic aspects. Therefore, each individual possesses a series of internal psychological mechanisms, such as Grit, which allow them to adapt and overcome the vicissitudes. However, there are no scales that assess Grit in Span. Thus, the aim of the present study is to test the factor structure of the Physical Education Grit Scale in Span of Physical Education classes. For this purpose, 857 secondary school students took part in the present study. In order to test the factor structure, a confirmatory factor analysis, an exploratory factor analysis, an analysis of the reliability of the questionnaire and an analysis of temporal stability were carried out. The results showed that the factor structure consisted of two factors and four sub-factors (χ2/df = 2.17 (p = 0.001); CFI = 0.96; TLI = 0.96; IFI = 0.96; RMSEA = 0.051; SRMR = 0.037). In addition, the reliability and temporal stability analyses showed acceptable indices. Based on these results, evidence of reliability and validity of the Physical Education Grit Scale in Span of Physical Education is provided. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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13 pages, 983 KiB  
Article
“Seeing and Being Seen” or Just “Seeing” in a Smart Classroom Context When Videoconferencing: A User Experience-Based Qualitative Research on the Use of Cameras
by Josep Petchamé, Ignasi Iriondo and Garazi Azanza
Int. J. Environ. Res. Public Health 2022, 19(15), 9615; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19159615 - 04 Aug 2022
Cited by 8 | Viewed by 1869
Abstract
This research examines the form in which undergraduates use video cameras during videoconferencing class sessions in a Smart Classroom context and, more specifically, the reasons why a considerable number of students opt to turn off their cameras when videoconferencing during the sessions while [...] Read more.
This research examines the form in which undergraduates use video cameras during videoconferencing class sessions in a Smart Classroom context and, more specifically, the reasons why a considerable number of students opt to turn off their cameras when videoconferencing during the sessions while others keep them on. The study was carried out in an institution that had previously switched from face-to-face teaching to an Emergency Remote Teaching solution, initially adopted in 2019–2020 to cope with the COVID-19 pandemic restrictions. Findings suggest that using cameras when videoconferencing is associated with increasing and enhancing the interaction between the student and the rest of the class, although not all students agreed with this conclusion. In addition, having the video cameras switched fomented socialization and improved the overall online learning experience for students. However, the surveyed students pointed out diverse negative elements, such as why they had to turn on their personal cameras, privacy concerns, and limitations derived from the available technology infrastructure, in addition to other factors such as distractions, anxiety, and cognitive load. This work discusses how these elements can influence the well-being and the user experience of the students, both positively and negatively. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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11 pages, 926 KiB  
Article
Under Psychological Safety Climate: The Beneficial Effects of Teacher–Student Conflict
by Ruoying Xie, Jinzhang Jiang, Linkai Yue, Lin Ye, Dong An and Yin Liu
Int. J. Environ. Res. Public Health 2022, 19(15), 9300; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19159300 - 29 Jul 2022
Cited by 5 | Viewed by 1812
Abstract
Previous studies have mainly focused on the negative effects of teacher–student conflict; the positive effects of conflict have rarely been mentioned. This paper suggests that encouraging conflict could act as a teaching method to improve students’ innovative competence. This study has two objectives: [...] Read more.
Previous studies have mainly focused on the negative effects of teacher–student conflict; the positive effects of conflict have rarely been mentioned. This paper suggests that encouraging conflict could act as a teaching method to improve students’ innovative competence. This study has two objectives: (1) to examine how various types of teacher–student conflict affects students’ innovative competence and (2) to identify the mediating role of a psychological safety climate in the association between conflict and students’ innovative competence. To achieve the objectives, we used evidence from 1207 university students. Multivariable logistic regression analysis revealed that conflicts were associated with students’ innovative competence, and the mediation role of a psychological safety climate is significant. Specifically, the results revealed that Cognitive Conflict had significant positive effects on students’ innovative competence, whereas Affective Conflict had a significant negative effect on students’ innovative competence. In addition, we clarified a psychological safety climate as the boundary condition for the relationship between conflict and students’ innovative competence. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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11 pages, 2651 KiB  
Article
Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study
by Ana Manzano-León, José Manuel Aguilar-Parra, Javier Rodríguez-Moreno and Ana María Ortiz-Colón
Int. J. Environ. Res. Public Health 2022, 19(13), 8000; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19138000 - 29 Jun 2022
Cited by 6 | Viewed by 2805
Abstract
Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for [...] Read more.
Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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8 pages, 351 KiB  
Article
Executive Functions in Children and Adolescents with Autism Spectrum Disorder, Grade 1 and 2, vs. Neurotypical Development: A School View
by Ana Gentil-Gutiérrez, Mirian Santamaría-Peláez, Luis A. Mínguez-Mínguez, Josefa González-Santos, Jessica Fernández-Solana and Jerónimo J. González-Bernal
Int. J. Environ. Res. Public Health 2022, 19(13), 7987; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19137987 - 29 Jun 2022
Cited by 3 | Viewed by 2240
Abstract
Background: Autism spectrum disorders are neurodevelopmental disorders characterized by deficits in social and communication functioning. Previous studies suggest that people with autism spectrum disorders have deficits in executive functions, having found a relationship with cognitive flexibility, planning, working memory, inhibition or self-control, but [...] Read more.
Background: Autism spectrum disorders are neurodevelopmental disorders characterized by deficits in social and communication functioning. Previous studies suggest that people with autism spectrum disorders have deficits in executive functions, having found a relationship with cognitive flexibility, planning, working memory, inhibition or self-control, but it is especially with respect to cognitive flexibility where the greatest dysfunctions have been found. The objective of this research was to compare the executive functioning of a group of children and adolescents diagnosed with autism spectrum disorders with another with neurotypical development in an educational context. Methods: This was a cross-sectional, descriptive and multicenter confirmatory study in which 121 people who participated acted as informants, with 70 of them being education professionals who work with people with autism spectrum disorders grade 1 and 2 and 51 of them being teachers who work with people of neurotypical development; these individuals were selected through non-probabilistic sampling. Results: People diagnosed with autism spectrum disorders obtained significantly higher scores on the Behavior Rating Inventory of Executive Function-2 scale for the nine clinical scales and the four indexes that compose it compared to the group of people with neurotypical development; in addition, the average scores obtained are clinically significant, with them being elevated for the group with autism spectrum disorders. This study confirms that children and adolescents with autism spectrum disorders experience greater difficulties with respect to their executive functions than children with neurotypical development. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
13 pages, 387 KiB  
Article
Executive Functions in Children and Adolescents with Autism Spectrum Disorder in Family and School Environment
by Ana Gentil-Gutiérrez, Mirian Santamaría-Peláez, Luis A. Mínguez-Mínguez, Jessica Fernández-Solana, Jerónimo J. González-Bernal, Josefa González-Santos and Ana I. Obregón-Cuesta
Int. J. Environ. Res. Public Health 2022, 19(13), 7834; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19137834 - 26 Jun 2022
Cited by 6 | Viewed by 2599
Abstract
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by the presence of difficulties in communication and social interaction, often associated with deficits in executive functions (EF). The EF correct development is related to a more effective functioning in all its daily activities, [...] Read more.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by the presence of difficulties in communication and social interaction, often associated with deficits in executive functions (EF). The EF correct development is related to a more effective functioning in all its daily activities, while being associated with more efficient social relations. The objective of this research is to analyze the level of development of EF in children and adolescents with ASD in school and at home. This is a descriptive, cross-sectional, and multicenter study with 102 participants selected by non-probabilistic sampling, 32 parents of children with ASD, and 70 professionals in the field of education of students with ASD. The study confirms that although children and adolescents with ASD have problems in executive functioning, the perception of informants, parents, and education professionals is similar but not the same in the different contexts: school and home. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
11 pages, 626 KiB  
Article
Teacher Support Matters: The Effect of Self-Control Demands on Safety Behavior of Vocational High School Students in China
by Xiao Yuan, Yongjuan Li, Yaoshan Xu and Huifang Yang
Int. J. Environ. Res. Public Health 2022, 19(12), 7220; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19127220 - 13 Jun 2022
Cited by 1 | Viewed by 1590
Abstract
The safety behavior of vocational school students is worth noting. The current study is aimed to examine the effect of self-control demands on safety behavior. Drawing on the Self-Control Resource Model, we predict that self-control demands have a negative effect on safety behavior [...] Read more.
The safety behavior of vocational school students is worth noting. The current study is aimed to examine the effect of self-control demands on safety behavior. Drawing on the Self-Control Resource Model, we predict that self-control demands have a negative effect on safety behavior through ego depletion and perceived teacher support moderates the link among self-control demands, ego depletion, and safety behavior. A two-wave survey was conducted and 285 vocational students participated in our study. Mediation and moderated mediation modeling analyses were carried out. Results showed that ego depletion fully mediated the link between self-control demands and safety behavior. Moreover, perceived teacher support moderated the relationship between self-control demands, ego depletion and safety behavior; for students who perceived high levels of teacher support, the negative effect of self-control demands on safety behavior via ego depletion was insignificant, while for students who perceived low levels of teacher support, their negative effect was significant. The present study clarifies the effects of self-control demands on safety behavior through the resource depletion process and highlights the importance of teacher support in buffering the negative effect of self-control demands on workplace safety. Enhancing safety management, engaging in a resource recovery activity, and providing teacher support training are effective ways to maintain high levels of workplace safety. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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17 pages, 417 KiB  
Article
Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada
by Carmen del Pilar Gallardo-Montes, Antonio Rodríguez Fuentes, María Jesús Caurcel Cara and Davide Capperucci
Int. J. Environ. Res. Public Health 2022, 19(12), 7019; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19127019 - 08 Jun 2022
Cited by 6 | Viewed by 1516
Abstract
Background: Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits [...] Read more.
Background: Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. Methods: The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student’s t and one-factor ANOVA), and calculation of the effect size (Cohen’s d and eta squared) and intrafactorial correlations. Results: Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher. The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. Conclusions: It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
18 pages, 2155 KiB  
Article
A Data-Driven Optimized Mechanism for Improving Online Collaborative Learning: Taking Cognitive Load into Account
by Linjie Zhang, Xizhe Wang, Tao He and Zhongmei Han
Int. J. Environ. Res. Public Health 2022, 19(12), 6984; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19126984 - 07 Jun 2022
Viewed by 1808
Abstract
Research on online collaborative learning has explored various methods of collaborative improvement. Recently, learning analytics have been increasingly adopted for ascertaining learners’ states and promoting collaborative performance. However, little effort has been made to investigate the transformation of collaborative states or to consider [...] Read more.
Research on online collaborative learning has explored various methods of collaborative improvement. Recently, learning analytics have been increasingly adopted for ascertaining learners’ states and promoting collaborative performance. However, little effort has been made to investigate the transformation of collaborative states or to consider cognitive load as an essential factor for collaborative intervention. By bridging collaborative cognitive load theory and system dynamics modeling methods, this paper revealed the transformation of online learners’ collaborative states through data analysis, and then proposed an optimized mechanism to ameliorate online collaboration. A quasi-experiment was conducted with 91 college students to examine the potential of the optimized mechanism in collaborative state transformation, awareness of collaboration, learning achievement, and cognitive load. The promising results demonstrated that students learning with the optimized mechanism performed significantly differently in collaboration and knowledge acquisition, and no additional burden in cognitive load was noted. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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12 pages, 400 KiB  
Article
Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students
by Ana Isabel Obregón-Cuesta, Luis Alberto Mínguez-Mínguez, Benito León-del-Barco, Santiago Mendo-Lázaro, Jessica Fernández-Solana, Josefa González-Santos and Jerónimo J. González-Bernal
Int. J. Environ. Res. Public Health 2022, 19(11), 6770; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19116770 - 01 Jun 2022
Cited by 2 | Viewed by 1652
Abstract
The objective of this research was to perform a construct validity, and a psychometric analysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regarding gender and academic year in primary and secondary education student, as well as study the [...] Read more.
The objective of this research was to perform a construct validity, and a psychometric analysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regarding gender and academic year in primary and secondary education student, as well as study the relationship between emotions and academic performance. During the construction and analysis of the psychometric characteristics of the scale, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed. To test EES scores based on gender and school year, the T-Student test for independent samples and ANOVA were used, respectively. To verify the relationship between the scores of the different types of emotions and academic performance, the Pearson correlation test was performed. A total of 562 students belonging to the 5th (n = 228) and 6th (n = 186) primary school year and the 1st (n = 134) and 2nd (n = 94) secondary school year participated in the research. Age between 10 and 15 years old (mean = 11.66, standard deviation = 1.206) both males (50.5%) and females (49.5%). The results offered support for the three-factor structure. The analysis of invariance with respect to gender showed that the factor structure was invariant. Boys scored higher on the positive emotions factor and lower scores on anxiety than girls. Regarding school year, negative emotions and anxiety related to exams increase in the secondary courses compared to Primary while for positive emotions it is primary school students who obtain higher scores. The correlation coefficient between negative emotions (as well as anxiety) and school performance is negative whereas the correlation coefficient between positive emotions and academic performance is positive. EES scale is an instrument with scientific rigor and with adequate reliability and validity to be able to know the emotions that primary and secondary school students suffer when they are subjected to evaluation processes in the academic context. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
12 pages, 940 KiB  
Article
Validation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Grade
by Ana I. Obregón-Cuesta, Paula Rodríguez-Fernández, Benito León-del-Barco, Santiago Mendo-Lázaro, Luis A. Mínguez-Mínguez, Josefa González-Santos and Jerónimo J. González-Bernal
Int. J. Environ. Res. Public Health 2022, 19(10), 6045; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19106045 - 16 May 2022
Cited by 4 | Viewed by 2823
Abstract
The way in which students attribute causes to their successes and failures in school has important implications for their development. The objectives of our research were to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and to analyze the gender and grade [...] Read more.
The way in which students attribute causes to their successes and failures in school has important implications for their development. The objectives of our research were to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and to analyze the gender and grade differences in the ASFAQ data for primary and secondary school students in Spain. For the construction and analysis of the psychometric characteristics of the scale, an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were performed. To compare the ASFAQ scores based on gender and school year, a parametric t-test for independent samples and a one-way analysis of variance (ANOVA) was used. A total of 562 students in the fifth (n = 228) and sixth year (n = 186) of primary studies and the first (n = 134) and second year (n = 94) of secondary studies participated in the research. The results showed the adequate factorial structure, internal consistency, and validity of the ASFAQ, in addition to statistically significant differences by gender and school year. This research provides scientific evidence about the psychometric properties of the ASFAQ to assess and understand attributional style in the educational context, as well as current and consistent empirical evidence related to gender and grade differences in the attributional patterns of academic success and failure for primary and secondary school students. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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20 pages, 1518 KiB  
Article
Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic
by Diego Vergara-Rodríguez, Álvaro Antón-Sancho and Pablo Fernández-Arias
Int. J. Environ. Res. Public Health 2022, 19(6), 3732; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19063732 - 21 Mar 2022
Cited by 41 | Viewed by 3916
Abstract
This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of [...] Read more.
This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of digital immigrants (born after 1980). For this purpose, a validated survey was used and the obtained responses statistically analyzed. The results show a negative correlation between pandemic stress and the digital competence of professors and their adaptation skills to digital environments, which although weak for both of the two groups compared are stronger for digital immigrants. Both self-confidence and digital competence show a positive influence on the perception of adaptation of skills to DLE, and this is weaker in digital natives. Gaps were identified by gender and area of knowledge of the participants; consequently, the need to carry out training actions for university faculty on skills linked to their digital competence in teaching is clear. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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18 pages, 1258 KiB  
Article
Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos
by María Consuelo Sáiz-Manzanares, Caroline Françoise Martin, Laura Alonso-Martínez and Leandro S. Almeida
Int. J. Environ. Res. Public Health 2021, 18(22), 11757; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182211757 - 09 Nov 2021
Cited by 12 | Viewed by 3526
Abstract
Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation [...] Read more.
Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students’ satisfaction with teachers’ performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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9 pages, 355 KiB  
Article
Relationship between Social Skills and Happiness: Differences by Gender
by Carlos Salavera and Pablo Usán
Int. J. Environ. Res. Public Health 2021, 18(15), 7929; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18157929 - 27 Jul 2021
Cited by 9 | Viewed by 4262
Abstract
This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average [...] Read more.
This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
15 pages, 764 KiB  
Article
Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children
by Alberto Quílez-Robres, Nieves Moyano and Alejandra Cortés-Pascual
Int. J. Environ. Res. Public Health 2021, 18(13), 6681; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18136681 - 22 Jun 2021
Cited by 6 | Viewed by 2969
Abstract
Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and [...] Read more.
Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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12 pages, 525 KiB  
Article
Contextual, Client-Centred Coaching Following a Workshop: Assistants Capacity Building in Special Education
by María José López-de-la-Fuente, Pablo Herrero, Rafael García-Foncillas and Eva Mª Gómez-Trullén
Int. J. Environ. Res. Public Health 2021, 18(12), 6332; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18126332 - 11 Jun 2021
Cited by 1 | Viewed by 1876
Abstract
Assistants serve an essential role in special education to support children with disabilities, but they should be properly trained and supervised. The coaching approach represents one trend that has been gradually implemented in occupational therapy (OT) and rehabilitation services. Still, few studies clearly [...] Read more.
Assistants serve an essential role in special education to support children with disabilities, but they should be properly trained and supervised. The coaching approach represents one trend that has been gradually implemented in occupational therapy (OT) and rehabilitation services. Still, few studies clearly define the coaching intervention, measure the fidelity of coaching practices, or evaluate capacity building of the caregivers in the long term. This quasi-experimental study compared one-on-one coaching in natural environments following a workshop with a training workshop. Both public schools do not have regular OT services. The primary outcome was the assistant’s performance, measured with the Goal Attainment Scaling (GAS). The secondary outcome was the fidelity of coaching implementation, measured with the Coaching Practices Rating Scale (CPRS). The GAS showed an increased performance of the assistants after the intervention, with significant differences between groups post-intervention (p = 0.015) and large effect size (r = 0.55), but no long-term significant improvements were found at the follow-up (p = 0.072). The CPRS showed an adequate implementation of the five coaching components (joint planning, observation, action, reflection, and feedback), with a total score of 3.5 ± 0.72 (mean ± SD). The results suggest that coaching sessions provided by OTs in schools may improve assistants’ skills to facilitate the student’s participation. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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Review

Jump to: Research

13 pages, 1555 KiB  
Review
Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future
by Hussein Abdellatif, Mohamed Al Mushaiqri, Halima Albalushi, Adhari Abdullah Al-Zaabi, Sadhana Roychoudhury and Srijit Das
Int. J. Environ. Res. Public Health 2022, 19(21), 14209; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192114209 - 31 Oct 2022
Cited by 14 | Viewed by 4337
Abstract
Anatomy is taught in the early years of an undergraduate medical curriculum. The subject is volatile and of voluminous content, given the complex nature of the human body. Students frequently face learning constraints in these fledgling years of medical education, often resulting in [...] Read more.
Anatomy is taught in the early years of an undergraduate medical curriculum. The subject is volatile and of voluminous content, given the complex nature of the human body. Students frequently face learning constraints in these fledgling years of medical education, often resulting in a spiraling dwindling academic performance. Hence, there have been continued efforts directed at developing new curricula and incorporating new methods of teaching, learning and assessment that are aimed at logical learning and long-term retention of anatomical knowledge, which is a mainstay of all medical practice. In recent years, artificial intelligence (AI) has gained in popularity. AI uses machine learning models to store, compute, analyze and even augment huge amounts of data to be retrieved when needed, while simultaneously the machine itself can be programmed for deep learning, improving its own efficiency through complex neural networks. There are numerous specific benefits to incorporating AI in education, which include in-depth learning, storage of large electronic data, teaching from remote locations, engagement of fewer personnel in teaching, quick feedback from responders, innovative assessment methods and user-friendly alternatives. AI has long been a part of medical diagnostics and treatment planning. Extensive literature is available on uses of AI in clinical settings, e.g., in Radiology, but to the best of our knowledge there is a paucity of published data on AI used for teaching, learning and assessment in anatomy. In the present review, we highlight recent novel and advanced AI techniques such as Artificial Neural Networks (ANN), or more complex Convoluted Neural Networks (CNN) and Bayesian U-Net, which are used for teaching anatomy. We also address the main advantages and limitations of the use of AI in medical education and lessons learnt from AI application during the COVID-19 pandemic. In the future, studies with AI in anatomy education could be advantageous for both students to develop professional expertise and for instructors to develop improved teaching methods for this vast and complex subject, especially with the increasing paucity of cadavers in many medical schools. We also suggest some novel examples of how AI could be incorporated to deliver augmented reality experiences, especially with reference to complex regions in the human body, such as neural pathways in the brain, complex developmental processes in the embryo or in complicated miniature regions such as the middle and inner ear. AI can change the face of assessment techniques and broaden their dimensions to suit individual learners. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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13 pages, 615 KiB  
Review
Social Media in Health Studies: A Systematic Review of Comparative Learning Methods
by Alban Fouasson-Chailloux, Pauline Daley, Pierre Menu, Raphael Gross and Marc Dauty
Int. J. Environ. Res. Public Health 2022, 19(4), 2205; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph19042205 - 15 Feb 2022
Cited by 5 | Viewed by 2708
Abstract
Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to [...] Read more.
Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have interactions with their teachers and tutors. So, we aimed to compare the effects of the use of social media on knowledge, skills and perceptions in health students compared to other methods. We performed a systematic review on PubMed, ScienceDirect and Embase about comparative learning methods using social media. The search followed PRISMA guidelines, and the quality assessment of the studies was performed using the Medical Education Research Quality instrument (MERSQI). Eight studies were analyzed including 1014 participants. Mean age ranged from 19.9 to 23.4 years, and 70% were females. About 54.4% of the participants were medical students and 20.9% were dental students. The mean MERSQI was 11.7 ± 2.6. Various subjects were included—anatomy, cultural competences, sterile surgical techniques, radiology, arthrocentesis, medical pathologies and cariology. As far as knowledge evaluation was concerned, we found that the use of social media may have had a positive effect from a short-term point of view but results concerning skills were less consistent across studies. Students usually had a positive perception of the use of social media as a complementary method but not as a complete alternative so it is not excluded that this effect might result from an increase in working time. The impact on patient care should also be assessed in future studies. Full article
(This article belongs to the Special Issue Teaching and Learning Process: Psychological Variables in Education, New Applied Technologies and Physical Activity)
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