Article Review

Article Title: Mindful Movements Matter: Differentiating Active Body Movements in Underprivileged Students’ Learning of Physics Concepts
Authors: Seokmin Kang, MingTsan Lu, John B. Black, Sungyeun Kim
Published In: Research in Science & Technological Education (2024)
DOI: 10.1080/02635143.2022.2093344

1. Researcher’s Paradigm

Epistemological Perspective:

This study follows a positivist paradigm, as it aims to establish causal relationships through a quasi-experimental design and relies on quantitative data analysis. The researchers measure learning outcomes using pre- and post-test scores and Likert-scale surveys, which align with a deductive, hypothesis-driven approach common in positivist research.

2. Research Methods

Approach:

The study employs a quasi-experimental design with two separate studies.

Methods Used:

  • Study 1: Compared congruent and incongruent body movements in robotics-based learning.
  • Study 2: Introduced a control group receiving traditional lecture-based instruction to further isolate the effects of movement on learning outcomes.

3. Type of Research Design

Quasi-Experimental Design

The study explores causal relationships between physical engagement (congruent/incongruent movements) and learning outcomes without using randomized group assignment.

  • Independent Variable: Type of body movement (congruent, incongruent, or none).
  • Dependent Variables: Physics knowledge (post-test scores) and attitudes toward learning (Likert-scale surveys).

4. Type of Data Collected

Quantitative Data:

  • Pre- and post-test scores assessing knowledge of physics concepts (force, mass, speed, and friction).
  • Likert-scale surveys measuring attitudes (interest and motivation) toward science learning.

Qualitative Observations:

  • Researchers documented student engagement and behavioral differences in each condition through observational notes.

5. Keywords

  • Embodied Learning
  • Robotics
  • Physics Education

6. Sampling Method

Non-Probability Sampling

  • Participants: Fifth graders from afterschool programs in underserved schools in Manhattan, New York City.
  • Study 1: 27 students (12 congruent, 11 incongruent).
  • Study 2: 48 students (14 congruent, 15 incongruent, 12 control).

7. Source Type

Primary Source
This article presents original research, including firsthand data collection and analysis conducted by the authors.

8. Summary of the Study

This study examines the role of embodied cognition—specifically, how congruent physical engagement influences underprivileged students’ learning of physics concepts.

Study 1

  • Compared congruent (aligned with physics concepts) and incongruent (not aligned) body movements during robotics-based tasks.
  • Results: The congruent group outperformed the incongruent group in both knowledge gains and attitude improvements.

Study 2

  • Introduced a control group receiving lecture-based instruction.
  • Results: The congruent movement group demonstrated significantly better learning outcomes than both the incongruent movement and control groups, confirming that physical activity alone does not guarantee better learning—alignment with concepts is key.

Critical Analysis

Strengths:

  • Theoretical Foundation: Builds on embodied cognition and ICAP framework to support active learning.
  • Practical Application: Uses LEGO robotics as a hands-on tool for physics education in underprivileged settings.
  • Comprehensive Data: Combines quantitative (test scores, surveys) with qualitative (observations) for a well-rounded analysis.

Weaknesses:

  • Small Sample Size: Limits the generalizability of findings.
  • Classroom Contamination: Control group students could observe congruent group activities, potentially influencing outcomes.
  • Lack of Longitudinal Data: Does not explore the long-term retention of embodied learning effects.

Conclusion

This study provides strong empirical evidence that congruent body movements improve conceptual understanding and attitudes toward learning in physics education for underserved students. The findings support integrating embodied cognition strategies into STEM education, particularly in low-resource settings. Future research should address limitations, such as larger sample sizes and longitudinal studies to track knowledge retention over time.

Article Review

Article Title: Area-Based Stratified Random Sampling Using Geospatial Technology in a Community-Based Survey
Authors: S. R. Kamble, S. Sharma, A. S. Mehendale
Published In: The Journal of Public Health Research
DOI: 10.4081/jphr.2021.2413

1. Researcher’s Paradigm

Epistemological Perspective:
The study adopts a positivist paradigm, emphasizing the use of quantitative methods and geospatial technology to ensure objectivity and replicability in community-based surveys.

2. Research Methods

Approach:
The research employs a quantitative design with a focus on methodological development.

Methods Used:

  • Use of geospatial technology for stratification.
  • Random selection of survey points within defined geographical strata.

3. Type of Research Design

Design:
Descriptive and methodological.
The study outlines the process of implementing stratified random sampling using geospatial data.

4. Type of Data Collected

Quantitative Data:

  • Geospatial coordinates for stratification.
  • Demographic and survey responses from participants within selected strata.

5. Keywords

  1. Geospatial Technology
  2. Stratified Random Sampling
  3. Community-Based Survey

6. Sampling Method

Probability Sampling:

  • Participants: The population was divided into geographical strata using geospatial mapping tools.
  • Sampling Technique: Random samples were selected from each stratum to ensure proportional representation.

7. Source Type

Primary Source:
This article represents original research conducted by the authors, presenting firsthand methodology, data collection, and analysis.

8. Summary of the Study

This study demonstrates the use of geospatial technology to design and implement area-based stratified random sampling in community-based surveys. The approach reduces selection bias and ensures representative data.

Critical Analysis

Strengths:

  • Innovative Approach: Integration of geospatial technology improves precision and reduces error.
  • Applicability: Adaptable to diverse fields requiring community-based data collection.
  • Methodological Clarity: Provides clear guidance for implementation.

Weaknesses:

  • Generalizability: Limited to areas with geospatial tools and technology.
  • Resource Dependence: High reliance on technological infrastructure.

Conclusion

The article highlights the efficiency of geospatial technology in community-based surveys. Further studies should address practical challenges and explore broader applications.

Article Review

Article Title: Correlates of Creativity and Elementary School Students’ Perceptions of Individual and Sociocultural Factors
Authors: Seokmin Kang, Hye-Sook Park
Published In: European Journal of Psychology of Education (2024)
DOI: 10.1007/s10212-024-00876-9

1. Researcher’s Paradigm

Epistemological Perspective:
The study adopts a positivist paradigm, emphasizing objective analysis through quantitative methods such as multilevel modeling to examine relationships between individual and sociocultural factors and creativity.

2. Research Methods

Approach:
The study employed a quantitative survey design.

Methods Used:

  • Analysis of data from the Korean Educational Longitudinal Study 2013.
  • Application of multilevel hierarchical modeling to investigate how student and school-level factors correlate with creativity.

3. Type of Research Design

The study follows a survey research design, analyzing pre-existing large-scale survey data.

Dependent Variable: Creativity scores, derived from student self-reports.

Statistical Approach: Hierarchical Linear Modeling (HLM) was used to analyze nested data (students within schools).

Independent Variables: Self-regulation, peer relationships, academic achievement, parenting styles, teacher-student relationships.

4. Type of Data Collected

Quantitative Data:

  • Likert-scale responses measuring creativity, self-regulation, peer relations, parenting styles, and teacher behaviors.
  • Academic achievement scores aggregated from Korean, math, and English tests.

5. Keywords

  • Creativity
  • Self-regulation
  • Sociocultural factors

6. Sampling Method

Probability Sampling:
The study used a two-stage stratified cluster random sampling method to select participants from different regions and population sizes.

Participants:
7,324 fifth-grade students from 242 schools across South Korea.

7. Source Type

Primary Source:
This article represents original research presenting firsthand data collection and analysis.

8. Summary of the Study

This study explored how individual and sociocultural factors correlate with creativity in elementary school students. Using data from the Korean Educational Longitudinal Study 2013, the researchers analyzed the influence of factors like self-regulation, peer relationships, academic achievement, parenting styles, and teacher interactions. The findings revealed that self-regulation was the most significant predictor of creativity, followed by peer relationships and academic achievement. Parenting styles and teacher-student relationships also contributed to creativity but with varying effect sizes. The study emphasizes the complex interplay between individual characteristics and sociocultural contexts in fostering creativity, highlighting the importance of supportive environments both at home and in schools.

Critical Analysis

Strengths:

  • Robust Statistical Approach: Utilizes hierarchical linear modeling (HLM) to analyze complex, nested data structures.
  • Large-Scale Data: Draws from 7,324 students across 242 schools, enhancing generalizability.
  • Key Findings: Highlights self-regulation as the strongest predictor of creativity, emphasizing its role in education.

Weaknesses:

  • Limited Causal Inference: The correlational design prevents establishing causal relationships between variables.
  • Self-Reported Data Bias: Creativity is measured through self-reports, potentially leading to subjective bias.
  • Cultural Context Missing: Findings may be influenced by South Korea’s education system, limiting cross-cultural applicability.

Conclusion

The study provides valuable insights into individual and sociocultural influences on creativity, reinforcing the role of self-regulation and peer relationships. However, future research should incorporate qualitative methods and longitudinal studies to better understand causal mechanisms and cultural influences on creativity.

Article Review

Article Title: Correlates of Creativity and Elementary School Students’ Perceptions of Individual and Sociocultural Factors
Authors: Seokmin Kang & Hye-Sook Park
Published in: European Journal of Psychology of Education (2024)
DOI: 10.1007/s10212-024-00876-9

1. Researcher’s Paradigm (Epistemological Perspective)

The study is based on a positivist approach, using quantitative methods to analyze data from a large-scale longitudinal study. The authors apply statistical modeling, specifically hierarchical linear modeling (HLM), to investigate relationships between creativity and various predictors.

2. Research Methods

The study employs survey research using data from the Korean Educational Longitudinal Study 2013 (KELS 2013).

3. Research Design

The research design is correlational and multilevel (hierarchical linear modeling), analyzing data at both the individual (student) and school (teacher) levels.

4. Type of Data Collected

The study collects self-reported data from 7,324 fifth-grade students in 242 schools across Korea. Data include:

  • Quantitative survey responses on creativity, self-regulation, motivation, academic achievement, and relationships with parents, peers, and teachers.
  • Demographic data such as gender.
  • Multilevel variables to analyze student perceptions of teacher behavior and school climate.

5. Keywords

  • Creativity
  • Self-regulation
  • Sociocultural influences

6. Sampling Method

The study employs a two-stage stratified cluster random sampling method. The sample was drawn based on region and school size, ensuring representativeness of Korean elementary students.

7. Primary vs. Secondary Source

This study is a primary source, as it presents original research based on new data analysis from an existing dataset (KELS 2013).

8. Summary of the Study

The study investigates how individual and sociocultural factors influence creativity in fifth-grade Korean students. Using hierarchical linear modeling (HLM), it identifies self-regulation as the strongest predictor of creativity, followed by peer attachment, academic achievement, gender, and relationships with parents and teachers. The study also finds that student-teacher relationships have a more significant impact on creativity than teachers’ academic pressure or teaching methods. Interestingly, authoritarian parenting styles in Korean culture are positively correlated with creativity, contradicting Western research that often associates it with lower creativity. The findings suggest that both cognitive (self-regulation) and social (peer and teacher relationships) factors play key roles in fostering creativity.

Critical Analysis

Strengths:

  • Large and Representative Sample – The study includes 7,324 students from 242 schools, making findings highly generalizable within Korean elementary education.
  • Multilevel Analysis (HLM) – The use of hierarchical linear modeling provides robust insights into both individual and sociocultural influences on creativity.
  • Cross-Cultural Contribution – The study challenges Western-centric assumptions about creativity and education, highlighting cultural differences in parenting and teaching styles.
  • Practical Educational Applications – The findings suggest concrete strategies for enhancing creativity in structured school environments.

Weaknesses:

  • Reliance on Self-Reported Data – The study primarily uses self-reported surveys, which may introduce bias in how students perceive their creativity and relationships.
    Limited Causal Explanations – The correlational design prevents researchers from establishing cause-and-effect relationships between variables.
  • Lack of Longitudinal Tracking – While the study uses data from a longitudinal study, it does not track long-term changes in creativity development over multiple years.
    Cultural Specificity – The findings are specific to Korean students, limiting direct applicability to Western education systems.

Conclusion

This study provides valuable insights into the cognitive and sociocultural factors that influence creativity in elementary school students. It highlights self-regulation, peer attachment, and teacher-student relationships as key predictors of creativity.

Key Takeaways:

  • Self-regulation is the strongest predictor of creativity, emphasizing the need for students to develop goal-setting and time-management skills.
  • Social relationships (peers, teachers, and parents) play a crucial role in fostering creativity.
  • Cultural factors influence how students develop creativity, with Korean students responding positively to structured, teacher-directed learning.

Future Research Directions:

  • Investigate how creativity evolves over time in students through longitudinal tracking.
  • Explore cross-cultural differences in how parenting and teaching styles affect creativity.
  • Examine the impact of different educational interventions (e.g., project-based learning, open-ended problem-solving) on creativity development.

This research contributes to educational psychology and creativity studies, providing data-driven insights for educators and policymakers seeking to enhance creativity in structured educational settings.

Article Review

Article Title: Interpretive Case Studies of Inclusive Physical Education: Shared Experiences from Diverse School Settings
Authors: Hayley J. Morrison & Douglas Gleddie
Published In: International Journal of Inclusive Education (2021)
DOI: 10.1080/13603116.2018.1557751

1. Researcher’s Paradigm

Epistemological Perspective:
This study follows an interpretivist (anti-positivist) paradigm, specifically using hermeneutic and interpretive case study research. The researchers aimed to understand the lived experiences of in-service teachers and educational assistants (EAs) in inclusive physical education (IPE) through qualitative inquiry​.

2. Research Methods

Approach:
The study employed qualitative research methods using an interpretive case study approach​.

Methods Used:

  • Classroom observations
  • Semi-structured interviews
  • Focus groups
  • Reflective journals

These methods facilitated a holistic understanding of teachers’ and EAs’ experiences within inclusive physical education settings​.

3. Type of Research Design

Design:
The study followed an interpretive case study design, which is distinct from descriptive or evaluative case studies as it aims to theorize about, analyze, and interpret a phenomenon rather than merely presenting or assessing it​.

Key Features of the Design:

  • Focused on three cases involving in-service teachers and EAs in different school settings.
  • Applied hermeneutic analysis, emphasizing meaning-making through narratives and contextual interpretation​.

4. Type of Data Collected

Qualitative Data:

  • Verbal Data: Semi-structured interviews and focus group discussions.
  • Nonverbal Data: Observations of class environments, interactions, and pedagogical strategies.
  • Behavioral Data: Field notes documenting participant engagement and classroom dynamics.
  • Written Reflections: Journals from teachers and EAs to provide personal insights into IPE implementation​.

5. Keywords

Inclusive Physical Education

  • Hermeneutic Case Study
  • Educational Assistants

6. Sampling Method

Non-Probability Sampling:
The study used purposeful sampling, selecting three in-service teachers and three educational assistants from three different schools​Interpretive case studi….

Selection Criteria:

  • Participants were actively working in an inclusive physical education setting.
  • They expressed willingness to share their experiences through interviews and focus groups.
  • Schools were selected to reflect diverse educational settings​.

7. Source Type

Primary Source:
This article presents original research, including firsthand data collection, analysis, and interpretation of findings related to inclusive physical education​Interpretive case studi….

8. Summary of the Study

Morrison and Gleddie explored the experiences of in-service teachers and educational assistants (EAs) working together in inclusive physical education (IPE) settings. The study used an interpretive case study methodology informed by Dewey’s theory of experience, emphasizing how past experiences shape present and future educational practices.

Key findings include:

  1. Training and Background Education: Teachers and EAs lacked adequate training in IPE, which influenced their confidence and ability to implement inclusive teaching strategies.
  2. Practical Experience & EA Support: Teachers heavily relied on EAs for inclusion strategies, often learning from them rather than receiving formal training.
  3. Influence of Past Physical Education Experiences: Personal engagement with physical activity shaped the comfort level of teachers and EAs in adapting IPE programs.
  4. Planning & Student Participation: The type of activities chosen significantly impacted student inclusion, with structured team sports being less inclusive than activities like dance or station-based exercises.

The authors conclude that professional development (PD) for IPE should be contextually driven, considering practitioners’ backgrounds, experiences, and the real-world challenges they face. Recommendations include:

  • Providing IPE-specific training for both teachers and EAs.
  • Encouraging collaborative professional development sessions.
  • Ensuring pre-service training includes experiential learning with students with disabilities.

This study contributes to understanding collaborative teaching in IPE and highlights the need for improved training and structural support in inclusive physical education​.

Critical Analysis

Strengths:

  • Rich Qualitative Insight: The use of hermeneutic and interpretive case study methods allows for deep exploration of teachers’ and EAs’ lived experiences in inclusive physical education (IPE).
  • Triangulated Data Collection: The study utilizes classroom observations, interviews, focus groups, and reflective journals, ensuring a comprehensive understanding of IPE challenges and practices.
  • Contextually Relevant Findings: The study provides practical recommendations for professional development, emphasizing real-world challenges faced by educators in inclusive settings.

Weaknesses:

  • Limited Generalizability: Findings are based on three case studies, making it difficult to generalize results beyond the studied schools.
  • Lack of Comparative Analysis: The study does not compare IPE approaches across different educational systems or cultural contexts, limiting broader applicability.
  • Absence of Longitudinal Data: The study provides a snapshot of experiences but lacks long-term follow-up to assess whether professional development improves IPE implementation over time.

Conclusion

The study effectively highlights the challenges and opportunities in inclusive physical education by analyzing teachers’ and EAs’ lived experiences. It underscores the need for structured training, collaborative professional development, and hands-on experience to improve IPE implementation. However, future research should incorporate larger samples, cross-cultural comparisons, and longitudinal approaches to enhance generalizability and impact assessment.

Article Review

Article Title: Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions

Authors: Michelene T. H. Chi, Seokmin Kang, & David L. Yaghmourian
Published In: Journal of the Learning Sciences (2017)
DOI: 10.1080/10508406.2016.1204546

1. Researcher’s Paradigm

Experimental Perspective:

This study follows an interpretivist (anti-positivist) paradigm, using constructivist learning theory to understand how dialogue-based videos facilitate learning. The research applies the ICAP (Interactive, Constructive, Active, Passive) framework, which categorizes student engagement and its impact on learning outcomes.

2. Research Methods

Approach:

The study employs a quantitative experimental research with qualitative discourse analysis.

Methods Used:

  • Pre-test and post-test assessments to measure learning gains.
  • Transcripts and video recordings of peer interactions during video viewing.
  • Behavioral coding of student engagement based on the ICAP framework.
  • Comparative analysis between students watching dialogue-videos and those watching monologue-videos.

These methods provide a comprehensive understanding of how engagement styles impact knowledge retention.

3. Type of Research Design

Design:

The study follows an experimental design, with controlled conditions where students were assigned to one of two video formats:

  1. Dialogue-based tutorial videos (experimental group).
  2. Monologue-based lecture videos (control group).

Key Features of the Design:

  • Random assignment of students into experimental and control conditions.
  • Dyadic peer observation to analyze collaborative learning.
  • Use of standardized assessments and discourse analysis to measure learning and engagement.

4. Type of Data Collected

Quantitative Data:

  • Pre-test and post-test scores to assess learning gains.
  • Frequency counts of engagement behaviors (e.g., number of explanations given, questions asked).

Qualitative Data:

  • Verbal Data: Transcripts of peer discussions while watching the videos.
  • Nonverbal Data: Observations of student interactions and engagement.
  • Behavioral Data: Categorization of learning engagement (Interactive, Constructive, Active, Passive).

5. Keywords

  1. Dialogue-Based Learning
  2. ICAP Framework
  3. Peer Interaction

6. Sampling Method

Experimental, Non-Probability Sampling:

The study used convenience sampling, selecting college students who voluntarily participated.

Selection Criteria:

  • Participants were assigned randomly to either the dialogue or monologue video condition.
  • Dyads were created to analyze peer-to-peer interactions.
  • Balanced representation of male and female participants in both groups.

7. Source Type

Primary Source:
This article presents data from previous research, including data collection, experimental results, and qualitative analysis of peer interactions in video-based learning.

8. Summary of the Study

Chi, Kang, and Yaghmourian (2017) explore why dialogue-based instructional videos lead to greater learning gains compared to monologue-style lecture videos. The study applies the ICAP framework, which theorizes that higher engagement levels (Interactive & Constructive) lead to deeper learning.

Key Findings:

  1. Greater Learning Gains with Dialogue Videos
    • Students in the dialogue-video group outperformed those in the monologue-video group on post-tests.
  2. More Interactive and Constructive Engagement
    • Dialogue-video observers engaged in more discussions, asked more questions, and gave more explanations than those watching monologue videos.
  3. Role of Peer-to-Peer Interactions
    • Watching dialogue videos triggered collaborative discussions, helping students co-construct knowledge through explanation and elaboration.
  4. Tutee’s Presence as a Catalyst for Learning
    • The presence of a “tutee” in dialogue videos encouraged students to justify their reasoning, leading to deeper cognitive processing.

Implications for Education:

  • Dialogue-based instructional videos should be integrated into online learning, flipped classrooms, and educational technology tools.
  • Encouraging peer discussions while learning from videos can enhance comprehension and engagement.
  • Interactive learning strategies based on the ICAP model can help maximize student engagement and retention.

Critical Analysis

Strengths:

Innovative Approach – Provides empirical evidence for ICAP framework effectiveness in video-based instruction.
Triangulated Data Collection – Uses quantitative (test scores) and qualitative (transcripts, observations) data for robust analysis.
Practical Applications – Findings support interactive video learning, relevant to online education and instructional design.

Weaknesses:

Limited Generalizability – Study focuses only on college students, making it unclear if results apply to younger learners.
Short-Term Study – The study does not measure long-term retention of learning.
No Control for Prior Knowledge – Individual differences in student background knowledge were not accounted for.

Conclusion

This study effectively demonstrates that dialogue-based instructional videos enhance student engagement and learning outcomes compared to monologue-style lecture videos. By applying the ICAP framework, the research highlights the importance of interactive and constructive learning behaviors.

Key Takeaways:

  • Dialogue videos encourage deeper cognitive processing by promoting peer discussions and justification of reasoning.
  • The presence of a tutee (learner) in videos enhances engagement, making observers more likely to explain and collaborate.
  • Educators should prioritize dialogue-based instructional videos for improving student learning in online and blended settings.

Future Research Directions:

  • Investigate how dialogue-based videos impact different age groups and subject areas.
  • Explore long-term retention effects of interactive video learning.
  • Compare dialogue-video learning with live peer discussions or tutoring settings.

This study provides valuable insights for educators, instructional designers, and researchers, emphasizing the importance of engagement-driven learning through video-based instruction.