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Progress in Education. Volume 57 - Volume 57 (Hardcover)
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Progress in Education. Volume 57 - Volume 57 (Hardcover)
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Progress in Education. Volume 57 opens with a study wherein the aim
is to investigate long-term effects on motor skills and scholastic
performance of increased physical education and adapted motor
skills training according to the Motor skills Development as Ground
for Learning (MUGI) model. Additionally, the author sets out to
describe the implementation and societal gains of the Swedish
Bunkeflo ProjectaA Healthy Way of Living. The authors offer a
theoretical and practical approach regarding gamification in
physical education. For this, the different types of gamification
are analyzed, particularly focusing on the origin of gamification
in the field of business. The original method of distance learning
by exam is discussed, principally the way students can revise their
exam papers many times in order to increase their grades,
suggesting that didactic encouragement included in the feedback has
a motivating function. The following study presents an exercise
designed to support the understanding of green roofs as urban
ecosystems through a conceptual model, acting as a facilitator for
communication across different disciplines. This study shows how
conceptual modelling may promote a better-integrated solution for
socio-ecological problems. Also presented in this compilation are
the results of research concerning tutoring technology for physical
education in special needs children. Technologies are employed for
correcting motion and psycho-functional and physical capabilities,
as well as for the diagnosis and monitoring of psycho-functional
conditions. In the 21st century, technological innovations have
become increasingly important as we face the benefits and
challenges of globalization and a knowledge-based economy. To
succeed in this new information-based society, the authors propose
that all students need to develop their capabilities in science,
technology, engineering, and mathematics (STEM) to levels beyond
what was considered acceptable in the past. In closing, the authors
present arguments supporting how academic development enhances
teaching and learning in rural universities. Scholars argue that
staff development helps enhance the learners' performance, in
addition to improving the university teaching and learning
environment. (Imprint: Nova)
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