Purpose: The aim of this study was to examine the effect of repeated simulation and role rotation in a cardiac arrest simulation on learning immersion, learning confidence, and simulation satisfaction. Methods: This study was the descriptive survey and 199 nursing students completed a cardiac arrest simulation-based education program developed by the researcher. Participants repeated the simulation 3 times. Data were analyzed using time series, ANOVA, t-test with SPSS 21.0 program. Results: Over than 2 times was effective frequency of repetition of simulation. There were no differences in learning immersion, learning confidence and satisfaction after simulation due to rotation. Additionally, there were no differences in satisfaction after simulation. However, participants in the lead nursing role in simulation had less learning immersion and learning confidence compared to those not in the lead role. Conclusion: The results indicate that repeted use of the cardiac arrest simulation improved clinical practice; however, role rotation did not impact learning immersion or learning confidence. Even though there was no effect of role rotation, the results did indicate that experience as a leader in simulation is associated with less learning immersion and confidence. These results suggest the need to carefully debrief the lead nursing student. Further, in order to prevent nursing instructor burn-out and encourage participation of students in learning, future work should examine increased repetition frequency.

This study aims at investigating the effects of phonological short-term memory (PSTM), learning styles, and oral repetition on middle school students" learning of English vocabulary. Two groups had different treatments (semantic learning and oral repetition) and vocabulary learning was assessed in spelling, meaning, and production twice, immediately after the learning sessions and two weeks thereafter. The results reveal that oral repetition and the PSTM capacity affected the vocabulary learning significantly, but not learning styles. The students with a higher PSTM capacity learned significantly more words but didn"t remember them better for a longer period than those with a lower PSTM capacity. No clear effects of learning styles were noted, while the PSTM capacity of auditory learners was higher than that of visual learners. The oral repetition group learned significantly more words than those who did only semantic learning, which suggests the usefulness of oral repetition in learning new vocabulary.

Repetitive transcranial magnetic stimulation (rTMS) modulates cortical excitability beyond the duration of the rTMS trains themselves. Depending on rTMS parameters, a lasting inhibition or facilitation of cortical excitability can be induced. Therefore, rTMS of high or low frequency over motor cortex may change certain aspects of motor learning performance and cortical activation. This study investigated the effect of high and low frequency subthreshold rTMS applied to the motor cortex on motor learning of sequential finger movements and brain activation using functional MRI (fMRI). Three healthy right-handed subjects (mean age 23.3) were enrolled. All subjects were trained with sequences of seven-digit rapid sequential finger movements, 30 minutes per day for 5 consecutive days using their left hand. 10 Hz (high frequency) and 1 Hz (low frequency) trains of rTMS with 80% of resting motor threshold and sham stimulation were applied for each subject during the period of motor learning. rTMS was delivered on the scalp over the right primary motor cortex using a figure-eight shaped coil and a Rapid(R) stimulator with two Booster Modules (Magstim Co. Ltd, UK). Functional MRI (fMRI) was performed on a 3T ISOL Forte scanner before and after training in all subjects (35 slices per one brain volume TR/TE = 3000/30 ms, Flip angle , FOV 220 mm, matrix, slice thickness 4 mm). Response time (RT) and target scores (TS) of sequential finger movements were monitored during the training period and fMRl scanning. All subjects showed decreased RT and increased TS which reflecting learning effects over the training session. The subject who received high frequency rTMS showed better performance in TS and RT than those of the subjects with low frequency or sham stimulation of rTMS. In fMRI, the subject who received high frequency rTMS showed increased activation of primary motor cortex, premotor, and medial cerebellar areas after the motor sequence learning after the training, but the subject with low frequency rTMS showed decreased activation in above areas. High frequency subthreshold rTMS on the motor cortex may facilitate the excitability of motor cortex and improve the performance of motor sequence learning in normal subject.

본 연구에서는 반복학습과 반복인출연습이 학습 파지에 미치는 효과를 비교해 보기 위하여 중학교 3학년 52명을 피험자로 하여 산문자료 학습 후 단답형과 선택형 문제형식으로 2018년 3월 20일 1차 검사, 1주 지연 후에 2차로 장기 파지를 검사하였다. 그 결과, 단답형에서는 반복인출연습이 반복학습에 비해 더 높은 수행을 보였고, 선택형에서는 반복학습과 반복인출연습의 효과가 비슷하게 나타났다. 그리고 학습조건과 문제유형은 단기 파지에서만 유의미하게 상호작용효과가 있는 것으로 나타났다. 이를 통해 상대적으로 인출을 위한 많은 노력이 요구되는 재생(recall)에서는 단순히 학습 내용을 반복학습하는 것보다는 반복인출해 보는 것이 더욱 효과적인 것으로 판단된다. 이것은 Bjork의 ‘바람직한 어려움(desirable difficulty)’과도 일치하며, 학습 파지에서 인출연습의 효과를 강력히 지지하는 것으로 볼 수 있다. 그러므로 실제 교실 수업에서도 형성평가나 퀴즈 등의 형태로 인출연습을 해 보는 것이 학습 파지에 효과적이라는 것을 제안한다.

Purpose: The purpose of the present study was to investigate the effect of different types of practice on badminton skill in elementary school student during practice with observation learning, repeated reading and mixed practice combining observation learning and repeated reading. Methods: Thirty-six 5th grade male elementary students participated and were randomly assigned into four different groups; control, observation learning(OL), repeated reading(RR), and mixed model(MD). Before performing the striking skill, they observed the badminton expert’s performance three times in real time. They were asked to peform high clear striking as a badminton skill 20 times at pre-test, practice, retention(RT) and delayed retention(DR). During intervention, control group watched video clips not related badminton, OL was asked to watch the video containing the expert performance in saggital view, RR was required to read the customized reading material, and MD watched the expert’s video and read the reading material. Results: There was significant difference in performance score between pre-test, RT, DR in MD. Conclusion: The current results suggest that MD seems more effective practice to learn badminton skill for male elementary school student.