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The paraventricular nucleus of the thalamus (PVT) is involved in drug addiction–related behaviors, and morphine is a widely used opioid for the relief of severe pain. Morphine acts via opioid receptors, but the function of opioid receptors in the PVT has not been fully elucidated. Here, we usedin vitroelectrophysiology to study neuronal activity and synaptic transmission in the PVT of male and female mice. Activation of opioid receptors suppresses the firing and inhibitory synaptic transmission of PVT neurons in brain slices. On the other hand, the involvement of opioid modulation is reduced after chronic morphine exposure, probably because of desensitization and internalization of opioid receptors in the PVT. Overall, the opioid system is essential for the modulation of PVT activities.SIGNIFICANCE STATEMENTOpioid receptors modulate the activities and synaptic transmission in the PVT by suppressing the firing rate and inhibitory synaptic inputs. These modulations were largely diminished after chronic morphine exposure. more...

This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational beliefs). With a sequential explanatory mixed-methods design, students in grades 11 and 12 (n = 1,113) completed a reading comprehension test and a questionnaire regarding their strategy use and individual factors, and some (n = 16) were randomly selected for follow-up semi-structured interviews. Findings revealed three SRL profiles, characterized by high, medium, and low levels of SRL-strategy use. Self-efficacy and extrinsic motivation most powerfully predicted an individual’s profile membership; all the intrinsic and extrinsic motivation variables were significantly higher for learners from the higher strategy-use profile. Moreover, reading proficiency did not significantly predict profile membership, but more self-regulated students still achieved higher reading scores as a group tendency. more...

Personalized assessment is an essential component in education. Although many cognitive diagnosis models (CDMs) have been developed for this purpose, few studies have applied them in secondary mathematical contexts. Using a sample of 391 Grade 11 students from a secondary school in China, the findings indicated that the higher-order generalized deterministic inputs, noisy, “and” gate (higher-order GDINA) model with one-parameter logistic (1PL) best fit the data, and the Q matrix validation process achieved acceptable results. At the grade level, most of the participants mastered attributes B1 (i.e., basic concept development of derivatives: simple equations, zero or extreme points, and function range problems), B2 (complex inductive contextualization of derivatives: induction from the known to solve the unknown problems), and B3 (basic routine problem solving of derivatives: graphs that pass through a fixed point or quantitative inequalities). However, less than half of the students mastered attribute B4 (complex transformative contextualization of derivatives: transformation by the combination of numbers and graphs). At the individual level, we selected four representative students with high, medium, and low levels of achievement to examine their individual skill profiles and provide personalized remedial and enhanced feedback. Implications for personalized assessments are discussed. more...

Student utterances in classrooms contain valuable information related to learning. Researchers have employed artificial intelligence techniques, particularly supervised machine learning, to analyze student classroom discourse and provide teachers and students with meaningful feedback. However, supervised models necessitate manual annotation of data, which is both tedious and time-consuming. Recently, OpenAI has released the pre-trained large language model, ChatGPT, which can engage in conversations and provide human-like responses to prompts. Therefore, this study examines the use of ChatGPT in automatically analyzing student utterances and evaluates its capability in addressing the challenge of manual data annotation. Specifically, we compare the performance of ChatGPT with a Bert-based model in identifying student talk moves in mathematics lessons. The preliminary results indicate that while ChatGPT may not perform as strongly as the Bert-based model, it demonstrates potential in detecting specific talk moves, such as relating to another student. Additionally, ChatGPT offers clear explanations for its predictions, resulting in higher interpretability compared to the Bert-based model, which operates as a black box. more...

This study investigated students’ turn-taking patterns during dialogic collaborative problem solving, with analysis based on the participation-shift analytical framework. 168 primary fourth-grade students were assigned to 42 groups and worked on three mathematical problems for a total of 30 minutes. Group-level analysis revealed that most students accessed the conversational floor by receiving it from the last speaker. Usurping a floor offered to another person and claiming a floor opened to the whole group were positively associated with the intensity and the balance of group discussion. Individual-level analysis further identified four latent profiles of individuals with distinct turn-taking styles: turn-receivers (i.e., receiving the floor assigned by the last speaker) (15%), turn-usurpers (20%) (usurping the floor when it was offered to another person), turn-claimers (10%) (claiming the floor when it was opened to the whole group) and turn-balancers (55%) (no strong turn-taking tendency). Individual participation rates and prior Chinese grades proved to be the two most significant unique predictors of individual membership in the turn-usurper profile. The findings suggest ensuring students’ equitable access to the conversational floor and provide teachers with several specific turn-taking related approaches to promote equity and respect in peer talk. more...

IntroductionSystems thinking is one of the most important thinking skills for medical students. Most of the studies focused on designing technological-rich learning environments which usually take several weeks or months to implement. However, the occurring of COVID-19 health crisis does not allow extensive period of time to implement classroom interventions. How to support students’ systems thinking in fully online environments remains an issue. This study examines if encouraging students initiating questions on asynchronous discussion forum supports their systems thinking development.MethodsTwenty-two junior students participated in this study. We compared if and how students developed systems thinking when they were encouraged asking questions in asynchronous discussion forums in one unit with another unit in which traditional method was used. Multiple analytical methods were applied in this study, including, social network analysis, epistemic network analysis, inferential statistical analysis and qualitative analysis.ResultsQuantitative results showed that all students improved systems thinking compared with traditional teaching unit among which leader students improved most. Further analysis on students’ discussion posts suggested leader students asked high systems thinking level questions and provided high level responses. Epistemic network analysis unpacked how leader, regular and peripheral students engaged in initiating questions and providing responses differently.DiscussionThis study provides methodological and practical contributions. Methodologically, this study extends prior methods of applying network analysis beyond its original preservice teacher training contexts; practically, this study provides strategies to practitioners to support students’ asynchronous forum discussions. more...

Pictures are commonly used to represent problems. However, it is unclear how the addition of pictures affects students’ problem-solving performance. The multimedia effect in problem solving describes the phenomenon whereby an individual’s problem-solving performance is enhanced when equivalent pictures are added to illustrate or replace part of the problem text. Using meta-analytic techniques, this study sought to determine the overall size of the multimedia effect in problem solving and the possible boundary conditions (k = 51; N = 38,987; Range n = 10 – 31,842; Median n = 63). The results showed a significant small-to-medium multimedia effect size on response accuracy (Hedges’s g = 0.32) and a significant medium-to-large multimedia effect size on students’ response certainty (Hedges’s g = 0.74), but no significant multimedia effect on response time. The results for the effects of decorative pictures were not sufficient for a reliable interpretation. Representational (Hedges’s g = 0.24) and organizational (Hedges’s g = 0.52) pictures had a significant and positive impact on response accuracy, but informational or multiple pictures across studies did not have a significant aggregate effect on an individual’s response accuracy. These findings suggest that the multimedia effect in problem solving is diverse and limited by multiple boundary conditions. Further primary studies are needed to further investigate the multimedia effect in problem solving. more...

This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objecti... more...

Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students’ career planning and decision making. The information should be beneficial to teachers, counsellors, researchers and policy-makers seeking to optimise school-based career guidance and counselling practices. Brief suggestions are also provided for future research and practice. more...

Support from teachers is essential to students’ career preparation and planning, but few instruments assess their career-related support. We describe the development and validation of the Career-related Teacher Support Scale (CRTSS) among Chinese technical college students (N = 1674). Exploratory and confirmatory factor analyses indicate: (a) three types of perceived career-related teacher support; (b) best fit for a bi-factor model with a general factor and three sub-factors, with (c) the general factor explaining more common variance than sub-factors; (d) measurement invariance across genders; (e) good reliability and validity. Implications for researchers, policy makers, teachers, and students are discussed. more...

Parent-mediated intervention is a prominent approach to supplementing service insufficiency for the population with autism spectrum disorder, yet individuals from low-resource areas are largely under-represented among participants in the global parent-mediated intervention research. This systematic review and meta-analysis is the first to inspect the overall effects and research quality of parent-mediated interventions in mainland China, Hong Kong, and Taiwan. A total of 21 parent-mediated interventions were included in systematic review, and among them, 12 randomized controlled trials representing 964 children were analyzed in meta-synthesis. Overall, results of meta-analysis showed favorable effects of parent-mediated interventions with standardized mean difference ranging from 0.63 (social competence) to 1.00 (symptom severity) and averaged 0.76 across domains. However, the results should be interpreted with caution due to poor evidence quality as assessed in GRADE ratings. In terms of methodological quality, QualSyst evaluation showed that more than half (14/21) of the included studies were below satisfactory. Identified programs lack the capacity to be further disseminated in the Chinese societies due to the absence of solid theoretical foundations, the negligence of implementation outcomes, and the inadequacy of sophisticated cultural adaptations. This review reinforces the need for promotion and improvement of parent-mediated interventions in low-resource context (PROSPERO: CRD42019138723). Lay abstract The ideal dosage for early intensive interventions for autism spectrum disorder has been suggested to be at least 25-hour per week to reach optimal effects. However, insufficient service use and unmet needs among families with children with autism spectrum disorder are frequently reported worldwide. Helping parents to develop strategies for interaction and management of behavior through parent training has been demonstrated to be a prominent way to supplementing service insufficiency for autism spectrum disorder, which is particularly crucial in less-resourced areas. This review included 21 parent-mediated intervention programs conducted in China, the most populated developing country. Among them, we were able to combine outcome information from 12 randomized controlled trials to increase confidence in the results. We also rated the quality of methodology and evidence for all included studies, which was taken into account in making conclusions. The included programs varied in the content, length, and delivery method of trainings. Although targeting different training outcomes, the majority of the studies aimed to help parents be more competent and responsive during interactions with their child in order to decrease symptom severity. Overall, results showed sufficient evidence that parent training did improve child outcomes as intended. However, the quality of more than half (14/21) of the included studies were below satisfactory. Identified programs lack the capacity to be further transported in the Chinese societies due to the lack of solid theoretical foundations, implementation manuals, and appropriate cultural adaptations. This review reinforces the need for promotion and improvement of parent-mediated interventions in low-resource context. more...

Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discou... more...

The Career Adapt-Abilities Scale (CAAS) is a widely used measure to assess career adaptability. The initial design covered four areas — concern, control, curiosity, and confidence. Recent research validated a 12-item version of the scale (CAAS-SF) and a five-factor version that includes the additional factor of cooperation (CAAS-5). The study reported here developed and validated a brief 15-item Chinese version of Career Adapt-Abilities Scale (CAAS-5-SF) to include five factors. Based on data obtained in Macao from a sample of 326 university graduates who had gained employment, it was found that the scale has good factor structure and internal consistency. Significant correlations between CAAS-5-SF and career success, as well as between cooperation subscale and social capital, provided evidence for convergent validity of the instrument and the cooperation subscale respectively. It was also found that CAAS-5-SF and CAAS-5 were strongly associated in their subscales and overall scale. Results suggested that CAAS-5-SF is a suitable alternative to CAAS-5 for research and practice purposes with Chinese speakers. Implications for research and practice are discussed. more...

A new brain circuit that contributes to aversive states, such as fear or anxiety, has been characterized in mice.

This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. The research was conducted in the formal learning and teaching context of senior secondary social humanities education in Hong Kong, involving nine teachers (from nine different schools at three different academic bands) and their Secondary-5 (Grade-11) classes (with a total of 610 students) in two consecutive school years. Apart from delineating the evidence-based teacher facilitation practices that we designed, enacted and evaluated in the DBR process, this paper also discusses the principles that we derived in accordance with these practices. The present work provides both researchers and educators with new insights into developing adequate teacher facilitation strategies when adopting flipped learning in social humanities education and upon different formal schooling settings. more...

According to the complex dynamic systems (CDS) perspective, learning emerges at various system levels. This study built a coherent theoretical framework based on CDS and Bakhtinian dialogic theory and further employed the concept of attractor (i.e., certain stable states that recur over time) in CDS theory to investigate the trajectories of idea emergence and how they diversified group outcomes in dialogic collaborative problem solving (D-CPS). Two contrasting groups were compared using visual and qualitative analysis approaches. The analysis based on idea tree diagrams showed that new ideas emergent in group discussion tended to attract local utterances and performed features of attractors in CDS in both high-performing and low-performing groups. The analysis based on idea hierarchy diagrams revealed how ideas emerged at various system levels. It was also found that status problems were likely to affect the functioning of regulative feedback loops, which might give rise to different structures of idea evolution. This study proposed CDS theory as an alternative perspective, augmented by the ethical considerations of Bakhtinian dialogism, for examining the dynamics of D-CPS. more...

Pruning the parameters of basis filters can effectively eliminate the negative effect of redundant deep features in discriminative correlation filter based trackers. However, traditional methods often treat feature maps in Convolutional Neural Networks (CNN) as isolate observations, ignore the intrinsic correlation between partially attentional feature maps in multiple convolutional layers, when basis filter pruning is pursued. In this letter, we propose a multi-layer factorized discriminant correlation filter (MLF-DCF) for visual tracking. By integrating the multi-view discriminant learning and the discriminative correlation filter into a unified optimization problem, we can explore the correlation between different target sub-regions from multi-layer viewpoint, thus can effectively prune multi-layer basis filters. To enhance the efficiency of MLF-DCF in terms of speed and accuracy, we not only adopt alternating direction method of multipliers (ADMM) to solve the unified optimization, but also employ a mask estimation strategy to eliminate the background noise in deep features. A large number of experiments on challenging video sequences are given to illustrate the superiority of our tracking method. more...

Mealworms are commercially reared on diets comprising of mixed grains. Substituting grains with agro-food industry by-products creates opportunities to valorize by-products and lowers the cost of insect rearing practices. In this study, three by-products (mushroom spent corn stover, highly denatured soybean meal, and spirit distillers’ grains) as treatments and wheat bran as control were used to rear mealworms. For growth performance, mealworms dry weights reared on three by-products were 53–67% of control. Feed conversion and utilization ratios ranged from 36 to 45% and 50 to 57% of control, respectively. For nutritional profile, protein and fat fractions ranged from 70 to 76% and 6 to 12% of mealworm dry weight, respectively. Leucine, lysine, methionine + cysteine, threonine, and valine were the limiting amino acids comparing with FAO/WHO requirements. The major fatty acids were linoleic acid (C18:2, 30–38%), oleic acid (C18:1, 24–34%), and palmitic acid (C16:0, 14–17%). The comparable nutritional profile demonstrated the potential to rear mealworms using these three cheap by-products. The results provide a reference for insect farmers to formulate the diets for obtaining specific insect products with desired nutrient composition. more...

This study examined Chinese technical education students’ (N = 18) perceptions of career-related support received from teachers using thematic analysis. Six themes emerged from the interviews: enhancement of self-improvement and self-exploration, informational support, career-related role models, instrumental support, emotional support and support for autonomy. In relation to career development students mentioned teachers of three types as giving the most support: professional (trade) teachers, class teachers, and career guidance staff. These findings contribute to the literature by identifying the types of career-related teacher support most valued in technical education in Mainland China. Recommendations for research and practice are included. more...

This research pioneered the investigation of the role of doctoral students’ thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students’ thinking styles as measured by the Thinking Styles Inventory—Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)—beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students’ program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students’ access to positive program experiences and outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved) more...

This study investigated L2 speaking performance under three different types of task-related time pressure, with a control (Control) group narrating a video at normal playing rate, an online planning (OP) group narrating the video at a slowed playing rate, and a hybrid online planning (HOP) group which combined online planning (a slowed playing rate) with content preparedness (through prewatching the video). The results show that the HOP group outperformed the Control group regarding speech accuracy and complexity, suggesting that this form of online planning, with content preparedness, helps improve speech accuracy and complexity. In addition, L2 proficiency significantly predicted speech accuracy, specifically, among all other performance measures. The implications of these findings for language teaching and learning are discussed, particularly their relevance for the way a Conceptualiser-Formulator balance is important, and for the way proficiency can best be mobilised within task performance. more...

Teachers play a critical role in facilitating the career and life planning of secondary school students. This paper describes the development of the Career-Related Teacher Support Scale (Hong Kong Secondary Students Form). Based on data obtained from 493 students in Hong Kong, five types of career-related teacher support were identified with the most important form of support being teachers' knowledge about the world of work and study path requirements. A correlation model yielded the best fit to the data. No variance in response pattern appeared across genders, and the new scale was found to have good validity and reliability. more...

FIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper... more...

Developing a vocational identity is one of the most important tasks facing any adolescent, and vocational identity has become a focus of attention in career education and guidance for decades. However, few studies have been conducted on this topic in China due to a lack of relevant measures. The purpose of this study was to validate a Chinese version of the Vocational Identity Status Assessment (VISA) using 1,650 Chinese technical college students. The 30-item VISA–Chinese Version was found to have sound reliability and validity and with measurement invariance across age groups. This study contributes to the vocational identity literature by demonstrating the usefulness of VISA–Chinese Version. more...

Previous investigations mostly relied on the two-factor model of grit (with perseverance of effort and consistency of interests as major dimensions) which received a number criticisms in the extant literature. Recent studies have provided promising lines of evidence regarding the triarchic model of grit (TMG) which posits three dimensions of grit in a collectivist setting: perseverance of effort, consistency of interests, and adaptability to situations. However, little is known about how this model of grit may be linked to various indicators of positive educational and psychological functioning. The present research filled this gap through examining the association of the TMG with academic (Study 1) and well-being outcomes (Study 2) among Filipino high school students. Results demonstrated that grit positively predicted academic agentic, behavioral, cognitive, and emotional engagement. Findings of multiple mediation analyses showed that grit had indirect effects on academic engagement via the intermediate variable autonomous motivation even after controlling for age, gender, and conscientiousness. Study 2 showed grit positively predicted life satisfaction, positive affect, and interdependent happiness even after controlling for demographic covariates and neuroticism. Grit negatively predicted psychological distress. Theoretical and practical implications are discussed. (PsycINFO Database Record more...

Purpose The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study. Design/methodology/approach The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered. Findings Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008). Originality/value The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested. more...

While East Asian students have consistently achieved extraordinary science achievement, they demonstrated below-average attitudes towards science. It was unclear what the associations are among attitudes toward science, and influences from school, family, and student themselves. By analyzing a sample of 3600 fourth-graders from 132 Hong Kong schools, we found that the family- and student-related factors (book ownership, parent education, student gender and attitudes to school) had significant correlations with student attitudes toward science, but the school-related factors (school environment and teacher characteristics) did not show significant influence on students’ science attitudes. These findings may shed light on what the influences that seem to play behind these high achieving students’ relatively low attitudes in science. more...

This study explored, from a cross-cultural comparative perspective, how use of social media (SM) impacted adolescents' digital reading literacy (DRL), and whether these two factors' relationship was mediated by self-regulated learning: i.e., knowledge of metacognitive strategies, enjoyment of reading, and reading self-concept. Several mediation models with multiple mediators were tested with a sample of data pertaining to 105,430 15-year-old students from 3693 schools across six East Asian regions and nine Western countries that participated in the Programme for International Student Assessment (PISA) 2018. The results indicated that frequent SM use did not have any direct adverse impacts on adolescents’ DRL; and indeed, small positive effects were observed in many countries/regions. The relationship between SM use and DRL was positively mediated by knowledge of metacognitive strategies, but not mediated by enjoyment of reading. In the Eastern regions, SM use did not have any significant indirect effect on DRL through reading self-concept, but in most Western countries, a positive indirect effect was observed. more...

Visual analytics combines automated data analysis and human intelligence through visualisation techniques to address the complexity of current real-world problems. This review uses the lens of visual analytics to examine four dimensions of visual representations for analysing collaborative discourse: goals, data sources, visualisation designs, and analytical techniques based on 89 studies. We found visual analysis approaches to be suitable and advantageous for decomposing the temporality of collaborative discourse. However, it has been challenging for current research to simultaneously consider learning theories and follow visualisation design principles when adopting visualisations to analyse collaborative discourse. At the same time, existing visual analysis approaches have mainly targeted learners or researchers in online contexts and mainly focused on mirroring collaborative discourse rather than providing advanced affordances such as alerting or advising. Informed by these findings, we propose a possible future research agenda and offer suggestions for the features of successful collaboration to guide the design of advanced affordances. more...

This paper analyzed the journal publications of mathematics flipped classroom studies in K-12 and higher education contexts. We focused specifically on a set of flipped classroom studies in which pre-class instructional videos were provided prior to face-to-face class meetings. We examined the following four major issues: (a) the types of out-of-class and in-class instructional activities used, (b) the effect of flipped learning on student achievement, (c) the participant perceptions of flipped classroom benefits, and (d) the main challenges of flipped classroom implementations. A meta-analysis of 21 comparison studies showed an overall significant effect in favor of the flipped classroom over the traditional classroom for mathematics education (Hedges' g = 0.298, 95% CI [0.16, 0.44]), with no evidence of publication bias. A broader research synthesis of 61 studies revealed that the flipped classroom approach benefited student learning in three main aspects: increasing in-class time for task/practice, integrating new knowledge with existing beliefs, and real-time feedback. The two most frequently reported flipped classroom challenges were students' unfamiliarity with flipped learning and significant start-up effort on the part of instructors. We hence propose a set of design principles to help foster the transition to the flipped classroom and improve the out-of-class and in-class learning designs. This set of design principles can also provide a more focused agenda for future research to examine the effect of the flipped classroom approach on student learning and motivation. more...

Previous studies conducted in different settings have raised criticisms regarding the two-factor model of grit (perseverance of effort + consistency of interests) and its ability to account for individual differences in this personal attribute. A recent qualitative investigation in the Philippines (a collectivist society) suggests that a Triarchic Model of Grit may be more appropriate, with dimensions of perseverance of effort, consistency of interests, and adaptability to situations. The study reported here, involving Filipino undergraduate students, had three interrelated phases to investigate psychometric properties of a newly developed Triarchic Model of Grit Scale (TMGS). In Phase 1 the factor structure of TMGS was determined by exploratory factor analysis. In Phase 2 the scale was refined through confirmatory factor analysis (CFA). In Phase 3 the revised scale was cross-validated using CFA with a replication sample. Results indicated that scores from TMGS were valid, reliable and invariant across gender. Grit dimensions were associated with academic, career exploration, and talent development self-efficacy, as well as conscientiousness. more...

As the most critical trading mechanism in supply chain management/operation management fields, Dutch auction theories and practices have been regarded as one of the key teaching subjects of many universities. The advancement of ubiquitous computing technologies has not only solved the technological problems of dealing with millions of simultaneous biddings in real practices, but also enabled students to learn elusive and complex knowledge in an interactive environment. However, little attention was paid to educational discussions and quantitative analyses when applying the ubiquitous learning (u-learning) system in auction classes. This quasi-experimental study was among the first to develop and evaluate a smart u-learning system that integrated Internet-of-Things (IoT) technologies to simulate real, authentic auction activities, while detecting learning behaviors of students. We also integrated and utilized the pedagogical approach of Teaching by Examples and Learning by Doing (TELD) in the presented system, which further strengthened dynamic interactions and timely teaching instructions for students. The data analysis showed that this innovative system had positive effects on students learning outcomes. The results also revealed that applying the u-learning system in teaching procedural knowledge, rather than conceptual knowledge, was more resource effective and less time consuming. Moreover, students had high perceptions of learning content when the system was designed with efficient pedagogical assistance, interaction flexibility and user-friendly features. Critical practical implications were also summarized for teachers, system designers, researchers, and policymakers. The approach led to better learning achievements than the traditional approach.The system was more resource effective in teaching procedural knowledge.Students had high perceptions of learning content when using the system.The approach could be an effective pedagogic support in SCM/OM-related subjects. more...

Visual learning analytics (VLA) technology is an emerging method to improve teaching and learning. However, few studies have examined the use of this technology in teacher professional development (PD). We thus conducted a case study to investigate the learning experience of an award-winning teacher in our year-long PD program for secondary school mathematics teachers in Shanghai. In our workshops on productive classroom talk, we used VLA technology to visualize the teacher’s classroom instruction data from lesson videos, to support her teaching reflection. Data from lesson videos, teacher reflections, and an interview were collected and analyzed. The findings suggest that the teacher gradually increased her use of productive talk moves (e.g., press for reasoning) to elicit student responses, and used VLA to obtain evidence to support her lesson observations, teaching reflections, and refinements of her classroom instruction. Implications for the future practice of video-based VLA-supported PD activities are discussed. more...