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Title
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Does perceived language difficulty hinder language learning
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Creator
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Yao, Changchang
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Date
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2015
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Collection
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Electronic Theses & Dissertations
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Description
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"This is an empirical study that investigates 1) the relationship between perceived language difficulty and foreign language anxiety (FLA) in a beginner-level Chinese lesson as well as their effect on learning; 2) if and how participants' self-ratings of state anxiety change at different times during the treatment." -- Abstract.
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Title
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Down syndrome video game preferences
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Creator
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Prena, Kelsey
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Date
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2014
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Collection
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Electronic Theses & Dissertations
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Description
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Playing video games, particularly of the action genre, may facilitate learning in people with Down syndrome by improving cognitive processing. In order to examine this effect the kinds of video games these children prefer to play must be determined. Favorite video games and gaming systems were collected via survey of parents of children with Down syndrome. Most frequently played games and gaming systems were coded for genre and coordination requirements, respectively. The children did not...
Show morePlaying video games, particularly of the action genre, may facilitate learning in people with Down syndrome by improving cognitive processing. In order to examine this effect the kinds of video games these children prefer to play must be determined. Favorite video games and gaming systems were collected via survey of parents of children with Down syndrome. Most frequently played games and gaming systems were coded for genre and coordination requirements, respectively. The children did not prefer other video game genres over action video games, but did prefer gaming systems that primarily require unimanual coordination to gaming systems that primarily require bimanual coordination. The results suggest that children with Down syndrome are playing action games. In order to design more effective games for learning for this audience how they play the games is an important next step.Keywords: Down syndrome, cognitive processing, action video games, coordination requirements
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Title
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Effects of belongingness and synchronicity on face-to-face and computer-mediated online cooperative pedagogy
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Creator
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Saltarelli, Andrew John
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Date
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2012
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Collection
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Electronic Theses & Dissertations
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Description
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Previous research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial...
Show morePrevious research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial belongingness: acceptance, mild rejection, control) x 3 (synchronicity: face-to-face, synchronous CMC, asynchronous CMC) experimental-control design. As predicted, under acceptance, cooperative perceptions, epistemic regulation, and motivation (post-controversy belongingness, interest-value, perceptions of technology) increased. Also as expected, under asynchronous CMC, competitive and individualistic perceptions and relational regulation increased, while epistemic regulation, motivation (post-controversy belongingness, interest-value, perceptions of technology), and achievement (completion rate, integrative statements) decreased. Overall, findings suggest that synchronicity and belongingness have additive effects on constructive controversy, and that acceptance buffers but does not offset the effects of asynchronous CMC.
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