Gamification has been applied in language education by many educators all over the world. Kahoot!, known as a gamified learning platform, has a positive effect on English language education when it ...is utilized as a useful teaching tool in educational institutions. Despite multiple attempts to assess this gamified tool, not much research has concentrated on how well Vietnamese students accept the use of Kahoot! for warm-up activities. Employing a 22-item questionnaire using a five-point Likert scale and a semi-structured interview with the participants of 175 university students, the study aims to explore students' acceptance of using Kahoot! for warm-up activities. The survey questionnaire was created using the technology acceptance model (TAM) as the fundamental framework to investigate students' acceptance of using Kahoot! for warm-up activities. Results indicate that participating students highly appreciated and were satisfied with the use of Kahoot! for warm-up activities because of its pedagogical benefits. It is to suggest practical implications for language educators in using Kahoot! for warm-up activities in different educational settings.
Background: Students in mental health care education can learn from experiences in clinical situations by using drama. Warm-up exercises can provide students with activities which generate engagement ...and enthusiasm for the learning experiences that follow, and create a safe learning environment where students can feel comfortable to participate. Purpose: To explore and describe mental healthcare students’ experiences of participating in warm-up exercises in a drama workshop. Design: This qualitative study is based on the researchers’ participation in field studies of a drama workshop, and focus group interviews with the students. Findings: The findings indicated that the warm-up exercises provided positive learning experiences, and these are represented in two main categories with related sub-categories: 1) Creating a positive learning environment, and 2) Being involved and engaged in the experience. Originality/Value: This study shows that to achieve safe and engaging learning, the use of warm-up activities can be particularly valuable in encouraging participants to experiment freely and spontaneously with different roles from their clinical experiences.
Pappas, PT, Paradisis, GP, Exell, TA, Smirniotou, AS, Tsolakis, CK, and Arampatzis, A. Acute effects of stretching on leg and vertical stiffness during treadmill running. J Strength Cond Res 31(12): ...3417-3424, 2017-The implementation of static (SS) and dynamic (DS) stretching during warm-up routines produces significant changes in biological and functional properties of the human musculoskeletal system. These properties could affect the leg and vertical stiffness characteristics that are considered important factors for the success of athletic activities. The aim of this study was to investigate the influence of SS and DS on selected kinematic variables, and leg and vertical stiffness during treadmill running. Fourteen men (age: 22.58 ± 1.05 years, height: 1.77 ± 0.05 m, body mass: 72.74 ± 10.04 kg) performed 30-second running bouts at 4.44 m·s, under 3 different stretching conditions (SS, DS, and no stretching). The total duration in each stretching condition was 6 minutes, and each of the 4 muscle groups was stretched for 40 seconds. Leg and vertical stiffness values were calculated using the "sine wave" method, with no significant differences in stiffness found between stretching conditions. After DS, vertical ground reaction force increased by 1.7% (p < 0.05), which resulted in significant (p < 0.05) increases in flight time (5.8%), step length (2.2%), and vertical displacement of the center of mass (4.5%) and a decrease in step rate (2.2%). Practical durations of SS and DS stretching did not influence leg or vertical stiffness during treadmill running. However, DS seems to result in a small increase in lower-limb force production which may influence running mechanics.
This article aims to discover and offer the doctrine on why ECAs should be considered as warm up activities, when they should be conducted as warm up activities, which type of learning skills can be ...applied during the English language teaching process by emphasizing on the relations between ECAs as warm-up activities and repetitions and whether warm-ups and repetitions are both really close conceptions as scientific terms or not. Furthermore, the relation between memory and repetition will be demonstrated.
經驗取向暖身歷程研究－心理劇身體暖身活動之運用 游淑瑜(Shu-Yu You); 林宜蘋(Yi-Ping Lin)
Chinese Journal of Guidance & Counseling,
202105
Journal Article
This study aimed at revealing the experiential structure of participants in experiential approach warm-up. Experiential approach warm-up is based on phenomenology, experiential therapy, and the ...concept of authentic movement. The researchers reviewed the warm-up theory of psychodrama, the body experience in phenomenology, experiential approach, and the concept of authentic movement. In the experiential approach warm-up, there were some body warm-up activities, including body movement, meditation, role play, concretization. In the study, the researcher used the paradigm of hermeneutic phenomenology. The five selected participants were assessed by two psychodrama expert as "spontaneous participants" according to the five dimensions of the spontaneity (Lai, 2017). The five participants were all women between 22 and 50 years old, and their Psychodrama training hours ranged from 70 to 280 hours. After the group, the researcher asked the five participants to write down their experience after participating in body wa
The pandemic has made more clear than ever that health issues impact education and that schools play a key role in supporting the wellbeing of learners. As emotion and cognition are interconnected, ...educators should use educational strategies that generate positive emotions so that learning is associated with pleasure. The aim of this study was to investigate if a warm-up activity with Flipgrid could contribute to creating a positive learning environment in the online classroom in Covid-19 time. Flipgrid is a free platform that allows video-based asynchronous discussion. It fosters educator-student contact, cooperation among learners, active-learning techniques and student engagement. A total of 37 MA students participated in the study. Informants were selected by non-probabilistic sampling. The data collection strategies were observation during the Flipgrid warm-up activity, a Moodle survey, and the institution student satisfaction survey. Students’ engagement was high and participants’ attitude on their responses was mostly positive or neutral. The warmer was highly rated in terms of creating a positive learning environment by the participants, and informants wrote positive remarks about their experience using the platform. The results suggest that a warm-up activity with Flipgrid is an effective educational strategy to generate positive emotions during the pandemic. Finally, the limitations of the study are addressed, and some directions for future research are proposed.
This paper aims to analyze the effects of video use as an audio visual material as warm-up activity on students’ motivation and participation in Aviation English courses at high school level in the ...viewpoint of English instructors. This paper is based on a qualitative study design in which focus group interview is used as the data collection procedure. The participants of the focus group interview are four instructors teaching Aviation English, teaching 10th graders in a state high school. It is a fact that the use of video like the other audio visual aids is a proper ice breaker and motivation tool for teenagers in today's modern world of technology. According to the analysis of the data collected by focus group interview, the findings, revealing the positive effect of video use on students’ motivation and participation, are categorized and discussed within the scope of the study.
Massive Open Online Courses (MOOCs) are usually attended by several thousand learners who barely get to know each other during the course period. Being unaware of fellow learners often results in a ...low sense of community. In addition, many MOOC learners are afraid of using the course forum, which often is the only participation opportunity in social course activities apart from forming smaller learning groups. Thus, learners can easily be frustrated with the course content when feeling alone. To improve social presence and the sense of community, course instructors can use ice-breaking games. First, this paper evaluates which kind of ice-breaking games can be used in MOOCs. Afterward, we present the results from a first experiment where we use "self-reflection sociograms as an icebreaking activity. Most learners perceived the implemented Self-Reflection Questionnaires" (SRQ) ice-breaker as a positive course feature (68.35%). SRQs increased the sense of community, and learners were satisfied (91.06%) with their perceived community sense level. The SRQs were also helpful for the teaching teams. Our results indicate that further investigation of SRQs is beneficial to explore the provided value for course instructors and their influence on individual MOOC learners and community-building.
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