Over the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating specific behaviours within the gamified situation. The most important benefit of using gamification in language teaching is that it provides differentiation. Learners can progress at their own pace, their assessment is individualised, their motivation is strongly influenced by their own skills and abilities that are reinforced by gamification itself. As the process of learning meets the individual’s needs, differentiation can be brought about. This paper highlights the most important outcomes of research into gamification in language learning, while exploring its underlying principles in the field of motivation.
This paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today's digitally infused education, providing a theoretical and literature overview.
Background and aims: Aquatic exercises are popular leisure activities worldwide, primarily among women. These activities are especially beneficial for aging people and individuals having difficulties performing land-based exercises. Their physical health benefits have already been documented in the academic literature, but research on their mental health effects is still non-existent. However, leisure exercises promoting mental health are advantageous in a fast-paced and often stressful world. Therefore, in this in-situ (natural life setting) field study, we examined the acute mental benefits of aquatic exercises in 30 voluntary consenting women having a mean age of 57.57 (SD = 12.67) years. Methods: Using a within-participants research design, the subjectively perceived feeling states and felt arousal, along with positive and negative affect, were recorded before and after exercise. Moreover, the personal expectancies regarding the expected feelings after exercise were assessed before the workout to determine the influence of anticipation effects. Results: The findings revealed that core affect and positive affect improved substantially from before to after exercise (p < .001), as confirmed by the large effect sizes (Cohen’s d > 0.80). Negative affect decreased nonsignificantly (p = .062), but it was already low before exercise. Although expectancy scores were high before the exercise class, they did not correlate (p > .05) with the dependent measures’ magnitude of changes (pre-class – post-class scores). Conclusions: These findings suggest that women who participate in an aquatic exercise class report experiencing significant positive changes in their feelings, demonstrating this popular exercise’s acute mental health benefits. Although further controlled research is needed in this area, the current results have promising implications for middle-aged women’s mental health preservation and promotion.
Összefoglaló. Gyorsan változó világunkban az oktatásnak lépést kell
tartania a változásokkal, ezért szükséges a módszertan folyamatos fejlesztése, a
tanítási-tanulási folyamat harmonikusabb illesztése a változó igényekhez.
Oktatásunk komoly problémája a tanulók teljesítményében mutatkozó hatalmas
különbség, ezért fontos szempont a hátrányos helyzetű tanulók eredményességének
javítása. Tanulmányunk célja, hogy bemutassunk egy új fejlesztésű digitális
nyelvoktató tananyagot (HANNA), amely hátrányos helyzetű 5–7. osztályos
diákoknak készült, tabletalapú, és angol nyelvet oktat a tanár facilitáló
segítségével. Bemutatjuk, hogy a HANNA szerkezetének kialakításában milyen
szempontokat vettünk figyelembe, ismertetjük a tananyag felépítését és a tanulók
motiválása érdekében megvalósított gamifikált elemeket.
Summary. As the world of education and technology is changing at a
breathtaking speed, the methodology needs to be constantly updated, while the
process of teaching-learning has to adjust to fresh demands. One of the most
severe issues in our education is the increasing gap between students’
achievements, especially in low socio-economic environments. The purpose of our
study is to introduce a new digital language course-material (HANNA) created
specifically for pupils in grade 5–7 in low SES backgrounds. It is primarily to
be employed in English language classes (ELT), is operated on tablets, and
teaches English with the facilitating work of the teacher. We explore the
principles underlying HANNA, reveal its structure and mechanism while detailing
the gamified elements of the programme.
Bevezetés és célkitűzés: A tartós gépi lélegeztetésre szoruló
betegeknél tracheostoma képzése javasolt, mely számos sebészi és percutan
módszerrel történhet. Vizsgálatunk során három különböző percutan dilatatiós
tracheostomás technikát alkalmaztunk. Célunk volt a megfelelő magasságban
behelyezett légcsőkanüllel összefüggő antropometriai paraméterek azonosítása.
Anyag és módszerek: Randomizált, kontrollált obszervációs
cadavervizsgálatunk során 118 esetet vizsgáltunk. A tracheostomás technikák
közül a Griggs-technikát (n = 37), az Élő szerint módosított Griggs-technikát (n
= 45) és a Ciaglia szerinti Blue Rhino folyamatos tágítást (n = 36) alkalmaztuk.
Megmértük a cadaverek nyakkörfogatát, jugulomentalis távolságát és
felkarkörfogatát. Megvizsgáltuk ezek összefüggését a tracheostomás kanül
helyzetével. Eredmények: A felkarkörfogat és a nem megfelelő
magasságban (a 4. tracheaporc alatt) behelyezett kanülpozíció között találtunk
szignifikáns összefüggést (p = 0,0287). Ideális vágópontnak a 30 cm-es
felkarkörfogatot határoztuk meg (szenzitivitás: 63,63%, specificitás: 60,22%).
Következtetés: Percutan tracheostoma tervezésekor fontos az
antropometriai paraméterek mérése. 30 cm vagy annál nagyobb felkarkörfogat
esetén egyéb vizsgálómódszer és/vagy fül-orr-gégészeti konzultáció javasolt. Orv
Hetil. 2023; 164(16): 630–635.
Higher educational dropout is a significant area of education policy in Hungary. First, the proportion of graduated higher educational students is low when compared to the OECD average, which may be caused by dropout from higher educational courses. On the other hand, although the phenomenon of dropout has been closely investigated in several international research papers, the methodology used to determine the dropout ratio is unsatisfactory, mainly due to the lack of expert consensus. As a consequence, we do not have precise data regarding the dropout ratios, which make investigations related to this area even more necessary. The aim of this study was to measure the possible reasons for delayed graduation and dropout, and it was carried out as a qualitative study based on existing theories. In our investigation, the role of the sociocultural background; the years prior to the time spent in higher education; and the motivation of the choice of institution, employment, sports, and social activities were measured through an analysis of seven individual interviews and one focus group conversation involving 10 participants based on a semi-structured interview methodology. The causes of delayed graduation and dropout, which are more difficult to observe, are an inappropriately chosen institution and/or course, employment while studying intensively in a higher education institution, competitive sport and friends with a negative attitude toward learning. Our analysis provides a stable basis for a wider questionnaire-based investigation on a representative sample and its main units have been developed according to the research blocks of the interview analysis.