In simulation-based learning environments, 'unexpected' phenomena often work as counterexamples which promote a learner to reconsider the problem. It is important that counterexamples contain sufficient information which leads a learner to correct understanding. This paper proposes a method for creating such counterexamples. Error-Based Simulation (EBS) is used for this purpose, which simulates the erroneous motion in mechanics based on a learner's erroneous equation. Our framework is as follows: (1) to identify the cause of errors by comparing a learner's answer with (...) the problem-solver's correct one, (2) to visualize the cause of errors by the unnatural motions in EBS. To perform (1), misconceptions are classified based on problem-solving model, and related to their appearance on a learner's answers (error-identification rules). To perform (2), objects' motions in EBS are classified and related to their suggesting misconceptions (error-visualization rules). A prototype system is implemented and evaluated through a preliminary test, to confirm the usefulness of the framework. (shrink)

Coping flexibility, as defined by the dual-process theory, refers to one’s ability to relinquish a coping strategy recognized as ineffective—abandonment—and to devise and implement an alternative and more effective strategy—re-coping. The coping flexibility hypothesis dictates that richer coping flexibility produces more adaptive outcomes caused by stress responses, such as reduced psychological and physical dysfunction. We tested the reliability and validity of the Coping Flexibility Scale-Revised and the CFH using the CFS-R, which was developed to measure coping flexibility. In total, we (...) performed three studies involving 6,752 participants. Study 1 provided the psychometric properties of the CFS-R and tested this factorial structure by a confirmatory factor analysis. Study 2 estimated the validity of the CFS-R by examining the associations between its three subscales and variables that were conceptually similar to them. Study 3 tested the CFH using a longitudinal design after controlling for the effects of typical coping strategies and other types of coping flexibility. Overall, the CFH was supported by the use of the CFS-R, and the findings in Studies 2 and 3 showed that it had acceptable validity and reliability. Our findings implied that abandonment and re-coping can predict reduced depressive symptoms more than other types of theoretical framings for coping flexibility. Additionally, a meta-analysis of the Cronbach’s alphas for all samples in this study showed that they were 0.87 for abandonment, 0.92 for re-coping, and 0.86 for meta-coping. (shrink)

The mental fatigue elicited by working and studying consumed mental resources, thereby eliciting a declined performance and an increased mental stress. The long-term continuous work and study, which is typical for modern workers and students, can increase mental fatigue and health risks. Previous studies reported that the natural environment has a restorative of mental resources and reducing stress. However, it is difficult for urban workers and students to take sufficient breaks in real natural environment. We conducted an experiment to examine (...) whether brief and indirect exposure to the natural environment elicits a restorative of attention and reducing stress. Twenty-five undergraduate and graduate students from the university of modern city participated in the experiment. The experiment involved measuring the changes in the task performance of the participants and the subjective mental workload, while the attention restoration was indexed from physiological response over time. The participants had two types of resting periods in the middle of the task, i.e., by looking at a blank display or by watching a nature video having scenes of, e.g., a forest, small waterfall, and rustling leaves. The results indicate that the natural environment indirectly depicted through the nature videos does not affect the task performance and the subjective mental workload but decreases the SCL. The results of the physiological response suggest that having rest periods depicting the natural environment, even if indirectly and briefly, can restore the directed attention for the task. This experiment revealed a useful method of resting for urban workers and students to restore their attention to a task. (shrink)