![]() ![]() To investigate whether species-specific differences in sequence can account for the observed differences in function, we compared sequences of the Pro-Ala rich region in cMyBP-C isoforms from different species. Recombinant proteins that contain various combinations of the N-terminal domains of cMyBP-C can activate actomyosin interactions in the absence of Ca 2+, but the specific sequences required for these effects differ between species the Pro-Ala region has been implicated in human cMyBP-C whereas the C1 and M-domains appear important in mouse cMyBP-C. The regulatory functions of cMyBP-C have been attributed to the N-terminus of the protein, which is composed of tandem immunoglobulin (Ig)-like domains (C0, C1, and C2), a region rich in proline and alanine residues (the Pro-Ala rich region) that links C0 and C1, and a unique sequence referred to as the MyBP-C motif, or M-domain, that links C1 and C2. ![]() Implications drawn from the findings of these two studies are discussed related to: (1) educational game design strategies to effectively facilitate complex problem-solving skill development and (2) stealth or embedded assessment of progress in complex problem solving during digital game-based learning.Cardiac myosin binding protein-C (cMyBP-C) is an accessory protein found in the A-bands of vertebrate sarcomeres and mutations in the cMyBP-C gene are a leading cause of familial hypertrophic cardiomyopathy. The findings of the follow-up study show that when scaffolded by dynamic modeling, students made significant improvement in their complex problem-solving outcomes. The findings of the first study point to the importance of supporting cognitive regulation of students for successful complex problem- solving skill acquisition in digital game-based learning. The article discusses the nature of complex and ill-structured problem solving and, accordingly, how the game-based learning environment can facilitate complex problem-solving skill acquisition. We conclude with research suggestions for the use of HIMATT and for its further development.įollowing a design-based research framework, this article reports two empirical studies with an educational MMOG, called McLarin’s Adventures, on facilitating 9th-grade students’ complex problem-solving skill acquisi- tion in interdisciplinary STEM education. Additionally, we present two studies on the quality and usability of HIMATT. In this paper, we describe the functions of HIMATT and demonstrate several applications for its use. ![]() HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance. In the last 2 years, an international team of researchers has developed and validated an integrated set of assessment tools called highly integrated model assessment technology and tools (HIMATT) which addresses this deficiency. However, there has been little progress in the area of practical measurement and assessment, due in part to the lack of automated tools that are appropriate for assessing the acquisition and development of complex cognitive skills. Effective and efficient measurement of the development of skill and knowledge, especially in domains of human activity that involve complex and challenging problems, is important with regard to workplace and academic performance. ![]()
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