4.4 Article

'How Would you Score Yourself?': The Effect of Self-assessment Strategy Through Robots on Children's Motivation and Performance in Piano Practice

相关参考文献

注意:仅列出部分参考文献,下载原文获取全部文献信息。
Article Psychology, Multidisciplinary

FunQ: Measuring the fun experience of a learning activity with adolescents

Gabriella Tisza et al.

Summary: Researchers aim to explore how learning activities can be made more enjoyable to improve engagement and learning outcomes. However, there has been little systematic effort to define and measure fun. This research defines fun and creates a reliable tool for its measurement. The final version of the FunQ tool consists of 18 items and six dimensions.

CURRENT PSYCHOLOGY (2023)

Article Psychology, Multidisciplinary

Decisions on the quality of piano performance: Evaluation of self and others

Yuki Morijiri et al.

Summary: This research study explores how professional standard pianists evaluate the perceived quality of performances, both their own and others. The study finds that pianists apply similar criteria in evaluating performance quality, with musical factors such as tone quality, phrasing, and pedalling being predominant. The study also reveals significant individual differences in self-evaluation, but no significant differences in overall ratings in external evaluation.

FRONTIERS IN PSYCHOLOGY (2022)

Article Robotics

Personalizing HRI in Musical Instrument Practicing: The Influence of Robot Roles (Evaluative Versus Nonevaluative) on the Child's Motivation for Children in Different Learning Stages

Heqiu Song et al.

Summary: This study explores the motivation performance of children in different learning stages when assisted by robots in evaluative and nonevaluative roles. The results indicate that beginners show higher persistence when practicing with the nonevaluative robot, while advanced players exhibit higher motivation after practicing with a robot.

FRONTIERS IN ROBOTICS AND AI (2021)

Proceedings Paper Computer Science, Cybernetics

Robot Role Design for Implementing Social Facilitation Theory in Musical Instruments Practicing

Heqiu Song et al.

PROCEEDINGS OF THE 2020 ACM/IEEE INTERNATIONAL CONFERENCE ON HUMAN-ROBOT INTERACTION (HRI '20) (2020)

Article Education & Educational Research

An account of EFL learners' self-efficacy and gender in the Flipped Classroom Model

Ehsan Namaziandost et al.

EDUCATION AND INFORMATION TECHNOLOGIES (2020)

Article Green & Sustainable Science & Technology

Cooperative Learning and Students' Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

David Hortiguela Alcala et al.

SUSTAINABILITY (2019)

Article Psychology, Educational

Applying self-regulated learning microanalysis to study musicians' practice

Gary E. McPherson et al.

PSYCHOLOGY OF MUSIC (2019)

Proceedings Paper Engineering, Electrical & Electronic

Personalization in Long-Term Human-Robot Interaction

Bahar Irfan et al.

HRI '19: 2019 14TH ACM/IEEE INTERNATIONAL CONFERENCE ON HUMAN-ROBOT INTERACTION (2019)

Article Robotics

I Know That Now, I'm Going to Learn This Next Promoting Self-regulated Learning with a Robotic Tutor

Aidan Jones et al.

INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS (2018)

Article Education & Educational Research

Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going

Ernesto Panadero et al.

AUSTRALIAN EDUCATIONAL RESEARCHER (2018)

Article Psychology, Educational

Gender-specific teacher expectations in reading-The role of teachers' gender stereotypes

Francesca Muntoni et al.

CONTEMPORARY EDUCATIONAL PSYCHOLOGY (2018)

Review Robotics

Social robots for education: A review

Tony Belpaeme et al.

SCIENCE ROBOTICS (2018)

Review Education & Educational Research

Effects of self-assessment on self-regulated learning and self efficacy: Four meta-analyses

Ernesto Panadero et al.

EDUCATIONAL RESEARCH REVIEW (2017)

Article Education & Educational Research

Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability

Kane Meissel et al.

TEACHING AND TEACHER EDUCATION (2017)

Article Psychology, Educational

Are there gender differences in instrumental music practice?

Susan Hallam et al.

PSYCHOLOGY OF MUSIC (2017)

Review Education & Educational Research

The influence of academic self-efficacy on academic performance: A systematic review

Toni Honicke et al.

EDUCATIONAL RESEARCH REVIEW (2016)

Review Psychology, Educational

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

Ernesto Panadero et al.

EDUCATIONAL PSYCHOLOGY REVIEW (2016)

Article Psychology, Social

Personality related traits as predictors of music practice: Underlying environmental and genetic influences

Ana Butkovic et al.

PERSONALITY AND INDIVIDUAL DIFFERENCES (2015)

Article Computer Science, Interdisciplinary Applications

Impact of Using an Educational Robot-Based Learning System on Students' Motivation in Elementary Education

Kai-Yi Chin et al.

IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES (2014)

Article Psychology, Developmental

The Use of Likert Scales With Children

David Mellor et al.

JOURNAL OF PEDIATRIC PSYCHOLOGY (2014)

Article Education & Educational Research

Gender differences in reading motivation: does sex or gender identity provide a better account?

Sarah McGeown et al.

JOURNAL OF RESEARCH IN READING (2012)

Article Education, Scientific Disciplines

Self-Assessment of Oral Communication Presentations in Food Science and Nutrition

C. A. Reitmeier et al.

JOURNAL OF FOOD SCIENCE EDUCATION (2009)

Article Education, Scientific Disciplines

Self-monitoring in clinical practice: A challenge for medical educators

Ronald M. Epstein et al.

JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS (2008)

Article Psychology, Multidisciplinary

The social context of musical success: A developmental account

DG Moore et al.

BRITISH JOURNAL OF PSYCHOLOGY (2003)

Article Psychology, Social

Modeling the role of child ethnicity and gender in children's differential response to teacher expectations

C McKown et al.

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY (2002)