Delivery Of Educational Content Research Articles

Improving the efficiency of resource allocation in educational content delivery networks using the 1C:ESB integration bus

Learning Management Systems (LMS) play a key role in the educational process by providing students with various educational content and instructors with tools to monitor student knowledge and assess progress. However, as the number of students increases, the load on data transmission channels increases, which can lead to a decrease in the quality of learning. To solve this problem, Content Delivery Networks (CDN) are used to speed up the loading of websites and reduce the load on servers. CDN ensure the availability and security of websites and improve their scalability (resistance to smooth load growth) by distributing content across a network of servers around the world, allowing users to access content faster and more efficiently.Integration data exchange bus (Enterprise Service Bus, ESB) can be an effective tool for optimizing CDN content distribution algorithm. It allows integration of different systems and applications, enabling data exchange between them. This is particularly useful in the context of distance learning, which requires fast and reliable delivery of educational content, feedback, learning analytics, etc. Implementing an integration bus of data exchange with LMS-based distance learning system can be a key factor in ensuring an efficient and quality educational process. The article considers the properties and characteristics of the integration bus and justifies the use of the integration bus to optimize the algorithm of CDN content distribution, in particular in LMS.

Implementing an Educational Design Based on Hypermedia to Enhance Creative Imagination Among Fifth-Grade Literary Students

The research delves into the intricate design and effectiveness of hypermedia-based educational systems, emphasizing their pivotal role in enhancing learning processes through spatially induced learning formats and creative tools. Hypermedia, a sophisticated form of computer-based media technology, facilitates non-linear, feature-rich media interfaces that significantly augment educational content delivery. This technology transcends traditional instructional tools by embedding navigational methods tailored to diverse learning tasks and environments, thereby fostering deeper understanding and engagement among learners. In this context, the ADDIE model a structured approach comprising Analysis, Design, Development, Implementation, and Evaluation—is crucial for the systematic development of educational programs. Each phase of ADDIE builds upon the insights gained from the previous, starting with a comprehensive analysis of training needs, followed by the design and development of instructional materials that incorporate effective strategies and media. The implementation phase involves deploying these materials through learning management systems, ensuring accessibility and alignment with educational goals. Finally, the evaluation phase seeks feedback to refine and enhance the learning modules, demonstrating ADDIE’s iterative nature and its focus on continuous improvement. Moreover, the study engages with a broader theoretical and methodological discourse, integrating perspectives from instructional design and creative imagination within the framework of hypermedia technology. This integration supports the construction of a learning environment that not only addresses theoretical knowledge but also stimulates creativity and innovation among students. The effectiveness of these instructional strategies is evidenced through rigorous assessments and evaluations, highlighting the significant impact of hypermedia on student creativity, problem-solving skills, and overall academic performance. This comprehensive approach not only validates the use of hypermedia in educational settings but also outlines potential improvements and future directions for integrating technology in learning processes, thereby contributing to the evolving landscape of educational technology and pedagogy.

REQUIREMENTS TO IMPROVE STUDENTS' SPEAKING SKILLS THROUGH INFORMATION TECHNOLOGY

In this study, we critically examine the challenges and strategies for enhancing students' speaking skills in English as a foreign language, with a focus on the integration of information technology. Recognizing the central role that speaking plays in language acquisition, we identify key obstacles that students face and propose practical, technology-driven solutions to overcome them. We explore the dynamics between students and teachers, the organization of lessons, and the implementation of targeted interventions to improve speaking proficiency. By analyzing the interaction between educational goals, content delivery, and student engagement, we offer a comprehensive framework for optimizing language instruction. This research is particularly relevant in today's rapidly evolving educational landscape, where innovative methodologies are crucial for achieving superior learning outcomes. Our findings provide actionable insights for educators and policymakers seeking to enhance English language education through strategic use of technology and pedagogical best practices.

Effectiveness of spaced education pedagogy in enhancing Nurses' knowledge on emotional resilience-A quasi-experimental trial.

Building resilience among nurses has been postulated as one of the key strategies to support nurses and retain them in the profession. This study aimed to evaluate the effectiveness, of spaced education pedagogy in enhancing Nurses' knowledge on emotional resilience. Secondary objectives include evaluation of the usability and acceptability of delivery of the training via a mobile application in one's own mobile device. A quasi-experimental study with single group pre-test and post-test trial was conducted. Full-time registered nurses working in an acute care hospital were invited to participate from June 2021 to June 2022. The group used the mobile application daily for 1 month. Pre-test measurement includes socio-demographic data and baseline resilience level before the intervention. Post-test measurement includes resilience level, usability and acceptability of mobile-assisted cognitive-behavioral therapy measured upon completion of the training. The mobile application enabled the delivery of resilience educational content in small quantities through a repeating manner, with a concurrent evaluation of learner's understanding. When compared to their baseline (mean = 24.38, SD = 5.50), participants reported significant increase in the Connor-Davison Resilience Scale score (mean = 26.33, SD = 5.57) (t = -4.40, p < 0.001). Upon 1 month usage of the mobile application, a higher percentage of the participants reported intermediate to high level of resilience (57.4%), as compared to prior usage (54.7%). Respondents reported knowledge of most useful strategies for their daily lives including: (i) managing negative emotions (54.1%); (ii) psychoeducation about mental health and the risks of burnout (44.7%); (iii) achieving work and life balance (43.5%); and (iv) depiction of workplace scenarios to demonstrate what can be and cannot be controlled during times of change (43.5%). Participants reported usability of the mobile application with a mean SUS score 70.5 (SD = 13.0), which was considered "acceptable." Overall, 82.3% of the participants found the mobile application appealing, 64.7% reported they were likely to use the mobile application in the future and 72.9% would recommend it to other nurses. The mobile application provided nurses with the availability and convenience to access resilience building learning content integrated with the spaced education pedagogy. The use of mobile-assisted cognitive behavioral training can aid in increasing nurses' resilience level. Nurses provided acceptable usability ratings and satisfactory acceptance of receiving training via the mobile application, showing promising opportunities in the improvement of overall well-being.

Learning Management Systems (LMS) in Higher Education: Enhancing Teaching, Learning, and Administrative Processes

This paper examines the role and impact of Learning Management Systems (LMS) in higher education. As digital platforms designed to facilitate the creation, delivery, and management of educational content, LMS have become integral to modern educational institutions. This study explores the definition and evolution of LMS, their key features and functionalities, and their impact on teaching methodologies, student engagement, and administrative efficiency. The paper also discusses the challenges in LMS implementation, emerging trends such as mobile learning and artificial intelligence integration, and prospects for LMS in shaping the landscape of higher education. Through a comprehensive analysis of current literature and case studies, this research highlights the transformative potential of LMS in enhancing the educational experience for both educators and learners.

УПРОВАДЖЕННЯ СИСТЕМ УПРАВЛІННЯ НАВЧАННЯМ З ФУНКЦІЯМИ ГЕНЕРАТИВНОГО ШТУЧНОГО ІНТЕЛЕКТУ В УМОВАХ ПОСТ-ПАНДЕМІЇ

In recent years, the global education system has undergone a transformative shift, relying increasingly on online tools to prove its resilience in the face of various challenges, including epidemiological events. This paper seeks to introduce a Learning Management System (LMS) designed to elevate the delivery of educational content, fostering the training and development of students' knowledge in a dynamic and adaptive learning environment anchored to the connectivity and synchronization needs of smart urban living. The system proposes the integration of a language generation model equipped with Application Programming Interface (API) access. This choice not only streamlines instructor support but also facilitates the creation of courses using an adapted and coherent language. The system goes beyond traditional LMS functionalities by providing suggestions to enhance and diversify lessons. Emphasizing flexibility and adaptability, the proposed LMS caters to various training levels, being able to accommodate the needs of learners across different domains. To identify the appropriate solution, a comparative analysis was conducted, evaluating various platforms based on functionality, intuitive presentation, and customization options. The selected system emerged as the most favorable, offering a robust framework for the development and delivery of educational content. To demonstrate the system's effectiveness, a curriculum was crafted for a specialized field of study - Artificial Intelligence (AI), with a specific focus on the practical application of Machine Learning algorithms. This curriculum incorporates theoretical and practical application components, complemented by a suite of assessment tools and assignments tailored to the proposed subject. The lessons within this curriculum were constructed by drawing insights from various bibliographical sources. What sets this system up-to-date is its integration of generative AI features directly into the LMS, enriching the teaching-learning-evaluating experience.

Empowering Education

E-learning platforms have evolved to become essential instruments for educational content delivery. However, a significant challenge lies in the development of high-quality educational content, a process often constrained by resource-intensive requirements and the expertise necessary for content creation. This study introduces an innovative system designed to revolutionize content creation and delivery in an educational setting by leveraging the capabilities of Natural Language Processing (NLP) and Large Language Models (LLMs), specifically Generative Pre-Trained Transformers (GPT). Our approach utilizes prompt engineering, a method of tailoring input text to guide the output of these models, thus generating content that is aligned with the specific needs of educators and learners. Empirical evaluation of our system indicates promising results. User feedback reveals a high acceptance rate, with approximately 84% of participants expressing satisfaction. Moreover, 82% of users verified the accuracy of the generated content, and 83% indicated their willingness to integrate this content into their teaching practices. This research also aims to explore further the potential of automated content creation in enhancing networked learning environments. Our focus will be on expanding the applicability of this technology and investigating its impact on the broader educational ecosystem.

Study Notion: Edtech Web Application using MERN Stack

One of the pivotal roles of technology in education lies in its capacity to equalize opportunities among students. Technology serves as a potent instrument for revolutionizing learning, fostering stronger connections between educators and students, reimagining learning methods and teamwork, diminishing persistent disparities in equity and accessibility, and tailoring learning experiences to cater to the requirements of every learner. Study Notion is an innovative online learning web application built using the MERN stack. It is designed to offer a comprehensive educational experience for students and educators alike. It provides a user-friendly interface, allowing seamless navigation through its diverse features, including a well-organized course management system that facilitates the creation and delivery of educational content. Study Notion fosters collaboration among users through its integrated communication tools, such as discussion forums and live chat options. The platform caters to individual learning needs by offering personalized learning paths, adaptive technologies, and tailored recommendations. It ensures a robust assessment and feedback mechanism, allowing for various forms of evaluation and timely student performance tracking. Study Notion seamlessly integrates with various third-party tools and services, enhancing its functionality and enriching the overall learning experience for its users. Key Words: edtech, study notion, MERN stack, collaboration, web application.

Rating Based on YouTube Comments

YouTube is the most used social media platform, and it has been most popular website where users can post the videos. Opinion mining technique is used to know the sentiments expressed in YouTube comments. Focusing on diverse subjects, Naive Bayes is used to classify comments into positive, negative, and neutral sentiments. It uncovers trends in user opinions, identify preferences in teaching styles and content formats, and assess the perceived quality of educational videos. It also guides educators and content creators in optimizing educational content delivery and encourages more effective learning environment. Finally, the paper suggests reasonable approaches to achieve better results. Keywords: Sentiment Analysis, Machine Learning, Naive Bayes.

A consensus-based single valued neutrosophic model for selection of educational vendors under metaverse with extended reality

Selecting the right educational vendors in the Metaverse, particularly those utilizing extended reality (XR), is crucial for creating an engaging and immersive learning environment. Careful vendor selection ensures the delivery of high-quality XR educational content, considering factors such as seamless integration with different XR devices and addressing associated challenges, which can affect the comfort and well-being of learners.This paper proposes a decision-making model to address the complex task of selecting educational vendors within the Metaverse with a focus on extended reality (XR). Recognizing the challenges inherent in such selections, this work presents a consensus-based measurement of alternatives and ranking according to compromise solution (MARCOS) model, incorporating single-valued neutrosophic (SVN) information and SVN Dombi-Archimedean weighted aggregation operators. Attribute weights crucial for decision-making are determined through an optimization tool employing cross-entropy measures with partial weight information. The evaluation encompasses nine criteria, including cost, security, privacy, pedagogical alignment, configuration, maintenance, level of control, output tools, degree of immersion, availability of XR learning contents, and time. Four leading vendors including Victory XR, ARuVR, zSpace, and Varjo Technologies are assessed, with zSpace emerging as the most favorable alternative with the highest overall utility value of 0.6889. The paper further conducts sensitivity analysis and performance comparisons to establish the robustness of the ranking results, providing a comprehensive methodology for educational stakeholders addressing the evolving dynamics of the Metaverse.

The differential needs and expectations from general practitioners in oncology between high-income countries and low- and-middle-income countries: results from a survey of Canadian and Nepali oncologists.

To address the shortage of oncologists in the wake of the rapidly increasing global cancer burden, general practitioners of oncology (GPOs) have been added to cancer care teams worldwide. GPOs are family physicians with additional training in oncology and their roles differ by both country and region. In this study, we aimed to learn about the roles and expectations of GPOs from the perspective of oncologists in Canada and Nepal. A survey was designed and administered to Canadian and Nepali Oncologists between February and November 2022 using Research Electronic Data Capture, a secure web-based software platform hosted at Queen's University in Kingston, Ontario, Canada. Participants were recruited through personal networks/social media in Nepal and the survey was distributed through an email list provided by the Canadian Association of Medical Oncologists. The survey received 48 responses from Canadian and 7 responses from Nepali oncologists. Canadian respondents indicated that in terms of educational content delivery, clinics with oncologists followed by didactic lectures by oncologists were thought to be the most effective, followed by a small group learning and online education. Nepali oncologists also indicated didactic lectures by oncologists and small group learning would be the most effective teaching techniques, followed by online education and clinics with oncologists. Critical knowledge domains and skills most relevant for GPO training identified by Canadian respondents were managing pain and other common symptoms of cancers, as well as treatment of common side effects, followed by goals of care discussion, post-treatment surveillance for recurrence, and the management of long-term complications from treatment. Respondents from Nepal, however, suggested an approach to diagnosis to patient with increased risk of cancer, and cancer staging were the most critical knowledge domains and skills. The majority of oncologists in both countries thought a training program of 6-12 months was optimal. We found many similarities in oncologist's opinions of GPOs between the two countries, however, there were also some notable differences such as the need to provide cancer screening services in Nepal. This highlights the need to tailor GPO training programs based on local context.

Contributing to an inclusive education for neurodivergent students: sharing reflections, practices, and experiences.

It is estimated that one in seven individuals, more than 15% of the population in the UK, are neurodivergent. In recent years, there has been a notable increase in university students disclosing disabilities, specific learning difficulties, or mental health conditions. Despite this, students with disabilities and learning differences often experience lower levels of well-being compared to their peers, and their completion rates are significantly lower. Two years ago, I was tasked with creating a training program for academic staff to enhance their support for neurodivergent students. In this commentary, I share reflections on what I have learned while developing this training, and I outline effective strategies and approaches that can be implemented in the design and delivery of educational content. I advocate a collaborative approach to training development with neurodivergent students and with colleagues with various roles. The commentary draws upon the Universal Design for Learning framework to advocate for an educational environment that is welcoming and accommodating to all learners. It champions strength-based practices, steering clear of the traditional deficit-focused narratives. My goal with this reflection is to prompt educators to reflect on their teaching methodologies, engage in conversations with their students, and to consider substantial pedagogical changes that prioritize inclusivity over reasonable adjustments.

Enabling Sustainable Learning: A Machine Learning Approach for an Eco-friendly Multi-factor Adaptive E-Learning System

Adaptive learning seeks to create personalized learning experiences by considering various cognitive and affective factors. However, conventional adaptive models often fall short in meeting diverse learner needs, relying heavily on single factors like learning style. In response, we present a comprehensive framework that integrates an AI-based adaptive learning model, which not only accounts for multiple factors such as prior performance, leisure interests, and learning style but also aligns with principles of green smart education. Leveraging the k-means clustering algorithm, our approach brings together learners with similar leisure interests. Predicting student performance involves a Gradient Boosting Regressor, with demographic data and past performance contributing to a performance metric. Additionally, our system incorporates sustainability practices, optimizing resource usage in computation and data storage to promote eco-friendliness in education. Artificial neural networks predict individual learning styles, and a decision tree algorithm personalizes educational content delivery to align with preferences. Our objective is twofold: to enhance the overall performance of the proposed model and to champion sustainability in education, fostering a greener and more adaptive learning ecosystem.

The Impact of Visual Media on Enhancing Students' Comprehension of Islamic Religious Education Lessons

Teachers must employ ingenuity in developing multimedia and instructional resources to foster greater student engagement and participation in the learning process. Visual media in Islamic education helps enhance students' comprehension of Islamic concepts. Several challenges must be addressed when using visual media in Islamic education. Several challenges that may arise include restricted access and inadequate facilities, insufficient instructor innovation, poor student comprehension, and inadequate school support. To surmount these challenges, it is imperative to undertake measures such as enhancing accessibility and resources, fostering teacher innovation, deepening student comprehension, and bolstering school support. This research employs quantitative methodology, collecting quantitative data by administering Google Forms to Public High School 4 Tarakan students. Utilizing picture media in Islamic Religious Education subjects has been found to enhance student comprehension, as evidenced by the results of this study. Visual media can enhance comprehension, reinforce retention, and facilitate knowledge acquisition. Image media enhances students' comprehension of Islamic Religious Education topics. Visual stimuli can enhance comprehension, reinforce retention, and cultivate student engagement in the educational endeavour. Teachers are responsible for selecting appropriate instructional methods and media, as failure to do so may result in student ennui throughout the delivery of educational content.

A CONCEPTUAL FRAMEWORK: CULTURAL BASED APPROACH IN COLLABORATIVE ONLINE LEARNING IN PRIMARY SCHOOLS

Collaborative learning has been utilised throughout the years to deliver educational content for various levels of students in schools. Previously, less emphasis was given to the online support mode as the conventional method exists. However, as schools across the globe closed in response to the Covid-19 pandemic, students from various levels experienced a severe disruption to their learning process. Though most schools quickly began offering some online learning, there have been growing concerns about the effects of this unprecedented shift. In addition, such a paradigm shift has also witnessed parents' significant role in ensuring the effective delivery of educational content through online platforms. In such a situation, parents were expected to support the learning process. However, less support from other stakeholders makes it challenging for parents to support their children's learning online. Although various strategies and best practices exist globally, engaging students, parents, teachers, and relevant stakeholders towards collaborative online learning is crucial. Based on relevant previous studies, engagement towards online learning is highly influenced by the user's cultural background in getting successful collaboration among all stakeholders. Thus, the proposed study aims to investigate and propose a conceptual framework for a collaborative online learning model based on a cultural-based approach. It applies a Systematic Literature Review (SLR) based on relevant previous studies. A preliminary study has conducted a comparative review based on strategies and best practices. Initial findings divulge that cultural background influences the teacher-parent engagement towards collaborative online learning provided by the school and relevant authorities. Therefore, findings from the proposed study could improve the quality of learning in primary schools, in line with SDG4 and 4IR.

Large‐Vessel Occlusion Stroke Knowledge and Training for Stroke Severity Assessment Among Emergency Medical Services Personnel in the United States

BACKGROUND Prehospital identification of large‐vessel occlusion (LVO) stroke facilitates the development of a regional triage protocol that could lead to an improvement in intrahospital and interhospital workflows. This requires stroke education of emergency medical services (EMS) personnel to improve stroke recognition, severity assessment, and prenotification. However, the current state of EMS personnel's knowledge of LVO stroke, their training for stroke severity assessment, and their preferences for educational methods are unknown. We conducted a nationwide EMS survey across the United States to glean insights that can inform and customize future EMS educational efforts. METHODS The Society of Vascular and Interventional Neurology, in collaboration with EMS World , created an online questionnaire for EMS personnel. It included 12 multiple‐choice and free‐response questions designed to test participants’ clinical knowledge of LVO, knowledge of stroke center certification levels, prior LVO educational experiences, preferences for educational content delivery, and perspectives on prehospital hurdles to stroke care. All subscribers of EMS World received a survey link via email. RESULTS Of the 38 486 subscribers of EMS World , the survey email was opened by 1830, of whom 1107 completed the survey across all states in the United States, with a response rate of 2.9%. Most of the respondents identified themselves as paramedics/emergency medical technicians (91%). The number of patients with stroke that survey participants transported in the past year was &lt;10 for 618 (56%). Only 285 (26%) participants answered both LVO knowledge questions correctly, and only 128 (12%) respondents correctly identified all types of stroke centers with thrombectomy capability. A total of 362 EMS personnel (33%) denied receiving training to perform LVO severity assessment. Respondents who received training to perform an LVO scale demonstrated nearly twice the prevalence of LVO knowledge (30.6% versus 15.7%; prevalence ratio, 1.94 [95% CI, 1.50–2.53]) than respondents who did not receive training. The top hurdle to prehospital LVO education was identified as the lack of standardized LVO training by 535 (48%) respondents. CONCLUSIONS EMS providers in the United States reported inadequate LVO training and demonstrated gaps in knowledge of LVO, stroke severity scales, and stroke center levels. Systematic efforts to enhance and standardize the educational content and delivery of LVO education are needed.

Visual Novels in Maxillofacial Surgery Education: A Hidden Gem.

Visual novels are vital learning tools that promote student satisfaction and help them acquire the skills and knowledge needed to solve problems. They use interactive narrative designs to create a list of effective teaching strategies to enhance user experience. The practical use of these resources would require orienting learners to online training to improve their understanding of content. Educators must recognize the uniqueness of online learning designs and tools to develop effective strategies to enhance user understanding and improve student-teacher interactions. Visual novels' effectiveness in maxillofacial surgery education should involve assessing the play and diverting attention from lesson content to how effectively students learn. Deduction activities and features in the game should be informative and entertaining and make considerations for short- and long-term objectives like delivering feedback on immediate and appropriate tool use and communication. Visual novels are interactive, allowing users to control story development through specific actions. These interactive narratives are primarily used in academic and industrial contexts covering diverse subjects. These models have become increasingly crucial in maxillofacial surgery, providing technical help and improving surgery's quality and speed. Instructors could develop the games as a course component or integrate them with other course materials because they are easy to access and download. However, some visual novels have failed to incorporate educational content delivery with interactive experiences. This indicates a research gap in interactive narrative designs and the primary content delivery mechanisms. Incorporating these resources into education and practice would reduce reliance on experience alone, reducing surgical errors and mistakes. This review highlights the importance of visual novels in maxillofacial surgery education and emphasizes their educational role.

Recognition of Student Engagement State in a Classroom Environment Using Deep and Efficient Transfer Learning Algorithm

A student’s engagement in a real classroom environment usually varies with respect to time. Moreover, both genders may also engage differently during lecture procession. Previous research measures students’ engagement either from the assessment outcome or by observing their gestures in online or real but controlled classroom environments with limited students. However, most works either manually assess the engagement level in online class environments or use limited features for automatic computation. Moreover, the demographic impact on students’ engagement in the real classroom environment is limited and needs further exploration. This work is intended to compute student engagement in a real but least controlled classroom environment with 45 students. More precisely, the main contributions of this work are twofold. First, we proposed an efficient transfer-learning-based VGG16 model with extended layer, and fine-tuned hyperparameters to compute the students’ engagement level in a real classroom environment. Overall, 90% accuracy and 0.5 N seconds computational time were achieved in terms of computation for engaged and non-engaged students. Subsequently, we incorporated inferential statistics to measure the impact of time while performing 14 experiments. We performed six experiments for gender impact on students’ engagement. Overall, inferential analysis reveals the positive impact of time and gender on students’ engagement levels in a real classroom environment. The comparisons were also performed by various transfer learning algorithms. The proposed work may help to improve the quality of educational content delivery and decision making for educational institutions.

Use of real-time immersive digital training and educational technologies to improve patient safety during the processing of reusable medical devices: Quo Vadis?

Hospital acquired infections stemming from contaminated reusable medical devices are of increasing concern. This issue is exaggerated with the introduction of complex medical devices like endoscopes and robotic instrumentation. Although medical device manufacturers validate their cleaning instructions for use, evidence in the literature demonstrates that effective device processing is not being performed consistently within sterile processing departments in clinical settings. The result is increased risks to patient safety. As a solution to this problem, focused one-on-one training increases compliance to the medical device manufacturer's processing instruction. However, often this is not a practical solution for the volume of healthcare staff responsible for device processing activities. This constitutes the first paper to address the blended use of educational and digital technologies to address these challenges and as a result inform safety and sustainability for the medical device sector. Cognitive learning theory is an evidence-based framework for learning. It supports the use of immersive educational experiences using emerging extended reality technologies (e.g., virtual or augmented reality) to increase learning comprehension. The delivery of educational content via these technologies provides an innovative option for repeatable leaning and training outcomes. The motivation is to decrease patient risk of contaminated reusable medical devices. The proposed approach while primary motivated by safety can also enhance sustainability and efficiency enabled by artificial intelligence and robotic instrumentation.

Effectiveness of multimedia courses in improving self-care among patients with breast cancer undergoing radiotherapy

BackgroundNinety percent of patients receiving radiation therapy experience side effects. Busy schedules and intensive health education programs may lead to incomplete education content delivery and inaccurate patient self-care implementation. This study investigated whether multimedia health education improves the accuracy of patient self-care implementation compared with paper-based education.MethodsFrom March 11, 2020 to February 28, 2021, 110 patients were randomly divided into experimental and control groups, each comprising 55 participants. Paper-based materials were used along with multimedia materials. Radiology self-care awareness questionnaires were administered to both groups before the first treatment and on day 10. The differences in radiology self-care awareness between the two groups was analyzed with inferential statistics, independent t tests, categorical data, and Pearson’s chi-squared test. Differences between the two groups were considered significant at a p value of < 0.05.ResultsThe treatment accuracy rate improved from 10.9 to 79.1% in the control group and from 24.8 to 98.5% in the experimental group, indicating an improvement in both groups. The difference was significant. These results indicate that the intervention could improve the effectiveness of self-care.ConclusionsParticipants who used pretreatment multimedia health education exhibited a higher rate of having a correct understanding of treatment self-care than did the control group. These findings can inform the development of a patient-centered cancer treatment knowledge base for improved quality of care.