Improving Learning, Skills and Inclusion

Coffield, Frank; Edward, Sheila; Finlay, Ian; Hodgson, Ann; Spours, Ken; Steer, Richard

doi:10.4324/9780203928998

Cited by 78 publications

(35 citation statements)

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“…We intentionally omitted items testing belief in neuromyths about learning styles and multiple intelligences, which have been used in prior research. These proposals originated in psychology [ 48 , 49 ], and thus belief in them might reflect misconceptions about this discipline rather than neuroscience. We wrote 13 additional items about neuroscience research on topics such as synaptogenesis, myelination, glia cells, emotional processing (i.e., affective neuroscience), the use of cognitive enhancers, and neuroimaging methodologies by consulting recent introductory neuroscience textbooks.…”

Section: Methodsmentioning

confidence: 99%

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

Cho

Dubinsky

et al. 2018

PLoS ONE

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Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.

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Section: Methodsmentioning

confidence: 99%

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

Cho

Dubinsky

et al. 2018

PLoS ONE

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“…Indeed, in many instances they do not require primary legislation in parliament, and can instead be made by the relevant Secretary of State through what Ryan and Unwin (2001) termed, ‘leaflet law’ (ministerial announcements and associated minor technical adjustments to statutory instruments). The norm for many years has been that government will enact changes in VET without any serious attempt to involve the institutions that deliver VET or those who work within them (Coffield, 2008, 2015). The ease of change and the lack of any constraints on how it is managed help explain why it has been so frequent.…”

Section: The Current ‘System’mentioning

confidence: 99%

“…Current governance arrangements are driven by a set of design principles (Coffield, 2008; Coffield et al, 2008; Hodgson, 2015; Keep, 2006, 2011). Of these the most important are a belief in top-down decision making, whereby those at the centre know best, and which offers limited or no feedback loops that might allow providers to communicate their views and insights into policy formation.…”

Section: The Current ‘System’mentioning

confidence: 99%

“…It is no exaggeration to claim that English VET is delivered and governed through what is almost certainly the fastest changing set of institutional arrangements in the developed world. This has been the case for 30 years or more (see City and Guilds, 2014; Coffield, 2008; Keep, 2002, 2006). Thirdly, while it is widely accepted that the current system of funding and governance, particularly for post-19 activity, is dying due to a massive and potentially prolonged squeeze on public funding, it is profoundly unclear what shape the model that replaces it will take.…”

Section: Introductionmentioning

confidence: 96%

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Governance in English VET: On the functioning of a fractured ‘system’

Keep

2015

Research in Comparative and International Education

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This article explores the governance structures that cover vocational education and training (VET) in England. The English VET system is highly fragmented, complex and unstable, and has tended to oscillate between centralised command and control, and attempts at marketisation. Its governance arrangements reflect this situation. The various providers of VET are reviewed, and the critical role that national government plays in dictating governance systems in the absence of wider social partnership arrangements or fully functioning employer representation systems is explored. The distinctive form and role of the funding agencies, the national learning inspectorate and the qualifications regulator are noted, and the design principles that underlie systems governance are discussed. Three trends that are disrupting the current settlement are analysed -fiscal retrenchment, moves towards 'employer ownership' of provision and the growing drive towards localisation. The article concludes by arguing that the current governance model is liable to come under serious pressure.

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“…While children may learn from the experience, they may learn in different ways. Learning styles are often used to describe the distinct characteristics of children during their learning process, such as their use of problem-solving strategies and decision-making behaviors [ 41 - 44 ]. Different learning styles are found to be related to children’s learning outcomes, such as grades, spoken language, and general conduct [ 41 , 43 , 45 - 47 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of Pediatric Mobile Game Play on Healthy Eating Behavior: Randomized Controlled Trial

Kato-Lin¹,

Kumar²,

Prakash³

et al. 2020

JMIR Mhealth Uhealth

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Background Video and mobile games have been shown to have a positive impact on behavior change in children. However, the potential impact of game play patterns on outcomes of interest are yet to be understood, especially for games with implicit learning components. Objective This study investigates the immediate impact of fooya!, a pediatric dietary mobile game with implicit learning components, on food choices. It also quantifies children’s heterogeneous game play patterns using game telemetry and determines the effects of these patterns on players’ food choices. Methods We analyzed data from a randomized controlled trial (RCT) involving 104 children, aged 10 to 11 years, randomly assigned to the treatment group (played fooya!, a dietary mobile game developed by one of the authors) or the control group (played Uno, a board game without dietary education). Children played the game for 20 minutes each in two sessions. After playing the game in each session, the children were asked to choose 2 out of 6 food items (3 healthy and 3 unhealthy choices). The number of healthy choices in both sessions was used as the major outcome. We first compared the choice and identification of healthy foods between treatment and control groups using statistical tests. Next, using game telemetry, we determined the variability in game play patterns by quantifying game play measures and modeled the process of game playing at any level across all students as a Markov chain. Finally, correlation tests and regression models were used to establish the relationship between game play measures and actual food choices. Results We saw a significant main effect of the mobile game on number of healthy foods actually chosen (treatment 2.48, control 1.10; P<.001; Cohen d=1.25) and identified (treatment 7.3, control 6.94; P=.048; Cohen d=.25). A large variation was observed in children’s game play patterns. Children played an average of 15 game levels in 2 sessions, with a range of 2 to 23 levels. The greatest variation was noted in the proportion of scoring activities that were highly rewarded, with an average of 0.17, ranging from 0.003 to 0.98. Healthy food choice was negatively associated with the number of unhealthy food facts that children read in the game (Kendall τ=–.32, P=.04), even after controlling for baseline food preference. Conclusions A mobile video game embedded with implicit learning components showed a strong positive impact on children’s food choices immediately following the game. Game telemetry captured children’s different play patterns and was associated with behavioral outcomes. These results have implications for the design and use of mobile games as an intervention to improve health behaviors, such as the display of unhealthy food facts during game play. Longitudinal RCTs are needed to assess long-term impact. Trial Registration ClinicalTrials.gov NCT04082195; https://clinicaltrials.gov/ct2/show/NCT04082195, registered retrospectively.

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Improving Learning, Skills and Inclusion

Cited by 78 publications

References 0 publications

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

Governance in English VET: On the functioning of a fractured ‘system’

Impact of Pediatric Mobile Game Play on Healthy Eating Behavior: Randomized Controlled Trial

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