Educational Potential Research Articles

Collaborative Forensic Autopsy Documentation and Supervised Report Generation Using a Hybrid Mixed-Reality Environment and Generative AI.

Forensic investigation is a complex procedure involving experts working together to establish cause of death and report findings to legal authorities. While new technologies are being developed to provide better post-mortem imaging capabilities-including mixed-reality (MR) tools to support 3D visualisation of such data-these tools do not integrate seamlessly into their existing collaborative workflow and report authoring process, requiring extra steps, e.g. to extract imagery from the MR tool and combine with physical autopsy findings for inclusion in the report. Therefore, in this work we design and evaluate a new forensic autopsy report generation workflow and present a novel documentation system using hybrid mixed-reality approaches to integrate visualisation, voice and hand interaction, as well as collaboration and procedure recording. Our preliminary findings indicate that this approach has the potential to improve data management, aid reviewability, and thus, achieve more robust standards. Further, it potentially streamlines report generation and minimise dependency on external tools and assistance, reducing autopsy time and related costs. This system also offers significant potential for education. A free copy of this paper and all supplemental materials are available at https://osf.io/ygfzx.

The crucial role of education in fostering sustainability awareness and promoting cybersecurity measures

This study examines the critical role of education in fostering sustainability awareness and promoting cybersecurity measures, amidst the evolving challenges of the 21st century. Employing a systematic literature review and content analysis, the research scrutinizes the intersection of education with sustainability and cybersecurity, aiming to uncover innovative pedagogical approaches and the significance of interdisciplinary strategies in enhancing learning outcomes. The methodology encompasses a comprehensive search across major databases, adhering to strict inclusion and exclusion criteria to ensure the relevance and timeliness of the literature reviewed. Key findings reveal a pressing need for educational frameworks to integrate sustainability and cybersecurity comprehensively, highlighting the transformative potential of education in preparing students for a sustainable and secure digital future. The study identifies gaps in current educational practices and proposes solutions, emphasizing the importance of standards and regulatory bodies in shaping effective educational practices. Furthermore, it outlines the consequences for stakeholders, including educators, policymakers, and industry leaders, underscoring the collaborative effort required to address these challenges. Conclusively, the study offers strategic recommendations for enhancing the integration of sustainability and cybersecurity within educational curricula. It calls for a concerted effort among educators, policymakers, and industry leaders to foster a more informed, ethical, and environmentally conscious society. Future research directions are suggested to explore innovative educational technologies, pedagogies, and frameworks that further integrate these critical areas, ensuring the advancement of education for sustainability and cybersecurity.

Usability Insights from the BUMPER Cancer Prevention App Pilot Study: A Mixed-Methods Approach

Abstract Introduction As the second leading cause of death in the EU, cancer is expected to see a 55% rise in new cases globally over the next two decades. The European Code Against Cancer (ECAC) and the EU’s Beating Cancer Plan (EBCP) provide resources for understanding and preventing cancer. The BUMPER project aims to develop a cancer prevention App to make the ECAC more accessible to the public. Objectives Understand the factors influencing the use of a cancer prevention app among users with different digital health literacy levels and to evaluate the app’s usability. Methods Mixed-methods approach was used to gather user feedback. FGDs explored user perspectives on app usage, while a cross-sectional survey assessed usability through task completion on an initial app wireframe. The pilot was conducted across seven EU countries in late 2023. Results 77 participants participated in the pilots and FGDs across seven EU countries. The average task completion time was approximately 79 seconds. Participants rated their confidence to complete the tasks at 3.96 and difficulty at 2.28 on a scale of 1 to 5. The average task pass rate was 92.11%. Qualitative findings highlighted the need for evidence-based content, user-friendly design, language accessibility, offline functionality, and data security. Participants also stressed the importance of clear instructions, regular updates, and robust tracking features. Despite some challenges, the app was generally well-received, with users appreciating its educational potential and tracking capabilities. Conclusions The BUMPER project’s pilot study demonstrated the cancer prevention App being developed as a potential tool for cancer education and awareness. Despite navigational and language challenges, the app was favorably received by a diverse user base, underscoring the need for ongoing improvements in user guidance, comprehension, and functionality to enhance accessibility. Key messages • BUMPER project’s cancer prevention app shows promise in pilot study, enhancing cancer education and awareness. • Despite challenges, the app was well-received, highlighting the need for ongoing improvements to enhance accessibility.

Performance of ChatGPT in medical licensing examinations in countries worldwide: A systematic review and meta-analysis protocol.

In November 2022, the online artificial intelligence (AI) chatbot ChatGPT was released to the public, and swiftly garnered global attention because of its ability to provide detailed answers to complex queries. In medical field, ChatGPT has shown great potential to be used in medical education and has excelled in many English-language medical licensing examinations. However, due to the variability of medical licensing examinations in different countries, and ChatGPT's particular proficiency in English, the previous literatures showed that ChatGPT is unable to pass medical licensing examinations from non-English-speaking countries or those not administered in English. To the best of our knowledge, this is the first study to review whether ChatGPT can demonstrate consistent accuracy across diverse medical licensing examinations and be used in medical education across countries. In this study protocol, we aimed to analyze and review the differences in performance of ChatGPT in medical exams in various language environments and countries, as well as its potential in medical education. A systematic review and meta-analysis was conducted using PubMed, Web of Science, and Scopus to collect papers testing the performance of ChatGPT in medical licensing examinations. We imported all the collected literatures into Rayyan and screened the literatures based on the selection criteria and exclusion criteria. The risk of bias and quality of included studies was assessed by using Mixed Methods Appraisal Tool (MMAT). Data from included studies was extracted into an Excel spreadsheet. All of the above processes were completed by two reviewers independently. A third reviewer was consulted in cases of disagreement. Finally, we provided both quantitative and qualitative analysis of the findings from the included studies. PROSPERO registration number: CRD42024506687.

From Technology Acceptance to Platform Attachment: Hospitality Training in Metaverse

ABSTRACT Evolving from augmented and virtual reality environments, the metaverse offers unique immersion, presence, interaction, and persistence, setting it apart from other online platforms. This study employs an experimental design to test a model examining how technology acceptance and platform attachment, driven by situatedness in the metaverse, impact learning in hospitality education. We propose a framework combining technology acceptance with place attachment theory to explore the metaverse’s role in hospitality training. Statistical analysis reveals a significant positive correlation between technology acceptance and platform attachment (β = 0.399, p < .001), which in turn positively influences mental model change (β = 0.758, p < .001). These findings highlight the metaverse’s transformative potential in hospitality education by influencing cognitive frameworks, specifically mental model changes, and enhancing task performance during virtual training. The study also identifies the mediating role of platform attachment in shaping user experiences, providing a theoretical basis for understanding the metaverse’s impact and practical insights for improving hospitality training.

Exploring the intercultural potential of picturebooks in early secondary EFL classrooms in Austria

Abstract Intercultural education has constituted an interdisciplinary teaching principle in Austrian upper and lower secondary curricula since 1992 and was reinforced by a decree in 2017. Literary texts have been identified as promising resources and valuable tools for initiating intercultural learning through their frequently inherent multi-perspectivity encouraging students to empathize with characters, consider different perspectives, contrast viewpoints, relate stories to personal experiences, and reflect on diverse ideas. However, research on the implementation of intercultural teaching and learning using literature in foreign language classrooms has so far mostly focused on upper secondary education and has frequently related to using postcolonial fiction writings. To counter the knowledge gap on the implementation of intercultural learning in lower educational levels, this study adopts a literary science approach to explore the potential of picturebooks in early secondary EFL classrooms. Using The Little Green Jacket (Dee, 2020), it specifically examines perspective-taking as a key dimension of intercultural learning. Through written learner reflections, the research study assesses whether students in two Austrian EFL classrooms (n = 35) can adopt a different viewpoint. The findings show that most students are successful, or at least partly successful, in perspective-taking and mostly describe emotions of sadness but also hopefulness in their reflective writings. Thus, the study suggests that picturebooks have the potential to facilitate perspective-taking as an essential dimension of intercultural education among young EFL learners with low language proficiency, highlighting their largely untapped potential in early language education.

THE ROLE OF FOLKLORE IN THE UPBRINGING OF PATRIOTISM OF PRIMARY SCHOOL CHILDREN WITH HEARING IMPAIRMENTS

This article examines the problem of fostering patriotism in younger schoolchildren with hearing impairments and the importance of the pedagogical potential of folklore in this process. The study aimed to substantiate the pedagogical potential of folklore in the upbringing of patriotism in younger schoolchildren with hearing impairments. Research methods include the study and analysis of psychological, pedagogical, methodological, and special literature, as well as conducting experimental work with the introduction of empirical research methods. The experimental part of the study was conducted on teachers and teachers of a special school, and the results were achieved. Throughout the study, we identified the pedagogical potential of folklore and its use by teachers in the upbringing of patriotism of younger students with hearing impairments.

ProjectAnatomy: a handy tool for learning forearm anatomy with augmented physicalisations

ABSTRACT ProjectAnatomy combines tangible objects with video projections that show the anatomy of the human forearm intended for learning through its eye-catching appearance. The prototype was shown to three target groups: non-experts, trainee medical students, and anatomy experts to provide qualitative and quantitative feedback. The study and observation of the users in the first two groups were carried out ‘in the wild’ where the users would come in contact with this type of visualisation to collect data on how it should be adjusted to their needs. The results have shown that the non-experts find it most helpful in learning anatomy, contrary to the experts who find it less useful yet very interesting and see its educational potential. The trainee medical students scored it the lowest; however, they would find it helpful to complement dissection classes. We conclude that this visual installation could be used in science centres and, when enriched with more details, for beginning medical students. Our study contributes specifically to the field of physical visualisation using 3D printed objects combined with projections that can be adjusted to the level of detail suitable for the target audience.

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting

BackgroundRecent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce. AimsThis study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging. SampleParticipants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S. MethodsUsing a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews. ResultsFindings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language. ConclusionsThe study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.

Воспитательный потенциал театральной деятельности в формировании личности ребенка

The research aims to summarize and systematize information about the educational potential of theatrical activity in shaping the child’s personality. The article highlights the most effective and readily applicable methods of theatrical pedagogy that have a personality-shaping property, as well as techniques that possess educational and developmental functions. Theatrical activity is considered as a tool for the spiritual-moral, social-cultural, and artistic-aesthetic upbringing of the individual. Its advantages compared to traditional forms of educational work are: its spectacle and aesthetic appeal; emotionality and the possibility of experiencing catharsis; the syncretism of educational and developmental components; its interactive nature; and the variety of techniques and technologies used. As a result of the research, it has been revealed that theatrical activity fully meets the age-related needs of children and adolescents, has a high capacity for adaptation, making it possible to use it within classroom and extracurricular activities. The educational potential of theatrical activity is high; it contributes to the full and harmonious formation and development of the child’s personality.

Enabling counter-colonial, ecologically sustaining education potentialities: A perspective from Aotearoa (New Zealand)

This paper considers ‘democracy’ with reference to education in the (neo)colonial context of Aotearoa (New Zealand). It discusses impacts of the western project of colonisation, arguing for the need to counter damaging hegemonic discourses such as white supremacy and racism that have underpinned and fuelled its operation. It identifies neoliberalism as a key contributor to the current erosion of democracies and the climate and ecological crises. It posits that education is a prime site for changing this narrative via pathways for restoration. It highlights the potential of early childhood education for offering democratising, ecologically sustaining practices by fostering dispositions of care, concern, empathy and kaitiakitanga. 1

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles

AbstractThis article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy. Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings together 21 short theoretical and empirical contributions which centre postdigital perspectives to re-engage with, and extend, the arguments first raised by Gee regarding the relationship between videogames and learning. Organised into five groups, these contributions suggest that concepts and attitudes associated with the postdigital offer new thinking tools for challenging grand narrative claims about the educative potential of technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.

Enhancing Entrepreneurship Education with Innovatively Designed YouTube Videos: Evaluating Student Learning and Effectiveness of Youtube Videos as Educational Tools

The use of video media, particularly YouTube videos, has emerged as highly popular and powerful educational tools in higher education due to its ability to provide rich and engaging content that enhances learners&amp;#39; understanding and retention of information throughout the learning process. Much of the current research highlights a need for more active learning strategies to maximize the educational potential of these videos because traditional Youtube videos tend to create passive learning experiences. However, when properly integrated with active learning strategies through innovative video design and development, Youtube videos can enhance student engagement, learning outcomes, and satisfaction. Therefore, this research aims to innovatively design and develop YouTube videos as educational tools and evaluate students&amp;#39; perceptions of their learning and the effectiveness of the video design and development in higher education involving 20 graduate students in the entrepreneurship education program. The data were analyzed using mean, standard deviation, and content analysis techniques. The findings showed that the innovatively developed Youtube videos were perceived to be highly appropriate (Mean= 4.52, S.D. = 0.13). Students reported that they learned entrepreneurship more effectively from various scenarios filled with choices and challenges in entrepreneurial paths. They also perceived the effectiveness of Youtube videos as educational tools to be very high (Mean= 4.58, S.D. = 0.72), noting that these videos were effective tools that promotes active and experiential learning experiences. In conclusion, this study indicates that Youtube videos, when innovatively designed and developed as educational tools with active learning strategies, can be implemented as a powerful tool in teaching entrepreneurship.

Analysis of ChatGPT-3.5’s Potential in Generating NBME-Standard Pharmacology Questions: What Can Be Improved?

ChatGPT by OpenAI is an AI model designed to generate human-like responses based on diverse datasets. Our study evaluated ChatGPT-3.5’s capability to generate pharmacology multiple-choice questions adhering to the NBME guidelines for USMLE Step exams. The initial findings show ChatGPT’s rapid adoption and potential in healthcare education and practice. However, concerns about its accuracy and depth of understanding prompted this evaluation. Using a structured prompt engineering process, ChatGPT was tasked to generate questions across various organ systems, which were then reviewed by pharmacology experts. ChatGPT consistently met the NBME criteria, achieving an average score of 13.7 out of 16 (85.6%) from expert 1 and 14.5 out of 16 (90.6%) from expert 2, with a combined average of 14.1 out of 16 (88.1%) (Kappa coefficient = 0.76). Despite these high scores, challenges in medical accuracy and depth were noted, often producing “pseudo vignettes” instead of in-depth clinical questions. ChatGPT-3.5 shows potential for generating NBME-style questions, but improvements in medical accuracy and understanding are crucial for its reliable use in medical education. This study underscores the need for AI models tailored to the medical domain to enhance educational tools for medical students.

Health knowledge after stroke in Switzerland: a survey among health professionals on current practice and suggestions for the implementation of a technology-based educational program for stroke survivors

BackgroundIt is estimated that 1 in 4 stroke survivors will experience a second stroke. Educating patients about risk factors for stroke and a generally healthier lifestyle may help prevent recurrent strokes, which are a burden on society and the healthcare system. The goals of this paper were to investigate the estimated level of knowledge of stroke patients regarding their disease, the methods of information commonly used in clinical practice, the topics that should be included in an educational program aimed at improving health knowledge among stroke survivors, and how such a program could be delivered with the help of technology-based education (i.e., information delivered by digital platforms such as smartphones or rehabilitation technologies).MethodsWe performed a survey among health professionals working with stroke patients in Switzerland.Results161 health professionals of different backgrounds took part in the survey, and 94 completed it. According to the results, only 33% of healthcare professionals thought that patients were well informed about stroke one month after stroke onset. These findings suggest that there is room for improvement in how stroke patients are educated about stroke, risk factors, and prevention. Additionally, it was highlighted that technology is not commonly used in clinical practice to support patients’ education, although this is an acceptable method for healthcare professionals. The results also helped to identify key topics to be included in an educational program and recommendations for implementing such a program in rehabilitation technologies.ConclusionsThis work allowed gaining more insight into healthcare professionals’ opinions on the potential of technology-based education and key aspects to consider when implementing it to support health and prevention knowledge after stroke.

Virtual repatriation as a methodological reframing for museum learning in the digital age: repositioning, digital transformation, and collaborative meaning-making

ABSTRACT Although virtual repatriation projects have been utilised by many museums to redress the dichotomy between possession of displaced legacies and decolonisation-oriented outreach for source communities, their procedures and outputs often do not fully realise the decolonising initiatives. By arguing that latent educational potential is embedded within such projects, this study utilises the current virtual repatriation practice as a methodological reframing for museum learning. Drawing on previous cross-disciplinary research in decolonisation, digitalisation and museum learning, this study repositions virtual repatriation as a community-oriented methodological approach for building object-based reciprocal interfaces. It is argued that these interfaces help integrate, mobilise, and empower digital learners and people from source communities in the process of meaning-making. Also, whilst these object-based reciprocal interfaces are framed by source communities and museums at the initial stage, in the long term, they are inherently made alive through ongoing meaning-making and knowledge reciprocation within and across nodes of participation in the digital world.

A Systematic Literature Review on Augmented Reality in Game-Based Learning for English as a Second Language

This systematic review explores the integration of Augmented Reality (AR) within game-based learning for English as a Second Language (ESL). Based on empirical studies spanning 2020 to 2024 sourced from Web of Science (WoS), Scopus, ERIC, and Google Scholar. The review assesses AR's impact on ESL education. The findings highlight AR's potential to enhance language attainment through mobile applications, fostering learner satisfaction, engagement, and motivation. Additionally, the fusion of game-based learning and AR diversifies learning experiences across subjects, promoting collaboration and communication skills. However, challenges such as technical hurdles, the learning curve for teachers and students, financial constraints, and potential distractions from learning content persist. Despite these obstacles, AR presents promising opportunities for improving ESL learning outcomes. Moreover, it contributes to understanding AR's role in ESL education and underscores the need for further research to address implementation barriers and maximise its educational potential.

Social Media in Higher Education: A Study on Use of Social Media by New Entrants at the Faculty of Dental Sciences, University of Peradeniya, SRI LANKA, during the COVID-19 Pandemic

The transition to online education prompted by the COVID-19 pandemic had a negative impact on educational institutions globally, especially in developing countries. The absence of formal online learning management systems (LMS) in many of these institutions presented significant challenges. In response, many educators and higher educational institutions turned in to social media platforms and other digital tools to continue providing education and support the learning process. The present study attempts to understand social media behaviour of new entrants to the faculty of Dental Sciences of University of Peradeniya, more specifically for fulfilling their information need related to academic programs during the CORONA outbreak. The study was carried out at the Faculty of Dental Sciences during the library orientation program for new entrants. Although 117 undergraduates registered with the dental library for the academic year 2022/2023, only 112 students participated in the survey. An online questionnaire made with Google Forms was administered among the research sample.According to key findings, WhatsApp, Facebook, and Research Gate were the most popular social media platforms used by Dental Science new entrants for the purpose of academic information during the COVID-19 pandemic. More specifically, 65% of them had been used these online platforms as a tool of searching scientific and academic information related to their academic programs. There were some positive impacts of using social media for academic purposes. One significant benefit was that social media helped them to maintain better relationships with their peers during the CORONA pandemic, facilitating peer support and collaboration etc. However, the students have perceived some negative impacts of social media as well i.e. students found social media to be quite time-consuming. Despite the potential of educational benefits of social media, the study indicated a gap in awareness and utilization of them for academic purposes. A significant proportion of students, about 35%, were not aware of the educational potential of social media. The majority of respondents appeared to prioritize using social media for entertainment rather than accessing educational content or utilizing academic features available on these platforms. On top of these findings, it can be recommended that educational institutions and policymakers in Sri Lanka consider strategies to harness the educational potential of social media for undergraduates. By raising awareness and encouraging the use of social media for academic purposes, they could enhance the learning experience and make better use of digital tools to support education in the context of ongoing and future disruptions.

Midwives’ account of virtual reality childbirth education

In Finland, prenatal clinics and birthing hospitals struggle with resources to provide expectant parents with childbirth education (CBE) and a tour of the hospital birthing unit. Not preparing for birth is common, and not knowing how and where to give birth causes parents unnecessary stress during pregnancy. One new possibility to complement CBE is using virtual reality (VR) to deliver content. The aim of this study is to describe midwives' views of the status of parents' preparation for birth and provide information on the VR CBE program's advantages and challenges from the midwife's perspective. The study consisted of two focus group sessions with seven participants. Participants were midwives with experience from a hospital birthing ward and had provided childbirth education. The data was analysed using a thematic content analysis approach. According to the midwives, the parents do not prepare for birth well enough. Preparing for birth affects the parents' knowledge about childbirth, their cooperation with the healthcare personnel, and how they trust the birthing process, themselves, and the healthcare personnel. Preparation can also have adverse effects if the birthing person is trying to give birth with a detailed plan or has false expectations. Parents should focus on knowledge, attitude, and mental and physical exercise in preparing for childbirth. By preparing from trusted sources, parents can make informed decisions. They have the skills to stay calm, relaxed, and open-minded during labour and birth. Physical and mental exercise will help them cope with labour and relax their mind and bodies during birth. Midwives see VR as offering great potential for concrete, realistic, and flexible childbirth education that can address current challenges. They were also worried that VR could replace face-to-face contact. However, since there is minimal such contact in the current CBE, VR could enhance childbirth education and offer a realistic and concrete image of birth and a hospital tour. Midwives want families to prepare better for birth and work on their knowledge, attitude, and exercise. By preparing, parents understand childbirth, trust themselves, the birthing process, and the midwives; cooperation works better. Midwives see VR as an excellent addition to childbirth education by offering realistic and concrete online childbirth education. VR should not replace face-to-face contact.