RESUMEN

Sustainable design education plays a crucial role in cultivating sustainability awareness and competencies among students studying industrial design. This research investigates their sustainability levels, reading performance when engaging with articles, and fixation patterns during reading. 60 industrial design students participated in the study. We evaluated their sustainability levels using the Sustainable Consumption Measurement Scale. After reading both theoretical and case article, they completed tests assessing their recall and perspective scores. We collected eye-tracking data to analyze fixation duration and conducted lag sequential analysis on fixation transitions. Students were categorized into higher and lower sustainability groups based on their sustainability scores. Female students demonstrated higher sustainability levels, and students with design experience performed better in the higher sustainability group. While recall scores did not differ significantly, the higher sustainability group exhibited elevated perspective scores in theory article. Perspective scores were generally higher for case article compared to theory article. The higher sustainability group exhibited longer fixation durations in theory article, while the case article had longer fixation durations on images. Fixation transition patterns varied between theoretical and case article, with the former featuring transitions from images to texts, and the latter demonstrating transitions between images. This study provides valuable insights into sustainable design education for students studying industrial design.

Asunto(s)

Movimientos Oculares , Lectura , Estudiantes , Humanos , Femenino , Movimientos Oculares/fisiología , Masculino , Adulto Joven , Industrias , Adulto

RESUMEN

Occupational stress and sleep quality are prevalent issues that can impact the physical and mental well-being of adults. An association between occupational stress and sleep quality has been found. However, this association is not entirely the same across different occupational groups. Additionally, variations are present in the research design and instruments employed.This systematic review aims to investigate the association between these two factors and identify gaps and limitations in current research. Articles published between January 1, 2011, and December 31, 2022, were retrieved from the WOS, Scopus, and PubMed databases. Out of 1225 articles, 38 studies met the predetermined inclusion and exclusion criteria and were included in the review. In the study, research designs, samples, instruments, and associations between occupational stress and sleep quality were statistically analyzed.These studies encompassed a diverse range of occupations, including both blue-collar and white-collar workers. Cross-sectional study is the most common research method. The Pittsburgh Sleep Quality Index (PSQI) was the most frequently utilized tool for assessing sleep quality, while there was a wide variety of measurement tools employed to assess occupational stress. The association between occupational stress and sleep quality consistently demonstrated a negative association, although the specific dimensions varied among studies. Moreover, several other factors were identified to have direct or indirect effects on occupational stress and sleep quality. For future research in this field, we propose four recommendations: (1) Consider utilizing objective measures to assess occupational stress and sleep quality. (2) Employ controlled experiments to further validate the causal relationship between occupational stress and sleep quality. (3) Investigate occupational groups that have received less attention. (4) Take into account the potential influence of other factors on occupational stress and sleep quality.

RESUMEN

Existing empirical research has demonstrated the positive effects of flipping the classroom to improve student motivation and achievement by flipping in-class learning content to pre-class. However, the flipped classroom approach requires that students be engaged and motivated in the pre-class stage to ensure that the in-class learning activities run smoothly. Previous studies have highlighted the difficulties that students often encounter when trying to learn Chinese characters in Chinese language classes, especially those who are in the early stages of learning the language. Therefore, in this study, a gamified interactive e-book was developed and used in a flipped classroom for Chinese character learning. To evaluate the effectiveness of this approach, a pre-test and post-test control group experimental design was used. The participants were 90 s-grade students from a public primary school in Zhengzhou, China, who were randomly assigned to two experimental groups and one control group: the students who used a gamified interactive e-book in a Chinese character learning flipped classroom (GIEFC group), the students who used a traditional flipped classroom (TFC group), and the students who used a traditional teaching classroom (TTC group). The experimental results indicated that students in the GIEFC group scored higher than those in the TFC and TTC groups in terms of learning achievements and motivation. In addition, the experimental results also demonstrated the positive effects of gamified interactive e-books in flipped classroom learning. Future research could explore a variety of different types of game elements as well as the extension of research to other subjects.