Content Acquisition Research Articles

Mismatches between 3D Content Acquisition and Perception Cause More Visually Induced Motion Sickness

Abstract The sensory rearrangement theory announced that a mismatch between the current visual inputs and the visual exposure history might trigger or aggravate the visually induced motion sickness (VIMS). However, this has not been explicitly investigated through perception experiments. This study investigates the effect of mismatches between 3D content acquisition and perception on VIMS. Two types of mismatches between the camera field of view and the eye field of view were compared with the match type, and the mismatch types are the conditions that configured the camera field of view to be larger or smaller than the eye field of view. A perception experiment was executed with 21 participants, and the subjective SSQ, five-scale VIMS level rating, and objective postural instability were adopted as the evaluation metrics. The mismatches were found to have a significant effect (p < 0.05) on the VIMS symptom based on the results of subjective VIMS level rating and objective postural instability evaluations. Mismatches between 3D content acquisition and perception cause more VIMS. This knowledge highlights the importance of perfect configuration matches in 3D content acquisition, display, and perception for eliminating the potential VIMS aggravation effect.

Screening the characteristic hyperspectral wavelength variables of peanut leaves based on coupled algorithms to predict SPAD value in peanut

ABSTRACT The accurate acquisition and prediction of the chlorophyll content in peanuts can provide reference for scientifically sound planting and management of peanut crops. In this study, peanut canopy leaves analysed during the flowering and pegging period were taken as the research object, and the spectral data collected by a portable hyperspectral spectrometer were used as the data source to study the inversion model of peanut leaf soil and plant analyser development (SPAD). To address the issues of randomness, the need for multiple iterations, and strong subjectivity in threshold selection in the initial variable set of the random frog (RF) algorithm, an improved RF algorithm was developed based on the sparse group lasso tool. By analysing and comparing the results of variable extraction of the improved RF algorithm and six characteristic wavelength screening algorithms, three algorithms were selected for pairwise coupling. These six algorithms were the correlation coefficient method (CC), successive projections algorithm, iteratively retains informative variables (IRIV), uninformative variable elimination (UVE), competitive adaptive reweighed sampling, and a genetic algorithm. The results show that: (1) the results of CC, UVE, and IRIV algorithms are better in a single algorithm experiment; and (2) in the coupled algorithms experiment, CC-UVE, CC-IRIV, and UVE-IRIV methods can effectively reduce dimensions, and the model has a certain level of stability. Among them, the UVE-IRIV-Extreme gradient boosting model had the highest accuracy, R 2 = 0.652, RMSE = 1.867, and the variable compression rate was as high as 97.84%. The research results can provide a theoretical basis for rapid and accurate monitoring of the SPAD values of peanut leaves.

Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education

ABSTRACT Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability to critically and autonomously judge the quality of one’s own work and that of others, is essential but challenging. The purpose of this study was to design and assess an online educational experience for Galenic Pharmacy students (N = 339) during the 2021–2022 academic year of the Degree of Pharmacy. Beyond content acquisition, the primary goal was to foster evaluative judgement as a pivotal component of the ‘learning to learn’ competence. A complex task with iterative deliverables was proposed, using peer assessment as the central tool for the development of evaluative judgement. Students were required to give presentations on methods of administering medicines and had iterative deliverables. They underwent multiple rounds of peer feedback. The task as well as peer assessment process were compulsory for all the students. The participating students voluntarily answered an ad hoc online questionnaire in relation to their perception of the overall experience of peer assessment. The outcomes showcased the positive impacts of peer assessment based on the roles of assessor and assessed. An improvement in feedback quality was observed from one iteration to another, and an enhancement of critical judgement was evident. Enhancing assessment literacy might be essential for both educators and students. For educators, this would allow them to set criteria more aligned with competencies, whereas students might place higher value on these practices and actively engage with the learning process. Such engagement is crucial for promoting lifelong autonomous and self-regulated learning.

Reliable broadcasting-based content acquisition for named data MANETs

Abstract Traditional IP-based unicast routing cannot utilize the inherent broadcast property of wireless network, and unicast path can be broken down frequently due to node mobility. Based on the nature of named data networking (NDN) which faces “content” rather than “host”, broadcast mode can be applied for content delivery in named data mobile ad hoc networks (ND-MANETs). However, since there are no acknowledgment and retransmission mechanisms in the broadcast mode of IEEE 802.11 protocol, it would cause the problem of transmission unreliability. Moreover, if all forwarding nodes transmit packet concurrently, it can easily lead to collision and redundancy. This paper presents a reliable broadcasting-based content acquisition scheme for highly dynamic ND-MANETs, which makes full use of the inherent broadcast nature of wireless network, and solves the unreliability, collision, and redundancy problems. We define Transmission Reliability Degree ($TRD$) for broadcast mode, and estimate its value through Markov model. A content-oriented and $TRD$ of sending node-based resend algorithm is proposed to improve reliability of broadcast transmission. An area divided and $TRD$ of receiving node-based reforwarding algorithm is proposed to reduce collision and redundancy. Simulation results demonstrate the effectiveness and efficiency of the proposed mechanism.

Quantification of soil water content by machine learning using enhanced high-resolution ERT

The accurate acquisition of soil water content is a fundamental cornerstone of research into hydrological processes and agricultural engineering. Electrical Resistivity Tomography (ERT) has been validated for hydrological studies and soil monitoring. The establishment of a quantitative relationship between ERT resistivity data and soil water content is usually based on rock physics models. However, the applicability of such models in complex environments and the acquisition of the relevant parameters pose a certain challenge. In addition, the spatial resolution of ERT limits its application in soil moisture assessment. Therefore, a machine learning-based approach is proposed in this study to determine the quantitative relationship between resistivity and soil water content. We investigate the integration of three machine learning models (KNN, RF, XGBOOST) with ERT to predict the water content of clay soils. The results show that the RF model achieves an R2 of 0.92 with an RMSE of 0.41. To improve the ERT resolution, a new data collection method (MRU) is introduced in this study by increasing the density of ERT data collection. A comparative analysis is conducted between traditional ERT data collection methods and the MRU approach in terms of soil water content prediction accuracy. The results show that the MRU method of data collection improves the accuracy of soil water content prediction by an average of 57% compared to traditional methods. This study confirms the feasibility of using machine learning models to establish mappings between resistance and water content and shows that the MRU data collection method for ERT effectively improves the accuracy of predicting soil water content. These results provide a new perspective for hydrological process research and agricultural monitoring technology.

Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education

Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student’s future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® (Version: 2019101500) surveys. No differences in performance were found for low-cognitive-level questions. However, SCAL significantly improved performance on higher-cognitive-level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system at Universidad Complutense, which measures teaching quality primarily in terms of student satisfaction, tends to penalize efforts to innovate. Many students are attracted to passive learning techniques because they provide a clear and structured path to success. This approach, which focuses on memorizing information for exams, provides a sense of security. Teachers need to have a strong belief in the effectiveness of SCAL methods to persist in their implementation.

From Clicks to Calm: Investigating the Link Between Mindfulness and Digital Hoarding Behavior Among Chinese Youth.

Digital hoarding refers to the continuous acquisition of digital content and the difficulty in disposing of it. This behavior is increasingly common among today's youth. This study aims to explore the impact of mindfulness on digital hoarding behavior, investigating self-control as a mediator and upward social comparison via social media as a moderator. A total of 956 young individuals participated in this cross-sectional study. The research instruments used included the Mindfulness Measure, the Self-Control Scale, the Social Comparison Scale, and the Digital Hoarding Behavior Questionnaire. Data analysis included descriptive statistics and correlation analysis. For more complex analyses, we examined the mediating role of self-control and the moderating effects of upward social comparison via social media in the relationship between mindfulness and digital hoarding behavior. 1) Mindfulness significantly negatively predicted digital hoarding. 2) Self-control mediated the relationship between mindfulness and digital hoarding. 3) Upward social comparison via social media moderated the relationship between mindfulness and self-control, specifically the first segment of the mediation pathway. This research is pioneering in exploring mindfulness as a protective factor against digital hoarding, offering fresh insights into this nascent field. The findings also suggest prevention and intervention strategies for digital information management disorder in young people.

Creating educational podcasts as an expository methodology for active learning and its relationship with satisfaction: A comparative study with live oral presentations

ABSTRACT The educational podcast is a didactic resource requiring specific planning to create a digital audio file with educational content. These podcasts promote meaningful learning and stimulate cognitive skills. This study aimed to analyze the effectiveness of educational podcasts in increasing students’ satisfaction and performance in content acquisition compared to live oral presentations. An experimental methodology was used, involving 148 students from the University of Zaragoza (2022-2023). Students were divided into two groups: one used podcasts, and the others gave live oral presentations. They assessed both types of presentations using an evaluation rubric and collaborated on content development. Data on academic performance, satisfaction, ratings, gender, age, and admission cut-off marks were collected for statistical analysis. Both groups reported high satisfaction, with in-class presentations deemed slightly more appropriate. Exam performance was similar across groups. Collaborative, student-centered learning increased satisfaction, but intra-group conflicts prevented clear distinctions between the methodologies.

LESCA: Scaffolding and its impact on the higher cognitive levels and emotions of the student

Teaching technical content in science and engineering requires the development of high-level competencies such as analytical and critical thinking skills, and is perceived by students as a difficult subject to understand. One way to help students learn this type of content is through the use of scaffolding, which dynamically regulates and adjusts learning according to the student’s needs. Although the use of scaffolding has already been applied in different educational contexts, so far there are no studies analysing its impact on students’ emotions and perception. In this paper we propose the LESCA system, which performs adaptive content feedback through scaffolding. The main hypothesis of this article is that the use of this tool together with teacher scaffolding improves the acquisition of content at higher cognitive levels and improves the student’s emotional state during learning. An experience has been carried out with 36 students of Industrial Electronics and Robotics Associate Degree with a pre-post design, where one group of students did not use the tool and another one did. The findings indicate that knowledge acquisition at the higher levels of Bloom’s taxonomy improved after the use of technological scaffolding and that this acquisition improved significantly when incorporating teacher scaffolding. On the other hand, students who performed the tasks with the system experienced significantly less anxiety and despair than students who did not use it. In addition, it has been found that students perceive teacher scaffolding to be significantly more useful than technological scaffolding.

Study on the variation characteristics and influencing factors of stem water content of Acer truncatum during the overwintering period.

Stem water content serves as a pivotal parameter that reflects the plant vitality and maintains their internal water balance. Given the insufficient comprehension regarding the stem water content characteristics and its influencing factors during different stages of the overwintering period, the study focused on Acer truncatum Bunge and developed an Internet of Things (IoT)-based ecological information monitoring system. The system incorporated a proprietary stem water content sensor, allowing non-invasive, in-situ and real time acquisition of stem water content while monitoring diverse environmental parameters. We conducted a detailed elucidation of stem water content variation characteristics and their responses to diverse environmental factors. The results showed: (1) During the overwintering period, stem water content exhibited diurnal variations characterized by " daytime ascent and nighttime descent" across the three stages, exhibiting differences in the moment when the stem water content reaches extremal values and daily fluctuations ranges. Stem water content exhibited minimal fluctuations during deciduous and bud-breaking stages but experienced significant freezing-thawing alternations during the dormant stage, leading to an increased daily fluctuation range. (2) The Pearson correlation coefficients between environmental parameters and stem water content varied dynamically across stages. Path analysis revealed that during the deciduous stage, stem temperature and saturation vapor pressure deficit were dominant factors influencing stem water content; during dormant stage, air temperature and saturation vapor pressure deficit directly impacted stem water content; during the bud-breaking stage, the primary parameters affecting stem water content were saturation vapor pressure deficit and stem temperature. The study provides valuable insights into unveiling the water transport patterns within tree stems tissue and their environmental adaptation mechanisms during the overwintering period, aiding in the scientific development of winter management strategies to protect trees from severe cold and freezing damage, while fostering healthy growth in the subsequent year.

Rapid and High-Performance Analysis of Total Nitrogen in Coco-Peat Substrate by Coupling Laser-Induced Breakdown Spectroscopy with Multi-Chemometrics

Nitrogen is an important nutrient element for crop growth. Rapid and accurate acquisition of nitrogen content in cultivation substrate is the key to precise fertilization. In this study, laser-induced breakdown spectroscopy (LIBS) was used to detect the total nitrogen (TN) of coco-peat substrate. A LIBS spectrum acquisition system was established to collect the spectral line signal of samples with wavelengths ranging from 200 nm to 860 nm. Synergy interval partial least squares (Si-PLS) algorithm and elimination of uninformative variables (UVE) algorithm were used to select the spectral data of TN characteristic lines in coco-peat substrate. Univariate calibration curve and partial least squares regression (PLSR) were used to build mathematical models for the relationship between the spectral data of univariate characteristic spectral lines, full variables and screened multi-variable characteristic spectral lines of samples and reference measurement values of TN. By comparing the detection performance of calibration curves and multivariate spectral prediction models, it was concluded that UVE was used to simplify the number of spectral input variables for the model and PLSR was applied to construct the simplest multivariate model for the measurement of TN in the substrate samples. The model provided the best measurement performance, with the calibration set determination coefficient () and calibration set root mean square error (RMSEC) values of 0.9944 and 0.0382%, respectively; the prediction set determination coefficient () and prediction set root mean square error (RMSEP) had values of 0.9902 and 0.0513%, respectively. These results indicated that the combination of UVE and PLSR could make full use of the variable information related to TN detection in the LIBS spectrum and realize the rapid and high-performance measurement of TN in coco-peat substrate. It would provide a reference for the rapid and quantitative assessment of nutrient elements in other substrate and soil.

Engaging Global Health Pedagogy: The Story Behind an Transborder online problem-based learning course between Canadian and Haitian Occupational Therapy Students

International and intercultural educational partnerships facilitate exporting a curriculum or course from a home university situated in a developed country (North) to a host university situated in a low-income country (South). Decolonization of health pedagogy principles were applied throughout a synchronous virtual cross-border intercultural course by videoconference (SVCIV) was carried out. The aim of this study was to determine the feasibility and to identify facilitators and barriers to conducting a SVCIV involving students in Quebec and in Haiti. Five Quebec students and five Haitian students, all volunteers, took part in a 3-weeks course using problem-based learning (PBL) methods. A thematic analysis of data drawn from a 120-minute recorded focus group discussion held one week after the SVCIV reveals the feasibility issues regarding implementing an international cross-cultural North-South educational collaborative project. In order to successfully replicate such a project, the criteria deemed important relate to: 1) the attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies. In addition to the acquisition of course content not readily available in Haiti, the social interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy and contribute greatly to strengthening the students’ professional identity.

Rubric for E-portfolio Assessment: Define the Standard Criteria

An e-portfolio is an e-learning tool that also can be utilized as an assessment tool. As it supports student-centered learning in the process, it has the possibility to gain the students' skills and acquisition of the subject matter which will be very useful for their future careers. This study aims to design a rubric that makes a standard for students' guidance in learning to assess themselves as part of an e-portfolio application in the classroom and to simplify the lecturers' work in assessing the students' assignments. The rubric designed in this study was arranged based on Rico’s theory of four aspects of a rubric to assess e-portfolios. The element criteria of the rubrics are competence development, content acquisition, learning process reflection, and e-portfolio display. Meanwhile, the levels of functioning are advanced, moderate, and poor. It is an analytic rubric without a numbered scoring scale, yet the lecturers are free to set the level of measurement range to the level of functioning. After the rubric was completed, it was validated by two assessment validators and got the criteria of very valid. After being validated, the rubric was ready to be tested in the experimental group which will be discussed further in the other publication.

Self-Regulation of Student Learning in a STEAM Project

Self-regulated learning refers to the learner’s ability to regulate his or her behaviour, focusing on the acquisition of academic content, skill, or task. This concept includes aspects related to cognitive and emotional self-regulation. According to research studies, the aspect of STEAM education is a crucial determinant of academic success. Thus, in this type of education, attitudes towards science are also important, considering different aspects such as enjoyment, interest, usefulness, and self-efficacy and factors like age, educational stage, gender, family context, and self-concept. This study aims to analyse how Primary School students, who participated in a STEAM project, perceive their own learning process in aspects related to metacognition and self-efficacy, as well as their interest and enjoyment during the activities; furthermore, how the connections between these aspects are. In this project, 109 students between 9 and 11 years old from two different schools participated, using a questionnaire validated by experts. The results show that students show a high appreciation for STEAM work through this type of project as it enables problem-solving and critical thinking associated with the development of satisfaction and positive self-concept in doing it. These distinct aspects show significant correlations between them favoured by the designed STEAM project.

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

AbstractThis study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.

University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis

Although ChatGPT, a state-of-the-art, large language model, seems to be a disruptive technology in higher education, it is unclear to what extent students rely on this tool for completing different tasks. To address this gap, we asked university students (N = 490) recruited via CloudResearch to rate the extent to which they rely on ChatGPT for completing 13 tasks identified in a previous pilot study. Five distinct profiles emerged: ‘Versatile low reliers’ (38.2%) were characterised by low overall self-reported reliance across the tasks, while ‘all-rounders’ (10.4%) had high overall self-reported reliance. The ‘knowledge seekers’ (16.5%) scored particularly high on tasks such as content acquisition, information retrieval and summarising of texts, while the ‘proactive learners’ (11.8%) on tasks such as obtaining feedback, planning and quizzing. Finally, the ‘assignment delegators’ (23.1%) relied on ChatGPT for drafting assignments, writing homework and having ChatGPT write their assignment for them. The findings provide a nuanced understanding of how students rely on ChatGPT for learning.

Rice leaf chlorophyll content estimation with different crop coverages based on Sentinel-2

Chlorophyll content is an important index for evaluating the health and productivity of crops, and environmental stress on them. The real-time, rapid, and accurate acquisition of chlorophyll content plays a key role in crop growth monitoring. Remote sensing can quickly obtain chlorophyll content in regional and global scale, but how to eliminate the interference of soil background in estimation is a major challenge. The statistical analysis method based on empirical/semi-empirical model is simpler, faster and easier to implement than that based on radiative transfer mechanism model. The statistical analysis method can eliminate the influence of environmental background by looking for a Vegetation index (VI) that is sensitive to the chlorophyll content but not to soil background to a certain extent. However, the accuracy of this method is low in fields with different degrees of crop coverage. Additionally, the special soil background characteristics of rice fields make the method a doubtful tool to estimate the Chlorophyll content in rice coverage. To improve the accuracy of the rice leaf chlorophyll content (LCC) estimation model, we here propose a new model based on crop coverage. We analyzed remote sensing images of the Sentinel-2 over rice-planting areas of Qian Gorlos County in Jilin Province of China. We divided the study area into three regions based on high-, medium-, and low-rice canopy coverage. Rice LCC in each region was estimated by identifying remote sensing vegetation indices that are sensitive to chlorophyll in different rice canopy coverages. Compared to the estimated results without considering the crop coverage, our model achieves a higher accuracy. In addition, we applied the model in the region of Northeast China in 2023 to verify its strong generalisability and robustness. Our study provides a reference for rapidly and non-destructively obtaining rice LCC based on Sentinel-2 images. However, the applicability of our model to other crops will be verified in the future.

Christian Religious Education Teachers’ Perception on the use of Valuing Methods for Learner Value Acquisition in National Secondary Schools in Kenya

There are rising cases of disrespect in Kenyan society amid efforts by Christian Religious Education (CRE) in secondary schools to make the learner appreciate and respect their own, and other people’s cultural beliefs and practices. The morals of the secondary school graduates enrolled in colleges and society do not reflect the acquisition of values learnt through CRE. Despite the exposure of students to the Christian Religious Education curriculum, cases of disrespect, for instance, drug abuse, abortion, arson in schools, hate speech, religious and ethnic hatred continue being witnessed everywhere. The purpose for this study was to examine the Christian Religious Education teachers’ perception on the use of valuing methods for learner value acquisition in National Secondary Schools in Kenya. The objective of the study was to establish the Christian Religious Education teachers’ perception on the use of valuing methods for learner value acquisition and to find out the challenges they face in the process. The study was based on the Theory of Development of values. The study adopted mixed methods under the convergent parallel design. The target population of the study was 95 national secondary schools in Kenya with a total of 224 CRE teachers. However, 30% of schools and teachers were sampled. The study sample size was 67 CRE teachers. The study employed stratified and simple random sampling to select the schools for study and purposive sampling technique to select CRE teachers to participate in the study. Data was collected through the questionnaire, document analysis, and interview and observation schedules. The validity and reliability of data collection instruments was done through use of experts and piloting respectively. The quantitative data was analyzed using descriptive statistics presented in frequencies and percentages while the qualitative data was analyzed in thematic coding. The study revealed that CRE teachers are conscious of certain values that the CRE content is to facilitate to learners and are aware that particular content may not only transmit a single value depending on how it is facilitated they are however not keen on being specific on relating particular content to particular values. The main reasons perceived by the teachers to this non-use was noted as overcrowded curriculum, insufficient in-service training and the seeming neglect of the affective domain in teaching and examinations. Much as majority of the teachers do not use valuing methods, they however perceive them as having positive characteristics that can enrich content acquisition by learners. Study recommends that the syllabus be explicit in mentioning particular values in relation to particular teaching content. On this note the study recommends that KICD should work very closely with CRE subject specialists to ensure that the affective domain in the teaching of CRE is given adequate guidance.

The Teachability of Global Citizenship to Children through Empirical Environmental Education: Reflections from a Horticultural Project in a Spanish School

In a context defined by the internationalisation of educational policies and the supranational nature of school programmes, we highlight the desirability of promoting local strategies for teaching environmental sustainability in order to contribute to the formation of global citizenship in children. Based on the experience of a horticultural curricular project in a school in northern Spain, the aim of this article is to reflect on the need for socio-educational communities to transform the objectives of environmental education into tools with which children can co-responsibly build connections to modify or enrich their everyday concepts of caring for the planet. To do this, semiotic analysis of different official school documents is used as a key methodology. Our findings invite consideration of the fact that pedagogies designed to train children in global citizenship competencies should not be limited to the classroom or to reproducing the proposals of institutional documents. Rather, they should be based on the prior knowledge and experiences of all members of the community, above all, of the children. From this perspective, the promotion of empirical learning situations is essential for the acquisition of meaningful and appropriate environmental contents, in the sense that they allow children, as future global citizens, to recognise the ethical repercussions of their own actions and decisions.

Online teaching of radiation protection to health professionals: Lessons learned

The study examines the online teaching of radiation protection to health professionals. Training in Radiological Protection is considered a basic requirement for radiology professionals and students in Health Sciences. Over the past 22 years, various educational materials, including videos and teaching resources, have been produced following the Guidelines on education and training in radiological protection for medical exposures of the European Commission. These materials have been utilized in various online learning modalities. The objective of this work is to assess the impact of this study on student training. To achieve this, different data collection processes have been carried out, according to the period, and have been analyzed. The results of this training have been analyzed through diverse methods, demonstrating adequate acquisition of basic theoretical contents and a positive acceptance of this methodology by the 6,518 students examined. However, the need to create original specialized materials and resources, the increase in the teacher's workload, and the lack of institutional recognition of the teacher's effort limit its development. On the other hand, it can also be concluded that the acquisition of practical skills by the student is a weakness of the online learning system that requires the incorporation of the teacher in a face-to-face or traditional manner in the delivery of these specialized practical contents. This study allows for a better utilization of the available tools in the training of students in this subject.