Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Vrantsidis, Daphne M; Horn, Tim C.; Benkart, Rebekah; Busch, Tyler; Orton, Kerry E.; Neel, Mary Lauren; Maitre, Nathalie L.; Taylor, H. Gerry

doi:10.1177/10538151221142795

Cited by 3 publications

(1 citation statement)

References 37 publications

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“…As follow-up overlapped with the period of the pandemic when most children were home-bound, these associations may also have been weakened due to diminished learning opportunities, particularly for children with special educational needs. 29 Finally, significance levels were not adjusted for multiple comparisons, though information was provided on effect size, and the study can be conceptualized as both hypothesis-driven and hypothesis-generating.…”

Section: Discussionmentioning

confidence: 99%

School Readiness Predictors of Early Academic Achievement in Children Born Very Preterm

Taylor,

Benkart,

Vrantsidis

et al. 2024

J Dev Behav Pediatr

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Objective: This study examined associations of school readiness measures obtained before school entry with academic achievement at early school age in children born very preterm (VPT, gestational age ≤ 30 weeks) and children born full term (FT, GA ≥ 37 weeks). Method: The sample included 38 children born VPT and 30 born FT recruited at age 4 years and followed to early school age. Measures of readiness included tests of global cognition, executive function, motor abilities, and preacademic skills, as well as caregiver behavior ratings. Tests of math, reading, and spelling were administered to assess school-age achievement. Analyses that controlled for socioeconomic status and accounted for inclusion of siblings compared the groups on the achievement tests and identified measures of readiness related to school-age achievement. Results: Achievement difficulties were more pronounced in the VPT group and associated with problems in multiple readiness domains. Effect sizes for these associations were largest for measures of spatial ability, executive function, and preacademic skills. Some associations remained significant when controlling for global cognitive ability at age 4 years, and others were significant only for the VPT group. Conclusion: Findings suggest that deficits on tests in multiple readiness domains assessed before school entry in children born VPT or FT are associated with early school-age achievement. The most pronounced readiness deficits in the VPT group at age 4 years were also among those most closely associated with later difficulties in achievement. Further research is needed to refine assessment of school readiness in children born VPT.

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Section: Discussionmentioning

confidence: 99%

School Readiness Predictors of Early Academic Achievement in Children Born Very Preterm

Taylor,

Benkart,

Vrantsidis

et al. 2024

J Dev Behav Pediatr

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View full text Add to dashboard Cite

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The effectiveness of gamification and artificial intelligence in increasing the motivation and effectiveness of students in learning English in elementary school

Duisenova,

Zhorabekova

2023

EURASIA J Math Sci Tech Ed

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This study explores the impact of gamification and artificial intelligence (AI) on elementary school students’ motivation and effectiveness in learning English. A mixed-methods research design was employed, with an experimental group receiving English language instruction through gamified learning platforms supported by AI, while a control group received traditional instruction. Quantitative data collected through pre- and post-assessments demonstrated that the experimental group exhibited higher engagement, enjoyment, and intrinsic motivation, leading to improved language proficiency outcomes compared to the control group. Qualitative analysis revealed increased self-confidence, a sense of achievement, and a positive attitude towards learning English in the experimental group. The interactive and immersive nature of gamification, coupled with AI support, facilitated personalized learning experiences, fostering motivation and active participation. These findings highlight the potential of integrating gamification and AI in elementary school English language instruction to enhance motivation and effectiveness, emphasizing the importance of innovative approaches in educational settings.

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The Efficacy of Gamification and Artificial Intelligence in Enhancing the Motivation and Efficacy of Primary School Kids in Learning English

Duisenova,

Zhorabekova

2024

Журнал Серии «Педагогические Науки»

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The current research investigates the influence of gamification and artificial intelligence (AI) on the motivation and efficacy of primary school students in acquiring English language skills. With the increasing prevalence of digital technologies in education, there is a growing need to explore innovative approaches that engage students and foster a positive learning environment. The study hypothesizes that the combination of gamification and AI will positively influence motivation and efficacy in English language learning. The study utilized a mixed-methods research approach, where an experimental group received English language teaching through gamified learning platforms enhanced by AI, while a control group received conventional tuition. The quantitative data obtained from pre- and post-assessments clearly showed that the experimental group shown greater levels of engagement, enjoyment, and intrinsic motivation, resulting in enhanced language proficiency outcomes in comparison to the control group. The qualitative analysis demonstrated that the experimental group experienced heightened self-assurance, a feeling of accomplishment, and a favorable disposition towards learning English. The utilization of gamification, along with the assistance of artificial intelligence, enabled customized learning experiences that were engaging and immersive, promoting motivation and active involvement. The results emphasize the possibility of combining gamification and AI in teaching English to primary school students to improve motivation and effectiveness, underscoring the significance of innovative methods in educational environments.

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Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Cited by 3 publications

References 37 publications

School Readiness Predictors of Early Academic Achievement in Children Born Very Preterm

School Readiness Predictors of Early Academic Achievement in Children Born Very Preterm

The effectiveness of gamification and artificial intelligence in increasing the motivation and effectiveness of students in learning English in elementary school

The Efficacy of Gamification and Artificial Intelligence in Enhancing the Motivation and Efficacy of Primary School Kids in Learning English

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