This study used a multiple baseline across behaviors design to evaluate the use of video self-evaluation on the performance of dance movements. The self-evaluation condition included training participants how to view a video of them performing the dance movement and evaluate their own performance from video using a task analysis of the movement. Each participant applied the self-evaluation procedure to three separate dance moves. Target behaviors were scored using an individualized task analysis for each dance move. Self-evaluation improved all three dance moves for each participant. Self-evaluation produced an increase in all target behaviors from baseline to intervention for each participant. Social validity was also assessed, which yielded high likability of the procedure from the participants as well as social significant increases in target behavior performance as assessed by proficient dance instructors. Though some increases in performance were gradual, self-evaluation is proposed to be an effective, efficient, and accessible procedure to increase performance of competitive dance movements.

[pt] Esta pesquisa é um estudo de caso que tem como tema os riscos músculoesqueléticos que os operadores de Steadicam estão sujeitos durante a realização da sua tarefa. A fim de estabelecer os principais constrangimentos sofridos pelo operador e suas causas, foram avaliados o funcionamento do equipamento determinando suas interações com o operador e as características físicas do ser humano, relacionadas às exigências da tarefa, a partir de conceitos básicos da biomecânica. Foram utilizados métodos ergonômicos de análise da tarefa, cujos resultados evidenciaram que para todas as posturas estudadas existe uma grande exigência física associada a um alto grau de risco para o sistema músculoesquelético do operador. / [en] This research is a case study focused on musculoskeletal risks that may affect Steadicam operators in their working environment. To evaluate the operators stress risks, the interaction between the equipment and the operator was analyzed. The related human physical characteristics were also accessed, using basic biomechanics concepts. Ergonomics methodologies for task analysis were applied and results confirm that for all evaluated postures there is an extremely high physical demand in association to a high risk of musculoskeletal injuries.

Context: Today there are a lot of different kinds of game engines to choose from, but is one of these engines more suitable for a developer with a beginners' experience in game development? Objective: This is something we explore in order to help teachers choose a suitable engine for teaching game development to beginners.In this study, two teams of two persons each compare two of these engines, Godot and Unity. Method: We conducted a study, consisting of six iterations, to observe the development of a prototype game using the two engines. We collected data during the development of the game using a think-aloud protocol and a questionnaire, and after the development using a questionnaire that included the SUS scale for assessing the overall usability of the game engines. Results: The Godot engine have been focused on completing their documentation and the documentation is somewhat directed to more experienced developers. In comparison the Unity engine got more solutions outside of the documentation and also got their own special guides towards beginners.Although Godot engine got a more simpler GUI which will be easier at first but as the tasks became more difficult this became more of a disadvantage and some solutions were not found easily among the documentation. In comparison the Unity engine got more menus and can seem a lot to a beginner but became to be more helpful the harder the tasks became and even though most solutions were not found among the documentation, there were enough information from other sources to solve all problems with an easy search.Neither of the engines provided with a lot of helpful information within the tool, although the Godot engine had some cases where the tool would let the developers know a certain component was needed. Conclusion: Our main conclusion is that Godot is a good entry point into game development but as the tasks gets more difficult students would need the teacher’s help in order to solve the tasks as easy as with Unity. In contrast, Unity starts more difficult but as tasks gets more difficult Unity have more solutions online, which makes it more suitable if students are to develop on their own.\\This study is rather small with only four participants and this limits the results, for future studies it would be best to have more participants. Keywords: Cognitive task analysis, game developer experience, Godot, Unity, game engine, usability

Task-based language teaching (TBLT), a research-informed pedagogy for fostering second language (L2) learning through functional language use, advocates the use of tasks for organizing instructional content and the sequencing of tasks based on task complexity. While the focus of much research has been on the complexity of speaking and writing tasks, to date, scant research has been directed at the impact of reading task complexity, especially when aimed at the learning of subject matter (i.e., content learning). With increasing numbers of multinational learner classrooms, the effectiveness of such instruction constitutes an ever more indispensable factor in all levels of education, exerting a profound impact on the lives of millions of L2 learners as well as on the cultivation of skilled bilingual and multilingual citizens capable of applying content area knowledge to tackle society’s wider challenges such as pandemics. Adopting a within-subject design, this dissertation zeroed in on a specific type of reading task—read to summarize—examining the degree to which the manipulation of reading task complexity affected L2 learners’ reading processes (i.e., attention allocation and depth of processing) and reading outcomes (i.e., content learning and language use). 30 international students enrolled in graduate programs in the U.S. were recruited to complete three read-to-summarize tasks online while their eye and mouse movements were recorded. Follow-up stimulated recall interviews based on the eye-tracking heatmaps and mouse-tracking recordings were conducted to probe depth of processing. Written summaries served as measures of content learning and language use; additionally, familiarity ratings and short-answer responses were included to gauge learning of main ideas and specific details, respectively. Screening and exit surveys were also administered to collect participants’ demographic information and task perception ratings. Data analyses were performed in Python 3.9 and R Studio 2021.9.1. Findings from the language use measures show that the most complex task, in general, elicited greater phrasal complexity and the least complex task engendered greater amounts of subordination and coordination. As for content learning, the task of medium complexity yielded more correct major and minor idea units. These findings collectively suggest that while the most complex task was more facilitative of advanced language use, the task of medium complexity was more conducive to content learning. Regarding the results of the process measures, more complex tasks generally led to longer dwell time and more fixation counts than less complex ones. However, when disaggregating the results, the high-performing group had shorter dwell time and produced more main ideas in the most complex task than its low-performing counterpart. Results from the interview data further reveal that the high-performing group strategically engaged in efficient higher- and lower-level processing, whereas the low-performing group tended to demonstrate inefficient lower-level processing. Furthermore, focused analyses of four participants uncover a great deal of individual variability both in online processing and in the resulting learning outcomes. These findings are discussed in relation to the comprehension and production processes as encapsulated within one pedagogic task; theoretical, methodological, and pedagogical implications are expounded.

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Individuals with developmental disabilities struggle to learn important life skills. This deficit impedes their ability to function in the community and live meaningful lives. Video prompting (VP) is an evidence-based practice that has been used to teach a wide variety of skills to individuals with disabilities. VP utilizes technology to create step-by-step videos to teach academic, social, vocational and other life skills This article extends the current literature on VP interventions to hygiene skills and investigates the efficacy, skill maintenance, social validity, and level of independence that can be achieved using VP to teach hygiene skills. Three participants with developmental disabilities were selected from a junior high school and were given a video prompting intervention on an iPad to improve hygiene skills. Hygiene skills that were taught included teeth brushing, teeth flossing, face washing and basic eye makeup application. All three participants reached and maintained mastery in each of their target skills. Social validity data indicated that using iPad delivered VP interventions was socially acceptable for teaching some hygiene skills. Not every participant was able to access the VP intervention completely independently. VP interventions are a viable option for teaching these crucial life skills to individuals with developmental disabilities.

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Listening is a fundamental and deceptively complicated component of talk therapy that has received very little specific research attention. The work of Carl Rogers and others promotes the importance of empathic listening to create safety and process client experiences, and several models identify its importance in processing and regulating client emotions (especially in couple therapy, where empathic listening can disrupt rigid conflict cycles and model coregulation skills). Much of the dysregulation and resistance we see in therapy may be related to a perceived lack of safety caused by persistent conflict or previous trauma, explained by the unconscious processes of the autonomic nervous system and polyvagal theory. Polyvagal research also supports the relationship between empathic listening and emotional safety: demonstration of genuine interest, care, acceptance, and validation are perceived as evidence of safety that encourage emotional connection. These behaviors are accessible to novice therapists who are still learning specific models and interventions. This study seeks to illustrate this relationship by conducting a task analysis on empathic listening behaviors by therapists in training in a therapy-as-usual environment. Observation of emotional inquiries in therapy leading to increased perceptions of safety demonstrate that empathic listening requires a sustained balancing of safety-promoting and exploratory behaviors. Therapist directiveness, possibly rooted in anxiety, was a common observation across segments where client safety was not achieved. Our observations also highlight the importance of therapist attunement, or neuroception, to determine whether to use safety-promoting behaviors or exploratory questioning. It is my hope that this research can lend illustration and clarity to the theoretical underpinnings of empathic listening to guide therapist interventions and training.

The purpose of this study was to examine time on tasks and priority setting for Maryland community college continuing education administrators. The Delphi technique was used to compile a list of 75 tasks. A combination of survey research, card sort, face-to-face interviews, and on-site data collection was used to gather the data. Data were collected on the performance or delegation of the tasks and amount of time spent on them. The subjects reported spending the most time (456.44 hours per year) on supervising and providing leadership to all continuing education staff. The least amount of time (1.13 hours per year) was reported on guiding instructors' orders of textbooks. The researcher concluded from the data that most of the subjects did not have to concern themselves with routine tasks as they had sufficient staff to delegate those tasks to. The investigator developed a demographic survey and found the average continuing education administrator in Maryland to be Caucasian, 43 years old, and holding a master's degree. Fifty percent of the sample were female. The variables from the demographic survey were crosstabulated and correlated with time on tasks. A correlation coefficient of .59, t = 2.733, p. < .01, was found between time on tasks and the number of noncredit FTEs produced by the institution. The correlation coefficient for time on tasks and size of college was .62, t = 2.956, p. < .01. The generation of FTEs at the possible expense of quality was an issue of great concern to the Maryland continuing education administrators. Study findings showed that in setting priorities, small- and medium-sized institutions considered the same factors influential, but that large colleges perceived a different set of factors as being significant. / Ed. D.