The synergy of embodied cognition and cognitive load theory for optimized learning
Nature Human Behaviour,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 21, 2025
Язык: Английский
Timed and untimed writing and math: shared and differential cognitive predictors in primary school
Child Neuropsychology,
Год журнала:
2025,
Номер
unknown, С. 1 - 25
Опубликована: Март 12, 2025
The
relationship
between
writing
and
math
achievement
is
not
well
understood.
Phonological
awareness
(PA),
working
memory
(WM),
fine
motor
skills
(FMS)
have
been
individually
linked
to
theories
of
math,
yet
are
rarely
considered
together.
current
study
evaluates
the
shared
cognitive
factors
underlying
performance,
both
timed
(e.g.
fluency/automaticity)
untimed
spelling
computation).
It
does
so
among
third-
through
fifth-graders
(n
=
677)
who
vary
in
academic
abilities.
Results
revealed
differential
relationships.
WM
had
a
stronger
effect
on
than
for
but
outcomes.
PA
compared
also
math.
Further,
fully
mediated
FMS
only
partially
other
Additionally,
all
These
findings
underscore
relevance
FMS,
WM,
achievement,
separately
additionally
provide
guidance
developing
firmer
theoretical
empirical
understanding
interrelations
Язык: Английский
The Role of Artificial Intelligence in Flipped Interactive Learning: Building a Generation of Critical Thinkers, Skilled Communicators, Effective Collaborators, and Creative Innovators
Salud Ciencia y Tecnología,
Год журнала:
2024,
Номер
4
Опубликована: Дек. 31, 2024
This
study
examines
the
impact
of
targeted
interventions
on
development
4C
skills—critical
thinking,
communication,
collaboration,
and
creativity—among
students
in
control
experimental
groups.
Using
pre-test
post-test
designs,
results
revealed
significant
improvements
group
compared
to
group.
The
showed
a
mean
increase
9.3
points
scores,
while
exhibited
smaller
3.4
points.
Statistical
analyses
confirmed
homogeneity
normality
data,
with
differences
observed
between
scores
(p
<
0.05).
These
findings
align
constructivist
theories,
including
Vygotsky's
Zone
Proximal
Development
Bloom's
Taxonomy,
emphasizing
role
active,
student-centered
learning
fostering
higher-order
thinking
skills.
also,
highlighting
importance
integrating
21st-century
skills
into
educational
practices.
intervention’s
success
may
be
attributed
its
ability
balance
cognitive
load
foster
intrinsic
motivation
through
engaging
relevant
tasks.
supports
innovative
teaching
strategies
underscores
their
transformative
potential
modern
education
Язык: Английский