Computer-assisted Learning Program Research Articles

Effects of Game-Based Learning in Caring for Patients with Intercostal Drainage on Knowledge, Practical Skills, and Satisfaction in Nursing Students

Introduction In the 21st century, the pedagogy of teaching and learning has transitioned towards self-directed learning, aiming to motivate learners while enhancing the link between theoretical knowledge, and clinical practice skills. Gamification, known as game-based learning, is increasingly emerging as a strategy to complement simulation-based approaches. Proficiency in caring for patients with intercostal drainage is vital for both life-saving and acute care, highlighting the need for effective teaching, and learning methodologies. Objectives This study aimed to examine the effect of game-based learning on knowledge and skills related to caring for patients undergoing thoracic drainage, and satisfaction with game-based learning in nursing students. Design This research employed a one-group pretest-posttest quasi-experimental design, using cognitive constructivism, and game-based learning as the research framework. Method A total of 108 third-year nursing students voluntarily participated in a one-month game-based computer-assisted learning program titled “Fun Games: Awakening ICD Knowledge.” The research instruments included a knowledge questionnaire (CVI =.99, KR-20 =.70), an objective structured clinical examination (OSCE) (CVI =.99, Inter-rater reliability = 1.0), and a questionnaire on satisfaction with game-based learning (CVI =.99, Cronbach’s alpha coefficient =.90). Data were analyzed using descriptive statistics and Paired t-tests. Results After the game-based learning, knowledge scores (M = 7.01, SD = 1.14) were significantly higher than pre-test scores (M = 5.12, SD = 1.77, t=-10.153, p < .001). All nursing students successfully passed the OSCE examination. Overall satisfaction with game-based learning was at a high level (M = 4.37, SD = 0.62). Recommendation Game-based learning facilitates nursing students in acquiring knowledge and skills related to caring for patients with intercostal drainage, and their satisfaction reflects the need for an enhanced strategic pedagogical approach that aligns with current educational trends. It is recommended to further utilize and develop this learning method as an integrated approach to bridge theoretical knowledge with nursing practice courses.

Impact of online computer assisted learning on education: Experimental evidence from economically vulnerable areas of China

There is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, these have been mostly offline CAL programs that are difficult and costly to implement. An online CAL (OCAL) may be able to bypass many of offline CAL's implementation problems and enhance the remedial tutoring experience. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL's impact. According to the findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.48 standard deviations. This impact is large when compared with offline CAL programs previously evaluated in rural China. We found that OCAL also led to a positive change in the attitudes of students towards English learning and student aspirations for their future education level. We found three possible explanations for OCAL's impact. We believe that online features that enhance the interest-oriented stimulation of the software is the main source of improvement among students. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, which is suitable for policymakers as it indicates high potential for OCAL program expansion.

Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom

This study investigated the influence of practice distribution (i.e. spacing between practice sessions) on successful vocabulary learning by examining two different time distributions, i.e. 1-day spacing (1-DS) vs. 7-day spacing (7-DS) using a freely available computer-assisted language learning programme (Quizlet). The study achieved high ecological validity through a classroom-based study with low proficiency second language (L2) English language learners at an Omani college of technology. The sample consisted of 96 participants in control ( n = 33), 1-DS ( n = 34) and 7-DS ( n = 29) groups. The control group was a test-only group with no explicit practice activities for the target words (34 nouns). Meanwhile, the 1-DS group (one day spacing between each practice session) and 7-DS group (seven day spacing between each practice session) received four 20-minute practice sessions using Quizlet to learn the target words. The participants completed baseline tests, including vocabulary level tests (VLTs), and working memory tests (WMTs), alongside performance tests at three time points (pre-test, immediate post-test, delayed post-test). The results revealed that the two experimental groups (1-DS, 7-DS) both scored significantly and equally higher than the control group at post-test, indicating that the spacing of practice sessions did not mediate learning success through this computer-based vocabulary practice. The technique feature analysis (TFA) model by Nation and Webb was applied to identify the key features of Quizlet activities, which may contribute to its effectiveness for vocabulary learning. The results revealed that the activities met a high percentage of the TFA criteria, which may account for the significant learning gains achieved by both the 1-DS and 7-DS groups.

Computer Assisted Language Learning and Speaking Proficiency of Second Language Learners

This study aimed to determine the speaking proficiency of L2 learners undergoing a computer-assisted language learning program in Southern Christian College in the school year 2015-2016. It specifically aimed to find the weighted study score and speech recognition score of the students in the Job Enabling English Proficiency or DynEd class, to identify their speaking proficiency, and to determine whether their scores in JEEP Start are significantly related to their speaking proficiency.
 Fifty students were identified to participate in the lottery method. Their scores in the JEEP Start were summarized through descriptive statistical tools like percentage, frequency count and mean, and their speaking proficiency was classified and encoded in a spreadsheet. The relationship between their scores and speaking proficiency was determined through regression analysis.
 Results revealed that the majority of the students had excellent WSS, and more than half of them had high speech recognition performance and were competent speakers of English. Further, the study found that speech recognition was a significant predictor of the students’ speaking proficiency. Based on the results, the researcher concluded that CALL is an excellent venue for L2 learners to enhance their speaking proficiency.

A meta-analysis on educational technology in English language teaching

As more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment

In Taiwan, thousands of students from Yuanzhumin (aboriginal) families lag far behind their Han counterparts in academic achievement. When they fall behind, they often have no way to catch up. There is increased interest among both educators and policymakers in helping underperforming students catch up using computer-assisted learning (CAL). The objective of this paper is to examine the impact of an intervention aimed at raising the academic performance of students using an in-home CAL program. According to intention-to-treat estimates, in-home CAL improved the overall math scores of students in the treatment group relative to the control group by 0.08 to 0.20 standard deviations (depending on whether the treatment was for one or two semesters). Furthermore, Average Treatment Effect on the Treated analysis was used for solving the compliance problem in our experiment, showing that in-home CAL raised academic performance by 0.36 standard deviations among compliers. This study thus presents preliminary evidence that an in-home CAL program has the potential to boost the learning outcomes of disadvantaged students.

Student attitudes towards computer-assisted language learning and its effect on their EFL writing

This study aimed to assess the attitudes and perceptions of English-as-a-Foreign-Language (EFL) students towards the use of computer-assisted language learning (CALL) programs and their perceived view on an online writing system that was developed in the present study by means of a questionnaire as well as an asynchronous discussion forum. An online writing system was developed and a sample of 30 EFL learners, studying at Sharif University of Technology in Iran, was assigned to the study. The CALL attitudes of the participants were assessed by a CALL questionnaire, which indicated that Iranian students attached a high value to CALL. Moreover, the comments of the participants that were posted on a discussion forum were analysed with the aid of Henri’s framework (1992), which revealed the presence of certain concepts and themes within the views of learners towards the use of computers in their educational settings.
 
 Keywords: Computer-assisted instruction (CAI), computer-assisted language learning (CALL), EFL writing, student attitudes.

Institutions, implementation, and program effectiveness: Evidence from a randomized evaluation of computer-assisted learning in rural China

There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.

Isolating the 'Tech' from EdTech: Experimental Evidence on Computer Assisted Learning in China

EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the "Tech" in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.

Isolating the “Tech” from Edtech: Experimental Evidence on Computer Assisted Learning in China

EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Isolating the "Tech" from Edtech: Experimental Evidence on Computer Assisted Learning in China

EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the "Tech" in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.

Research into the Effects of an ICALL Program on Teaching Word Classes to Learners of English

This study investigated the effectiveness of an intelligent computer-assisted language learning (ICALL) program on learning word classes to Turkish learners of English. Learning word classes is a common problem for Turkish students, so the main aim of this research is to help students to overcome this problem. Within the scope of this research, an ICALL application with a word class analyzer was developed and used on Foundation English School Students to measure its effects on students’ achievement in the mastery of word classes and also their attitudes toward such an ICALL environment. The study employed a pre-test—post-test control group design. The sample consisted of 38 B1 level students who were divided into experimental and control groups. The t test was used to investigate the differences between the experimental and control groups. Learners’ achievements in the knowledge of word classes were measured. The results showed that the reading activities with this system had positive effects on students’ word classes learning and their attitudes toward the intelligent computer-assisted language learning tool. According to the statistical results obtained from the study, there is a significant difference between the groups in favor of the experimental group.

EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More

The study examined EFL learners’ perceptions, practices and achievement with the online language-learning program Tell Me More (TMM). A questionnaire and semi-structured focus group interview were used for data collection. A sample of 340 EFL learners were surveyed for their perceptions and practices; of them, 10 were further selected for an in-depth semi-structured focus group interview. Data on the learners’ scores at four proficiency levels were analyzed for learners’ achievement. The results indicated that the learners perceived TMM moderately useful and easy to use for learning English. With regard to learners’ practices, they multitasked and sometimes left the program on to count the hours of use. The Pearson’s correlation analysis revealed a positive correlation between learners’ perception of the usefulness and ease of use of TMM. However, there was no correlation between learners’ perceptions and practices. The analysis of learners’ scores indicated an improvement in achievement for learners at the beginner and advanced proficiency levels, while learners at the intermediate and intermediate+ proficiency levels had a drop in their achievement. The findings do not only expand the knowledge base of learners’ perceptions, practices, and achievement with computer-assisted language learning programs but also guide institutions on how to make effective use of educational technologies to improve learning practices and performance.

Modeling CALL programs in EFL Flipped Classrooms to Enhance Achievement and Language Learning Attitude

C omputer software has been widely used for teaching English language in flipped classrooms. The present study supplied a practical example of integrating Computer-Assisted language Learning (CALL) programs in English courses to flip the teaching process. The kind of CALL integration addressed in this study has allowed much more flexibility in delivering instruction to diverse groups of English learners or at best, to implement individualized instruction. Examples of modeling CALL programs in teaching listening, pronunciation, reading, writing, and vocabulary were implemented in this study. Sixty students (30 control group and 30 experimental group) studying at King Marriott Higher Institute for computer participated in this study. The control group studied through the regular non-flipped classroom while the experimental group studied through implementing CALL programs to flip the classroom. Following the Quasi experimental pre-post design the study was conducted during the first semester of the academic year 2016-2017. The results of the study showed that CALL programs in flipped classrooms have improved the students' language learning attitude and averaged examination scores to a statistically significant extent.

More is not always better: evidence from a randomised experiment of computer-assisted learning in rural minority schools in Qinghai

ABSTRACTThe education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. Drawing on data from two randomised controlled trials involving two cohorts of grade 3 students in poor rural minority schools in China’s Qinghai province, this paper explores the effects of computer-assisted learning (CAL) on student academic and non-academic outcomes for underserved student populations, and how interactions between the CAL programme and existing classroom resources affect the programme effectiveness. Results show that CAL could have significant beneficial effects on both student academic and non-academic outcomes. However, when the scope of the programme expanded to include a second subject (in this case, math – which was added on top of the Mandarin subject matter that was the focus of the first phase of the programme), some schools had to use regular school hours for CAL sessions. As a result, the phase II programme did not generate any (statistically) significant improvement over the first phase.

The Effects of Computerized Instructional Program on Saudi High School Students' Academic Achievement in English

This study aims to investigate the effect of computer-assisted language learning program on Saudi high school students’ academic achievement in English. The researcher prepared the computerized program used. The sample of the study consists of 100 students randomly selected from Al-Riyadh Directorate of Education and were assigned to experimental and control groups. An achievement test was used to collect data from the students who participated in this research. The findings of the study indicate the use of Computer-Assisted English Language Learning (CALL) has a positive effect on the experimental group students' achievement. This technology-driven method fosters their educational performance and achievements and somehow enhances their respective attitudes towards the interactive instructional process. It is deemed a stimulus, not an impediment, functioning to pave way to create a better quality interactive atmosphere. It, thus, fosters the students' immersion in the academic materials presented at the classroom, a bid in the right direction to achieve an integrated instructional process.

Introducing CALP (Computer assisted learning program) in Oral Medicine

This article was migrated. The article was not marked as recommended. Purpose Theoretical concepts are taught to the students in classroom teaching but diagnosing and managing patients in clinical practice requires application of that knowledge as well as critical thinking ability. Final year dental students are often confused by the variation in the clinical presentation and co-relation of theoretical descriptions of white lesions of oral mucosa. Additionally some white lesions described in the text book may not be seen in short clinical postings. Considering the need, case based Computer Assisted Learning Program (CALP) was developed for better Knowledge, diagnosis and treatment planning of White Keratotic Lesions (WKL). Materials and method Fifty final year dental students were introduced to CALP. The evaluation of CALP was planned after completion of tutorial on WKL of oral mucosa. Tutorials were followed by two days of self reading of the topic covered in class. Students had to appear for multiple choice questions test (recall and application type) with fourty five items, based on WKL before CALP session. The CALP session was immediately conducted and fifty students included in the study were allowed to operate CALP separately in Digital library. CALP was designed to show a clinical picture of WKL which is supplemented with all details required of case to arrive at a diagnosis. Post test incorporated into CALP had the same MCQs that were asked in the pre test. Score of post test were displayed on the screen only after attempting all questions. CALP was designed to give correct answers with explanations along with appropriate treatment plan of given case, after the MCQ test. Feedback of students was noted through discussion which was a combination of their reflection about self reading and experience of CALP. The questionnaire about CALP experience was a combination of open and closed ended questions about CALP. The scores of pre and post CALP tests were compared. Result Computerized case based diagnosis and management program was well perceived by the students. There was significant improvement in student's knowledge in decision making skills after using the program. Program was experienced as, informative, innovative, enjoyable, and useful. Students also shared that they valued the opportunity to interact with the teachers and realized the importance of self directed learning. They felt benefitted in terms of better memory, recall, more efficient studying practice and better organization of thoughts due to case based learning. However, the students expressed that few more topics should have been taught through CALP. During this project we learn that students do accept innovative ideas by teachers. Adjunct teaching tools so can be used to enhance student's interest in the learning. Conclusion Computerized case based diagnosis and management program was well perceived by the students. There was significant improvement in student's knowledge in decision making skills after using the program. It can thus be envisaged as an adjunct to conventional teaching methods to improve students' confidence and performance in clinical practice.

The Effects of Computerized Instructional Program on Saudi High School Students' Academic Achievement in English

This study aims to investigate the effect of computer-assisted language learning program on Saudi high school students’ academic achievement in English. The researcher prepared the computerized program used. The sample of the study consists of 100 students randomly selected from Al-Riyadh Directorate of Education and were assigned to experimental and control groups. An achievement test was used to collect data from the students who participated in this research. The findings of the study indicate the use of Computer-Assisted English Language Learning (CALL) has a positive effect on the experimental group students' achievement. This technology-driven method fosters their educational performance and achievements and somehow enhances their respective attitudes towards the interactive instructional process. It is deemed a stimulus, not an impediment, functioning to pave way to create a better quality interactive atmosphere. It, thus, fosters the students' immersion in the academic materials presented at the classroom, a bid in the right direction to achieve an integrated instructional process.

Management of Postoperative Pediatric Patients

OPEN ACCESSOctober 27, 2015Management of Postoperative Pediatric Patients Karen Jerardi, MD, MEd, Katie Meier, MD, Erin Shaughnessy, MD Karen Jerardi, MD, MEd Cincinnati Children's Hospital Medical Center Google Scholar More articles by this author , Katie Meier, MD Cincinnati Children's Hospital Medical Center Google Scholar More articles by this author , Erin Shaughnessy, MD Cincinnati Children's Hospital Medical Center Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.10241 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: According to a 2013 study of career intents, 12% of graduating pediatric residents pursue careers in pediatric hospital medicine, often without additional fellowship training. Increasingly, pediatric hospitalists are asked to help comanage postoperative patients. There is a lack of evidence-based curricula in the management of the postoperative pediatric patient. Recently, the American Academy of Pediatrics Section on Hospital Medicine Surgical Care Subcommittee has identified the need for such curricula as a priority. As a result, the education co-leads for the subcommittee have teamed together with the director of fellowship, resident elective, and advanced practice nurse practitioner education for the Division of Hospital Medicine at Cincinnati Children's to develop this curriculum. Content for this curriculum was chosen based on a needs assessment of recent pediatric residency graduates and practicing pediatric hospitalists, who selected high-yield topics. Methods: The resource was developed by pediatric hospital medicine faculty who focus on the care of the postoperative pediatric patient and includes 11 narrated PowerPoint presentations. Each module contains learning objectives and questions for review. The modules together provide a background of the most common issues that arise in the care of the pediatric postoperative population. The modules can be used as a stand-alone resource or to augment a clinical rotation. Results: The resource has been used for a variety of providers, including pediatric residents, pediatric hospital medicine fellows, faculty, and nurse practitioners. Evaluations from each learner have been collected, and appropriate changes have been made to enhance the curriculum. Outcomes were measured using time spent reviewing the modules, as measured by the learning platform used to store the modules, and self-assessments from the learners. Average time spent accessing the modules was 5.5 hours, with a range of 2-16.5 hours. Learners completed an anonymous evaluation rating the modules and their overall response to the curriculum. Overall, 100% stated that the presentations did “inform your care” of patients, 90% felt the presentations increased their comfort level for caring for surgical patients, and 100% would recommend the curriculum to a colleague. Discussion: There are currently no published curricula addressing topics commonly encountered during the care and co-management of postoperative pediatric patients. This resource was developed by pediatric hospital medicine faculty in response to this vacancy. Educational Objectives At the conclusion of the activity, the participant will: Recognize a typical postoperative course and anticipate complications for pediatric surgical patients.Report increased knowledge and comfort in caring for pediatric surgical patients. ReferencesBaker RC, Klein M, Samaan Z, Lewis K. Effectiveness of an online pediatric primary care curriculum, Acad Pediatr.2010;10(2):131–137. http://dx.doi.org/10.1016/j.acap.2009.12.004Medline, Google ScholarCox ED, Koscik RI, Olson CA, et al. Caring for the underserved: blending service learning and a web-based curriculum, Am J Prev Med.2006;31(4):342–349. http://dx.doi.org/10.1016/j.amepre.2006.06.024Medline, Google ScholarFall LH, Berman NB, Smith S, White CB, Woodhead JC, Olson AL. Multi-institutional development and utilization of a computer-assisted learning program for the pediatric clerkship: the CLIPP project, Acad Med.2005;80(9):847–855. http://dx.doi.org/10.1097/00001888-200509000-00012Medline, Google ScholarFrintner MP, Mulvey HJ, Pletcher BA, Olson LM. Pediatric resident debt and career intentions, Pediatrics.2013;131(2):312–318. http://dx.doi.org/10.1542/peds.2012-0411Medline, Google ScholarRappaport DI, Rosenberg RE, Shaughnessy EE, et al. Pediatric hospitalist comanagement of surgical patients: structural, quality, and financial considerations, J Hosp Med.2014;9(11):737–742. http://dx.doi.org/10.1002/jhm.2266Medline, Google ScholarRauch DA, Percelay JM, Quinonez R, Alverson B, Fisher ES. Pediatric hospital medicine worklife: findings from the American Academy of Pediatrics 2012-13 survey. Presented at: the Annual Meeting of the Society of Hospital Medicine; March 24-27, 2014; Las Vegas, NV.Google ScholarSimon TD, Eilert R, Dickinson LM, Kempe A, Benefield E, Berman D. Pediatric hospitalist comanagement of spinal fusion surgery patients, J Hosp Med.2007;2(1):23–30. http://dx.doi.org/10.1002/jhm.144Medline, Google Scholar Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Postoperative Pediatric Patients Instructor's Guide.docx Venous Thromboembolism.pptx Shunt Malfunction.pptx Posterior Spinal Fusion.pptx Postoperative Anemia.pptx Postoperative Ileus.pptx Postoperative Tachycardia.pptx Postoperative Fever.pptx Syndrome of Inappropriate Anti-Diuretic Hormone Secretion.pptx Postoperative Nutrition.pptx Postoperative Pain.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationJerardi K, Meier K, Shaughnessy E. Management of Postoperative Pediatric Patients. MedEdPORTAL. 2015;11:10241. https://doi.org/10.15766/mep_2374-8265.10241 Copyright & Permissions© 2015 Jerardi et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsPediatricsSurgical ComanagmentHospital Medicine Disclosures None to report. Funding/Support None to report. tabs.loading

Computer technology in education: Evidence from a pooled study of computer assisted learning programs among rural students in China

There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy.