Benefits of achieving vigorous as well as moderate physical activity recommendations: Evidence from heart rate complexity and cardiac vagal modulation

Abstract

The aim of this study was to examine differences in traditional heart rate variability measurements and heart rate complexity (sample entropy) in young adults grouped by objectively measured achievement of either moderate or both moderate and vigorous physical activity recommendations. Of 168 young adults tested (86 females, 82 males; age 20.5 ± 1.2 years), 119 achieved only recommendations for moderate physical activity (moderate group) and 49 achieved recommendations for both moderate and vigorous physical activity (vigorous group). Analysis of covariance controlling for sex, weekly minutes of moderate physical activity, and percentage of body fat was used to assess between-group differences in heart rate variability and heart rate complexity. Logistic regression analysis was used to determine the group characteristics that best predicted high heart rate complexity and vagal indices of heart rate variability. The majority of the autonomic measures were higher (P < 0.05) in the vigorous group, and regression analysis showed that vigorous physical activity was the only multivariate predictor of higher heart rate complexity and higher heart rate variability. Young adults engaged in regular vigorous physical activity were more than twice as likely to have high heart rate complexity than those involved in predominantly moderate exercise. These findings suggest that vigorous physical activity is more closely associated with high heart rate complexity than moderate physical activity in young adults.     

A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms

Educational Psychology Review - Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social...     

Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching

In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that might explain the assessment practices previously observed in the two countries. Many similarities are found at the school and national levels. In particular, AfL is introduced as a national policy in both countries. Still, AfL practices are not common in primary mathematics classrooms in either country, although this is true for different reasons in each country. It is suggested that the assessment culture caused by national policies, such as curriculum reforms, national professional development projects and teacher autonomy, explains the similarities in the observed outcomes.     

The effect of badges on the engagement of students with special educational needs: A case study

This paper addresses the perceived benefits from gamification in the context of special education. It presents the findings of a study evaluating the effects of a specific gamification element (badges) on the engagement of five students with special learning needs, through online courses developed on the Moodle Learning Management System (LMS). The results indicate that this particular gamification element yielded positive effects on students’ engagement and on their overall attitude towards the educational process in general.     

Story composition,mental state language and self‐regulated strategy instruction for writers with autism spectrum conditions

In this single‐subject study, we evaluated the effects of an intervention using a modified version of the Self‐Regulated Strategy Development (SRSD) approach on the story composition skills and the use of mental state language in three writers with autism spectrum conditions (ASC). Interestingly, the intervention was not found to be effective in increasing the number of words, sentences and advanced words for all participants, while only two participants used more story elements and improved the holistic quality of their compositions. Nevertheless, all participants used more mental state terms, spent more time for story planning, transferred their new skills to different writing tasks and maintained them 4 weeks post‐intervention. These findings demonstrate the effectiveness of the extended version of the SRSD approach on the use of mental state language in the writings of children with ASC.     

Near-peer teaching in an anatomy course with a low faculty-to-student ratio

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.     

Exploring the uses of mobile phones to support informal learning

This paper explores how a group of undergraduate students in the United Arab Emirates (UAE) use their mobile phones to perform informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness of informal learning activities to support students’ learning. The study adopts an exploratory case study design and uses multiple methods of data collection including questionnaires, interviews and diary entries. Main findings suggest that students performed informal learning activities mostly from home, interacting mainly with classmates. It also shows that students were in control of their informal learning activities without teachers’ input. However, it was found that students used only a limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of the implications of training and instructor support to help students to take more advantage of mobile phone applications to support informal learning. Recommendations for further research are discussed.     

Factors Influencing Scientific Achievements of Medical Students in the Anatomy Research Group: An Analysis From the Autonomous University of Nuevo León in Mexico

Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research.