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Reluctant ‘tiger’ parents? The (inconsistent) parenting discourse of middle-class Chinese immigrant parents in Singapore
No full textThis study draws from in-depth interviews with 31 middle-class Chinese immigrant parents in Singapore to explore their discourse concerning their children’s education and future. The findings reveal that these parents consciously distance themselves from the stereotypical Chinese ‘tiger’ parents who exercise strict control over their children and have high expectations for material and status attainment. Instead, they claim to have broadened definitions of success and prioritise their children’s happiness and autonomy. Singapore is initially idealised by these parents as a relatively stress-free society, where they believe they can implement their desired parenting approaches. However, the study uncovers inconsistencies between the parents’ professed beliefs and their actual practice. Despite their intentions, some parents admit to being controlling and maintaining high academic expectations. We argue that this inconsistency stems from the enduring influence of Confucian ideologies on Chinese family life, intertwined with deep-seated anxieties over class reproduction and the pressures of Singapore’s achievement-driven society, which compel these parents to adopt the very expectations and practices they disavow.Accepted versionOER 09/20 YP
Exercise intensity of virtual reality exergaming modulates the responses to executive function and affective response in sedentary young adults: A randomized, controlled crossover feasibility study
No full textVirtual reality (VR) exergaming is a novel strategy to encourage physical activity and boost emotional well-being. However, its effects on executive function (EF) are not fully understood. This study assessed the immediate and retention effects of immersive VR exergaming, at varying exercise intensities, on EF and affect among sedentary college students. Thirty participants (mean age = 22.2±2.5 years; 18 females) underwent 15-minute sessions of moderate-intensity (MI), high-intensity (HI), and active-control intensity (AC) VR exergaming in a counterbalanced order. EF was evaluated using the Flanker, Task-switching, and N-back tasks before, immediately after, and 30 minutes post-intervention. Emotional valence and arousal were measured by the Feeling Scale and Felt Arousal Scale, respectively. Inverse efficiency score (IES) results indicated that inhibitory control was higher following both MI and HI exergaming compared to AC (p 0.05). Emotional valence and arousal were significantly elevated immediately after and sustained for 30 minutes following MI and HI exergaming (p < 0.05). This study demonstrates the cognitive and affective benefits of MI and HI VR exergaming in young adults, with HI VR exergaming showing longer-lasting improvements. These findings suggest that immersive VR exergaming can enhance both physical and cognitive health, potentially improving academic performance and daily functionality in collegiate populations
Critical feedback on artificial intelligence tools and writing improvement: Evidence from a systematic review
No full textFor the past two decades, we have witnessed a large growth in research on artificial intelligence (AI) and language learning. The purpose of this study is to answer the following question: Have researchers addressed the shortcomings of previous research studies on AI and its effect on academic writing?We reviewed 28 peer-reviewed articles from Scopus, Web of Science, ProQuest, and Google Scholar. We examined the efficacy of AI tools in assisting students in their writing, the theoretical framework that formed the basis of their research, and the methodology and effects the AI tools have on the improvement of writing. AI tools in this review include Plgai, Intelligent Tutor, Rationale, EssayCritic, Whitesmoke, Grammarky, ChatGPT, iWriteJuku, Write and Improve, QuillBot, Wordtime and PaperRater.We will share a summary of early studies (2004-17) and some of the major shortcomings. Then, we examine more recent studies (2018-24). We conclude that, although many of the shortcomings of earlier research have been addressed, recent findings are inconclusive when it comes to improving writing as a result of using AI. We argue that many research studies do not state the duration between the research intervention and post-test and do not indicate the genre of writing. We suggest directions for future research on AI and writing improvement.This study contributes to the field of artificial intelligence and academic writing. In particular, future research could also work on the lingering concerns such as making up for the shortcomings of AI tools, ensuring the specification and the testing of the immediate, short-term, and long-term effects of the duration between task completion and the post-test, and comparing how learners fare against the different genres, or a combination of genres, in their writing quality.Published versio
Examining the psychological resilience of service-fit enlistees who participated in Basic Military Training (BMT)
No full textThis quantitative time series study investigates Psychological Resilience as a dynamic construct within the context of service-fit enlistees undergoing Basic Military Training (BMT). Participants were service-fit enlistees from Basic Military School V, totalling 168 individuals with a mean age of 20.46 years. Central to this study is the formulation of the Dynamic Resilience Scale Index (DRSI), based on the core mechanism of resilience. The DRSI addresses fundamental cognitive abilities and emotional processes, proving to be an effective tool for quickly assessing an individual's current resilience by reflecting their situational appraisal and natural emotional responses.In academia, the concept of resilience is converging toward a widely accepted definition across the fields of psychology, shifting from adaptation to the ability to withstand or recover from stressors. This evolution simplifies the theoretical construct and highlights two main adaptation trajectories: assimilation and accommodation. Assimilation involves cognitively accepting a situation and harnessing positive mental resources to benefit from it, whereas accommodation involves coping with the situation as it is, potentially with less mental capacity to seek out opportunities. Both trajectories indicate resilience by enabling individuals to withstand or recover from disturbances.The DRSI, incorporating cognitive appraisal and emotional reactivity, was formulated and validated using the Primary Appraisal and Secondary Appraisal (PASA) and Perth Emotional Reactivity (PER) scales. Both scales were analysed for reliability and validity through internal consistency tests and Confirmatory Factor Analysis (CFA).Repeated Measures ANOVA (RMA) was conducted to analyse the change in resilience throughout the training duration. Significant increases in DRSI were observed from T₁ to T₂, levelling off from T₂ to T₃, possibly due to habitualisation and the completion of knowledge and skill tests by T₃. Hierarchical Multiple Regression and Pearson Correlation were conducted to determine the association between resilience and training outcomes. Although the evaluation of different skills and knowledge showed limited resolution for Training Objectives, a significant correlation was found between resilience and Course Objectives, which are more concerned with the adjustment of individuals to regimentation and their preparedness for future training. This indicates that BMT positively impacts the resilience of enlistees.One of the key findings was the significance of positive intensity in contributing to the perception of successful adjustment to regimentation and preparedness for future training. This positive intensity likely stems from the bonding among peers during BMT. Shared difficult experiences activate primeval emotional processes, fostering deep connections among enlistees. Such intense positive emotions enhance learning and social bonding, suggesting the need for interventions that increase opportunities for these experiences, thereby improving future training preparedness.In conclusion, the developmental insights into resilience among service-fit enlistees offer the Army an opportunity to systemize resilience training. By equipping individuals to handle stressors better, the Army can cultivate a more effective military force. Beyond military applications, these resilience training insights have broader implications, including reduced healthcare costs, increased productivity, and enhanced general well-being for individuals throughout their lives
The effects of an intervention programme using information communication and technology on the teaching and learning of physical education in Singapore schools
No full textThe open access publication is available at https://doi.org/10.3390/educsci15030349This study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes.OER 21/21 K
Diaspora Tamils during the Japanese regime: சப்பானியர்ஆட்சிக்காலத்ேில்புலம்பபயர்த்ேமிழர்கள்
No full textThe open access publication is available at https://ngmtamil.in/kalanjiyam-tamil/index.php/kalanjiyam/article/view/116This study examines the political, economic, and social conditions of Malaysian Tamils under Japanese rule from 1941 to 1945. The primary objective is to analyze the challenges faced by the Tamil community during this period and understand the transformations they underwent. This research employs historical analysis, archival research, and oral history as primary methodologies. The study is framed using Postcolonial Theory, Diaspora Theory, and Marxist Analysis. The paper is structured into five key sections: (1) Introduction, (2) Historical Context, (3) Impact of Japanese Rule, (4) Theoretical Analysis, and (5) Conclusion. Under Japanese rule, Malaysian Tamils experienced severe exploitation and resistance. Their working conditions deteriorated, education was restricted, and cultural identities were suppressed. However, they demonstrated resilience and adaptability in overcoming adversities
Anatomical complexity allows for heat-stressed giant clams to undergo symbiont shuffling at both organism and organ levels
No full textGiant clams are photosymbiotic molluscs, hosting Symbiodiniaceae dinoflagellates. Serving as an alternative model organism for ecophysiological studies within reef environments, giant clams differ from corals due to their anatomical complexity, with extracellular symbionts present in multiple organs. We aimed to determine if clams, under thermal stress, exhibit symbiont shuffling both at the organism level and across individual organs. Therefore, the fluted giant clam, Tridacna squamosa, was exposed to control and heat-stress temperatures of 26 and 30 ºC, respectively, for 45 days. Subsequently, the degree of bleaching was assessed through quantification of symbiont cells and chlorophyll-a loss via fluorometric detection and photometric analysis. The relative composition of Symbiodiniaceae ITS2 rDNA profiles across ten different organs was determined using metabarcoding by next-generation sequencing. Findings show that the outer mantle of heat-stressed clams lost approximately 30% of its symbionts and 45% of the chlorophyll-a content. Extensive shuffling took place at the organism level, with the downregulation of thermally-sensitive Durusdinium phylotype D4/D5, and upregulation of thermally-tolerant, homologous and generalist phylotypes belonging to Symbiodinium and Cladocopium genera. At the organ level, shuffling took place only in the outer mantle, the only organ directly exposed to light. The other organs did not undergo compositional changes in symbiont phylotypes and may potentially serve as symbiont reservoirs. These results illuminate the complexities of symbiont shuffling within an anatomically intricate organism, offering perspectives for other photosymbiotic reef organisms. Additionally, this study advances the knowledge regarding bleaching in giant clams, a relevant resource that has experienced substantial population declines.Accepted versionRI 6/22 CSFRS 5/23 CS
Hands-on consensus building: Leveraging deep learning models to unveil hand gestures in consensus-building discourses
No full textFrom the lens of embodied cognition, hand gestures emerge as vital embodiments facilitating shared meaning-making among learners in collaborative learning. Despite this recognition, the specific role of hand employment in various consensus-building discourses remains elusive, and there is a lack of quantitative evidence of hand employment in authentic classrooms. This study delves into the nuanced application of embodied cognition through hands across distinct consensus-building scenarios—quick, integration-oriented, and conflict-oriented consensus-building discourses. Forty engineering students from a Singapore university collaborated in dyads to solve design problems in a face-to-face computer-supported collaborative learning environment. Their collaboration process was video recorded. A deep learning-based model was applied to quantify students’ hand movement. The different kinds of individual and collaborative hand gestures were analyzed. The results found a significantly larger quantity and more balanced quantity of hand gesture employment during conflict-oriented consensus-building discourse than other consensus-building discourses. Students most often applied depictive gestures and idea alternations to demonstrate their understanding and build on each other’s ideas. This study quantitatively explores how hand gestures contribute to consensus-building in collaborative learning, corroborating existing qualitative research. It suggests that incorporating hand gestures in classrooms may enhance students’ thought processes and foster shared understanding.Accepted versio
Singapore Chinese language teachers' conceptions of assessment tension and its effect on sustainable assessment practices
No full textThe idea of sustainable assessment has been embarked upon by many educators since its introduction more than two decades ago. The main aim of sustainable assessment is to equip students for their learning beyond their current study. Past studies have warned that this may not be well taken-up in some contexts where assessment has to assume “double-duty” or even “multiple-duty”, such as those in the Confucius Heritage Cultures (CHCs). Further, the immediate learning objectives of some high-stake examinations system may blindfold and hamstring the goal of sustainable assessment of preparing students for future learning. Clearly, this created much assessment tension (AT) for the teachers. However, the investigation into teachers’ ways of experiencing AT and its relationships with sustainable assessment is not heard of. Using samples from three different profile secondary schools and Ministry of Education (MOE) headquarters in Singapore, semi-structured interviews were used to identify variation in Chinese Language (CL) teachers’ experiences of AT. This phenomenographic study argues that teachers’ conceptions of AT determine the possibility and the extent of the use of sustainable assessment in their teaching. This paper seeks to examine the taking up of sustainable assessment in the context of different ways that AT is experienced and understood by teachers in a CHC. Findings on teachers’ conceptions of AT is presented, and each is discussed for insights into teachers’ meanings and practices of assessment, as well as how they managed the tension. In particular, instances of how sustainable assessment has been taken up are discussed to highlight more productive ways of understanding and using this assessment