Whereas studies in awake subjects have demonstrated that chest wall compliance (Ccw) is low in obese subjects, the one study performed on paralyzed obese subject found Ccw to be normal. The purpose of this study was to measure Ccw in awake obese subjects with the pulse-flow technique, a method which appears to detect respiratory muscle relaxation. Seven normal males, 14 obese males, and 8 obese females [body mass index (BMI) varied from 20 to 83 kg/m2] were studied in the seated position. Ccw was measured by blowing air at a constant flow into the mouth and lungs for approximately 2 s and calculated by dividing airflow in liters per second by the change in esophageal minus body surface pressure in centimeters of water per second. In normal and obese subjects we found no correlation between BMI and Ccw. We conclude that obesity does not decrease Ccw.

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In this study, we developed a digital game-based learning (DGBL) system, called the ToES, to foster students' creativity. Fifty-one fifth-grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled "Electrical Science" in a natural science course. One class was chosen to be the experimental group (EG) and the other class was the control group (CG). The goal of this study was to examine how different instructional strategies (i.e., traditional instruction and instruction using digital games) affected the students' creativity and their performance on manual skills. The analytical results indicated that the students' creativity and their performance on manual skills displayed positive growth when they were involved in acquiring knowledge and resolving tasks in a DGBL environment, which fostered their creativity and facilitated the generation of flow experiences. Moreover, there were three interesting findings related to the use of DGBL: (1) the ToES was an effective learning tool for cultivating the students' creativity; (2) there was a positive effect of creativity and their performance of manual skills; and (3) the ToES accelerated the improvement of practical behaviors regarding manual skills. HighlightsWe design a digital game with creativity called the ToES. We prove differences in creativity and manual skills between traditional classroom and digital game-based environment. Students were able to achieve better learning performances in DGBL environment. DGBL facilitates the generation of flow experience.

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This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands‐on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth‐grade students, divided into the Experimental Group (hands‐on activity using VR technology) and the Control Group (hands‐on activity via lectures). Using sequential analysis, this study investigated how the hands‐on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands‐on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands‐on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.

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