This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis ...of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South Korea, Hong Kong China, Singapore, and Japan; 5 top-performing Western countries, including Finland, Canada, New Zealand, Australia, and the Netherlands; and the 3 "superpower" countries of Germany, the United Kingdom, and the United States. Ten extensively studied achievement-related attitudinal and behavioral variables-including attitudes toward school, enjoyment, learning strategies, reading habits, and reading strategies-were investigated. Overall, when comparing the East and West across the 10 variables, there were small to medium effect sizes, with Cohen's d ranging from 0.04 to 0.47, which resulted in salient differences between the 2 regions. More important, there were striking similarities across all 13 countries in their "best" predictor of reading achievement-either enjoyment of reading or utilization of reading strategies to efficiently summarize the text. Enjoyment of reading in particular was a strong predictor at both individual and country levels. This study concludes that what motivates human learning is invariant across countries with vastly different educational, cultural, and language systems.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Product line testing is significant because any faults in a product line platform can lead to widespread impacts on multiple products configured from that platform within a product line. Due to the ...shared platform, certain testing can be repeatedly performed across different products, leading to unnecessary costs. To enhance quality and reduce costs in product line testing, it is essential to minimize redundant testing of the products in a product line. Because test coverage provides a way to explicitly state the extent to which a software item has been tested, having a clear understanding of test coverage helps avoid unnecessary repetition of tests and ensures that the testing efforts are focused on areas that require attention, ultimately leading to more efficient and effective product line testing. It is necessary to define appropriate test coverage metrics of product line testing that enable testers to identify redundancies in their testing efforts. Path-based integration testing has been proven to be an effective approach to product line integration testing. This paper defines coverage metrics for path-based product line integration testing and demonstrates their effectiveness in preventing redundant testing between platform testing and testing for individual products, while also effectively detecting faults. The experiment results highlight the coverage metrics’ effectiveness in avoiding redundant testing, reducing costs, and covering interfacing across different modules.
Higher-order thinking has long been confirmed as a critical predictor of success, both in academia and the workplace. Widespread endeavors to foster higher-order thinking have involved implementing ...instructional design interventions that engage learners in complicated cognitive activities. One representative design approach is the technology-enhanced learning environment (TEL), in which technological affordances are used to facilitate learners' higher-order thinking activities. For such design factors to work as intended, however, learner factors such as epistemological beliefs, attitudes toward technology use, and approaches to learning must lay the groundwork for the design intervention. This study investigated how learner factors interactively affected higher-order thinking in the contexts of TEL. A total of 487 undergraduates enrolled in various courses across seven universities in South Korea participated in this study. Structural equation modeling (SEM) revealed that learners' higher-order thinking was strongly and directly affected by deep learning approaches, but not by epistemological beliefs or attitudes toward technology use. Instead, these two factors indirectly affected higher-order thinking, mediated through the learner's deep learning approach. The theoretical and practical implications of the results for promoting higher-order thinking in TEL contexts are discussed.
•Deep learning approaches directly affected learners' higher-order thinking.•Surface learning approaches did not learner factors and higher-order thinking.•Learners' epistemological beliefs indirectly influenced higher-order thinking.•Attitudes toward technology use indirectly influenced higher-order thinking.•Deep learning approach mediated between learner factors and higher-order thinking.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
We examined the predictability of non-cognitive variables for students' mathematics achievement, based on large-scale international databases of the TIMSS 2003, 2007, and 2011, and the PISA 2003 and ...2012. We synthesized empirical evidence about 65 non-cognitive variables, which were categorized into 13 research domains of educational psychology—affect, curriculum/content exposure, homework, learning and instructional time, motivation, personality traits, planned behavior, school climate, self-beliefs/social-cognitive theory, self-regulatory learning style/strategies, teacher behavior, value, and vocational interest. Our analyses showed that a group of self-beliefs constructs, in particular, self-efficacy in PISA, confidence in TIMSS, and educational aspiration, in both TIMSS and PISA, were the best predictors of individual-level student achievement in mathematics. The present review supports the claim that students' projective judgements about their own ability and future selves are particularly important for their academic achievement. We discuss potential educational initiatives to maximize educational outcomes of students from diverse cultural and national backgrounds.
•Self-beliefs are the best predictors of individual-level student achievement.•The effect of self-efficacy belief is stronger than that of SES at the individual-level.•SES was the strongest, positive predictor of country-level student achievement.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Dental implant inflammation is primarily caused by oral biofilms, which form within 8 h, particularly at 37 °C, thereby requiring diligent cleaning. Considering the complex management of dental ...implants, a novel technology based on the bioelectric effect (BE) to combat inflammation has emerged. A BE-integrated toothbrush was developed and clinically tested on patients with dental implants (N = 36). Our findings revealed a significant average plaque index reduction of 67% with BE technology compared with that at baseline (P < 0.05), whereas non-BE did not yield statistical significance even after 4 weeks of use (P > 0.05). The bleeding index demonstrated a 59% average reduction in all surfaces with BE technology (P < 0.05), whereas the non-BE group exhibited no significant change. Substantial reductions in total plaque and bleeding indices suggest that using BE toothbrushes can help effectively remove oral biofilms and treat bleeding symptoms.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
The factors affecting the adoption of open educational resources (OER) in higher education have become a research topic of great interest as OER continue to be widely used in universities, affecting ...the quality of teaching and learning. The reasons for OER adoption are diverse, across both individual educators and cultural environments. This study explored determinants of OER adoption by university educators in three cultural contexts utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT2). Data on educators' behavioral intention to adopt OER were collected from 152 educators in three countries, Korea, Japan and the United States. In every culture, habit was the strongest determinant of this behavioral intention. Other highly significant factors affecting OER adoption by educators varied by culture. In Korea, the strongest determinant was performance expectancy, in Japan it was social influence and in the United States it was price value. The moderating effect of culture was significant on three paths of the model, and the cultural specificity affecting OER adoption was substantial. Theoretical and practical implications related to the UTAUT2 model and OER policy are discussed.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
Transmedia storytelling involves distributing fictional information across multiple media to create a unified entertainment experience that requires active user participation.
This approach aligns ...with the idea that learners should be at the center of the learning process. From a linguistic perspective, language learners encounter a multitude of formulaic sequences that are critical to their learning, and transmedia storytelling can be an effective way to expose them to these sequences. The aim of this study isto explore the potential impact of transmedia storytelling on English output ability in an Englishas-a-foreign language (EFL) setting. The case study was conducted over 15 weeks with 15 university students in Seoul, Korea. Divided into three groups according to their preferences, each group studied English using various media based on Marvel, Harry Potter, and Twilight franchises, including comics, movies, novels, pop-up books, fan fictions, and online bulletin boards. The experimental procedure involved understanding the franchise content, finding information, identifying language (formulaic sequences), and writing to expand the worldview of the franchises. The Wilcoxon signed-rank test results showed a statistically significant improvement in content, organization, and language. The findings also suggest that explicit instruction on language is necessary.
The participants showed varying levels of participation in transmedia storytelling, and interviews revealed mixed attitudes toward its use. KCI Citation Count: 0
We present a novel method of targeted gene disruption that involves direct injection of recombinant Cas9 protein complexed with guide RNA into the gonad of the nematode Caenorhabditis elegans. ...Biallelic mutants were recovered among the F1 progeny, demonstrating the high efficiency of this method.
Mulberry fruits are known as rich sources of anthocyanins and are consumed in syrup form after the addition of sugar and acid; however, there is little information on the anthocyanin composition and ...antioxidant activity of mulberries of different cultivars and their changes during processing. To address this, the antioxidant activity and anthocyanin composition of 12 cultivar mulberry fruit cultivars were investigated by high-performance liquid chromatography and ultra-high-performance liquid chromatography coupled with electrospray ionization/quadrupole time-of-flight. Additionally, different quantities of citric acid were used to evaluate antioxidant activities and anthocyanin composition of mulberry syrup. Sixteen anthocyanins were identified in mulberry fruits using accurate mass spectrometry. Several anthocyanins were tentatively identified for the first time in mulberry fruits and include: malvidin hexoside, cyanidin malonyl hexose hexoside, cyanidin pentoside, cyanidin malonyl hexoside, petunidin deoxyhexose hexoside, and cyanidin deoxyhexoside. The major anthocyanin in mulberries was cyanidin-3-
-glucoside, followed by cyanidin-3-
-rutinoside.
L. Iksu showed the highest cyanidin-3-
-glucoside content (8.65 mg/g dry weight) among 12 mulberry fruit cultivars. As citric acid levels increased, mulberry syrup showed significantly higher antioxidant activity (
< 0.05).
The purpose of this study was to investigate instructional changes made by faculty for emergency online teaching necessitated by the COVID-19 pandemic, and hence to explore key factors related to ...those changes from an ecological systems perspective. Data on various individual, course, and institutional factors and instructional change variables were collected from 201 educators at higher education institutions. Results revealed that the level of instructional changes made by faculty was on average between substituting their existing course for an online one with some functional improvement (augmentation-level 3) and critical course redesign (modification-level 4), but that educators did not reach the level of the creation of new tasks which were previously inconceivable (redefinition-level 5). The biggest instructional change was found to be in teaching behaviors, followed by technology use, with only small changes in beliefs about online teaching. Factors that most highly correlated with instructional change were individual educators’ technology acceptance and innovation propensity, media synchronicity of the course, and the fidelity of institutional support. Recommendations are provided to aid strategic coping by universities facing a major crisis, with insights that may ultimately improve the quality of higher education in non-crisis contexts.
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