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Despite being a popular topic in language testing, cognitive load has not received enough attention in vocabulary test items. The purpose of the current study was to scrutinize the cognitive load and vocabulary test items' differences, examinees' reaction times, and perceived difficulty. To this end, 150 students were selected using cluster/convenience-sampling, and took the Cambridge Placement Test (CPT) and Vocabulary Size Test (VST; Nation & Beglar, 2007). After uploading the vocabulary-size test's items in PsychoPy software, there was a behavioral stage to measure students' reaction times and correct responses. Out of these 150 high school students, a total of 60 (20 from each proficiency level of elementary/intermediate/advanced groups) were selected. In this quantitative study, all 60 students were interviewed to determine their perceived difficulty of the international VST items and their item's difficulty-index. The data were analyzed quantitatively via simple regression and qualitatively through the examination of the students' perceived difficulty. The results and interview findings revealed a significant connection between cognitive load/reaction time, difficulty estimate, and perceived difficulty at intermediate level. In contrast, at elementary and advanced levels, these variables could not predict the cognitive load. The findings can help to test, course, and syllabus designers by educating them on the significance of cognitive load theory so that they can base their exam designs on its premises and alleviate students' increased cognitive-workload. [ABSTRACT FROM AUTHOR]

How do task experiences support proximal and longer‐term desires to reengage? Central to this question is the interplay between perceptions of task difficulty and the situational interest. This interplay is increasingly researched but not yet well understood. Micro‐analytic, latent studies are important tools for replicating past findings and extending our understanding in this area. This study aimed to extend our understanding of the interplay between readiness (prior knowledge and individual interest), a sequence of mathematics task experiences (situational interest and perceived difficulty) and reengagement beyond the set of tasks (i.e. optional follow‐up engagement). Participants (ages 20–49; n = 301) completed a series of maths tasks online, self‐reporting their task experiences after each task. Participants were offered an optional opportunity to follow‐up with the task content as a measure of their continued interest. Both readiness components assessed were important predictors of future situational interest (positive) and perceptions of task difficulty (negative). Persistent interconnections between the task experience components across time supported past evidence regarding the important role of situational interest and the challenges of perceived difficulty for sustained engagement. Modelling indicated that task success (β = 0.36), situational interest (β = 0.16) and perceptions of task difficulty (β = 0.21) can converge on choices to reengage with an object going forward. [ABSTRACT FROM AUTHOR]

Abstract Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers’ perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test’s modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students’ language competence—a positive outcome—were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic’s duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students’ academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test's modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students' language competence—a positive outcome—were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic's duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students' academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings. [ABSTRACT FROM AUTHOR]

We aimed to examine the effects of Ramadan fasting (RF) and high-intensity short-term maximal performance on elite soccer players' shooting accuracy, executive function (EF), and perceptions. Sixteen Muslim elite players fasting during Ramadan underwent assessments before (BR), during (DR), and after Ramadan (AR). Soccer-specific technical performance was evaluated using the Loughborough Soccer Shooting Test (LSST) before and after a 5-metre shuttle run test (5mSRT), conducted at the same time-of-day (17:00 h). Performance metrics recorded included higher distance (HD), total distance (TD), and fatigue index (FI). RPE after a 5-min warm-up and each repetition of the 5mSRT were obtained, and the mean RPE score was calculated. Trail Making Test (TMT Parts A and B) were used after the warm-up and the 5mSRT. Perceived difficulty (PD) was assessed following the LSST. HD, TD, and FI were not affected by RF (p > 0.05). DR, RPE and accuracy scores in the LSST were significantly lower after the 5mSRT compared to BR (1.29 vs. 1.24 AU; 1.29 vs. 1.24, respectively). In conclusion, RF had no adverse effects on physical performance. However, when combined with high-intensity running sessions, RF may impact accuracy and PD, and these adverse effects seem to have been translated into EF. [ABSTRACT FROM AUTHOR]

Copyright of Turismo: Visão e Ação is the property of Turismo-Visao E Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While visual literacy has been identified as a foundational skill in life science education, there are many challenges in teaching and assessing biomolecular visualization skills. Among these are the lack of consensus about what constitutes competence and limited understanding of student and instructor perceptions of visual literacy tasks. In this study, we administered a set of biomolecular visualization assessments, developed as part of the BioMolViz project, to both students and instructors at multiple institutions and compared their perceptions of task difficulty. We then analyzed our findings using a mixed-methods approach. Quantitative analysis was used to answer the following research questions: (1) Which assessment items exhibit statistically significant disparities or agreements in perceptions of difficulty between instructors and students? (2) Do these perceptions persist when controlling for race/ethnicity and gender? and (3) How does student perception of difficulty relate to performance? Qualitative analysis of open-ended comments was used to identify predominant themes related to visual problem solving. The results show that perceptions of difficulty significantly differ between students and instructors and that students' performance is a significant predictor of their perception of difficulty. Overall, this study underscores the need to incorporate deliberate instruction in visualization into undergraduate life science curricula to improve student ability in this area. Accordingly, we offer recommendations to promote visual literacy skills in the classroom. [ABSTRACT FROM AUTHOR]

Problem-based learning is a student-centered, inquiry-based instructional model in which learners engage with authentic, ill-structured problems that require further research. This study sought to find out the impact of problem-based learning approach to teaching on senior high school students' performance in solving simultaneous linear equation word problems. The study employed a quasiexperimental research design in which 103 second year science students were randomly sampled from four senior high schools and assigned to a control group (n=51) and an experimental group (n=52). Data were gathered using tests (pre-test and post-test) and analyzed using descriptive and inferential statistics. The study revealed that many SHS students performed poorly in solving word problems involving simultaneous linear equations. This was established from the fact that about ninety-eight (98) of the students representing 95.1%, scored less than half of the total score (100) in the pre-test. However, students that were exposed to Problem-based learning approach of teaching mathematics performed better in the post-test than those taught by the Traditional approach. This suggested that Problem Based Learning has positive effect on students' performance in solving word problems involving simultaneous linear equations. The study therefore concluded that Problem Based Learning is a more effective approach, which mathematics teachers as well as other subjects' area teachers need to incorporate into their teaching. [ABSTRACT FROM AUTHOR]

Abstract Background Establishing the level of surgical difficulty pre-operatively is an essential step in ensuring correct treatment planning. This study set out to determine whether the knowledge and experience acquired by dentists who had received different levels of training influenced, firstly, the perceived levels of difficulty of a variety of cases of mandibular third molar (MTM) extraction and, secondly, the perceived difficulty deriving from a series of factors (patient-related factors, anatomical and radiographic factors, operative factors). Methods This cross-sectional, descriptive, observational study took the form of a survey. Using a visual analog scale (VAS), participants evaluated both the perceived difficulty of 30 cases of MTM extraction described by means of digital panoramic radiographs and the perceived difficulty deriving from a series of factors conditioning MTM extraction. The results underwent statistical analysis with SPSS Statistics 28.0 software. Non-parametric tests (Mann Whitney test for independent samples and the Kruskal–Wallis test) were applied. Results A total of 389 surveys were available for analysis. Dental practioners with no surgical training saw the intervention as presenting greater difficulty. Professionals with postgraduate training in oral surgery considered patient-related factors more important than operative factors, in contrast to dentists who had not received oral surgery training. Conclusions Dental training has a signficant influence on the perceived difficulty of MTM extraction and also affects opinions about which factors have greater or lesser influence on surgical difficulty.

Background: Dart sport has become a sport that has recently become widespread among sports branches and its popularity is increasing rapidly day by day. With this popularization, research on darts is increasing. It is stated that athletes can do the training they do at any time of the day with a much better performance at a different time, as in many changing conditions. In addition, at a different time of day, fatigue may be reached later or recovery may occur more quickly. For these reasons, knowing the effect of training at different times of the day is important for both the coach and the athlete. Objectives: The aim of this study was to investigate the effect of different times of the day on throwing performance in darts, an indoor skill in which focus, attention, concentration are at the forefront and environmental factors are less effective than outdoor skill. Methods: In this study, 16 dart athletes (8 boys, 8 girls) with a sport age of 2 - 3 years and an age of 12 - 14 years, who did not have any health problems in Mardin province, participated voluntarily: 2 m and 2.37 m from two different distances at 8.00 and 17.00, 1 day apart. Before the dart throws, the Daily Rhythm Determination Scale for Children was administered to the participants. The center of the dartboard was placed at eye level for each subject. After the throws, the Perceived Difficulty Scale was applied. In the analysis examining the relationship between perceived degree of difficulty, morningness-eveningness and throwing, the subjects' evening throwing scores and evening perceived degree of difficulty scores were examined; a negative and significant relationship was observed in the eveningist group (r = -1, P = 0.01). No significant relationship was observed in the morning group. Results: In the study, a statistically significant difference was found between the subjects' morning and evening throws at 2 m and 2.37 cm. In both morning and evening groups, it was determined that the throwing performance increased in the evening measurements. Conclusions: As a result, this study concluded that there is an effect of time of day in dart sport and that dart throws made in the evening give better results than dart throws made in the morning. Based on these results, it is recommended that a program should be made by the coaches considering the school programs and daily routines to reduce the effect of time of day. It is thought that this study will be important for chronobiological researches to reveal the factors affecting performance as well as the effect of time of day in darts sport. [ABSTRACT FROM AUTHOR]

Background: Establishing the level of surgical difficulty pre-operatively is an essential step in ensuring correct treatment planning. This study set out to determine whether the knowledge and experience acquired by dentists who had received different levels of training influenced, firstly, the perceived levels of difficulty of a variety of cases of mandibular third molar (MTM) extraction and, secondly, the perceived difficulty deriving from a series of factors (patient-related factors, anatomical and radiographic factors, operative factors). Methods: This cross-sectional, descriptive, observational study took the form of a survey. Using a visual analog scale (VAS), participants evaluated both the perceived difficulty of 30 cases of MTM extraction described by means of digital panoramic radiographs and the perceived difficulty deriving from a series of factors conditioning MTM extraction. The results underwent statistical analysis with SPSS Statistics 28.0 software. Non-parametric tests (Mann Whitney test for independent samples and the Kruskal–Wallis test) were applied. Results: A total of 389 surveys were available for analysis. Dental practioners with no surgical training saw the intervention as presenting greater difficulty. Professionals with postgraduate training in oral surgery considered patient-related factors more important than operative factors, in contrast to dentists who had not received oral surgery training. Conclusions: Dental training has a signficant influence on the perceived difficulty of MTM extraction and also affects opinions about which factors have greater or lesser influence on surgical difficulty. [ABSTRACT FROM AUTHOR]

While visual literacy has been identified as a foundational skill in life science education, there are many challenges in teaching and assessing biomolecular visualization skills. Among these are the lack of consensus about what constitutes competence and limited understanding of student and instructor perceptions of visual literacy tasks. In this study, we administered a set of biomolecular visualization assessments, developed as part of the BioMolViz project, to both students and instructors at multiple institutions and compared their perceptions of task difficulty. We then analyzed our findings using a mixed-methods approach. Quantitative analysis was used to answer the following research questions: (1) Which assessment items exhibit statistically significant disparities or agreements in perceptions of difficulty between instructors and students? (2) Do these perceptions persist when controlling for race/ethnicity and gender? and (3) How does student perception of difficulty relate to performance? Qualitative analysis of open-ended comments was used to identify predominant themes related to visual problem solving. The results show that perceptions of difficulty significantly differ between students and instructors and that students’ performance is a significant predictor of their perception of difficulty. Overall, this study underscores the need to incorporate deliberate instruction in visualization into undergraduate life science curricula to improve student ability in this area. Accordingly, we offer recommendations to promote visual literacy skills in the classroom.

Despite extensive research on students’ language-related difficulties, little is known about the predictors of difficulty of undergraduate courses for English Medium Instruction (EMI) students. The aim of the study was to investigate the predictive effect of several variables on the perceived difficulty of EMI from undergraduate students’ perspectives. Data came from a questionnaire applied to 503 undergraduate students. A binary logistic regression was used for the analysis of multiple determinants that could predict the difficulty of undergraduate courses. Findings indicated that gender, department, type of secondary school, the amount of time for self-study in English, duration and perceived usefulness of English preparatory training, and perceived ability in writing, speaking, and grammar were not statistically significant predictors of perceived difficulty. However, age, grade level, perceived ability in reading, listening, and vocabulary as well as receiving additional language support were found to be the significant predictors of the perceived difficulty in undergraduate courses in Turkish EMI settings. EMI students may benefit from orientation programs that can assist them in adjusting to university life, as well as personal academic advising that provides strategies for developing learning skills in undergraduate courses. [ABSTRACT FROM AUTHOR]

In the current study, we have decided to investigate the relationship between cardiorespiratory fitness and executive functions in young adults as a function of mental workload. To achieve our objectives, we have solicited 29 young adults (18-25 years; 12 women) who have first realized the Random Number Generation (RNG) task with two levels of complexity. After each level of complexity, the participants were asked to report on their perceived difficulty. Secondly, participants performed the RABIT® test, during which oxygen consumption was measured through the Metamax 3BR2. The results showed that executive performance and perceived difficulty deteriorate with increasing task complexity. Additionally, oxygen consumption increased significantly to reach a peak during the hardest phase of the RABIT® test. Finally, as in previous studies, we could not observe a correlation between cardiorespiratory fitness and executive functions. Our findings support the lack of a direct relationship between cardiorespiratory fitness and executive functions. Future studies should explore the relationship between the composite measure of executive function, hemodynamic activity, and cardiorespiratory fitness in healthy youth and their peers with cardiovascular disease. This will examine an indirect effect of Cardiorespiratory fitness (CRF) on Executive functions (EFs) through brain activity. [ABSTRACT FROM AUTHOR]

In the current study, we have decided to investigate the relationship between cardiorespiratory fitness and executive functions in young adults as a function of mental workload. To achieve our objectives, we have solicited 29 young adults (18–25 years; 12 women) who have first realized the Random Number Generation (RNG) task with two levels of complexity. After each level of complexity, the participants were asked to report on their perceived difficulty. Secondly, participants performed the RABIT® test, during which oxygen consumption was measured through the Metamax 3B-R2. The results showed that executive performance and perceived difficulty deteriorate with increasing task complexity. Additionally, oxygen consumption increased significantly to reach a peak during the hardest phase of the RABIT® test. Finally, as in previous studies, we could not observe a correlation between cardiorespiratory fitness and executive functions. Our findings support the lack of a direct relationship between cardiorespiratory fitness and executive functions. Future studies should explore the relationship between the composite measure of executive function, hemodynamic activity, and cardiorespiratory fitness in healthy youth and their peers with cardiovascular disease. This will examine an indirect effect of Cardiorespiratory fitness (CRF) on Executive functions (EFs) through brain activity.

The lack of students interested in pursuing science, technology, engineering, and mathematics (STEM)-related careers calls for studies that identify variables affecting their career decisions. By drawing on recent conceptualizations of the cost domain first introduced in the expectancy-value theory of achievement motivations, this study investigated whether the perceived difficulty of school science predicted and affected elementary school students (N = 245) task effort and loss of valued alternatives experienced while engaging in a science-related course. Hierarchical multiple regression analysis revealed that students' perceived difficulty significantly predicted levels of cost experienced when studying science. Likewise, multi-factor ANOVAs revealed that students perceiving school science as a difficult subject reported significantly higher levels of task effort and loss of valued alternatives related to studying science. These findings suggest that the attitudinal dimensions of perceived difficulty play a promising role in the development of cost in science, which has valuable implications for repairing the leaky STEM pipeline. [ABSTRACT FROM AUTHOR]

Behaviors we perform each day, such as manipulating an object or walking, require precise control of the interaction forces between our bodies and the environment. These forces are generated by muscle contractions, specified by the nervous system, and by joint mechanics, determined by the intrinsic properties of the musculoskeletal system. Depending on behavioral goals, joint mechanics might simplify or complicate control of movement by the nervous system. Whether humans can exploit joint mechanics to simplify neural control remains unclear. Here we evaluated if leveraging joint mechanics simplifies neural control by comparing performance in three tasks that required subjects to generate specified torques about the ankle during imposed sinusoidal movements; only one task required torques that could be generated by leveraging the intrinsic mechanics of the joint. The complexity of the neural control was assessed by subjects' perceived difficulty and the resultant task performance. We developed a novel approach that used continuous estimates of ankle impedance, a quantitative description of the joint mechanics, and measures of muscle activity to determine the mechanical and neural contributions to the net ankle torque generated in each task. We found that the torque resulting from changes in neural control was reduced when ankle impedance was consistent with the task being performed. Subjects perceived this task to be easier than those that were not consistent with the impedance of the ankle and were able to perform it with the highest level of consistency across repeated trials. These results demonstrate that leveraging the mechanical properties of a joint can simplify task completion and improve performance. [ABSTRACT FROM AUTHOR]

Behaviors we perform each day, such as manipulating an object or walking, require precise control of the interaction forces between our bodies and the environment. These forces are generated by muscle contractions, specified by the nervous system, and by joint mechanics, determined by the intrinsic properties of the musculoskeletal system. Depending on behavioral goals, joint mechanics might simplify or complicate control of movement by the nervous system. Whether humans can exploit joint mechanics to simplify neural control remains unclear. Here we evaluated if leveraging joint mechanics simplifies neural control by comparing performance in three tasks that required subjects to generate specified torques about the ankle during imposed sinusoidal movements; only one task required torques that could be generated by leveraging the intrinsic mechanics of the joint. The complexity of the neural control was assessed by subjects’ perceived difficulty and the resultant task performance. We developed a novel approach that used continuous estimates of ankle impedance, a quantitative description of the joint mechanics, and measures of muscle activity to determine the mechanical and neural contributions to the net ankle torque generated in each task. We found that the torque resulting from changes in neural control was reduced when ankle impedance was consistent with the task being performed. Subjects perceived this task to be easier than those that were not consistent with the impedance of the ankle and were able to perform it with the highest level of consistency across repeated trials. These results demonstrate that leveraging the mechanical properties of a joint can simplify task completion and improve performance.

Copyright of Didactica Mathematicae is the property of Polskie Towarzystwo Matematyczne and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In many situations, engaging cognitive control is required to override automatic responses and to behave in an adaptive manner. However, cognitive control is also effortful and costly which makes it aversive. A fundamental question is how individuals decide to engage or not in cognitive control based on the costs of this effort and the motivation to achieve the goals. In the present study, we explored the hypothesis that affective states can influence this decision by changing participants' subjective experiences during the task. Participants performed a conflict task (arrow priming) and judged their feeling of difficulty after each trial. Affective states were induced by presenting emotional faces (happy, fearful or neutral) at the beginning of each trial. We found that participants subjectively judged happy trials as easier even though they objectively made more errors in this condition. Follow-up analyses revealed that participants engaged less cognitive control with happy than with neutral or fearful faces. We conclude that affective states influence the recruitment of cognitive control and associated metacognitive experiences. [ABSTRACT FROM AUTHOR]

In soccer, accurate kicking skills are important determinants of successful performance. A successful kick must meet several criteria, including speed, accuracy, and timing. In fact, players who are able to kick the ball more accurately under various difficulties, such as time pressure, space constraints, the opponent’s pressure, and the distance between the kicking point and the goal, have a clear advantage during soccer games. The aim of the present study was to investigate the effect of exercise difficulty and time-of-day on perceived task difficulty and kicking performance. Accordingly, 32 boys (age: 11 ± 0.7 years; height: 1.45 ± 0.07 m; body-mass: 38.9 ± 7.8 kg) performed shooting accuracy tests under two difficulty levels (distance (long-distance (LD) vs. short-distance (SD)) and time pressure (Without-time-pressure (WTP) vs. With-time-pressure (TP)) at 08:00 h and 17:00 h. Absolute-error, variable-error, and constant-error were evaluated during the kicking tasks, in addition to ball velocity and shooting quality. Moreover, rating-of-perceived-exertion score (RPE), feeling-scale (FS), and perceived difficulty were completed immediately at the end of each test. The results showed that shooting quality was not affected by the time-of-day, but it was better in WTP vs. TP (p < 0.05), and in SD vs. LD (p < 0.05), respectively. Higher values for FS and lower values for RPE were observed in the morning compared to the afternoon (p < 0.05) and in WTP vs. TP (p < 0.05). In conclusion, specific soccer skills of boys were not time-of-day dependent, but they may be associated with time pressure and task difficulty. [ABSTRACT FROM AUTHOR]

One of the major concerns about online learning has been the low level of student satisfaction and retention rates. Using the community of inquiry (CoI) framework, this study examined course delivery modes and students' perceived ratings of course difficulty in online and face-to-face sections of a technology-intensive course and how the delivery modes and perceived difficulty were related to the essential elements of the CoI framework and course satisfaction. The findings revealed that more students in the online section found it difficult to learn in a technology-intensive course. Also, while different delivery modes were closely related to social presence, students' perceived course difficulty was significantly related to teaching and cognitive presences of the CoI framework. Additionally, there was a correlation between students' perceived difficulty ratings and student satisfaction in online learning. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the difficulty perceived of each step of phacoemulsification and analyze the factors affecting them. Methods: Overall, 12 trainee residents were allotted 10 cases of phacoemulsification of eyes with senile cataract, under a single observer, and the steps of each surgery were rated from very easy to very difficult with a questionnaire. The completion rates of steps and complications of each surgery were noted. Principal component analysis of the responses to the difficulty level questionnaire was conducted to obtain factors resulting in the perceived difficulty. Results: The lowest difficulty scores were for initial step of incision creation (1.63 ± 0.84), followed by intraocular lens insertion (2.51 ± 0.8). The most difficult step was divide/chop of the nucleus (3.74 ± 0.97) followed by phacoemulsification (3.32 ± 0.82). Highest completion rates were seen for the initial steps of the surgery and the lowest for divide/chop. We identified two major patterns of difficulty among the trainees – one for steps involving high amount of binocularity and the other, for steps involving high precision of hand control. The rate of complication of our study was within acceptable range. Conclusion: Although trainees have practiced phacoemulsification steps on simulation, real-life situation may bring in unprecedented level of difficulty and challenges, which may be documented and used for targeted improvement of surgical skills. Stereopsis and hand control training should form a major part of training modules of cataract surgery both on simulation and real-life scenarios.

Many consumer tasks that are facilitated by technology are inherently complex. More complex tasks are generally perceived by consumers as more difficult. Complexity and perceived difficulty can impact on the consumer's intention to revisit a website. This paper uses the Technology Acceptance Model (TAM) to compare directly the impact of both task complexity and perceived task difficulty on consumers’ revisit intentions. Data collected from 298 European consumers were analysed using structural equation modelling to address these objectives. The findings show that both complexity and perceived difficulty impact on consumers’ revisit intentions. Consequently, website designers and marketing managers need to evaluate both when considering consumers’ online interactions with their organisation. [ABSTRACT FROM PUBLISHER]

Despite a growing effort to implement computational thinking (CT) skills in primary schools, little research is reported about what CT skills to teach at what age. Therefore, the research questions that guide this study read: (1) How is age related to students' success in computational thinking tasks? (2) How are computational thinking tasks perceived by students? (3) How do students' experience learning with respect to computational thinking? 200 primary school students between the age of 6 and 12 participated in this study. These students got introduced to two CT subjects: abstraction and decomposition. We found that age seems to be related with these concepts, with an interaction effect for gender in the abstraction task. No differences found between young and older students in the constructs perceived difficulty, cognitive load, and flow indicate that young primary school students can engage in learning these CT skills.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Artificial intelligence (AI) is becoming increasingly prevalent in all spheres of society. Still, the perception of AI from users and customers remains the main barrier for its widespread adoption. Previous studies showed that the acceptance of new technologies in society depends on perceived characteristics. This study examined users' perception of trust, the difficulty of the task, and application performance when using an AI‐based technology. These factors help us to elucidate the mechanisms for building trust in AI technology from the users' perspective. A total of 18 participants took part in the experiment with the Google AutoDraw software as an AI tool. As a result, the difficulty of the task, perceived performance, and success/failure of the task can be regarded as the influential factors for the perceived trust evaluation. The perceived trust of users in new AI products would be increased by improving product performance and the successful implementation of the tasks. The obtained results and insights can serve AI product developers to increase the level of users' trust and attraction towards their technologies and applications. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In soccer, accurate kicking skills are important determinants of successful performance. A successful kick must meet several criteria, including speed, accuracy, and timing. In fact, players who are able to kick the ball more accurately under various difficulties, such as time pressure, space constraints, the opponent’s pressure, and the distance between the kicking point and the goal, have a clear advantage during soccer games. The aim of the present study was to investigate the effect of exercise difficulty and time-of-day on perceived task difficulty and kicking performance. Accordingly, 32 boys (age: 11 ± 0.7 years; height: 1.45 ± 0.07 m; body-mass: 38.9 ± 7.8 kg) performed shooting accuracy tests under two difficulty levels (distance (long-distance (LD) vs. short-distance (SD)) and time pressure (Without-time-pressure (WTP) vs. With-time-pressure (TP)) at 08:00 h and 17:00 h. Absolute-error, variable-error, and constant-error were evaluated during the kicking tasks, in addition to ball velocity and shooting quality. Moreover, rating-of-perceived-exertion score (RPE), feeling-scale (FS), and perceived difficulty were completed immediately at the end of each test. The results showed that shooting quality was not affected by the time-of-day, but it was better in WTP vs. TP (p < 0.05), and in SD vs. LD (p < 0.05), respectively. Higher values for FS and lower values for RPE were observed in the morning compared to the afternoon (p < 0.05) and in WTP vs. TP (p < 0.05). In conclusion, specific soccer skills of boys were not time-of-day dependent, but they may be associated with time pressure and task difficulty.

This paper reports on an exploratory study examining the relationship between text characteristics, perceived difficulty and task performance in sight translation (ST). Twenty-nine undergraduate interpreters were asked to sight-translate six texts with different properties. Correlation analysis shows that Sophisticated Word Type and Mean Length of a T-unit are, respectively, the lexical and the syntactic variables having the highest correlations with all the three dependent variables (i.e. perceived difficulty, accuracy and fluency in ST performance). Surprisingly, the discoursal variables are weakly or modestly correlated with the dependent variables. Thematic analysis of the students' reflective essays points to two hypothesized causal links among the three Ps in ST: task properties may cause decoding difficulties and cognitive overload in the cognitive process, which in turn lead to inaccuracy and dysfluency in ST performance. The research findings lend empirical support to the "shallow-scan hypothesis" in previous research. Finally, this study proposes a three-tier conceptual framework to inform and guide future research to operationalize variables in ST empirical studies. The pedagogical implications of ST are also discussed. [ABSTRACT FROM AUTHOR]

We have investigated the relationship between performance in sports exercises and perceived difficulties in physical ability tasks for boys and girls. In order to assess physical abilities in sport, we conducted experiments concerning methods for self-evaluating the difficulty of physical ability required in sports exercises through implementation of creative vaulting tasks in addition to Eurofit and Evareg tests. Based on a hypothesis that specific physical abilities could predict performance in physical education for boys and girls, we distinguished the relationship between genders concerning perceived difficulty for varied ability tasks. Although sporting exercises performance was high among boys rather than girls, there was no significant difference in perceived difficulties of physical tasks between genders. We highlight how perceived difficulties among students appears to have resulted in higher student motivation levels, and increased desire to improve performance for more effective learning and teaching experience. We recommend that methods of perceiving difficulties in sport exercises need more exploration for better practices. [ABSTRACT FROM AUTHOR]

The academic training of management courses and accountancy provides that the graduate has analytical skills, understanding and finding solutions to social problems, in the face of it, the course curriculum search offer training in general knowledge and human. This study aims to identify the level of interest of bachelor's degree students in Accounting and Administration Sciences in relation to basic training disciplines that are essenti al in their training. From the use of a model based on the literature, the factors were investigated that influence the student's interest, making use of a questionnaire applied to 455 students of both courses. The data collected were subjected to techniqu es of descriptive statistics univariate (descriptive statistics, factor analysis and linear regression). As a result of this analysis it was found that the skills, the perceived importance of discipline, the perceived difficulty and confidence positively i nfluence the student's interest by the general education disciplines.

Abstract Aim: The current study examined the relationship between cognitive performances (executive function, selective attention and reaction time), fine motor coordination skills and perceived difficulty after active transport to school. Method: Fifteen right-handed children’s underwent session, 15-min walking session at 30% (WS1) and 15-min walking session (WS2) at 50% of maximal aerobic speed. Subjects performed tests to evaluate executive function, reaction time and selective attention. After each trial, a questionnaire of perceived difficulty (PD) was completed. Results: Average time in TMT part A (F(2,22) = 4.44; p = 0.024; η2= 0.288) and TMT part B (F(2,22) = 4.54; p = 0.022; η2= 0.292), and committed errors (F(2,22) = 7.78; p = 0.003; η2= 0.414) was improved after walking sessions in comparison by CS. The mean scores were significantly higher after walking sessions for both long and short-distance throws (p < 0.05). Moreover, a significant negative correlation was found between committed errors (TMT part B) and both dart throwing consistency and accuracy (r = - 0.6; r = - 0.64; p < 0.05) (respectively). Post-hoc analysis showed that PD was better after walking sessions with low intensity for both short and long throwing distance. However, it seems that walking session with sustained intensity allows speed and accuracy improvement of cognitive processing. Conclusion: Thus, active walking to school with low intensity was sufficient to produce positives changes in psychomotor performance and decrease in perceived difficulty scores. By including individual differences in gross motor coordination as well as physical activity level, the exact nature of the link between psychomotor skills and cognitive performance could be more addressed.

Purpose: To evaluate the difficulty perceived of each step of phacoemulsification and analyze the factors affecting them.Methods: Overall, 12 trainee residents were allotted 10 cases of phacoemulsification of eyes with senile cataract, under a single observer, and the steps of each surgery were rated from very easy to very difficult with a questionnaire. The completion rates of steps and complications of each surgery were noted. Principal component analysis of the responses to the difficulty level questionnaire was conducted to obtain factors resulting in the perceived difficulty.Results: The lowest difficulty scores were for initial step of incision creation (1.63 ± 0.84), followed by intraocular lens insertion (2.51 ± 0.8). The most difficult step was divide/chop of the nucleus (3.74 ± 0.97) followed by phacoemulsification (3.32 ± 0.82). Highest completion rates were seen for the initial steps of the surgery and the lowest for divide/chop. We identified two major patterns of difficulty among the trainees - one for steps involving high amount of binocularity and the other, for steps involving high precision of hand control. The rate of complication of our study was within acceptable range.Conclusion: Although trainees have practiced phacoemulsification steps on simulation, real-life situation may bring in unprecedented level of difficulty and challenges, which may be documented and used for targeted improvement of surgical skills. Stereopsis and hand control training should form a major part of training modules of cataract surgery both on simulation and real-life scenarios. [ABSTRACT FROM AUTHOR]

Abstract The current research aimed to investigate students' daily experiences in high school classes by answering the following questions: to what extent does daily perceived difficulty of science classwork predict daily feelings of competence and disengagement? Are autonomy-supportive teaching strategies useful when work in science class is perceived to be more difficult than the average day? Two-hundred and eighteen high school students in 43 science classes participated in the daily diary study across a six-week instructional unit. Results of multilevel modeling revealed that on days when students perceived their science classwork to be more difficult than usual, they experienced a decrease in perceived competence, which was in turn associated with an increase in disengagement. In addition, the current research suggested that the decrease in perceived competence and subsequent decrease in engagement as a function of perceived difficulty was minimized when students perceived their teachers to provide autonomy support. Discussion centers on the theoretical and practical implications. Highlights • Daily perceived difficulty in science predicts decreased perceived competence. • Daily perceived competence mediates difficulty-disengagement relationship. • Perceived teacher autonomy support mitigates negative correlates of difficulty. [ABSTRACT FROM AUTHOR]

Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zero-order correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teacher’s intentions to assign writing in two studies. We also obtained open-ended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing.

Despite a growing effort to implement computational thinking (CT) skills in primary schools, little research is reported about what CT skills to teach at what age. Therefore, the research questions that guide this study read: (1) How is age related to students' success in computational thinking tasks? (2) How are computational thinking tasks perceived by students? (3) How do students' experience learning with respect to computational thinking? 200 primary school students between the age of 6 and 12 participated in this study. These students got introduced to two CT subjects: abstraction and decomposition. We found that age seems to be related with these concepts, with an interaction effect for gender in the abstraction task. No differences found between young and older students in the constructs perceived difficulty, cognitive load, and flow indicate that young primary school students can engage in learning these CT skills. [ABSTRACT FROM AUTHOR]

The promotion of home cooking is a strategy used to improve diet quality and health. However, modern home cooking typically includes the use of processed food which can lead to negative outcomes including weight gain. In addition, interventions to improve cooking skills do not always explain how theory informed their design and implementation. The Behaviour Change Technique (BCT) taxonomy successfully employed in other areas has identified essential elements for interventions. This study investigated the effectiveness of different instructional modes for learning to cook a meal, designed using an accumulating number of BCTs, on participant's perceived difficulty, enjoyment, confidence and intention to cook from basic ingredients. 141 mothers aged between 20 and 39 years from the island of Ireland were randomised to one of four conditions based on BCTs (1) recipe card only [control condition]; (2) recipe card plus video modelling; (3) recipe card plus video prompting; (4) recipe card plus video elements. Participants rated their enjoyment, perceived difficulty, confidence and intention to cook again pre, mid and post experiment. Repeated one-way factorial ANOVAs, correlations and a hierarchical regression model were conducted. Despite no significant differences between the different conditions, there was a significant increase in enjoyment (P < 0.001), confidence (P < 0.001) and intention to cook from basics again (P < 0.001) and a decrease in perceived difficulty (P = 0.001) after the experiment in all conditions. Intention to cook from basics pre-experiment, and confidence and enjoyment (both pre and post experiment) significantly contributed to the final regression model explaining 42% of the variance in intention to cook from basics again. Cooking interventions should focus on practical cooking and increasing participants' enjoyment and confidence during cooking to increase intention to cook from basic ingredients at home. [ABSTRACT FROM AUTHOR]

Teachers who offer undergraduate courses agree widely on the importance of writing assignments to further undergraduate education. And yet, there is a great deal of variance among teachers in their writing assignments; some teachers assign no writing whatsoever. To determine the variables that influence the decisions of teachers about whether to assign writing, we predicted their intentions to assign writing from attitudes, subjective norms, perceived control, and perceived difficulty pertaining to assigning writing. Zeroorder correlations and hierarchical regression analyses implicate attitude and perceived difficulty as the most important predictors of teacher's intentions to assign writing in two studies. We also obtained open-ended belief statements in Study 1 and used them to obtain quantitative belief data in Study 2 to find and validate the importance of the impact of particular specific beliefs on intentions to assign writing. [ABSTRACT FROM AUTHOR]

Pro-environmental accommodation options (e.g., hotels) are integral to sustainable tourism development. However, little is known about how the presentation of eco-information influences tourists' decisions. Across five studies that deployed mixed methods, we find that two types of information presentation for eco-hotels (outcome: eco-certificates vs. process: eco-efforts) and tourists' cognitive decision habits (entity vs. incremental) interactively influence the evaluation of eco-hotels. More specifically, those with entity (vs. incremental) decision habits would prefer a pro-environmental hotel that is described in terms of eco-certificates (vs. eco-efforts). Furthermore, we show that the perceived difficulty associated with the attainment of the eco-certificates moderates the influence of eco-information on pro-environmental hotel preference for those with incremental decision habits. The results of this research suggest that hotels may target their pro-environmental features (eco-certificates vs. eco-efforts) to different market segments (e.g., age, solo/group travel, and culture) to increase evaluation and preference. • Eco-hotels should promote pro-environmental features more explicitly • Eco-information of hotels can be presented in terms of eco-certificates or eco-efforts • Tourists' cognitive decision habit influences the effectiveness of eco-information • Incremental (entity) thinkers respond favorably to eco-efforts (eco-certificates) • The perceived difficulty in attaining an eco-certificate matters [ABSTRACT FROM AUTHOR]