No abstract

The maturation of digital and technological learning in recent years has prompted a global transformation of teaching approaches. The aim of this research is to effectively improve students' learning motivation and their performance of dance skills. Through a quasi-experimental research design, teaching research was conducted with four different teaching approaches including blended learning (BL), flipped learning (FL), online remedial teaching (ORT), and traditional teaching during an 18-week term. The subjects of study were 199 university students in four sections of a dance course. Analysis based on the research results shows that BL is significantly more effective than FL in improving the learning effects of students 'dance skills; it is also significantly more effective than ORT and traditional teaching in improving students' learning motivation, and student reaction to two aspects, “value” and “expectancy.” In addition, students receiving FL not only have better “task value” than students receiving ORT.

This study examined a pair of permanent magnets rotating above a tape-shaped single grain YBa 2 Cu 3 O 8 ͑YBCO͒ superconducting sample ͑SS͒ with and without an applied bias current. The root-mean-square voltages ͑V rms ͒ induced by the forced movements of the vortices inside the SS were measured. At SS temperatures higher than the critical temperature ͑T c ͒, the induced V rms was a constant, as expected from Faraday's law. However, at a temperature in the superconducting transition region, the induced V rms is a sensitive function of both the motion of the magnet and the bias current applied to the SS. At temperatures below the transition region, the induced V rms did not drop to zero immediately. Instead, it dropped only to a particular value and then decreased as the temperature decreased. The experimental results obtained at temperatures in the superconducting transition region can be understood by considering the superposition of the two induced voltages. One is induced according to Faraday's law, and the other one is induced by the flux flow inside the SS, which is caused by the bias current. At temperatures below the transition region, an explanation of how the magnetic field of a moving magnet passes through the superconductor is provided, and is consistent qualitatively with the experimental results. In this explanation, some of the magnetic field is assumed first to fill in and then to be pulled out from all sides of the SS in accordance with Bean's model as the moving magnet passes through the SS from above.

The purpose of this study is to enhance the effect of dance skill learning, learning motivation, and physical activity class satisfaction. Moreover, the outcome of these quasi-experiments illustrate the effects of Facebook Live-stream teaching, co-regulated learning (CRL), and experience-based learning (ExBL) on improving students' learning performance. The experimental design in this study was a 2 (CRL vs. non-CRL) × 2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes of a course titled ‘Physical Education: Dance' at university level were chosen for this study in one semester. According to the analysis of results, conclusions of this study are that students who receive ExBL have significantly higher physical activity class satisfaction than students who do not receive ExBL. In addition, in the case of ExBL teaching, the concurrent implementation of CRL can improve students' dance skill learning more than ExBL alone.