Background/objectives: This study aims to identify the effects of cognitive and emotional variables related to immersive virtual reality media technology on learning for nursing students. ...Methods/Statistical analysis: The subjects of this study were 121 nursing students from a university in area D. After experiential learning with virtual reality from 6–8 June 2019, data was collected through questionnaires. For virtual reality learning, VIVE’s hTC VIVE ECO CE model was used. The collected data was analyzed using the IBM SPSS 26.0 program. Multiple Regression Analysis was used to analyze the factors influencing the subject’s virtual reality learning effects. Findings: The learning effects of the virtual reality medium had a statistically significant positive correlation with the virtual reality technology recognition, sensory immersion, realism, learning satisfaction, learning necessity, and continuous use intention (p < 0.001) scores. In personality traits, only Openness, Extraversion (p < 0.01), and Conscientiousness (p < 0.05) had a statistically significant positive correlation. As a result of regression analysis, the explanatory power of the learning effect of the virtual reality medium was 63.9% (F = 53.61, p < 0.001), with learning satisfaction, sensory immersion, continuous use intention, and Extraversion being significant influencing factors (p < 0.05). Improvements/Applications: This study is meaningful in the sense that it provided strategic implications for the teaching and learning method of virtual reality technology-based learning by considering the insights necessary to develop a learning program using virtual reality technology, according to the characteristics of virtual reality technology, and the learner’s cognitive and psychological variables.
This study aimed to find out the most frequently used method in teaching English grammar at the senior high schools of Mukomuko regency and to reveal the reasons of using the most frequently used ...method. An explanatory mixed method design was carried out to collect and analyze the data quantitatively and qualitatively. Three instruments were used; Questionnaire, interview, and classroom observational checklist. Thirty-one English teachers filled out the questionnaire, four teachers were selected to be interviewed, and two of them were observed. The results of this study showed; first, Situational Language Teaching was the most frequently used method in teaching English grammar at the senior high schools of Mukomuko regency. Second, the English teachers implemented the most frequently used method for four reasons; 1) to encourage the students` motivation in learning the English language, 2) to facilitate the students to achieve the learning’s objective, 3) to teach English grammar to the students contextually, and 4) to evaluate the students` understanding about the material given. Based on the results, it seemed that the English teachers picked the method of teaching grammar based on its simplicity and effectiveness to activate the EFL teaching and learning process. Moreover, the result provides teachers more insight and reference regarding to the method in teaching English grammar and applied it into their teaching process
The training of neonatal resuscitation is an important part in the clinical teaching of neonatology. This study aimed to identify the educational efficacy of high-fidelity simulation compared with no ...simulation or low-fidelity simulation in neonatal resuscitation training.
The PubMed, EMBASE, Cochrane Library, ClinicalTrials.gov, Chinese databases (CBM, CNKI, WanFang, and Weipu), ScopeMed and Google Scholar were searched. The last search was updated on April 13, 2019. Studies that reported the role of high-fidelity simulation in neonatal resuscitation training were eligible for inclusion. For the quality evaluation, we used the Cochrane Risk of Bias tool for RCTs and Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) tool for non-RCTs. A standardized mean difference (SMD) with a 95% confidence interval (CI) was applied for the estimation of the pooled effects of RCTs.
Fifteen studies (10 RCTs and 5 single arm pre-post studies) were ultimately included. Performance bias existed in all RCTs because participant blinding to the simulator is impossible. The assessment of the risk of bias of single arm pre-post studies showed only one study was of high quality with a low risk of bias whereas four were of low quality with a serious risk of bias. The pooled results of single arm pre-post studies by meta-analysis showed a large benefit with high-fidelity simulation in skill performance (SMD 1.34; 95% CI 0.50-2.18). The meta-analysis of RCTs showed a large benefit in skill performance (SMD 1.63; 95% CI 0.49-2.77) and a moderate benefit in neonatal resuscitation knowledge (SMD 0.69; 95% CI 0.42-0.96) with high-fidelity simulation when compared with traditional training. Additionally, a moderate benefit in skill performance (SMD 0.64; 95% CI 0.06-1.21) and a small benefit was shown in knowledge (SMD 0.39; 95% CI 0.08-0.71) with high-fidelity simulation when compared with low-fidelity simulation.
Improvements of efficacy were shown both in resuscitation knowledge and skill performance immediately after training. However, in current studies, the long-time retention of benefits is controversial, and these benefits may not transfer to the real-life situations.
This study aims to characterize educators’ beliefs and reported practices about the questioning method. For this purpose, 412 educators fulfilled questionnaire, and 21 educators were interviewed ...about their practices. The results showed that although educators believed in the necessity of planning questions and waiting after the question was asked, they did not practice them for reasons such as lack of experience, age appropriateness, and lack of knowledge about the topic. In addition, although the educators believed that open-ended questions should be asked, they also stated that they did not always ask such questions in their practices.
This study is aimed to investigate the teaching method used for reading skill in inclusive class. The type of study is categorized into a qualitative research designed in a case study. It is placed ...in an inclusive class at MAN 2 Klaten which consists of a mix among twenty eight normal learners and three special need learners on second semester in 2019/2020 academic year. The technique of collecting data is applied through observation, interview, and documentation. Then, the analyzing data is done by data reduction, data display, and verification based on the theory of Miles and Hubberman. The results shows that the teacher applies the traditional teaching methods namely Grammar Translation Method, Direct Method, and Cognitive Code Learning which reflect the humanistic way in teaching without exception among normal and special need learners in class. Those methods are very effective in developing the reading skill in inclusive class which focused to vocabulary mastery, active orally communication in a discussion, and grammar comprehension.
We aim to provide educational models for a better understanding of cardiac anatomy of myocardial perfusion imaging.
In the practical teaching of nuclear medicine, application of “Hand As Foot” ...teaching method make the abstract and complex cardiac anatomy transformed into a simple and easy to understand.
We have a clear understanding of cardiac anatomy of myocardial perfusion imaging.
Compared with the traditional teaching method, “Hand As Foot” is favored by most teachers and students.
This study investigates the factors that influence how long it takes for master's-level graduate students to find employment. The original contribution stems from questioning whether the structure ...and content of university programmes play a role in graduates' ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates' employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master's degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates' employability and faster labour market insertion.
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