Many students persistently misinterpret histograms. This calls for closer inspection of students’ strategies when interpreting histograms and case-value plots (which look similar but are diferent). Using students’ gaze data, we ask: How and how well do upper secondary pre-university school students estimate and compare arithmetic means of histograms and case-value plots? We designed four item types: two requiring mean estimation and two requiring means comparison. Analysis of gaze data of 50 students (15–19 years old) solving these items was triangulated with data from cued recall. We found five strategies. Two hypothesized most common strategies for estimating means were confirmed: a strategy associated with horizontal gazes and a strategy associated with vertical gazes. A third, new, count-and-compute strategy was found. Two more strategies emerged for comparing means that take specific features of the distribution into account. In about half of the histogram tasks, students used correct strategies. Surprisingly, when comparing two case-value plots, some students used distribution features that are only relevant for histograms, such as symmetry. As several incorrect strategies related to how and where the data and the distribution of these data are depicted in histograms, future interventions should aim at supporting students in understanding these concepts in histograms. A methodological advantage of eye-tracking data collection is that it reveals more details about students’ problem-solving processes than thinking-aloud protocols. We speculate that spatial gaze data can be re-used to substantiate ideas about the sensorimotor origin of learning mathematics.
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The main objective of the study is to determine if non-specific physical symptoms (NSPS) in people with self-declared sensitivity to radiofrequency electromagnetic fields (RF EMF) can be explained (across subjects) by exposure to RF EMF. Furthermore, we pioneered whether analysis at the individual level or at the group level may lead to different conclusions. By our knowledge, this is the first longitudinal study exploring the data at the individual level. A group of 57 participants was equipped with a measurement set for five consecutive days. The measurement set consisted of a body worn exposimeter measuring the radiofrequency electromagnetic field in twelve frequency bands used for communication, a GPS logger, and an electronic diary giving cues at random intervals within a two to three hour interval. At every cue, a questionnaire on the most important health complaint and nine NSPS had to be filled out. We analysed the (time-lagged) associations between RF-EMF exposure in the included frequency bands and the total number of NSPS and self-rated severity of the most important health complaint. The manifestation of NSPS was studied during two different time lags - 0–1 h, and 1–4 h - after exposure and for different exposure metrics of RF EMF. The exposure was characterised by exposure metrics describing the central tendency and the intermittency of the signal, i.e. the time-weighted average exposure, the time above an exposure level or the rate of change metric. At group level, there was no statistically significant and relevant (fixed effect) association between the measured personal exposure to RF EMF and NSPS. At individual level, after correction for multiple testing and confounding, we found significant within-person associations between WiFi (the self-declared most important source) exposure metrics and the total NSPS score and severity of the most important complaint in one participant. However, it cannot be ruled out that this association is explained by residual confounding due to imperfect control for location or activities. Therefore, the outcomes have to be regarded very prudently. The significant associations were found for the short and the long time lag, but not always concurrently, so both provide complementary information. We also conclude that analyses at the individual level can lead to different findings when compared to an analysis at group level. https://doi.org/10.1016/j.envint.2019.104948 LinkedIn: https://www.linkedin.com/in/john-bolte-0856134/
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Augmented Reality (AR) is increasingly explored as a low-burden alternative to pencil-and-paper cognitive tests for dementia and Parkinson’s Disease. Our objective with this review is to synthesize ten years (2014-2024) of empirical evidence on AR-based cognitive screening, estimate pooled diagnostic accuracy, and distil user-experience (UX) guidelines for people with neurodegenerative disorders. We searched Scopus with the string “aug-mented reality” AND cognitive AND (dementia OR Parkinson), screened 399 records, and retained 38 primary studies. Two reviewers independently extracted sample, task, hardware, and accuracy metrics. Optical see-through AR improved test sensitivity over matched non-immersive tests, while projection-based AR offered the largest UX gains. Hardware cost and eye-tracker drift were the main precision bottlenecks. AR can raise both diagnostic sensitivity and patient engagement, but only four studies used clinical-stage participants. Future work should couple low-cost hand-held AR with cloud inference to widen accessibility.
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Introduction Negative pain-related cognitions are associated with persistence of low-back pain (LBP), but the mechanism underlying this association is not well understood. We propose that negative pain-related cognitions determine how threatening a motor task will be perceived, which in turn will affect how lumbar movements are performed, possibly with negative long-term effects on pain. Objective To assess the effect of postural threat on lumbar movement patterns in people with and without LBP, and to investigate whether this effect is associated with task-specific pain-related cognitions. Methods 30 back-healthy participants and 30 participants with LBP performed consecutive two trials of a seated repetitive reaching movement (45 times). During the first trial participants were threatened with mechanical perturbations, during the second trial participants were informed that the trial would be unperturbed. Movement patterns were characterized by temporal variability (CyclSD), local dynamic stability (LDE) and spatial variability (meanSD) of the relative lumbar Euler angles. Pain-related cognition was assessed with the task-specific ‘Expected Back Strain’-scale (EBS). A three-way mixed Manova was used to assess the effect of Threat, Group (LBP vs control) and EBS (above vs below median) on lumbar movement patterns. Results We found a main effect of threat on lumbar movement patterns. In the threat-condition, participants showed increased variability (MeanSDflexion-extension, p<0.000, η2 = 0.26; CyclSD, p = 0.003, η2 = 0.14) and decreased stability (LDE, p = 0.004, η2 = 0.14), indicating large effects of postural threat. Conclusion Postural threat increased variability and decreased stability of lumbar movements, regardless of group or EBS. These results suggest that perceived postural threat may underlie changes in motor behavior in patients with LBP. Since LBP is likely to impose such a threat, this could be a driver of changes in motor behavior in patients with LBP, as also supported by the higher spatial variability in the group with LBP and higher EBS in the reference condition.
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Background: Development of more effective interventions for nonspecific chronic low back pain (LBP), requires a robust theoretical framework regarding mechanisms underlying the persistence of LBP. Altered movement patterns, possibly driven by pain-related cognitions, are assumed to drive pain persistence, but cogent evidence is missing. Aim: To assess variability and stability of lumbar movement patterns, during repetitive seated reaching, in people with and without LBP, and to investigate whether these movement characteristics are associated with painrelated cognitions. Methods: 60 participants were recruited, matched by age and sex (30 back-healthy and 30 with LBP). Mean age was 32.1 years (SD13.4). Mean Oswestry Disability Index-score in LBP-group was 15.7 (SD12.7). Pain-related cognitions were assessed by the ‘Pain Catastrophizing Scale’ (PCS), ‘Pain Anxiety Symptoms Scale’ (PASS) and the task-specific ‘Expected Back Strain’ scale(EBS). Participants performed a seated repetitive reaching movement (45 times), at self-selected speed. Lumbar movement patterns were assessed by an optical motion capture system recording positions of cluster markers, located on the spinous processes of S1 and T8. Movement patterns were characterized by the spatial variability (meanSD) of the lumbar Euler angles: flexion-extension, lateralbending, axial-rotation, temporal variability (CyclSD) and local dynamic stability (LDE). Differences in movement patterns, between people with and without LBP and with high and low levels of pain-related cognitions, were assessed with factorial MANOVA. Results: We found no main effect of LBP on variability and stability, but there was a significant interaction effect of group and EBS. In the LBP-group, participants with high levels of EBS, showed increased MeanSDlateral-bending (p = 0.004, η2 = 0.14), indicating a large effect. MeanSDaxial-rotation approached significance (p = 0.06). Significance: In people with LBP, spatial variability was predicted by the task-specific EBS, but not by the general measures of pain-related cognitions. These results suggest that a high level of EBS is a driver of increased spatial variability, in participants with LBP.
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Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.
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Literature highlights the need for research on changes in lumbar movement patterns, as potential mechanisms underlying the persistence of low-back pain. Variability and local dynamic stability are frequently used to characterize movement patterns. In view of a lack of information on reliability of these measures, we determined their within- and between-session reliability in repeated seated reaching. Thirty-six participants (21 healthy, 15 LBP) executed three trials of repeated seated reaching on two days. An optical motion capture system recorded positions of cluster markers, located on the spinous processes of S1 and T8. Movement patterns were characterized by the spatial variability (meanSD) of the lumbar Euler angles: flexion–extension, lateral bending, axial rotation, temporal variability (CyclSD) and local dynamic stability (LDE). Reliability was evaluated using intraclass correlation coefficients (ICC), coefficients of variation (CV) and Bland-Altman plots. Sufficient reliability was defined as an ICC ≥ 0.5 and a CV < 20%. To determine the effect of number of repetitions on reliability, analyses were performed for the first 10, 20, 30, and 40 repetitions of each time series. MeanSD, CyclSD, and the LDE had moderate within-session reliability; meanSD: ICC = 0.60–0.73 (CV = 14–17%); CyclSD: ICC = 0.68 (CV = 17%); LDE: ICC = 0.62 (CV = 5%). Between-session reliability was somewhat lower; meanSD: ICC = 0.44–0.73 (CV = 17–19%); CyclSD: ICC = 0.45–0.56 (CV = 19–22%); LDE: ICC = 0.25–0.54 (CV = 5–6%). MeanSD, CyclSD and the LDE are sufficiently reliable to assess lumbar movement patterns in single-session experiments, and at best sufficiently reliable in multi-session experiments. Within-session, a plateau in reliability appears to be reached at 40 repetitions for meanSD (flexion–extension), meanSD (axial-rotation) and CyclSD.
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Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.
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Innovations are required in urban infrastructures due to the pressing needs for mitigating climate change and prevent resource depletion. In order to address the slow pace of innovation in urban systems, this paper analyses factors involved in attempts to introduce novel sanitary systems. Today new requirements are important: sanitary systems should have an optimal energy/climate performance, with recovery of resources, and with fewer emissions. Anaerobic digestion has been suggested as an alternative to current aerobic waste water treatment processes. This paper presents an overview of attempts to introduce novel anaerobic sanitation systems for domestic sanitation. The paper identifies main factors that contributed to a premature termination of such attempts. Especially smaller scale anaerobic sanitation systems will probably not be able to compete economically with traditional sewage treatment. However, anaerobic treatment has various advantages for mitigating climate change, removing persistent chemicals, and for the transition to a circular economy. The paper concludes that loss avoidance, both in the sewage system and in the waste water treatment plants, should play a key role in determining experiments that could lead to a transition in sanitation. http://dx.doi.org/10.13044/j.sdewes.d6.0214 LinkedIn: https://www.linkedin.com/in/karel-mulder-163aa96/
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Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers’ and students’ experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers’ and students’ experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.
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