Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

     

The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study

Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.     

Treating children's aggressive behavior problems using cognitive behavior therapy with virtual reality: A multicenter randomized controlled trial

This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; M_age = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19–0.95), and compared to CBT with roleplays for four outcomes (ds 0.14–0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems.     

First Experiences with Reading Primary Literature by Undergraduate Life Science Students

Learning to read and understand research articles (primary literature) is an important step in the enculturation of higher education students into the scientific community. We presume, based on ideas from the field of genre analysis, that it is important for the development of reading skills to become conscious of the rhetorical structures in research articles. So, we determined how well science students are able to identify 2 important elements of this rhetorical structure: conclusions and grounds. First-year undergraduate life science students who followed a course called ‘Biomedical Research’ made assignments in which they had to identify these 2 elements. We analysed the answers of 20 students in detail and compared their answers with 2 expert readers. Furthermore, we conducted task-based interviews with 4 students to gain more insight into their reading strategies and to determine how they identify conclusions and grounds. Our results show that students and experts defined conclusions and grounds in different ways. Students and experts agreed on the most important conclusion of the articles. However, students identified a wide range of sentences which were not seen as conclusions by the experts. The grounds students mentioned mostly matched their conclusions. Students sometimes failed to mention important grounds for a particular conclusion. In conclusion, our study shows the differences between student and expert readers of primary literature. Based on our results, we formulated criteria for the design of a teaching strategy that aims to improve students' skills for reading primary literature.     

Content and timing of feedback in a web-based learning environment: effects on learning as a function of prior knowledge

This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments.     

Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude

Although Information and Communication Technology (ICT) seems a promising tool in an educational context, many teachers are reluctant to integrate it in their daily practice. A large scale survey was undertaken amongst primary and secondary school teachers in the Netherlands to explore possible determinants of the educational use of digital learning materials (DLMs) in order to develop interventions to reduce teachers’ reluctance to use ICT and more specifically to stimulate the use of DLMs. Basing on the Integrative Model of Behaviour Prediction it was conjectured that self-efficacy, attitude and subjective norm would take a central role in explaining the intention to use DLMs. Several other predictors were added to the conceptual model whose effects were hypothesized to be mediated by the three central variables. All conjectured relationships were found using mediation analysis on survey data from 1,484 teachers. Intention to use DLMs was most strongly determined by attitude, followed by self-efficacy. ICT skills was in its turn the strongest predictor of self-efficacy. Subjective norm played only a limited role in the intention to use DLMs. Basing on the outcome of this study, persuasive communication focusing on positive outcomes and skills based training seem appropriate interventions to promote a positive attitude towards DLM and improve self-efficacy in using DLMs.     

Anatomy Dissection Course Improves the Initially Lower Levels of Visual-Spatial Abilities of Medical Undergraduates

Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities.