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Affective computing (AC) has been regarded as a relevant approach to identifying online learners' mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners' facial expression, to compute learners' affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%;single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts.
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IntroductionDue to the rapid spread of the COVID-19 pandemic and the disruption of education systems worldwide, secondary schools in Malaysia have shifted to online classes to ensure educational continuity. Therefore, it was necessary to investigate the various effects of the COVID-19 pandemic on secondary school students. MethodsA self-reported survey with closed and open-ended questions was used to collect data involving 1,067 secondary school students from eight schools in Sabah, Malaysia. The participants were mostly male (53.4%), with a mean age of 14.8 (SD = 1.64). The study involved students from various levels/grades, including transition class, forms 1-5, lower six, and upper six. ResultsStudents faced a variety of school-related stressors, including academic failure due to a poor online course;general mental health issues;a poor internet connection;a lack of in-person interaction;a SOP restriction;an inability to focus;too many homework assignments;burnout;becoming lazier;home conditions;and financial difficulties. DiscussionThe implications for classroom practice, policy formulation, and future research are examined.
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The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.
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The aim of this study is to determine the motivation of high school students to participate in physical activity and their eating attitude levels during the COVID-19 period as well as to examine the relationship between the two variables. In addition, it was also determined whether the motivation for participate in physical activity and eating attitudes differ according to gender, weekly exercise, spending time with technology, family communication times, and participation in exercise during and before the pandemic. A total of 576 high school students, including 406 girls and 170 boys, participated in the study. "Motivation Scale for Participation in Physical Activity (MSPPA)", "Eating Attitude Test (EAT-40)" and "Personal Information Form (KBF)" were used as data collection tools. Data were evaluated using correlation, multiple linear regression, MANOVA and t-test analysis techniques. It was concluded that the motivation of the students to participate in physical activity was moderate, and they did not have eating disorders. It was observed that physical activity motivation did not predict eating attitude, but there were positive and low relationships between sub-factors in relational dimension. According to gender, it was determined that the eating attitudes of female students were more positive than male students. It has been found that the motivation to participate in physical activity is higher for those who exercise before and during the pandemic than those who do not. Consequently, it can be said that during the COVID-19 process, high school students' motivation to participate in physical activity is at a moderate level, and their eating attitudes are generally not at the level of behavioral disorders.
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In the face of the COVID-19 pandemic experienced around the world, new student lifestyles have had an impact on their daily behavior. The purpose of this study was to examine post-traumatic stress associated with the initial COVID-19 crisis in students (N = 280) with a mean age of 13 +/- 1.70 and to determine the relationship between their reported daily behaviors in terms of their gender. The study was conducted primarily in Casablanca and Marrakech, the two cities most affected by the pandemic at the time of the study in Morocco in May 2020. Our sample consists of 133 high school students and 147 middle school students, 83.6% of whom are females. Students were asked to answer questions based on an Activity Biorhythm Questionnaire, the Post-Traumatic Stress Scale (Weathers et al., 1993), the Hamilton Scale (Hamilton, 1960), the Worry Domains Questionnaire (Tallis, Eyzenck, Mathews, 1992), and the Visual Analog Scale of Moods (VASM) (Stern et al., 1997). The results obtained confirm that there is a significant relationship between the circadian rhythm of some variables and gender in some activities such as academic study (p < 0.05) and TV and Internet use (p < 0.05) and was highly significant for physical activity (p = 0.001), while others are not significant in relation to other schedules of the same variables or in relation to others. Likewise, for the psychological conditions, significant relationships with mood states and depressive tendencies were confirmed. In lockdown, the students' daily lives underwent changes in circadian rhythm and lifestyle. Therefore, it is necessary to treat their current psychological problems and avoid future complications. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.
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Background: COVID-19 pandemic has affected humanity in several aspects of life. Not only create health problems, but also economic and social problems. To cope with this pandemic, we need to know and understand how to have the COVID-19 preventive behavior. Hence, this study will be focusing on factors that influence people to have COVID-19 preventive behavior. Objectives: The aim of this study is to assess knowledge, attitude, and COVID-19 preventive behavior of high school students. Materials and Methods: The study was conducted using a questionnaire. A total of 325 students participated. Knowledge, attitude without presence of rules, and attitude with presence of rules toward COVID-19 preventive behavior were assessed. Independent t-test and analysis of variance were used to analyze differences between outcomes and socio-demographic. COVID-19 preventive behavior was analyzed by a generalized linear model. Results: Students revealed a good level of COVID-19 related knowledge, correctly answering 4.48 (standard deviation [SD] = 0.70) questions in a total of 5, good levels of attitude both without and with the presence of rules, average score was 11.05 (SD = 1.16) of four questions and 15.86 (SD = 2.07) of six questions, respectively, and a good level of COVID-19 preventive behavior, the average scores at 44.28 (SD = 6.68), in a total of 11 questions. Conclusion: This study revealed a good level of knowledge, attitude both without and with the presence of rules and COVID-19 preventive behavior among high school students at Loei Pittayakom School, Thailand. Mainly, the factor that may influence them to get a high score in all four sections is staying active with news and the latest information presented on the internet. In addition, the study demonstrated that there was a relationship between attitude with the presence of rules and COVID-19 preventive behavior. Therefore, having regulations can lead to having preventive behavior.
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We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.
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This paper deals with the results of students during the preparing courses of mathematics for entrance exams at an university. These courses take place every year and since the Covid-19 period, they are not only face-to-face, but also online. The study involves students of secondary schools who apply to the university of economics. This report compares results of tests of two different classes of these students and from different parts of mathematics. These tests are in the form of online quizzes. We do not prove if there are differences between the scores of students of short-time or long-time courses. In addition, we compare the results with the students from the year before. We also emphasize the more problematic topics of mathematics.
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Covid-19 turned the world upside down. What started as an impossible situation turned into a problem with new possibilities. Individuals, families, communities, and states worked tirelessly to restore balance to overworked systems. Using semi-structured interviews with teachers and administrators, this high school social worker set out to examine how COVID-19 challenged staff to rethink current educational practices like home visits. This qualitative ethno-infused phenomenological study examines the experiences of home visits by a school social worker during COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Background: The coronavirus disease-19 (COVID-19) has rapidly emerged as a global pandemic that causes millions of deaths worldwide. It is transmitted from person to person by respiratory droplets and could cause fatigue, shortness of breath, and fever. Background: The objective of the study was to assess COVID-19 related knowledge, attitude, and preventive behavior among high school students in Bangkok, Thailand. Materials and Methods: The study was conducted using a cross sectional online survey among HarrowA's students Y 12A-13. A total of 148 students participated. COVID-19-related knowledge, attitudes toward COVID-19, and preventive behaviors were assessed. Differences between outcomes and socio-demographic were analyzed through independent t-test and the Analysis of variance. Preventive behaviors were analyzed by a generalized linear model. Results: The undergraduate students showed a low knowledge about COVID-19, a mean of 6.38 (standard deviation [SD] = 1.69) questions in a total of 11. However, the result showed a standard level of attitude toward preventive behaviors on COVID-19 with an average score of 47.51 from a score range of 14A-70 (SD = 4.45). Finally, preventive behaviors of participants were at a moderate level with an average score of 36.84 from a range from 12 to 60 (SD = 3.93). The data showed a statistically significant positive correlation between attitude toward preventive behavior on COVID-19 and COVID-19 preventive behavior (r = 0.351**, P = 0.01). From a generalized linear model, attitude toward preventive behavior on COVID-19 (Exp (B) = 0.394, Confidence interval [CI]: 0.212A-.485, P < 0.05) and Gender (Exp (B) = 0.203, 95%, CI: 0.376A-2.807, P < 0.05) can be a predictive factor for the preventive behavior of Harrow International school students. Conclusions: The results assessed that Harrow international students had a lower level of COVID-19 general knowledge, but moderate level of attitude and preventive behavior. Moreover, it indicates that there is a causal relationship between attitude toward COVID-19 and preventive behaviors. Thus, attitudes toward COVID-19 are a major predictive factor of having preventive behaviors. Therefore, school and parents should always build awareness and provide safety to the students and remind students with rules that should be followed to secure them from risking of COVID-19.
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Background: Over a year of the spreading of coronavirus disease (COVID-19), there is now the development of COVID- 19 vaccines with various developers. In Thailand, there are two developers;Sinovac and AstraZeneca. Due to the limited supply, the government of Thailand announced the first very first group to be vaccinated is health workers and persons younger than 18 were not recommended to take the vaccine. According to the Thailand situation, knowing the willingness of Grade 12 students is important because they are the next group of people to take the vaccine. The government should consider the factors that make them or make them not take the vaccine for the country to pass through the COVID-19. Objectives: The purpose of this study was to assess knowledge and understanding regarding COVID19, risk perception of getting COVID-19, level of news perception about COVID-19, and the concern with the willingness to vaccinate against COVID-19 among grade 12 students of Chonkanyanukoon school. Materials and Methods: The study was conducted using a questionnaire in April 2021. A total of 246 students participated. Questions related to knowledge and understanding regarding COVID19, risk perception of getting COVID-19, level of news perception about COVID-19, and the concern with a willingness to vaccinate against COVID-19 were assessed. Differences between outcomes and socio-demographics were analyzed through independent t-test and the ANOVA. For the willingness to vaccinate was analyzed by a generalized linear model. This study is quantitative research, which involves developing a survey. The survey is in the format of Google Forms which was developed from March 01 to April 27, 2021, and was sent out to Grade 12 students of Chonkanyanukoon school, Chonburi, Thailand students on April 08. The survey was voluntary and 246 responses were received. Results: Students revealed good knowledge and understanding regarding COVID-19, correctly answering 8.5 scores (standard deviation [S.D.] = 1.64) from 10 questions, moderate level of risk perception at an average score of 17.17 (S.D. = 5.99) out of 25 questions, and a high Level of COVID-19 news perception which the average score of 7.97 (S.D. = 1.48) from ten questions and willingness to vaccinate against COVID-19 with the average score of 3.10 (S.D. = 1.73) out of five questions. The news perceptions of COVID-19 (Beta = 0.314, P = 0.01) and the chance of contracting COVID-19 (Beta= 0.130, P = 0.01). Conclusion: This study provides useful data to identify the probability of the students taking the COVID- 19 vaccine. Consistency is essential to promote good knowledge and attitude in taking the COVID19 vaccine.
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This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. "All-inclusive" mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.
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Objective: To investigate the relationship between negative attentional bias and post-traumatic stress disorder(PTSD) in the context of higher depression and anxiety symptoms after the outbreak of COVID-19, so as to provide scientific basis for mental health education in primary and secondary schools. Methods: From March to April 2021, a total of 708 students from primary school and junior high school (grade 6 through grade 9) in Beijing, Shanxi, Hunan, Shandong, Hebei, Hubei of China were selected. The Children's Revised Impact of Event Scale(CRIES), the Attention to Positive and Negative Information Scale (APNI)and Depression, Anxiety and Stress Scale-21(DASS-21) were used in a questionnaire survey. Results: A total of 242 students were diagnosed with PTSD, and the detection rate was 34.2%. The scores of intrusion and high arousal of boys(7.92+or-5.33, 8.60+or-5.41) were lower than those of girls(8.72+or-4.85, 9.50+or-4.76), and the difference was statistically significant (t=-2.04, -2.32, P < 0.05). There were statistically significant differences of negative attention bias, CRIES score, intrusion, debarb and high arousal among primary and middle school students of different grades (F=3.57, 5.99, 4.45, 4.60, 7.40, P < 0.05). Negative attention bias, anxiety, depression and post-traumatic stress symptoms were significantly positively correlated (r=0.27-0.84, P < 0.05). Logistic regression analysis showed that anxiety (OR=1.13, 95%CI=1.06-1.20) and negative attention bias (OR=1.10, 95%CI=1.07-1.12) were positively associated with PTSD symptoms in primary and middle school students(P < 0.01). Conclusion: Anxiety and depressive symptoms show impacts on negative attention bias and might exacerbate the symptoms of post-traumatic stress disorder. Therefore, emotional adjustments can help reduce the post-traumatic stress response in the post-epidemic period.
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Background: The spread of pathogens rapidly affects all aspects of life. Although the medicine is more advanced, the epidemic situations still can occurred. This continues to increase and is a major public health problem. Therefore, public health maintenance behavior has the effect of inhibiting the spread of pathogens. Breaking the chain of pathogen spread can reduce the spread of bacterial infections and the severity of the epidemic. Objectives: This study aimed to assess community knowledge, attitude, and preventive behavior toward pathogen spreading among high school students in Chonburi, Thailand. Materials and Methods: The study was conducted using a questionnaire. A total of 329 students participated. Knowledge about infection prevention, attitude toward preventive behavior, attitude toward preventive rules and regulation supported, and pathogen transmission preventive behavior were assessed. Independent t-test and ANOVA were used to analyze differences between outcomes and sociodemographic. Results: Students revealed a poor level of knowledge about infection prevention, correctly answering 2.52 (SD = 1.31) question in a total of 5, a high level of attitude toward preventive behavior, average score was 23.31 (SD = 2.22) of 25, and a high level of attitude toward preventive rules and regulation supported, the average scores at 21.48 (SD = 2.71), question in a total of 25, and a high level of pathogen transmission preventive behavior at the average score of 29.69 (SD = 4.06) questions in a total of 35. Conclusion: This research revealed that the high school students of Chonburi Science School at Prince Chulabhorn have a low level of knowledge about pathogens, and shows that they have a positive attitude toward prevention behavior, a good attitude toward supporting prevention rules and regulations, and good prevention behavior. Students have very little knowledge because the school does not have guidance, but some students can discover information by themselves through internet channels as long as they have equipment and connections. Therefore, this study can provide positive attitudes for a young teenager because he is constantly listening and following the rules. Therefore, specific knowledge about the basic prevention of pathogen transmission and infection is essential for all, and should be taught and strengthened in schools where all students know and are aware of this need, and all students will regularly take action to protect themselves such as wearing a mask and washing hands with alcohol gel.
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When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.
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With rapid proliferation of digitalization and compulsion by COVID-19 pandemic, learning formats have been changing from face-To-face to online. Online education enables learners to take courses from anywhere, anytime, but it can also cause some problems for learners who struggle to maintain motivation. In addition, for STEAM education, it is important to engage in hands-on activities, but the ongoing pandemic has made it difficult for students to gather in one place to perform such activities. Incorporating gamification into online education can potentially motivate students and make STEAM education more interactive. On this premise, we have developed PhyGame as a learning system to help high-school students learn Physics. The system includes common game elements such as badges and leaderboards, and interactive simulation of Physics concepts embodying game-like charm. It also includes three modes of learning that allow students to adjust the difficulty according to their own learning levels, and a function that automatically saves learning log. For evaluation, PhyGame was used by students (N=23) at a high school in central Tokyo. The students rated the system on a scale of 1 to 10, and the main results are as follows: (1) Using PhyGame made learning enjoyable (mean score: 7.74);(2) PhyGame provided a good UI/UX (mean score: 7.83);(3) The overall experience with PhyGame was satisfactory (mean: 7.00). Our evaluation results show that interactive and gamified learning systems like PhyGame have a positive impact on user engagement and motivation. © 2023 IEEE.
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The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]
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BackgroundThe COVID-19 pandemic has led to changes in dietary and lifestyle habits among children and adolescents. This study investigated the prevalence and factors associated with unhealthy dietary habits among 1,475 primary and secondary school students from 2021 to 2022.MethodsA cross-sectional study was conducted in randomly selected primary and secondary schools participating in a project promoting online health education and promotion named GoSmart using self-administered questionnaires. Logistic regression analyses were conducted to investigate the demographic and lifestyle habits associated with various unhealthy dietary habits. This study was approved by Survey and Behavioural Research Ethics (SBRE) [Reference No.: SBRE-21-0052] and funded by Quality Education Fund (QEF#2019/0883).ResultsThe prevalence of inadequate consumption of vegetables and fruits was high among both primary (81.5%) and secondary school students (89.5%) and associated with physical inactivity in both primary (aOR=3.35, 95%CI: 1.41-7.97, p=0.006) and secondary students (aOR=4.30, 95%CI: 1.51-12.25, p=0.006). A substantial prevalence of breakfast skipping was observed among primary students (22.9%) who spent two or more hours on video games or social media (aORs=1.84-2.27);and among secondary students (23.7%) who consumed two or more hours on social media, alcohol consumption, and consumption of unhealthy food (aORs=1.42-2.79). Consumption of unhealthy food was reported by 43.9% and 48.2% for primary and secondary students respectively, with primary and secondary students who spent two or more hours on video games or social media (aORs=1.62-2.27) and secondary students who perceived themselves as underweight (aOR=1.79, 95%CI: 1.13-2.83, p=0.012) having a higher frequency of consumption.ConclusionsThere was a high prevalence of unhealthy dietary habits among schoolchildren in Hong Kong. Alarming results were observed with physical inactivity being associated with a higher risk of unhealthy dietary habits among primary and secondary students, which may increase the risk of obesity. Moreover, the apparent interrelationship between unhealthy habits highlights the need for a comprehensive approach to promoting healthy habits through education in this population.
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Not only do the early pandemic fads of sourdough baking and mushroom foraging make the narrator's frontier-style life now seem less removed from reality, the loneliness, uncertainty, and subdued terror that form the backdrop of her daily routine perhaps for the first time will be relatable to students. [...]their loneliness begets deeper woes: the most recently released Youth Risk Behavior Survey (2023) issued by the Center for Disease Control and Prevention shares that almost half of high school students in 2021 reported "persistent feelings of sadness or hopelessness," a significant increase from prepandemic times. In a variation of an American Association of Teachers of German sponsored public graffiti event created by my colleague several years ago to commemorate the fall of the Berlin Wall, I will repeat her prompt: "Which walls hold you back?" Key to her question was the understanding of a "wall" as any kind of social, physical, or mental impediment that prevented students from fully realizing their goals. In particular, the moment at which the narrator encounters the wall is jarring;a comparison of the literary versus cinematic description of this event offers students the opportunity to consider the power and/or limits of the written word.