Learners' characteristics and the mastery of digital education during the COVID-19 pandemic in students of a medical faculty in Germany.

BACKGROUND: In response to the spread of the coronavirus, educational institutions have been closed and digital education has become a new teaching method to ensure the continuity of medical education. Since this format was a new form of learning for students at medical faculties in Germany, little is known about the perception of it and the factors that contribute to successful mastery. The current study aimed to analyze students' learning experiences during the first online semester and to identify associations between learners' characteristics and enjoyment, mastery experiences, as well as the perceived stress level. METHODS: In this cross-sectional study, students of a medical faculty from Germany answered an online questionnaire including information about perceptions towards digital education and learners' characteristics (study skills and dispositions). Data were analyzed using multivariate linear regression analysis. RESULTS: In total, 383 students responded to the online survey. A majority of students felt at least somewhat worse about their studies compared to before the pandemic. Success of study tasks was related to preferences for cooperative learning (B = - 0.063, p < .001) and success of study organization was associated to the use of metacognitive learning strategies (B = 0.019, p = .04). Enjoyment of studying in times of digital education was positively related to the use of metacognitive strategies (B = 0.049, p = .04) and self-efficacy (B = 0.111, p = .02). The perceived stress was influenced by cognitive strategies (B = 0.401, p = .02) and test anxiety (B = 0.466, p < .001). CONCLUSIONS: Although students perceive digital teaching as a good alternative for big courses, those with low self-efficacy beliefs and low self-regulation have problems in coping with the demands of this learning format and need further support.

Actual use of social media for engagement to enhance students' learning.

Learners can interact and connect with one another in new ways thanks to social media. This study employs two models to investigate the factors that contribute to students' involvement in order to improve their learning: constructivism and the technology acceptance model (TAM). Therefore, the objective of this research is to create a model of real use of social media for engagement by conducting an empirical examination into students' adoption of actual use of social media for education. A survey was distributed to 410 university students in order to achieve this goal. A quantitative research approach and partial least squares structural equation modelling were used to acquire the results (PLS-SEM). The outcomes of our empirical examination suggest that determining discriminant validity has become a widely accepted prerequisite for analysing latent factor connections. The studies also demonstrated that using social media to engage students and improve their learning in higher education is extremely beneficial. The findings revealed real use of social media for interaction via interactions variables and TAM model acceptance. Students' pleasure with learning was also favourably associated to their actual usage of social media and involvement, according to the findings. As a conclusion, the result of R-Square's perceived usefulness was 0.611%, students' engagement was 0.561%, actual use of social media was 0.582%, students' satisfaction was 0.611%, and students' learning was 0.627%. This study's findings and ramifications are presented.

Preferred teaching styles of medical faculty: an international multi-center study.

BACKGROUND: In the current wave of educational reforms, understanding teaching styles of medical faculty can help modify instructional strategies for effective teaching. Few studies have probed distinctive teaching styles of medical faculty. We compared preferred teaching styles of faculty from seven medical schools in United Arab Emirates, the Netherlands, Saudi Arabia, Malaysia, Pakistan, and Sudan. METHODS: The validated Grasha-Riechmann teaching style inventory was administered online for data collection and used SPSS version 20.0 for statistical analysis. RESULTS: Of the 460 invitees, 248 responded (response rate; 54%). Delegator teaching style was most common with a highest median and mean of 2.38 and 2.45, respectively. There was a significant correlation between expert and authority teaching styles, correlation coefficient 0.62. Similarly, we found a significant correlation between authority teaching style and nature of curriculum, correlation coefficient 0.30. Multiple regression analysis showed that only authority teaching style and male gender had significant correlation. Interestingly, 117 (47%) teachers disagreed with the teaching philosophy of delivering course contents by strictly following learning outcomes. Female teachers (114/248) were more willing to negotiate with their students regarding how and what to teach in their course, while male teachers tended to allow more autonomy by allowing students to set their learning agenda. CONCLUSIONS: This study showed that the medical teachers preferred delegator teacher style that promotes students' collaboration and peer-to-peer learning. Most teachers are conscious of their teaching styles to motivate students for scientific curiosity. These findings can help medical educators to modify their teaching styles for effective learning.

Students' perspectives of early and gradual transitioning between simulation and clinical training in dentistry and their suggestions for future course improvements.

INTRODUCTION: Students' perspectives on their learning environment are essential for course development and to enhance the educational experience. In dentistry, there is limited understanding of how students perceive their early clinical training. This study presents students' views on their gradual progression from simulation to patient care and describes the approaches they followed to adapt during this transitioning phase. METHODS: A qualitative study design was employed, drawing on focus group discussions conducted with students from the Division of Dentistry at the University of Manchester. The discussions were transcribed verbatim. Data collection and coding process followed the principles of thematic analysis and the inductive approach. FINDINGS: The sample was comprised of 28 undergraduate students, across four focus groups. Thematic analysis generated three key categories: students' immediate perspectives of early clinical training, students' approaches to adapting to the transitioning period and students' suggestions for future improvement. Further, subthemes emerged describing the positive gains which students recognised from their early and gradual clinical involvement and training. Despite experiencing stress and uncertainty, related to insufficient knowledge and immature multitasking skills in the early years of dental training, students were motivated by the clinical environment and identified several ways to adapt to it and enhance their learning. These included additional self-learning resources and simulation opportunities; inter-year group learning activities and further peer support and mentoring. CONCLUSION: The current study provided insights into students' experiences of learning through early clinical involvement and gradual transitioning between simulation and clinical environments in dentistry. The findings revealed that whilst students appreciated being involved in the clinic at an early stage, they had to adopt a variety of approaches to link their knowledge, learning and skills between the simulation and clinical environments. Students' suggested additional activities to link the learning gap between the two environments and to enrich their learning.

An Empirical Study on Emergency of Distant Tertiary Education in the Southern Region of Bangladesh during COVID-19: Policy Implication.

Many fields have been affected by COVID-19, including education. The pandemic has prompted a change in education due to the requirement for social distancing. Campuses are now closed in many educational institutions across the globe, and teaching and learning are now conducted online. Internationalization has significantly slowed down. A mixed-method study was designed for this research, with the goal of ascertaining the impact of COVID-19 on Bangladeshi students enrolled in higher education during and after the pandemic. A questionnaire with 19 questions on a Google form was used to collect quantitative data using a 4-point Likert scale and was conducted on 100 students from different universities in the southern part of Bangladesh, such as Barisal University, Patuakhali Science and Technology University, and Bangabandhu Sheikh Mujibur Rahman Science and Technology University. For collecting qualitative data, six quasi-interviews were conducted. A statistical package for Social Science (SPSS) was used to analyze both quantitative and qualitative data. The quantitative results demonstrated that during the COVID-19 pandemic, pupils continuously received teaching and learning. The current study's findings revealed a significant positive correlation between the COVID-19 pandemic and teaching, learning, and student achievement and a significant negative correlation between the COVID-19 pandemic and student goals. The study also revealed that the COVID-19 pandemic had a detrimental effect on students enrolled in higher education programs at the universities. The qualitative judgment showed that students faced many problems when joining classes, such as poor Internet connection and insufficient network and technological facilities, etc. Some students live in rural areas and have slow Internet speeds, which sometimes prevented them from joining class. The findings of the study can help policy makers in higher education to review and adopt a new policy in higher education in Bangladesh. It can also help education instructors in universities to develop a proper study plan for their students.

The effect of perceived teachers' interpersonal behavior on students' learning in physical education: a systematic review.

The primary purpose of this study was to conduct the first systematic review on teachers' interpersonal behaviors and students' learning within the physical education context. We searched the English literature in the EBSCOhost, Web of Science, SCOPUS and PubMed electronic databases and following screening, data extraction, quality assessment, 35 published articles were included in this review. The results showed that: perceived teachers' supportive behaviors have effect on autonomous motivation of students, and perceived teachers' controlling behaviors have effect on students' controlling motivation and amotivation, the influencing mechanism may be that teachers' interpersonal teaching behaviors make students' basic psychological needs satisfaction or frustration; perceived teachers' international behaviors have effect on PE learning emotion of students, and perceiving teachers' supportive behaviors can trigger students' positive learning emotion, on the contrary, perceiving teachers' controlling behaviors can stimulate students' negative learning emotion; teachers' interpersonal behaviors have effect on students' psychological well-being and physical activity levels in class with the evidence insufficient, and more evidence are needed. It is extremely necessary to expand such study direction and strengthen better quality study to explore the effect of teachers' interpersonal behaviors on learning process and learning outcome in physical education class, and examine the indirect influence mechanism through that the relationship is connected. The present review provides preliminary evidence to enhance the quality of physical education teaching in class, promote students' academic performance by intervening teachers' interpersonal behaviors.

Survey data assessing the junior high school students' learning attitudes toward home-based education amidst the Covid-19 pandemic.

This dataset was obtained to determine the learning attitudes of junior high school (JHS) students toward Home-Based Education (HBE). A descriptive - survey approach was used employing a proportional stratified random sampling to determine the samples n = 398 drawn from a total population of N = 75,542 junior high school students enrolled in 42 public secondary schools in Zamboanga City Division for SY 2020-2021. The data collection was conducted from August 2021 to September 2021 amidst lockdown thus, a combined data collection - Online & Offline was conducted using an adopted validated instrument. Out of 398 samples considered, only 383 eligible consenting JHS students completed the survey with a response rate of 96.23% to include 274 (71.54%) Online & 109 (28.46%) Offline. There were two problems investigated to include determining the learning attitudes of JHS students measured in terms of Nature, Anxiety, Expectations, & Openness to Learning, and to determine whether there exists a significant difference between the learning attitudes of junior high school students across four Independent Variables (IVs): gender, grade level, age and socioeconomic status (SES). Mean, Standard Deviation, and MANOVA were used to analyze the data gathered. Data assumptions were employed before employing MANOVA, and based on the results obtained from the data analysis, the overall learning attitudes of junior high school students toward HBE is High; and learning attitude varies significantly across grade level and age in terms of Nature and Anxiety of Learning, and in the SES in terms of Expectations of Learning. .

A pedagogical model to enhance nurses' ability to support patient learning: an educational design research study.

Objectives: To design, apply, evaluate, and analyse a pedagogical model to enhance nurses' ability to create pedagogical encounters to support patients' learning. Methods: The study relies on an educational design research approach. A pedagogical model based on learning theories was designed, applied, evaluated, and analysed in a specialist nursing programme in cancer care. All students (n=28) who attended the programme accepted to participate in the evaluation of the model. Their perception of the learning activities was evaluated in a questionnaire, and 16 (57%) students responded. The students' learning was assessed in written assignments, including all students. Descriptive statistics, content analysis and theoretical reasoning, were used to analyse data and interpret the usefulness and shortcomings of the model. Results: The most appreciated learning activities were to study learning theories, observe pedagogical encounters, act as a critical friend, and document one's own pedagogical encounters. The written assignments about observing and performing their own pedagogical encounters with patients showed students' increased awareness of how to support patients' learning. The clinical supervisors' lack of pedagogical knowledge inhibited the feedback on students' performances. Conclusions: The theoretical analysis of the evaluation identified strengths and needs for further development. The strengths tend to be the ongoing learning process created by learning activities supporting students to continuously study, experience, and apply their knowledge. Nurse supervisors and other stakeholders at the clinics are suggested to be involved in improving the design and require pedagogical competence. Further research should include observational and interview studies related to students' performance in pedagogical encounters.

Developing health promotional skills among medical undergraduates for tuberculosis patients: An innovative way to benefit students as well as patients.

BACKGROUND: Involving medical undergraduate students in patients' health education will not only help in improving students' learning as well as professional and communication skills but also plays an important role in achieving better health outcome of patients. The aim of the study was to assess the impact of students led educational intervention regarding tuberculosis (TB) on their learning and on the patients' knowledge and attitude towards the disease. MATERIALS AND METHODS: One hundred medical undergraduates were included in the study. An integrated lecture on TB was given to all participants followed by preintervention test on TB. One group was then subjected to interactive traditional lecture. Whereas the videos reflecting the experiences of TB patients were shown to the other group and was given an assignment to prepare educational leaflets for TB patients followed by postintervention test for both groups. The patients' satisfaction level with the information given via educational leaflet and the overall perceived benefits of this activity by the students were assessed. Data analysis done using SPSS version 23.0. Independent and paired t-test were used to calculate difference of means for quantitative variables. RESULTS: Two groups were comparable preintervention however postintervention there was significant improvement in knowledge in the study group (P0.000). Overall 74.2% of the patients were satisfied with the information provided through leaflets. Students' feedback highlighted that majority of the them felt benefitted from this activity. CONCLUSION: It can be concluded that such type of educational interventions have dual benefits, i.e., learning for the students as well as providing health education to patients which in turn will improve their clinical outcome.

The impact of COVID-19 pandemic on students' learning in higher education in Afghanistan.

COVID-19 pandemic has been a global serious issue that adversely impacted humans' life. This study aimed to investigate the impact of the COVID-19 pandemic on students' learning in higher education in Afghanistan. A mixed method research design was employed in conducting the study. The quantitative data were gathered using an online survey questionnaire from 592 randomly selected students and 6 semi-structured interviews were conducted to collect qualitative data. Statistical Package for Social Sciences (SPSS) was used to analyse the quantitative data and the qualitative data were coded and analysed thematically. The quantitative finding showed that the students did not experience a constant online teaching and learning during the COVID-19 pandemic. It also revealed that the COVID-19 pandemic devastatingly affected students' learning in higher education in Afghanistan. In addition, the qualitative finding revealed that the students had problems with Internet and technological facilities in their learning and they suggested that the Ministry of Higher Education should design and introduce a practical online platform which will be free and accessible with a poor Internet connection because some of the students live in areas where the Internet speed is very slow. The finding of the study will help educational managers and higher education leaders to review and adopt policies for teaching and learning in emergency cases. It will also help lecturers to design a proper plan and improve their instruction.

To Be Expressive or Not: The Role of Teachers' Emotions in Students' Learning.

Understanding the role of teachers' facial expressions in students' learning is helpful to improve online teaching. Therefore, this study explored the effects of teacher's facial expressions on students' learning through analyzing three groups of video lectures. Participants were 78 students enrolled in three groups: one with an enhanced-expression teacher, one with a conventional-expression teacher, and one with the teacher's audio only. ANOVA was used to explore whether video lectures instructed by the enhanced-expression teacher were better than those instructed by the conventional-expression teacher and the audio-only teacher for facilitating students' learning, and what is the role of the teacher's emotions in students' perceived social presence, arousal level, cognitive load, and learning. The results showed that the video lecture by the enhanced-expression teacher was better than those with the conventional-expression teacher and with the audio-only for facilitating students' social presence, arousal level, and long-term learning. Interestingly, it was found that the teacher's emotions could relieve students' cognitive load. These results explained the inconsistency of existing studies by exploring the mechanism of teachers' emotions in students' learning. It also provides teachers with practical guidance for video lecture design.

Educational impact of assessment on medical students' learning at Tehran University of Medical Sciences: a qualitative study.

OBJECTIVES: It has been shown that assessment strongly affects students' performance. A deeper insight needs to be gained into the interplay of assessment and learning. The aim of the current study was to develop a model to explain the educational impact of assessments on students' learning, before, during and after the test. DESIGN: This study used semistructured interviews, focus group discussions and observation and collection of field notes. A qualitative methodology using the grounded theory data analysis approach was then used to generate an explanation of the process of how assessment impacts students' learning. SETTING: School of Medicine, Tehran University of Medical Sciences. PARTICIPANTS: Participants were medical students and teachers with first-hand experience or expertise in assessment as well as their willingness to participate in the study. Fifteen people (eight medical students, seven faculty members) were interviewed. One focus group discussion (with five students) was held. RESULTS: The extracted concepts from our study were classified into four main categories. These categories include elements of the assessment programme which affect learning, the mechanism through which they exert their effects, contextual factors and the impact they have on learning. These elements and their interplay occur within an environment with its antecedent characteristics. CONCLUSIONS: This study suggested a model for understanding the elements of the assessment which, within the context, affect learning, the mechanisms through which they impart their effects and the final outcomes obtained.

[Medical education in China in early Republic of China and Japan].

In 1912, with reference to the educational system of Japan, the Ministry of Education of the Republic of China issued the Regulation of Medical College, and established the first national medical institution of higher medical education, the Peking Medical Special College. Thereafter, public institutions of Medical Special School were also set up by some local government, such as Jiangsu and Zhejiang, etc. These public and national special medical schools and colleges were all established by the returned medical students studying in Japan, and they copied the model of Japanese medical education, including using the curricula of medical college of Japan, employing Japanese teachers, translating Japanese textbooks and buying Japanese experimental samples and apparatuses, all followed the Japanese models. In a manner of speaking, taking Japan as the template, educational system of western medicine was established in China in early Republic of China. In 1923, learning from that of the United States, a new educational medical system was set up, the medical education in China was further in line with the world.

Research and Analysis of Ball Sports Learning in Inspiring and Aiding Students' Diversification Education / Investigación y análisis del aprendizaje de los deportes de pelota para inspirar y ayudar a los estudiantes a diversificar la educación

With the development of university education, the number of students’ enrolled in colleges is increasing; as a result, the scale of college students' training is also gradually expanding, exposing the contradiction between the quality and quantity of college students' training. With the development of the social economy, individuals tend to pay more attention to their health. Ball sports are viewed as a sport that combines entertainment, viewing, and fitness, which require a relatively lower level of equipment and personal skills. Adapting to the dynamic changes developing in society in this information age is in line with the modern educational concept. Its use in badminton teaching and learning is in line with the students' own developmental needs and stimulates the students' potential. While exercise promotes the development of students in many aspects, and lays down a solid foundation for students' learning and development. The educational value of class teaching is in secondary vocational schools. This paper puts forward a research-based analysis of ball sports in inspiring and aiding students' diversification education. It is necessary to coordinate the development quality of college students with the development of scale and quantity. In the process of teaching, we must break through the limitations of the traditional teaching mode and attach importance to the multi-teaching mode. Diversification education promotes the ability of students to innovate and the educational value of ball teaching in colleges and universities.(AU)

Treating gynecological pain: the experiences of bachelor students in physiotherapy performing somatocognitive therapy.

BACKGROUND: Longstanding gynecological pain affects large numbers of women in the Western world. In recently published studies, we have found that a hybrid of physiotherapy and cognitive psychotherapy called somatocognitive therapy (SCT) ameliorates physical symptoms and psychological distress. In this paper, we report on the experiences of undergraduate physiotherapy students performing the therapy to patients with provoked vestibulodynia (PVD). AIM: The study aimed to investigate the nature of the collaborative interaction between female physiotherapy students and patients with PVD, focusing on critical factors for the students' learning of professional skills through SCT applied on patients suffering from an especially demanding pain condition. METHODS: In a qualitative study design, data were collected from two group interviews with four female students in pairs, and subjected to a thematic analysis. RESULTS: We found that students perceive the patient encounter as critical incidents in the sense of strong emotional encounters. From the data material, there emerged a four-step process ranging from distance to proximity, highlighting factors that influence the development of professional skills. The four steps are defined respectively as: (1) the students' prejudices; (2) identification and empathy; (3) senses of responsibility in the therapeutic relationship and (4) collaborative engagement for change. COMMENTS: Contrary to expectations, the students experienced the application of this combined approach (SCT) as an interesting and rewarding way of working with patients, and that they had achieved skills and a sufficient set of tools to cope with the challenges that patients with longstanding gynecological pain represent.

Measuring students learning approaches through achievement: structural validity of SLAT-Thinking / Medindo Abordagens de Aprendizagem pelo Desempenho: Validade Estrutural do TAP-Pensamento / Midiendo los Enfoques de Aprendizaje mediante el Desempeño: Validez Estructural del TAP-Pensamiento

The field of learning approach studies measures its constructs exclusively using self-report instruments. Recently created, SLAT-Thinking is the first test to measure performance approaches in a task that requires the respondent to identify the author's thinking in a given text. This paper presents the first evidence on the structural validity of SLAT-Thinking. A sample of 622 higher education students was randomly divided into training sample and test sample. Two models were tested in the training sample through confirmatory factor analysis of items, resulting in a final model. This model presented configural, metric, and scalar invariance when comparing the training and test sample. The results indicate that SLAT-Thinking reliably measures three levels of learning approaches: superficial, intermediate-deep, deep. The measurement of levels generates information not previously identified by the area, bringing conceptual implications for the construct.

O campo de estudos em abordagens de aprendizagem mensura exclusivamente seus construtos usando instrumentos de autorrelato. Criado recentemente, o TAP-Pensamento é o primeiro teste a mensurar abordagens via o desempenho em uma tarefa que demanda ao respondente identificar o pensamento do autor em determinado texto. O presente artigo apresenta as primeiras evidências sobre a validade estrutural do TAP-Pensamento. Uma amostra de 622 estudantes do ensino superior foi dividida aleatoriamente em amostra-treino e amostra-teste. Dois modelos foram testados na amostra-treino, via análise fatorial confirmatória de itens, resultando em um modelo final. Este modelo apresentou invariância configural, métrica, e escalar, ao se comparar a amostra treino e teste. Os resultados indicam que o TAP-Pensamento mensura de forma confiável três níveis de abordagens de aprendizagem: superficial, intermediária-profunda, profunda. A mensuração de níveis gera informações anteriormente não identificadas pela área, trazendo implicações conceituais para o construto.

El campo de estudios sobre los enfoques de aprendizaje mide sus constructos exclusivamente utilizando instrumentos de autorreporte. Recientemente creado, el TAP-Pensamiento es el primer test que mide los enfoques a través del desempeño de una tarea que demanda que la persona identifique el pensamiento del autor en un texto determinado. Este artículo presenta las primeras evidencias sobre la validez estructural del TAP-Pensamiento. Una muestra de 622 estudiantes de educación superior fue dividida aleatoriamente en muestra-entrenamiento y muestra-prueba. Dos modelos fueron testados en la muestra de entrenamiento a través del análisis factorial confirmatorio de ítems, lo que resultó en un modelo final. Este modelo presentó invarianza configural, métrica y escalar al comparar las muestras de entrenamiento y prueba. Los resultados indican que el TAP-Pensamiento mide de manera confiable tres niveles de enfoques de aprendizaje: superficial, intermedio-profundo y profundo. La medición por niveles genera información no identificada previamente por el área, trayendo implicaciones conceptuales para el constructo.

Contribuições do método pilates sobre a atenção e a aprendizagem de estudantes com baixo rendimento escolar / Pilates method contributions on attention and learning of students with low school performance / Contribuciones de lo metodo pilates en atención y estudiantes aprendiendo con la escuela de bajos ingresos

O objetivo deste estudo foi avaliar os efeitos da prática de exercício físico, através do método Pilates, sobre os níveis de atenção e a aprendizagem de estudantes com baixo rendimento escolar. Foram selecionadas crianças com baixo rendimento escolar, para participar da prática de exercícios baseados no método Pilates. As crianças foram avaliadas antes e após a prática do método, através do teste de atenção (seletiva e alternada). Os professores responsáveis avaliaram as dificuldades na conduta, matemática, escrita, leitura, e rendimento escolar geral dos estudantes. Após a intervenção houve uma melhora dos níveis de atenção e uma redução nas dificuldades de aprendizagem, evidenciando a influência positiva do método Pilates nos estudantes com baixo rendimento escolar.

The aim of this study was to assess the effects of physical exercise, through the Pilates method, based on the levels of care and learning of students with poor academic performance. Poor academic performance children were selected to participate in the practice of exercises based on the Pilates method. The children were evaluated before and after practicing the method, through the attention test (selective and alternating). The responsible staff members evaluated the difficulties in behavior, math, writing, reading, and overall school performance. After the intervention, there was nain provement of the attention levels and on the reduction of the learning disabilities, showing the positive influence of Pilates method in students with poor academic performance.

El objetivo de este estúdio fue evaluar los efectos de la práctica de ejercicio físico, a través del método Pilates, sobre los niveles de atención y aprendizaje de estudiantes com bajo rendimiento escolar. Fueron selecionados niños com bajo rendimiento escolar, para participar em La práctica de ejercicios basados enel método Pilates. Los niños fueron evaluados antes y después de La práctica del método, a través del test de atención. Los profesores responsables evaluaron la dificultad em la conducta, matemática, escritura, lectura y el rendimiento escolar general de los estudiantes. Hubo una mejora em los niveles de atención y uma reducción em lãs dificultades de aprendizaje, evidenciando La influencia positiva del método Pilates em los estudiantes com bajo rendimiento escolar.

Strengthen teachers' development appraisal help to improve quality of medical education / 中华医学教育探索杂志

Development appraisal of teachers is different from summative appraisal.It pays attention to teachers' initiative while improving the quality of education.It fits to the improvement of students' learning effect in some aspects,such as people-centered concept,reflective thinking,improving teaching effect and making good atmosphere and so on.We should increase research in and propaganda for development appraisal of teachers,including making theoretical innovation,updating and enriching contents,being scientific and operable in form,establishing and consummating the mechanism.

A memória de curto prazo do universitário e a prática de jogos: um estudo exploratório / Short-term memory of the university student and the practice of games: a exploratory study

Este estudo avalia inicialmente a memória de curto prazo de estudantes universitários; verifica a seguir as modalidades de jogos por esses universitários e a frequência com que os mesmos são praticados e, finalmente, relaciona o nível de memória de curto prazo verificado com a prática de jogos. Parte da hipótese de que a prática de jogos influencia na memória de curto prazo. Utiliza-se do Teste Pictórico de Memória – TEPIC-M de Rueda, F. J. M. e Sisto, F. F., devidamente validado para nossa realidade e de escala auto-avaliativa de prática de jogos de lazer/esporte, a qual visa verificar o tipo de jogo praticado, de movimentação física, raciocínio lógico ou conhecimento e os jogos digitais. Desenvolve-se junto a 100 universitários, de ambos os sexos. Os resultados são analisados por meio do Statistical Package for Social Sciences for Windows, SPSS, versão 12.0. Os níveis de memória de curto prazo encontrados foram muito baixos: Inferior (66%), Médio Inferior (25%); Médio (2%); Médio Superior (6%) e Superior (1%). A prática de jogos em suas diversas modalidades também foi reduzida em Jogos de Movimento, JM, e em Jogos Digitais, JD (25%) e maior em Jogos de Raciocínio, JR (61%). A comparação entre os resultados do TEPIC-M e a frequência de participação em JM, revelou-se positiva, uma vez que os que não praticam nunca JM, 74%, não atingiram sequer o nível médio de memória; o mesmo sendo observado em relação à JD, com 70% dos participantes que não praticam esses jogos, sem atingir o nível médio de memória; e, em relação a JR, uma porcentagem menor (44%) dos que não praticam esses jogos, sem atingir o nível médio de memória, dados que indiretamente, comprovam a hipótese deste estudo. (AU)

This study initially evaluates the short-term memory of University students, then the modalities of games by these students and the frequency with which these are practiced are verified, and finally the level of short-term memory observed is related to the playing of games. Our hypothesis is that the practice of playing games is influenced by the short-term memory. Term of Free and Informed Consent - TCLE (Annex A). We utilize the Pictorial Test of Memory - TEPIC-M from Rueda, F. J. M. and Sisto, F. F., duly validated for our reality, and the self-evaluative scale of the practice of leisure/sport games, which aims to determine the type of game played, whether of physical movement, logical reasoning or knowledge and digital games. The research is performed with 100 students of both genders. The results are analyzed by means of the Statistical Package for Social Sciences for Windows, SPSS, version 12.0. The short-term memory levels found were very low: Low (66%), Lower Average (25%), Average (2%), Higher Average (6%) and High (1%). The practice of playing games in their various modalities was also low in Movement Games - JM and Digital Games - JD (25%) and higher in Reasoning Games - JR (61%). The comparison between the results in the TEPIC-M and the frequency of participation in JM proved to be positive, since those who never practiced JM (74%) did not reach even the average level of memory; the same was observed regarding JD, with 70% of their participants who do not play these games without reaching the average level of memory; and, with relation to JR, a smaller percentage (44%) of those who do not play these games without reaching the average level of memory, data which indirectly confirm the hypothesis of this study. (AU)