Educational Software Research Articles

An application of the Bayesian network model based on the EN-ESL-GA algorithm: Exploring the predictors of heart disease in middle-aged and elderly people in China.

The morbidity and mortality of heart disease are increasing in middle-aged and elderly people in China. It is necessary to explore relationships and interactive associations between heart disease and its risk factors in order to prevent heart disease. To establish a Bayesian network model of heart disease and its influencing factors in middle-aged and elderly people in China, and explore the applicability of the elite-based structure learner using genetic algorithm based on ensemble learning (EN-ESL-GA) algorithm in etiology analysis and disease prediction. Based on the 2013 national tracking survey data from China Health and Retirement Longitudinal Study (CHARLS) database, EN-ESL-GA algorithm was used to learn the Bayesian network structure. Then we input the data and the learned network structure into the Netica software for parameter learning and inference analysis. The Bayesian network model based on the EN-ESL-GAalgorithm can effectively excavate the complex network relationships and interactive associations between heart disease and its risk factors in middle-aged and elderly people in China. The Bayesian network model based on the EN-ESL-GA algorithm has good applicability and application prospect in the prediction of diseases prevalence risk.

Breaking Barriers, Elevating Performance: Microsoft Teams and the Writing Proficiency of EFL Jordanian Students

Microsoft Teams is a popular educational online communication and collaboration software. Microsoft Teams centralizes interactions, information, and applications. It lets students and instructors interact and exchange material in real time. Thus, this research examines how Microsoft Teams affects EFL Jordanian writers. Microsoft Teams' collaborative learning, feedback, and practice may enhance EFL Jordanians' writing abilities. The research divides students into control and experimental groupsObjective: In Jordan, Language learning and writing abilities are evolving in tandem with advancements in educational technology. Microsoft Teams, a popular online communication, and collaboration software is at the forefront of this transformation. Thus, this research examines how Microsoft Teams affects Jordanian EFL writers.Methods: Separating 30 EFL Jordanian students into two groups: a control group and an experimental group, the study employed (Vygotsky’s Sociocultural Theory and Davis’s Technology Acceptance Model (TAM). Then a Quasi-experimental study with a pre-test-post-test control group design has been conducted to compare the traditional teaching methods with Microsoft Teams-assisted collaborative writing.Results: The experimental group outperformed the control group in content and grammar. Microsoft Teams may help Jordanian EFL writers improve. The research reveals that Microsoft Teams might help EFL Jordanians write better. Thus, instructors should use Microsoft Teams to increase students' writing abilities. Technology-enhanced learning's long-term impacts on language competence require more study.Conclusions: In conclusion, this research examined how Microsoft Teams affects EFL Jordanians' writing. Microsoft Teams users had much better writing performance than non-users. The experimental group outperformed the control group in content and grammar. Microsoft Teams may help Jordanian EFL writers improve. Based on socio-cultural theory, the research stresses social interaction and collaborative learning in language acquisition. Socio-cultural theory supports student cooperation and communication using Microsoft Teams. Microsoft Teams' ability to allow students to interact with classmates and instructors and get feedback boosts writing skills.

Comparison of the Effectiveness the Educational Package to Prevent Academic Procrastination and Treatment based on Acceptance and Commitment on Academic Motivation and Academic Performance of Procrastinating Students

Aim: Academic Performance is one of the issues raised in the field of education, which not only affects the academic future of students from various dimensions, but also determines their fate in various fields. Therefore, the current research was conducted with the aim of comparing the effectiveness of an educational package to prevent academic procrastination as well as treatment based on acceptance and commitment on academic motivation and performance of procrastinating students. Methods: The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. The statistical population included all secondary school students suffering from academic procrastination in city of Isfahan. Among them, 45 people were selected by purposive sampling and randomly divided into two experimental groups (educational package to prevent academic procrastination and treatment based on acceptance and commitment) and a control group (15 people in each group). Research tools included academic procrastination questionnaires (Solomon and Rothblum, 1984), academic motivation (Abdkhodaei et al., 2017) and academic performance (Pham and Taylor, 1999). In order to analyze the data, analysis of variance with repeated measurements was used. Results: The findings showed that the educational package of prevention of academic procrastination and treatment based on acceptance and commitment had a significant effect on the academic motivation and academic performance of procrastinating students (p<0.001) and there is a significant difference between the two interventions, so that the educational package to prevent academic procrastination has been more effective. Conclusion: Those involved in the field of student education are recommended to use the educational package to prevent academic procrastination in order to solve students' academic problems, especially to improve academic motivation and academic performance.

Deep learning-designed implant-supported posterior crowns: Assessing time efficiency, tooth morphology, emergence profile, occlusion, and proximal contacts

ObjectivesTo compare implant supported crowns (ISCs) designed using deep learning (DL) software with those designed by a technician using conventional computer-aided design software. MethodsTwenty resin-based partially edentulous casts (maxillary and mandibular) used for fabricating ISCs were evaluated retrospectively. ISCs were designed using a DL-based method with no modification of the as-generated outcome (DB), a DL-based method with further optimization by a dental technician (DM), and a conventional computer-aided design method by a technician (NC). Time efficiency, crown contour, occlusal table area, cusp angle, cusp height, emergence profile angle, occlusal contacts, and proximal contacts were compared among groups. Depending on the distribution of measured data, various statistical methods were used for comparative analyses with a significance level of 0.05. ResultsISCs in the DB group showed a significantly higher efficiency than those in the DM and NC groups (P ≤ 0.001). ISCs in the DM group exhibited significantly smaller volume deviations than those in the DB group when superimposed on ISCs in the NC group (DB–NC vs. DM–NC pairs, P ≤ 0.008). Except for the number and intensity of occlusal contacts (P ≤ 0.004), ISCs in the DB and DM groups had occlusal table areas, cusp angles, cusp heights, proximal contact intensities, and emergence profile angles similar to those in the NC group (P ≥ 0.157). ConclusionsA DL-based method can be beneficial for designing posterior ISCs in terms of time efficiency, occlusal table area, cusp angle, cusp height, proximal contact, and emergence profile, similar to the conventional human-based method. Clinical significanceA deep learning-based design method can achieve clinically acceptable functional properties of posterior ISCs. However, further optimization by a technician could improve specific outcomes, such as the crown contour or emergence profile angle.

Implementation of an optimised tele-medicine platform for stroke in South Australia improves patient care.

Patients with a large vessel occlusion require a transfer from a primary stroke centre to access thrombectomy, often over significant distances in regional areas. We sought to optimise stroke care access in the regional South Australian Tele-Strokeservice (SATS) to improve patient access to thrombectomy. We undertook a 24-month interventional historically controlled cohort study comparing acute stroke care metrics in the SATS. This consisted of a 12-month control period and a 12-month intervention monitoring period. The study intervention considered of an education package provided to the regional hospitals, a stroke neurologist roster to receive consultations and the intervention of a centralised tele-stroke system to provide treatment advice and organise patient transfers where needed. The SATS services 61 rural hospitals in South Australia, and Alice Springs in the Northern Territory. Suspected acute stroke patients presenting to the participating regional hospitals in SATS network where a telehealth consultation took place. Over the study period, there were 919 patient referrals, with 449 consultations in the pre-intervention phase and 470 in the post-intervention phase. Demographic features in both epochs were similar. The post-intervention phase was associated with shorter door-to-scan time (35 min, IQR: 18,70; vs. 49 min, IQR:25,102, p < 0.0001), faster door-to-thrombolysis time (58 min, IQR: 39,91, vs.83 min, IQR: 55,100, p = 0.0324) and a higher portion of patients treated with thrombectomy (54, 11.5% vs. 26, 5.8%, p = 0.002). An optimised implementation of a streamlined telehealth platform with ongoing education and feedback to referring sites was associated with improved stroke workflow metrics and higher thrombectomy rates.

Participant analysis of the need for prenatal attachment education packages

Participant analysis of the need for prenatal attachment education packages

EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum

The global COVID-19 pandemic has significantly changed how education is delivered and accessed. In the evolving landscape of pre-service teachers’ pedagogical practicums within teacher education programs, both teacher educators and school supervisors continue to follow traditional national bilingual policies and curricula. These frameworks, often marked by discourses of accountability, control, and prescription, fail to address the post-pandemic realities faced by second and foreign language student-teachers. Factors influencing the pre-service teachers’ capacities to take initiative and make decisions in online pedagogical practices have not yet been thoroughly explored. This case study aimed to explore how 16 pre-service teachers exercised their agency in their online EFL pedagogical practicum classes and the factors that influenced their actions. Data were gathered through surveys, focus groups, recorded class observations, whole-class discussions, and teacher’s journal. The findings suggested that an intermediate competence on educational software enabled EFL pre-service teachers’ agentic capacities, which were manifested in transformative online teaching strategies centered on learners. Likewise, the lack of computer-mediated communication literacy, bad perceptions towards online teaching, unstable connection, and unequal power relations with school practicum teachers related to textbook coverage and impossibility to address social issues critically restricted their agentic capacities. These findings urge teacher educators, practicum supervisors, and curriculum developers to incorporate innovative, teacher agency-based policies, designs, and practices in both face-to-face and online instructional environments. Doing so will raise pre-service teachers’ awareness and empower them in decision-making processes during their pedagogical practicum, ultimately contributing to societal transformation through remote education.

AR Lightning Protection Device Teaching System Based On Vuforia

With the advent of the information age, augmented reality technology superimposes virtual three-dimensional models and real environments, giving us richer visual effects. Based on this problem, the augmented reality technology is introduced in the teaching process of lightning protection, and the teaching software of AR lightning protection device is developed. Taking various common lightning arrester contents in daily life as an example, Unity3D development engine and Vuforia augmented reality development tools were used to complete the systematic development and teaching of AR lightning protection devices. The realization process includes material resource production, scene construction and function development. After the software is released, the virtual model is presented in three-dimensional form through scanning pictures, which enhances the interest in the teaching process and is conducive to improving the teaching quality.

Stress-related experiences and intentions to quit studies among female married postgraduate distance education students in Ghana

BackgroundAlthough postgraduate studies have been shown to be associated with stressful experiences, students reading programmes through the distance and e-learning mode experience greater levels of stress due to several reasons. These stressful encounters might be heightened in female married postgraduates on distance education programmes due to other family-work-related engagements. This study investigated the stress-related experiences and intentions to quit studies among female married students on a distance education programme in Ghana.MethodsUsing a sequential explanatory mixed-methods design, 164 married postgraduate distance education students were sampled to participate by responding to a questionnaire. Follow-up interviews were conducted with 10 participants to offer insight into the quantitative findings. Quantitative data were analysed using descriptive statistics, including frequency and percentages, while the qualitative data were thematically analysed.ResultsStress was prevalent among the female married distance education students, with the majority having intentions of quitting their studies. The stressors identified ranged from personal (i.e., work and family demands) to institutional ones (i.e., academic load, unresolved complaints and high financial demands from the programme).ConclusionsKey findings suggest that female married postgraduate distance education students perform multiple roles as full-time employees with family and academic demands that can negatively impact their health and academic work. Implications and recommendations of the findings are discussed.

Effect of continuous workshop training of the helping babies breathe program on the retention of midwives' knowledge and skills: A clinical trial study

AimTo investigate the impact of ongoing workshop training of the "Helping Babies Breathe" program on the durability of midwives' knowledge and skills. BackgroundImplementing the Helping Babies Breathe (HBB) program is crucial as a simple protocol for neonatal resuscitation in low-resource healthcare settings to decrease the rate of asphyxia and perinatal mortality by the initial healthcare providers. In addition to training in this program, it is also essential to guarantee the retention of the acquired knowledge and skills. DesignA quasi-experimental clinical trial study with a single-group, pre-test-and-post-test design. MethodsThis study was conducted throughout the year 2022, with a sample size of 61 midwives selected through a census sampling from those working in the delivery and operating rooms of X Hospital in x City. The midwives participated in 3-hour workshops. This study was performed in two stages: intervention and follow-up. The evaluation Instruments included the HBB educational package, which consisted of a questionnaire and 3 Objective Structured Clinical Exams. During the intervention phase, the HBB program training was conducted through a series of workshops held at four different time points over a span of six months. In the follow-up stage, the learners were not provided with any further training. The evaluation was done immediately after the initial training workshop of the HBB program, at the end of the final workshop in the sixth month and at the end of the follow-up period. ResultsThe mean knowledge score of the baseline, at six months and at twelve months after the initial workshop were documented as (17 SD1.2), (17.79 SD 0.4) and (17.73 SD 0.5), respectively. There was a statistically significant difference in the mean knowledge scores between the baseline and the six and twelve months (P<0.05), but no statistically significant difference was observed between six and twelve months (P>0.05).The mean skill scores showed a significant improvement and were maintained after six months compared with the initial assessment (P<0.05); however, there was a significant decrease in skill score twelve months later, in comparison to both the initial assessment and the first six months (P<0.05). ConclusionsHealthcare workers can maintain their knowledge and skills by participating in ongoing training workshops. However, without continuous training, their skills may diminish. Therefore, it is essential to implement training programs that emphasize regular practice and repetition to ensure knowledge and skills retention. Registration numberThe present research was a part of the research work with the ethics ID IR.IRSHUMS.REC.1400.019.

Academic and recreational reading attitudes among primary students in a rural Malaysian village

Reading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between children’s reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the program’s environment and involvement of reading partners may significantly shape children’s reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between children’s positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing children’s academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development.

Identifying challenges and best practices for implementing AI additional qualifications in vocational and continuing education: a mixed methods analysis

ABSTRACT As artificial intelligence (AI) increasingly integrates into various industries and educational sectors, there is a growing need for an AI-ready workforce. This study, focusing on a novel AI additional qualification in Germany, investigates the underexplored challenges and best practices regarding the learning software, the learning contents, and the didactic design. Addressing the research question ‘What are the teaching and learning experiences in AI additional qualifications, and to what extent do these experiences align?’, we adopted a mixed methods analysis. This entailed interviews with four educators and self-reported questionnaires with 73 learners, triangulating both groups’ findings for comprehensive insights. Key outcomes from this study demonstrate a significant alignment in teaching and learning experiences, particularly in terms of shared challenges. The findings significantly contribute to AI curriculum development and continuing vocational education and training practice. They underscore the necessity for robust and visually engaging learning software, as well as learning content that primarily covers AI basics with practice-oriented examples. Another best practice emerges for blended learning formats, favouring a greater emphasis on face-to-face instruction complemented by teacher-supported self-directed learning. Future research should focus on balancing theoretical and practical knowledge in AI curricula, preparing teachers for AI content delivery, and optimising teacher-learner interactions.

Improving Narrative Essay Writing Skills Through the Use of the Classroom Reading Program Method for Class V Students at SDN 1 Nunggi

The aim of this research is: to determine the increase in learning outcomes in the ability to write narrative essays using the student class reading program method. The target of the activity was 26 class students at SDN 1 Nunggi, the activity was carried out by researchers and Indonesian language teachers and the school principal helped with its implementation. Information is collected through observation, inspection and documentation. Research materials were analyzed using quantitative and qualitative data analysis. The results of the research show that the classroom reading program method can improve the narrative essay writing skills of fifth grade students at SDN 1 Nunggi. The results of the evaluation of narrative essay writing skills show the average words achieved by students in the initial situation, namely. 56.42, while the average for cycle I was 65.6, which is an increase compared to the initial state of 9.18. In the second fall, the average student score was 71.9, i.e. increased by 6.3 compared to the average score of cycle I tests. The proportion of those who reached the completion criteria also increased, i.e. in the initial state it was 31% in the first cycle. 62% or experienced an increase in fullness criteria by 31% at the beginning and Cycle II reached 88% or an increase of 26% compared to Cycle I

Keeper: Automated Testing and Fixing of Machine Learning Software

Keeper: Automated Testing and Fixing of Machine Learning Software

Acceptance of Pak Choy Sticks as a Culinary Innovation in the Creative Economy of Ngrombo Baki Sukoharjo Tourism Village

Ngrombo Village is a tourist village in Sukoharjo. Ngrombo Tourism Village provides hydroponic education packages, focusing on cultivating pak choy vegetables. However, after the post-harvest process, residents only sell the pak choy as fresh vegetables without further processing. This reduces the potential selling value of pak choy, which could be increased. One option for processing pak choy is to make pak choy sticks. This research aims to determine the materials and methods for making pak choy sticks and the public's acceptance of hybrid pak choy sticks. This quantitative and descriptive research involved conducting a direct survey at locations producing pak choy in Ngrombo Village, Baki, Sukoharjo. The quantitative aspect refers to data analysis using statistics and numbers, while the descriptive aspect involves determining the frequency distribution of respondents' answers through a questionnaire distributed to selected respondents. The data obtained is then processed using statistical analysis to help researchers draw conclusions. The results of this research indicate that the ingredients for making pak choy sticks include pak choy, wheat flour, tapioca flour, corn flour, baking powder, chicken stock powder, garlic, salt, pepper, eggs, and margarine. The method involves mixing the ingredients, kneading, flattening, cutting, and frying. An organoleptic test conducted with 35 panelists revealed that the pak choy sticks had a distinctive aroma, a savory taste, a crunchy texture, a dominant green color, and were generally well-liked by the panelists.

Using Innovative Reading Programs in Preschool Age and their Impact on Child Development

Introduction. The concept of innovation can take on various meanings, especially when apllied to preschool education. It involves the introduction of new ideas, methods, techniques, strategies, and practices within the educational setting to enhance and improve the teaching and learning process. This research focuses on the essential element needed for development and self-renewal, which includes being receptive to fresh ideas, exploring new approaches, and incorporating technological advancements into education. Preschool teachers play a vital role in implementing innovative methods and activities within preschool settings to support learners on their educational journey. There are numerous innovative learning models in preschool education, such as project-based learning, which prioritizes individualization, dedication, and autonomy in teaching. This includes utilizing reading programs that make lessons enjoyable while reinforcing acquired knowledge. One of the notable tools is Raz-kids, which enriches students’ lives and aids in their reading development. Goal. The aim of this text is to highlight the importance and multifaceted nature of innovation in preschool education. It emphasizes the need for introducing new ideas, methods, techniques, strategies, and practices to enhance teaching and learning processes. The text underscores the role of preschool teachers in implementing innovative methods and activities, showcasing various learning models such as project-based learning and specific tools like Raz-kids to support and enrich students' educational experiences. The Results. Innovative learning models, particularly Raz-kids reading, have allowed for greater individualization in teaching. Students are given more autonomy, fostering independence and personalized learning experiences that cater to their unique needs and interests. These strategies and the use of technology in the classroom have been shown to improve learning outcomes. The learners have demonstrated better retention of knowledge, enhanced reading skills, and overall academic performance. Conclusions. Embracing innovation in preschool education is essential for creating a stimulating, effective, and personalized learning environment. The continued exploration and implementation of innovative practices will support the development of young learners and contribute to the overall improvement of educational systems.

Cocreating eating disorder education solutions: A design thinking approach to dietetics curricula in Australia.

As the prevalence of eating disorders continues to increase, there is an urgent need to equip the emerging dietetics workforce to provide care to this growing population. The present study aimed to describe a five-step design thinking process that was applied to brainstorm ideas and develop and test solutions for consideration in the future. A pragmatic, five-step design thinking approach was used during a 1-day, in-person design thinking retreat. Purposive sampling was used to identify key stakeholders, including subject matter, learning and teaching, as well as lived experience experts, dietetics students and recent graduates. Reflexive thematic analysis was used to analyse brainstormed and design solution ideas. Seventeen participants attended the design thinking retreat in April 2023. Four education prototypes were developed and tested by stakeholders including: (1) a change to accreditation requirements for dietetics curricula; (2) a multimodal learning package for penultimate year students; (3) embedding disordered eating and eating disorder content into existing curriculum and upskilling educators; and (4) codesigning an eating disorder module. The design thinking retreat engaged a variety of stakeholders in curriculum design resulting in an array of prototype approaches that aimed to embed eating disorder content into university curricula. Further research is needed to test the prototypes and understand what impact this has on dietetics students' feelings of preparedness to provide care to people seeking this support.

AI IN HIGHER EDUCATION

A lot of industries are changing quickly due to artificial intelligence (AI), and education is no exception. In recent years, AI has made significant inroads into Higher Education, offering a wide range of advantages that improve students' educational experiences and simplify administrative duties for educators. Education is the cornerstone of human progress, shaping societies and individuals alike. In an era defined by rapid technological advancement, the integration of Artificial Intelligence (AI) into Higher Education has emerged as a transformative force. AI holds the potential to revolutionize how students learn, teachers instruct, and educational institutions operate. This essay explores the multifaceted introduction of AI in Higher Education, delving into its promises and challenges, its impact on learners and educators, and its potential to reshape the landscape of education for the future. Virtual reality is one new educational innovation that is being used for anything from teaching history to assisting pupils with their math skills. Virtual Reality is a three-dimensional an interactive, computer-generated environment that users can explore. By inventing fresh approaches to incorporate experiential learning into the classroom, VR educators are genuinely influencing the experience of being a student. VR is a fantastic tool for fostering a sense of community among students. Using the same virtual reality program in various classrooms allows them to safely communicate despite their physical separation. Students can investigate topics using virtual reality that they might not otherwise have the chance to observe or learn about. Teachers are in the same boat. There are far more interesting ways for teachers to instruct their students. Anybody who has tried Virtual Reality will know that it feels much more immersive compared to staring at a screen or being in an environment created by a computer. Just two advantages for both teachers and students are deeper comprehension and increased involvement. One type of AI educational software that students may soon use is chatbots. These are being used more and more in schools as students utilize computers or iPads to communicate with bots designed to help them understand specific topics such as math or reading comprehension. It’s possible chatbot tutors could do more than just help students learn new concepts; they may even come whenever the analysis is needed. Chatbots are the future of all technical roots. It shortens the teachers' duty rotation cycle. Chatbots used in classrooms could also replace email communication between parents and teachers during parent-teacher conferences.

Exploring Bhutanese teachers perceptions about extensive reading

The study empirically examined the Bhutanese teachers' perception of extensive reading. Thirty-four Bhutanese teachers responded to an online questionnaire and rated their level of agreement on extensive reading (ER) characteristics and the benefits of ER. Participants' questionnaire responses were analyzed quantitatively using descriptive statistics. The results showed that 1) majority of the teacher participants accepted most of the ER characteristics but showed disagreements with a few others that contradicted the widely accepted views of ER. 2) Most of the participants agreed with the ER benefits in the overall development of language proficiencies in terms of reading, writing, speaking, vocabulary, grammar, and motivation, and the majority disagreed with ER benefits of listening proficiency. However, the mixed results of the study indicated teacher participants' misconception of extensive reading. Therefore, these findings suggest a need for Extensive reading programs and workshops for Bhutanese Teachers to elucidate the misinterpretation of ER.

Technology Meets Extensive Reading: Design of a Blended Extensive Reading Program in an English as a Foreign Language Context

Technology Meets Extensive Reading: Design of a Blended Extensive Reading Program in an English as a Foreign Language Context