Agnieszka Kruszwicka | Adam Mickiewicz University in Poznań (original) (raw)
Papers by Agnieszka Kruszwicka
E. Solarczyk-Ambrozik, M. Christoph i R. Konieczna-Woźniak (red.), Edukacja dorosłych a planowanie karier edukacyjno-zawodowych (ss. 89-105). Poznań: Wydawnictwo Naukowe UAM., 2020
Koncepcja cyberparków została naukowo rozwinięta przez europejskich badaczy zrzeszonych w międzyn... more Koncepcja cyberparków została naukowo rozwinięta przez europejskich badaczy zrzeszonych w międzynarodowym projekcie pt. Fostering knowledge about the relationship between Information and Communication Technologies and Public Spaces supported by strategies to improve their use and attractiveness (CYBERPARKS), realizowanym w latach 2014-2018 i finansowanym przez European Cooperation in Science and Technology (TUD COST Action TU1306), w ramach którego Michał Klichowski opracował i eksperymentalnie zweryfikował koncepcję uczenia się w cyberparkach, a Agnieszka Kruszwicka stworzyła pierwszy projekt edukacyjnego cyberparku. W ramach tego projektu blisko 100 naukowców z 31 krajów stworzyło także zbiór przykładów cyberparkowych obiektów (Pool of Examples). W rozdziale tym prezentujemy wyniki ich analizy, ukierunkowanej na ukazanie tych elementów cyberparków, które mają potencjał edukacyjny. Wcześniej jednak opisaliśmy założenia koncepcji uczenia się w cyberparkach oraz jej teoretyczne tło – ideę inteligentnego miasta.
Przybyła, T. et al. (2021). Zastosowania neurofeedbacku w edukacji matematycznej: Eksperyment SpeedMath z udziałem uczniów wyższych klas szkoły podstawowej. W: T. Przybyła (red), Liczby w cyfrowym świecie. Rozmowy o współczesnej edukacji matematycznej dziecka (pp. 101-123). Wydawnictwo Naukowe UAM., 2021
Choć neurofeedback jest szeroko wykorzystywany w edukacji, trudno jest określić poziom skorelowan... more Choć neurofeedback jest szeroko wykorzystywany w edukacji, trudno jest określić poziom skorelowania dostarczanych przez niego neuroparametrów z „realnymi” atrybutami uczących się matematyki, a w konsekwencji ocenić potencjał stosowania neurofeedbacku w edukacji matematycznej. Jaki byłby bowiem jego sens, gdyby tego typu parametry okazały się jedynie nieskorelowanymi z rzeczywistością artefaktami? W tym projekcie postanowiliśmy zatem sprawdzić, czy dane (neuroparametry) generowane przez MindWave (jedno z najpopularniejszych narzędzi neurofeedbacku) podczas wykonywania zadań arytmetycznych (w przypadku naszego eksperymentu były to ćwiczenia zaimplementowane w grę SpeedMath) są skorelowane z różnymi cechami poznawczymi ucznia czy innego typu danymi dotyczącymi jego funkcjonowania umysłowego. Postawiliśmy hipotezę, że średnia wysoka koncentracja podczas wykonywania zadania matematycznego czy umiejętność jej kontrolowania podczas takiego zadania, stanowiące rdzeń neuroanalityczny arytmetycznego treningu biofeedback EEG, powinny korelować z małą liczbą błędów dokonywanych podczas obliczeń, czy z ogólnymi dobrymi kompetencjami matematycznymi, a także z wysokimi wskaźnikami umiejętności koncentrowania się obliczonymi innymi – nie opartymi na EEG – metodami. I vice versa. Uzyskane przez nas wyniki okazały się bardzo zaskakujące i rzucają one nowe światło na to, który z parametrów generowanych przez urządzenia typu MindWave warto wykorzystywać w rzeczywistości edukacyjnej, jeśli neurofeedback ma stać się efektywną formą technologicznego wspomagania dydaktyki matematyki.
Cichy, I.; Kruszwicka, A.; Przybyla, T.; Rochatka, W.; Wawrzyniak, S.; Klichowski, M.; Rokita, A. No Motor Costs of Physical Education with Eduball. Int. J. Environ. Res. Public Health 2022, 19, 15430. https://doi.org/10.3390/ijerph192315430, Nov 23, 2022
Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simul... more Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simultaneously, there is dual-task interference. Experiments show that the cost is a temporal deterioration in motor functioning. However, there is no comprehensive research on the developmental costs of dual-task exercises incorporated into physical education (PE). Such an approach is called the interdisciplinary model of PE and is used to stimulate cognitive development. Therefore, there is a knowledge gap regarding the motor costs of methods based on this model, e.g., Eduball. The Eduball method integrates core academic subjects with PE using a set of educational balls printed with letters, numbers, and other signs. To fill this knowledge gap, we replicated the Eduball experiment, focusing on motor development. The half-year intervention occurred in one primary school class. The control group was a peer class participating in traditional PE, not based on dual tasks. We tested students’ space-time orientation and graphomotor, locomotor, and object control skills. We found no motor costs of the intervention. Eduball-based PE stimulated motor development as much as traditional PE. Our study suggests that methods based on the interdisciplinary model of PE are safe for motor development. As such, it is worth considering their use in children’s education.
Klichowski, M., Wicher, A., Kruszwicka, A., & Golebiewski, R. (2023). Reverse effect of home-use binaural beats brain stimulation. Scientific Reports, 13:11079. , 2023
Binaural beats brain stimulation is a popular strategy for supporting home-use cognitive tasks. H... more Binaural beats brain stimulation is a popular strategy for supporting home-use cognitive tasks. However, such home-use brain stimulation may be neutral to cognitive processes, and any intellectual improvement may be only a placebo effect. Thus, without belief in it, it may bring no benefits. Here we test 1000 individuals at their homes as they perform a two-part fluid intelligence test. Some took the second part listening to binaural beats, while others took it in silence or listening to other sounds. The binaural beats group was divided into three subgroups. The first one was informed that they would listen to sounds that improve the brain's work, the second that neutral sounds, and the third that some sounds the nature of which was not defined. We found that listening to binaural beats was not neutral, as it dramatically deteriorated the score irrespective of the condition. Silence or other sounds had no effect. Thus, home-use binaural beats brain stimulation brings reverse effects to those assumed: instead of supporting the effectiveness of cognitive activities, it may weaken them.
Cichy, I. et al. (2022). Eduball as a method of brain training for lower performing students with dyslexia: A one-year experiment in natural settings. International Journal on Disability and Human Development, 21(4), 335-351., 2022
Working with dyslexic children, particularly with lower performing ones, is a huge challenge for ... more Working with dyslexic children, particularly with lower performing ones, is a huge challenge for educators. Moreover, there is still a lack of effective and innovative methods of teaching this group of students. Here we investigate whether Eduball-based brain training stimulate reading and writing skills among students with dyslexia. Since our previous studies showed that integrating learning with physical activity (PA) by using educational balls with printed letters, numbers and other signs (i.e., Eduballs) is beneficial to healthy children, we hypothesize that this is also the case for children with reading disorder. Two groups of third-grade students of therapeutic primary school participated in our experiment: dyslexics with lower performance in reading and writing (experimental class) and higher performing ones (control class). The PA classes in the experimental group were based on Eduball-method. The control group followed a regular PA program. After one year, Eduball-group caught up with their better performing peers in terms of writing and reading skills. Therefore, our results demonstrate that Eduball is not only a method for regular learners, but also a promising form of brain training for lower performing dyslexic children. Combining Eduball-strategy with neurofeedback or non-invasive brain stimulation techniques may bring further therapeutic benefits.
Smaniotto Costa, C., Aragão, N. (Eds.): Understanding and transforming the territory, Culture & Territory, 2023
Brain activity is most often tested in laboratories, while participants sit and sometimes even li... more Brain activity is most often tested in laboratories, while participants sit and sometimes even lie down. Still, although such advanced techniques of studying brain activity as functional magnetic resonance imaging, positron emission tomography, magnetoencephalography or electroencephalography (EEG), help us understand how the nervous system works and what exactly is going on in the brain during many activities, from simple ones, such as hand movements, to highly complex, e.g., arithmetic calculations, they do not allow us to measure brain activity under natural conditions. Thus, there are attempts to build mobile devices, e.g., mobile EEG. In this chapter we show that such a mobile EEG as MindWave expands the territory of brain research-allows for mobile observation of brain activity outside laboratories and therefore in (ordinary) everyday spaces. Moreover, we demonstrate that MindWave is one of the simplest and cheapest mobile EEG, and, at the same time, a very reliable tool, already successfully used in scientific research. In conclusion, we encourage researchers to escape from laboratories (from time to time) and study brain activity in "natural" (not laboratory/artificial) spaces.
Wydawnictwo Naukowe UAM, Apr 1, 2020
Cichy, I.; Kruszwicka, A.; Palus, P.; Przybyla, T.; Schliermann, R.; Wawrzyniak, S.; Klichowski, M.; Rokita, A. Physical Education with Eduball Stimulates Non-Native Language Learning in Primary School Students. Int. J. Environ. Res. Public Health 2022, 19, 8192. doi: 10.3390/ijerph19138192, 2022
Although the neuronal mechanisms of action and cognition are related, the division of intellectua... more Although the neuronal mechanisms of action and cognition are related, the division of intellectual and physical lessons is standard in schools. This is surprising, because numerous studies show that integrating physical education (PE) with teaching content stimulates critical skills. For example, several experiments indicate that Eduball-based PE (i.e., lessons in a sports hall during which students play team mini-games with educational balls with printed letters, numbers, and other signs) develops mathematical and language competencies. At the same time, the Eduball method does not slow down learners’ physical development. However, we have little knowledge about the effects of such techniques on non-native language learning. Consequently, the absence of incorporating core academic subjects into PE in dual-language schools or during foreign language education is exceptionally high. Here, we replicated the Eduball experiment, but with the goal of testing this method for non-native language learning. Thus, the intervention occurred in a dual-language primary school and we evaluated second language (L2) learning. As before, we used the technique of parallel groups (experimental and control); in both groups, there were three 45-min PE classes per week. In the experimental class, two of them were held using Eduball. After a half-year experiment, children from the experimental group (one second-grade, N = 14) improved their non-native language skills significantly more than their peers from the control group (one second-grade, N = 12). These findings demonstrate that Eduball-type intervention stimulates non-native language learning in children. Hence, our report suggests that specific body training forms can support L2 learning.
Wawrzyniak, S., Korbecki, M., Cichy, I., Kruszwicka, A., Przybyla, T., Klichowski, M., Rokita, A. (2022). Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students. Int. J. Environ. Res. Public Health, 19:1275. doi: 10.3390/ijerph19031275, 2022
Studies suggest that incorporating core academic subjects into physical education (PE) stimulates... more Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.
Wawrzyniak S, Cichy I, Matias AR, Pawlik D, Kruszwicka A, Klichowski M and Rokita A (2021) Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students. Front. Psychol. 12:614138. doi: 10.3389/fpsyg.2021.614138, 2021
Despite the general agreement that the interdisciplinary model of physical education (PE), based ... more Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N = 28) significantly improved these skills compared to the control class (N = 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.
Cichy I, Kaczmarczyk M, Wawrzyniak S, Kruszwicka A, Przybyla T, Klichowski M and Rokita A (2020) Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students. Front. Psychol. 11:2194. doi: 10.3389/fpsyg.2020.02194, 2020
An increasing number of studies are evidencing relationships between physical activity and the ma... more An increasing number of studies are evidencing relationships between physical activity and the mathematical performance of early school students. This is not surprising due to the fact that children grow in all areas simultaneously and their motor and intellectual development determine each other. Nevertheless, such an approach of combining mathematics education with physical exercises, in addition through play, which is the basis of children's activity and the preferred way of spending time, it is still rare at schools. In response to this problem "Eduball" has been created, which are educational balls with printed letters, numbers and other signs, used for team mini-games. Surprisingly, despite the studies on general usefulness of Eduball in preschool and early-school education and the effects of physical exercise classes carried out using these balls, still little is known about their impact on mathematical development. Here we investigate the relationships between the use of Eduball and the acquisition of mathematical knowledge and skills by children. We used a quantitative approach in the form of an experiment in natural settings in which seven-year-old students (first grade) took part (N=25). For the purposes of this experiment we created scenarios of physical exercise classes integrated with mathematical contents that used Eduball. Mathematical knowledge and skills were assessed by one of the commonly used tests. The results were compared with the data from the control group of traditional physical education classes (N=22). As assumed, after a one-year experiment students from both groups improved their results, but we found a greater progress in terms of mathematical knowledge and skills in the experimental class compared to the control one. Eduball particularly affected competences related to such mathematical categories as: sets and their elements, multiplication and division, geometric shapes and measuring length, measuring volume and mass. In sum, our results show that physical exercise classes that used Eduball stimulate the acquisition of mathematical competences by students, and, consequently, confirm that there is a strong relation of physical and mathematical development. Therefore, there is a need to review children's educational models, as well as primary school curricula, to combine physical and cognitive activities.
Kruszwicka, A. i Klichowski, M. (2018). City-based learning - koncepcja uczenia się poprzez miasto. Tło teoretyczne, podstawowe założenia, przyszłe konteksty rozwoju i implementacji. Studia Edukacyjne, 50, 135-150. DOI: 10.14746/se.2018.50.9., 2018
Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at... more Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at least 85 per cent of Europeans will have lived in European cities. This trend is related to the fact that cities are today spaces of permanent learning in authentic contexts, and it is fostered by the development of new technologies. However, little is known about the city-based learning concept, which is crucial for such type of technology-enhanced learning. Here, we discuss the theoretical background, basic assumptions and future contexts of development and implementation of this idea. Firstly, we demonstrate that city-based learning is based on such theories as urban studies, pedagogy of place, as well as urban education, explorative learning, learning outside the classroom, mobility of learning space or on-street activity. Secondly, we show that smartphones, tablets, GPS, educational cloud and digital textbooks are technologies for city-based learning. We conclude that cities connected to an educational cloud (that is full of educational resources and serving as a platform for educational communication) are unique environments for students equipped with mobile tools. Finally, we point out a new project on a city-based learning implementation.
Kruszwicka, A. i Klichowski, M. (2019). Cyberparki jako hybrydowe przestrzenie uczenia się: rozważania na marginesie projektu COST. Kwartalnik Pedagogiczny, 1(25), 71-83. doi: 10.5604/01.3001.0013.1839., May 2019
CyberParks will be hybrid spaces of future cities. Learning in CyberParks will take the form of t... more CyberParks will be hybrid spaces of future cities. Learning in CyberParks will take the form of technology-enhanced outdoor learning and will become an important concept that can be used in practice in order to provide an answer to numerous problems of educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle. In this paper we discuss evidences from the CyberParks COST project and we present recommendations regarding the constructions of CyberParks. We point, for example, that when designing CyberParks, one has to think not only about the technological infrastructure, but also about making sitting spots for using learning technology. We also present the original project of such an object.
E. Solarczyk-Ambrozik, M. Christoph i R. Konieczna-Woźniak (red.), Edukacja dorosłych a planowanie karier edukacyjno-zawodowych (ss. 89-105). Poznań: Wydawnictwo Naukowe UAM., 2020
Koncepcja cyberparków została naukowo rozwinięta przez europejskich badaczy zrzeszonych w międzyn... more Koncepcja cyberparków została naukowo rozwinięta przez europejskich badaczy zrzeszonych w międzynarodowym projekcie pt. Fostering knowledge about the relationship between Information and Communication Technologies and Public Spaces supported by strategies to improve their use and attractiveness (CYBERPARKS), realizowanym w latach 2014-2018 i finansowanym przez European Cooperation in Science and Technology (TUD COST Action TU1306), w ramach którego Michał Klichowski opracował i eksperymentalnie zweryfikował koncepcję uczenia się w cyberparkach, a Agnieszka Kruszwicka stworzyła pierwszy projekt edukacyjnego cyberparku. W ramach tego projektu blisko 100 naukowców z 31 krajów stworzyło także zbiór przykładów cyberparkowych obiektów (Pool of Examples). W rozdziale tym prezentujemy wyniki ich analizy, ukierunkowanej na ukazanie tych elementów cyberparków, które mają potencjał edukacyjny. Wcześniej jednak opisaliśmy założenia koncepcji uczenia się w cyberparkach oraz jej teoretyczne tło – ideę inteligentnego miasta.
Przybyła, T. et al. (2021). Zastosowania neurofeedbacku w edukacji matematycznej: Eksperyment SpeedMath z udziałem uczniów wyższych klas szkoły podstawowej. W: T. Przybyła (red), Liczby w cyfrowym świecie. Rozmowy o współczesnej edukacji matematycznej dziecka (pp. 101-123). Wydawnictwo Naukowe UAM., 2021
Choć neurofeedback jest szeroko wykorzystywany w edukacji, trudno jest określić poziom skorelowan... more Choć neurofeedback jest szeroko wykorzystywany w edukacji, trudno jest określić poziom skorelowania dostarczanych przez niego neuroparametrów z „realnymi” atrybutami uczących się matematyki, a w konsekwencji ocenić potencjał stosowania neurofeedbacku w edukacji matematycznej. Jaki byłby bowiem jego sens, gdyby tego typu parametry okazały się jedynie nieskorelowanymi z rzeczywistością artefaktami? W tym projekcie postanowiliśmy zatem sprawdzić, czy dane (neuroparametry) generowane przez MindWave (jedno z najpopularniejszych narzędzi neurofeedbacku) podczas wykonywania zadań arytmetycznych (w przypadku naszego eksperymentu były to ćwiczenia zaimplementowane w grę SpeedMath) są skorelowane z różnymi cechami poznawczymi ucznia czy innego typu danymi dotyczącymi jego funkcjonowania umysłowego. Postawiliśmy hipotezę, że średnia wysoka koncentracja podczas wykonywania zadania matematycznego czy umiejętność jej kontrolowania podczas takiego zadania, stanowiące rdzeń neuroanalityczny arytmetycznego treningu biofeedback EEG, powinny korelować z małą liczbą błędów dokonywanych podczas obliczeń, czy z ogólnymi dobrymi kompetencjami matematycznymi, a także z wysokimi wskaźnikami umiejętności koncentrowania się obliczonymi innymi – nie opartymi na EEG – metodami. I vice versa. Uzyskane przez nas wyniki okazały się bardzo zaskakujące i rzucają one nowe światło na to, który z parametrów generowanych przez urządzenia typu MindWave warto wykorzystywać w rzeczywistości edukacyjnej, jeśli neurofeedback ma stać się efektywną formą technologicznego wspomagania dydaktyki matematyki.
Cichy, I.; Kruszwicka, A.; Przybyla, T.; Rochatka, W.; Wawrzyniak, S.; Klichowski, M.; Rokita, A. No Motor Costs of Physical Education with Eduball. Int. J. Environ. Res. Public Health 2022, 19, 15430. https://doi.org/10.3390/ijerph192315430, Nov 23, 2022
Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simul... more Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simultaneously, there is dual-task interference. Experiments show that the cost is a temporal deterioration in motor functioning. However, there is no comprehensive research on the developmental costs of dual-task exercises incorporated into physical education (PE). Such an approach is called the interdisciplinary model of PE and is used to stimulate cognitive development. Therefore, there is a knowledge gap regarding the motor costs of methods based on this model, e.g., Eduball. The Eduball method integrates core academic subjects with PE using a set of educational balls printed with letters, numbers, and other signs. To fill this knowledge gap, we replicated the Eduball experiment, focusing on motor development. The half-year intervention occurred in one primary school class. The control group was a peer class participating in traditional PE, not based on dual tasks. We tested students’ space-time orientation and graphomotor, locomotor, and object control skills. We found no motor costs of the intervention. Eduball-based PE stimulated motor development as much as traditional PE. Our study suggests that methods based on the interdisciplinary model of PE are safe for motor development. As such, it is worth considering their use in children’s education.
Klichowski, M., Wicher, A., Kruszwicka, A., & Golebiewski, R. (2023). Reverse effect of home-use binaural beats brain stimulation. Scientific Reports, 13:11079. , 2023
Binaural beats brain stimulation is a popular strategy for supporting home-use cognitive tasks. H... more Binaural beats brain stimulation is a popular strategy for supporting home-use cognitive tasks. However, such home-use brain stimulation may be neutral to cognitive processes, and any intellectual improvement may be only a placebo effect. Thus, without belief in it, it may bring no benefits. Here we test 1000 individuals at their homes as they perform a two-part fluid intelligence test. Some took the second part listening to binaural beats, while others took it in silence or listening to other sounds. The binaural beats group was divided into three subgroups. The first one was informed that they would listen to sounds that improve the brain's work, the second that neutral sounds, and the third that some sounds the nature of which was not defined. We found that listening to binaural beats was not neutral, as it dramatically deteriorated the score irrespective of the condition. Silence or other sounds had no effect. Thus, home-use binaural beats brain stimulation brings reverse effects to those assumed: instead of supporting the effectiveness of cognitive activities, it may weaken them.
Cichy, I. et al. (2022). Eduball as a method of brain training for lower performing students with dyslexia: A one-year experiment in natural settings. International Journal on Disability and Human Development, 21(4), 335-351., 2022
Working with dyslexic children, particularly with lower performing ones, is a huge challenge for ... more Working with dyslexic children, particularly with lower performing ones, is a huge challenge for educators. Moreover, there is still a lack of effective and innovative methods of teaching this group of students. Here we investigate whether Eduball-based brain training stimulate reading and writing skills among students with dyslexia. Since our previous studies showed that integrating learning with physical activity (PA) by using educational balls with printed letters, numbers and other signs (i.e., Eduballs) is beneficial to healthy children, we hypothesize that this is also the case for children with reading disorder. Two groups of third-grade students of therapeutic primary school participated in our experiment: dyslexics with lower performance in reading and writing (experimental class) and higher performing ones (control class). The PA classes in the experimental group were based on Eduball-method. The control group followed a regular PA program. After one year, Eduball-group caught up with their better performing peers in terms of writing and reading skills. Therefore, our results demonstrate that Eduball is not only a method for regular learners, but also a promising form of brain training for lower performing dyslexic children. Combining Eduball-strategy with neurofeedback or non-invasive brain stimulation techniques may bring further therapeutic benefits.
Smaniotto Costa, C., Aragão, N. (Eds.): Understanding and transforming the territory, Culture & Territory, 2023
Brain activity is most often tested in laboratories, while participants sit and sometimes even li... more Brain activity is most often tested in laboratories, while participants sit and sometimes even lie down. Still, although such advanced techniques of studying brain activity as functional magnetic resonance imaging, positron emission tomography, magnetoencephalography or electroencephalography (EEG), help us understand how the nervous system works and what exactly is going on in the brain during many activities, from simple ones, such as hand movements, to highly complex, e.g., arithmetic calculations, they do not allow us to measure brain activity under natural conditions. Thus, there are attempts to build mobile devices, e.g., mobile EEG. In this chapter we show that such a mobile EEG as MindWave expands the territory of brain research-allows for mobile observation of brain activity outside laboratories and therefore in (ordinary) everyday spaces. Moreover, we demonstrate that MindWave is one of the simplest and cheapest mobile EEG, and, at the same time, a very reliable tool, already successfully used in scientific research. In conclusion, we encourage researchers to escape from laboratories (from time to time) and study brain activity in "natural" (not laboratory/artificial) spaces.
Wydawnictwo Naukowe UAM, Apr 1, 2020
Cichy, I.; Kruszwicka, A.; Palus, P.; Przybyla, T.; Schliermann, R.; Wawrzyniak, S.; Klichowski, M.; Rokita, A. Physical Education with Eduball Stimulates Non-Native Language Learning in Primary School Students. Int. J. Environ. Res. Public Health 2022, 19, 8192. doi: 10.3390/ijerph19138192, 2022
Although the neuronal mechanisms of action and cognition are related, the division of intellectua... more Although the neuronal mechanisms of action and cognition are related, the division of intellectual and physical lessons is standard in schools. This is surprising, because numerous studies show that integrating physical education (PE) with teaching content stimulates critical skills. For example, several experiments indicate that Eduball-based PE (i.e., lessons in a sports hall during which students play team mini-games with educational balls with printed letters, numbers, and other signs) develops mathematical and language competencies. At the same time, the Eduball method does not slow down learners’ physical development. However, we have little knowledge about the effects of such techniques on non-native language learning. Consequently, the absence of incorporating core academic subjects into PE in dual-language schools or during foreign language education is exceptionally high. Here, we replicated the Eduball experiment, but with the goal of testing this method for non-native language learning. Thus, the intervention occurred in a dual-language primary school and we evaluated second language (L2) learning. As before, we used the technique of parallel groups (experimental and control); in both groups, there were three 45-min PE classes per week. In the experimental class, two of them were held using Eduball. After a half-year experiment, children from the experimental group (one second-grade, N = 14) improved their non-native language skills significantly more than their peers from the control group (one second-grade, N = 12). These findings demonstrate that Eduball-type intervention stimulates non-native language learning in children. Hence, our report suggests that specific body training forms can support L2 learning.
Wawrzyniak, S., Korbecki, M., Cichy, I., Kruszwicka, A., Przybyla, T., Klichowski, M., Rokita, A. (2022). Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students. Int. J. Environ. Res. Public Health, 19:1275. doi: 10.3390/ijerph19031275, 2022
Studies suggest that incorporating core academic subjects into physical education (PE) stimulates... more Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.
Wawrzyniak S, Cichy I, Matias AR, Pawlik D, Kruszwicka A, Klichowski M and Rokita A (2021) Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students. Front. Psychol. 12:614138. doi: 10.3389/fpsyg.2021.614138, 2021
Despite the general agreement that the interdisciplinary model of physical education (PE), based ... more Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N = 28) significantly improved these skills compared to the control class (N = 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.
Cichy I, Kaczmarczyk M, Wawrzyniak S, Kruszwicka A, Przybyla T, Klichowski M and Rokita A (2020) Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students. Front. Psychol. 11:2194. doi: 10.3389/fpsyg.2020.02194, 2020
An increasing number of studies are evidencing relationships between physical activity and the ma... more An increasing number of studies are evidencing relationships between physical activity and the mathematical performance of early school students. This is not surprising due to the fact that children grow in all areas simultaneously and their motor and intellectual development determine each other. Nevertheless, such an approach of combining mathematics education with physical exercises, in addition through play, which is the basis of children's activity and the preferred way of spending time, it is still rare at schools. In response to this problem "Eduball" has been created, which are educational balls with printed letters, numbers and other signs, used for team mini-games. Surprisingly, despite the studies on general usefulness of Eduball in preschool and early-school education and the effects of physical exercise classes carried out using these balls, still little is known about their impact on mathematical development. Here we investigate the relationships between the use of Eduball and the acquisition of mathematical knowledge and skills by children. We used a quantitative approach in the form of an experiment in natural settings in which seven-year-old students (first grade) took part (N=25). For the purposes of this experiment we created scenarios of physical exercise classes integrated with mathematical contents that used Eduball. Mathematical knowledge and skills were assessed by one of the commonly used tests. The results were compared with the data from the control group of traditional physical education classes (N=22). As assumed, after a one-year experiment students from both groups improved their results, but we found a greater progress in terms of mathematical knowledge and skills in the experimental class compared to the control one. Eduball particularly affected competences related to such mathematical categories as: sets and their elements, multiplication and division, geometric shapes and measuring length, measuring volume and mass. In sum, our results show that physical exercise classes that used Eduball stimulate the acquisition of mathematical competences by students, and, consequently, confirm that there is a strong relation of physical and mathematical development. Therefore, there is a need to review children's educational models, as well as primary school curricula, to combine physical and cognitive activities.
Kruszwicka, A. i Klichowski, M. (2018). City-based learning - koncepcja uczenia się poprzez miasto. Tło teoretyczne, podstawowe założenia, przyszłe konteksty rozwoju i implementacji. Studia Edukacyjne, 50, 135-150. DOI: 10.14746/se.2018.50.9., 2018
Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at... more Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at least 85 per cent of Europeans will have lived in European cities. This trend is related to the fact that cities are today spaces of permanent learning in authentic contexts, and it is fostered by the development of new technologies. However, little is known about the city-based learning concept, which is crucial for such type of technology-enhanced learning. Here, we discuss the theoretical background, basic assumptions and future contexts of development and implementation of this idea. Firstly, we demonstrate that city-based learning is based on such theories as urban studies, pedagogy of place, as well as urban education, explorative learning, learning outside the classroom, mobility of learning space or on-street activity. Secondly, we show that smartphones, tablets, GPS, educational cloud and digital textbooks are technologies for city-based learning. We conclude that cities connected to an educational cloud (that is full of educational resources and serving as a platform for educational communication) are unique environments for students equipped with mobile tools. Finally, we point out a new project on a city-based learning implementation.
Kruszwicka, A. i Klichowski, M. (2019). Cyberparki jako hybrydowe przestrzenie uczenia się: rozważania na marginesie projektu COST. Kwartalnik Pedagogiczny, 1(25), 71-83. doi: 10.5604/01.3001.0013.1839., May 2019
CyberParks will be hybrid spaces of future cities. Learning in CyberParks will take the form of t... more CyberParks will be hybrid spaces of future cities. Learning in CyberParks will take the form of technology-enhanced outdoor learning and will become an important concept that can be used in practice in order to provide an answer to numerous problems of educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle. In this paper we discuss evidences from the CyberParks COST project and we present recommendations regarding the constructions of CyberParks. We point, for example, that when designing CyberParks, one has to think not only about the technological infrastructure, but also about making sitting spots for using learning technology. We also present the original project of such an object.