Educational Scenarios Research Articles

“Visualization matters” – stereoscopic visualization of 3D graphic neuroanatomic models through AnaVu enhances basic recall and radiologic anatomy learning when compared with monoscopy

BackgroundThe authors had previously developed AnaVu, a low-resource 3D visualization tool for stereoscopic/monoscopic projection of 3D models generated from pre-segmented MRI neuroimaging data. However, its utility in neuroanatomical education compared to conventional methods (specifically whether the stereoscopic or monoscopic mode is more effective) is still unclear.MethodsA three-limb randomized controlled trial was designed. A sample (n = 152) from the 2022 cohort of MBBS students at Government Medical College, Thiruvananthapuram (GMCT), was randomly selected from those who gave informed consent. After a one-hour introductory lecture on brainstem anatomy and a dissection session, students were randomized to three groups (S – Stereo; M – Mono and C – Control). S was given a 20-min demonstration on the brainstem lesson module in AnaVu in stereoscopic mode. M was given the same demonstration, but in monoscopic mode. The C group was taught using white-board drawn diagrams. Pre-intervention and post-intervention tests for four domains (basic recall, analytical, radiological anatomy and diagram-based questions) were conducted before and after the intervention. Cognitive loads were measured using a pre-validated tool. The groups were then swapped -S→ M, M →S and C→S, and they were asked to compare the modes.ResultsFor basic recall questions, there was a statistically significant increase in the pre/post-intervention score difference of the S group when compared to the M group [p = 0.03; post hoc analysis, Bonferroni corrections applied] and the C group [p = 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. For radiological anatomy questions, the difference was significantly higher for S compared to C [p < 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. Cognitive load scores showed increased mean germane load for S (33.28 ± 5.35) and M (32.80 ± 7.91) compared with C (28.18 ± 8.17). Subjective feedbacks showed general advantage for S and M compared to C. Out of the S and M swap cohorts, 79/102 preferred S, 13/102 preferred M, and 6/102 preferred both.ConclusionsAnaVu tool seems to be effective for learning neuroanatomy. The specific advantage seen when taught with stereoscopy in basic recall and radiological anatomy learning shows the importance of how visualization mode influences neuroanatomy learning. Since both S and M are preferred in subjective feedbacks, these results have implications in choosing methods (stereoscopic – needs 3D projectors; monoscopic – needs web based or hand-held devices) to scale AnaVu for anatomy teaching in medical colleges in India. Since stereoscopic projection is technically novel and cost considerations are slightly higher compared to monoscopic projection, the specific advantages and disadvantages of each are relevant in the Indian medical education scenario.

Effects of word extension on decoding development in Brazilian young readers: Theoretical and practical implications

AbstractPurposeAlthough the knowledge of decoding acquisition has expanded in the past years, theoretical information is still needed to guide practices concerning decoding skills in clinical and educational scenarios in languages other than English. Thus, we aimed to investigate the word‐length effects on decoding acquisition regarding the time spent on decoding and the accuracy—the number of correct words/nonwords read per minute—in Brazilian Portuguese‐Speakers.MethodsThe study included 250 children enrolled in elementary school from first to fifth grade, and we used stratified random sampling to select the participants. To assess their decoding skills, we used a linguistically balanced list of words and nonwords designed according to Brazilian Portuguese decoding rules, word length variation, and the frequency of these words in the children's experiences.ResultsGenerally, data provide evidence of a stimuli length effect on accuracy and decoding time for words and nonwords. Data bring essential indicators for discussion in the acquisition and development of decoding since it adds another layer to investigate: intralinguistic features.ConclusionThe current findings contribute significantly to the area by indicating that the process of acquiring decoding has a multifactorial nature, and different interactions between variables can positively or negatively influence this process. Also, the present study may enlarge the knowledge by providing data from a transparent orthography encouraging more studies on the theme and cross‐linguistic studies to understand how such variables here studied may vary in different orthographies.

Impact of Mobile Learning on Self-Regulated Learning Abilities of Higher Education Students

This study examines the influence of mobile learning (m-learning) on the self-regulated learning skills of college students using the Z-number AROMAN decision-making approach. The rapid integration of mobile technologies into educational practices has transformed traditional learning environments, offering unprecedented opportunities to enhance student autonomy and engagement. This study introduces a novel method for evaluating complex and uncertain educational scenarios through the Z-number AROMAN decision-making process. This approach provides a robust framework for assessing various intricate aspects of self-regulated learning, including goal setting (GS), self-monitoring, and reflective practices. The study underscores the transformative potential of m-learning in education, underscoring the importance of leveraging such technology to foster student-centered learning environments. This study contributes to the body of literature on educational technology, offering valuable insights for educators, policymakers, and scholars seeking to effectively implement m-learning strategies to enhance student learning outcomes.

QUALITY OF LIFE AND PROFESSIONAL EFFICACY OF SCHOOL TEACHERS IN WEST BENGAL, INDIA

Quality of life and Professional efficacy of teachers are significant factors that facilitate the entire educational scenario. The excellent quality of life and high level of professional efficacy of teachers can immensely help the sound functioning of the educational system. However, different and numerous variables may impact these two significant factors. Thus, the study investigates these two factors and examines their relationship with demographic variables such as the location of schools and subject streams. Using a descriptive survey method from 300 school teachers, the study employs a stratified random sampling technique with a scale (QOLS) developed by Sarika Sharma and Nakhat Nasreen and a self-made scale (PES). The QOLS was revalidated using an updated sample to identify its applicability in the context of West Bengal. Cronbach's Alpha for the QOL was found to be 0.789, and the results of the Splits-Half (Odd-Even) show 0.678 (p-value 0.00&lt;0.01) positive correlations at the 0.01 level. Cronbach's Alpha reliability for the self-made tool (PES) was 0.938. At the 0.01 level, the PES's Splits-Half produces a result of positive correlations of 0.855 (p-value 0.00&lt;0.01). The result reveals the average level of professional efficacy of teachers. A significant difference between teachers' subject streams and professional efficacy is found. Additionally, the result demonstrates a significant association between location and levels of quality of life and between subject streams and professional efficacy. The study also shows a positive correlation between professional efficacy and subject streams. The study's findings suggest necessary measures for improving teachers' professional efficacy.

Everyday Clinical Ethics: Essential Skills and Educational Case Scenarios.

Bioethics conjures images of dramatic healthcare challenges, yet everyday clinical ethics issues unfold regularly. Without sufficient ethical awareness and a relevant working skillset, clinicians can feel ill-equipped to respond to the ethical dimensions of everyday care. Bioethicists were interviewed to identify the essential skills associated with everyday clinical ethics and to identify educational case scenarios to illustrate everyday clinical ethics. Individual, semi-structured interviews were conducted with a convenience sample of bioethicists. Bioethicists were asked: (1) What are the essential skills required for everyday clinical ethics? And (2) What are potential educational case scenarios to illustrate and teach everyday clinical ethics? Participant interviews were analyzed using qualitative content analysis. Twenty-five (25) bioethicists completed interviews (64% female; mean 14.76 years bioethics experience; 80% white). Five categories of general skills and three categories of ethics-specific skills essential for everyday clinical ethics were identified. General skills included: (1) Awareness of Core Values and Self-Reflective Capacity; (2) Perspective-Taking and Empathic Presence; (3) Communication and Relational Skills; (4) Cultural Humility and Respect; and (5) Organizational Understanding and Know-How. Ethics-specific skills included: (1) Ethical Awareness; (2) Ethical Knowledge and Literacy; and (3) Ethical Analysis and Interaction. Collectively, these skills comprise a Toolbox of Everyday Clinical Ethics Skills. Educational case scenarios were identified to promote everyday ethics. Bioethicists identified skills essential to everyday clinical ethics. Educational case scenarios were identified for the purpose of promoting proficiency in this domain. Future research could explore the impact of integrating educational case scenarios on clinicians' ethical competencies.

Sustainability and legal scenarios of higher education in public policy projects in Ecuador

Sustainability and legal scenarios of higher education in public policy projects in Ecuador

The Effects of Development-Oriented Aid on Student Development in Higher Education: The Mediating Effect of Psychological Capital

Recently, there has been a transition from guarantee-oriented financial aid to development-oriented aid for economically disadvantaged students. Development-oriented aid aims to enable economically disadvantaged students to acquire long-term and sustainable self-development capacity. However, to what extent and how development-oriented aid promotes student development remains unclear. Identification of the related mechanism can help both students and educators effectively apply development-oriented aid in higher education scenarios. The main objective of this study was to uncover the effect of size, pathways, and mediating factors of development-oriented aid on student development in higher education. Drawing from a sample of 1792 sponsored students at University G in China and applying the structural equation modeling method for quantitative analysis, the results indicate that development-oriented aid directly shows positive influences toward student development and indirectly impacts student development through psychological capital. These results also show that development-oriented aid directly impacts Han Chinese students’ development more than the development of ethnic minority students. The pathways through which development-oriented aid positively influences Han Chinese students and ethnic minority students vary.

Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection

The advent of the COVID-19 pandemic has brought about unprecedented disruptions in the field of education, necessitating a reevaluation of pedagogical approaches in the post-COVID era. This research paper introduces a novel interval-valued fuzzy simple additive weighting (SAW), weighted product model (WPM), and weighted aggregates sum product assessment (WASPAS) multi-criteria decision-making (MCDM) framework to address the challenge of promoting inclusivity in education amidst the post-COVID era. Leveraging the uncertainty inherent in the post-pandemic educational landscape, the proposed method offers a comprehensive pedagogy selection approach incorporating interval-valued fuzzy sets to account for imprecise and ambiguous data. By integrating the principles of inclusivity and diversity, the method evaluates various pedagogical approaches and their effectiveness in fostering an inclusive learning environment for diverse student populations. The study showcases the application of pedagogy selection in real-world educational scenarios, demonstrating its potential to inform policy decisions and enable educational institutions to adapt and cater to the evolving needs of learners in the aftermath of the COVID-19 pandemic.

Διαχείριση ανοιχτών δεδομένων με χρήση της τεχνολογίας API στο περιβάλλον του App Inventor

The contemporary global focus on the evolution and dissemination of the coronavirus (COVID-19) underscores its significance on a worldwide scale. It is imperative to acknowledge the dynamic nature of the pandemic, with ongoing monitoring being crucial for effective response. Our research endeavors to enhance educational approaches in light of these challenges. An innovative educational scenario and learning model have been devised and implemented, rooted in dilemmas and argumentation. This model integrates key educational principles, including a STEM-based interdisciplinary approach, self-regulated learning, and collaborative learning. Furthermore, the study emphasizes the instrumental role of technological tools in fostering active and collaborative participation within the classroom setting. A tangible manifestation of this emphasis is an application developed using the visual programming environment of App Inventor. Students showcased their results in class, engaging in discussions, presenting arguments, and reflecting on the findings that ultimately led to the conclusions presented in class. This multifaceted educational approach seeks to address the challenges posed by the evolving landscape of the COVID-19 pandemic.

Epistemología y otros demonios

The first approach that a student has in the higher academy of any nation is the epistemological link. The objective of this essay is to propose a critical and reflective view that can illuminate the path of searches towards the importance and reason for being of epistemology. The research approach is ethnographic, dialectical, hermeneutical and critical, anchoring its analysis under a perspective of dialogic interaction that arises with three actors: a class group, the AI ​​as a demon and the teacher. The trigger that activates the debate comes from three disturbing questions about electrons and their importance in the profession. The teacher turns to epistemology to get out of the mess, he says that the term comes from the Greek episteme, which means knowledge or science and logia, which means study, reason or logical discourse; In this way, epistemology is understood as the philosophy of scientific knowledge. Epistemology is characterized by the critical-realist conception of research on scientific knowledge. In conclusion, some voices of reflection are revealed as a controversy that demonstrate the importance of epistemology in emerging educational scenarios, specifically in the Audiovisual Design discipline.

Harmonizing the BCG model with logic of curriculum and maxims of teaching for maximizing effective teaching-learning

The Bio-Circular Green Economy Model introduced by Thailand aims to create a sustainable, inclusive society, economy and environment, through application of science, technology and innovation, using Thailand’s comparative advantage in biological and cultural diversity into competitive advantage. The importance of BCG model encompasses every country that aims to thrive through a culture of equity, inclusion and sustainability. India being one such country which does have a comparative advantage of cultural and environmental diversity, there lies need to promote equity, inclusion, innovation, economic and cultural responsiveness in its society. Educational scenario in India had showcased teachers as entities who tend to control the students and pour knowledge into them. The primary goal of every teaching learning process is maximum outcome of learning which includes behaviour modification, and therefore the maxims of teaching are the general principles which guides every teacher to manage their classroom effectively, with maximum participation of learners, invocation of sustainability and inclusiveness, as well as self-motivated learning taking place. An effective teacher is a facilitator, who uses the maxims to maximize the learning outcome keeping the outcome in congruence with the BCG Model. National Education Policy 2020 has laid down various pedagogical strategies that suits the logic of the curriculum structure. The logic is based on psychological aspects of growth and development. Hence, this study aims at seeking a relation between BCG Model and logic of Curriculum Instruction to intensify the learning outcome through application of Maxims of Teaching within the classroom by adopting thematic analysis.

Perceptions of Higher Education Teachers Concerning Experiential Learning: An Exploratory Inquiry

Experiential learning leads to intense and profound learning by involving students in any task. Employers prefer graduates who have learnt through various forms of experiential learning. However, in current academic scenario in higher education, experiential learning in higher education institutions is still restricted.Therefore,the major aim of the current work was to explore insights of university teachers regarding experiential learning in terms of their awareness of experiential learning, classroom practices and challenges to implement in classroom This study polled teachers across the general public sector universities of Punjab, Pakistan via thirteen questions based survey involving 208 teachers. The study concluded that collaborative learning is widely used strategy in the classroom as compared to other approaches of experiential learning. Classroom structure, such as overcrowded class, inadequate time, challenge to complete the syllabus, and teachers’ own reluctant attitude, were found to be the most significant barriers to utilize experiential techniques in classroom. Therefore, the study recommends to divide a large number of students in groups for better implementation of various form of experiential learning like project-based learning. Science departments be provided sufficient funding to involve students in project-based learning. Students be provided hands-on experiences in classroom and labs.

Evaluation of Federal Government of Nigeria Funding of Public-University Education for the Attainment of Sustainable Development Goal-4

The development of a country depends upon the educational scenario of the country. Most often, sustainable development is understood to be growth that satisfies present requirements without jeopardizing the capacity of future generations to satiate their own development needs. The goal of higher education, like that of previous levels of education, is still to generate highly skilled workers who will drive the center of social, economic and scientific development through in-depth study. Ironically, the Nigerian universities funding model seems lob-sided, with the government taking the lion share. The great thing about Sustainable Goal 4 is that it calls on all United Nations members countries, including Nigeria to “ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all” by 2030. While earlier studies mostly focused on funding of university education, very little research exists on the evaluation of Federal Government of Nigeria funding of public university education with an eye towards the attainment of sustainable development goal-4 target. The study adopts the institutional theory. Data for the study were drawn from participant observation and authentic secondary sources. The content analytical technique was used to review the literature on the subject matter. The study identified that financing of university education in Nigeria fall short of the benchmark of 26 % of the national budget as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO). Recommendations were made to prevent compromising the chances of delivery high quality university education in Nigeria by 2030.

The educational competition optimizer

In recent research, metaheuristic strategies stand out as powerful tools for complex optimization, capturing widespread attention. This study proposes the Educational Competition Optimizer (ECO), an algorithm created for diverse optimization tasks. ECO draws inspiration from the competitive dynamics observed in real-world educational resource allocation scenarios, harnessing this principle to refine its search process. To further boost its efficiency, the algorithm divides the iterative process into three distinct phases: elementary, middle, and high school. Through this stepwise approach, ECO gradually narrows down the pool of potential solutions, mirroring the gradual competition witnessed within educational systems. This strategic approach ensures a smooth and resourceful transition between ECO's exploration and exploitation phases. The results indicate that ECO attains its peak optimization performance when configured with a population size of 40. Notably, the algorithm's optimization efficacy does not exhibit a strictly linear correlation with population size. To comprehensively evaluate ECO's effectiveness and convergence characteristics, we conducted a rigorous comparative analysis, comparing ECO against nine state-of-the-art metaheuristic algorithms. ECO's remarkable success in efficiently addressing complex optimization problems underscores its potential applicability across diverse real-world domains. The additional resources and open-source code for the proposed ECO can be accessed at https://aliasgharheidari.com/ECO.html and https://github.com/junbolian/ECO.

Implementation of Patient-Individualized 3D-Printed Models in Undergraduate Students' Education for Various Prosthetic Treatments: A Cross-Sectional Survey Study.

Due to rapid changes in dental practice, digital technologies have become prominent in undergraduate dental education at German universities in recent years. This shift has prompted a re-evaluation of content as well as teaching methods, particularly in courses where students are prepared for patient treatment. Traditional training on standardized models with resin teeth cannot cover the complexity of individual dental arch configuration encountered in patient situations. This study explores the use of 3D printing technology to create individualized models for prosthetic treatment simulations, aiming to evaluate students' feedback towards their experience with this training setting. First, the study describes the design and fabrication of individualized models with exchangeable teeth based on intraoral scans, mounted on connected plates with distance holders that can be fixed to standard phantom heads. Second, students provided feedback through a questionnaire, assessing various aspects such as the effectiveness of the 3D-printed models compared to traditional frasaco models for preparation exercises. The results indicated that the design of the realized models was feasible for preparation training (question no. 4: 93% positive rating) and showed positive perceptions of the 3D-printed models, with students finding them effective for preparation exercises and beneficial in bridging the gap between simulation and real patient situations (question no. 6: 69% positive rating). The study suggests that 3D printing technology offers a valuable tool in dental education, providing realistic and patient-specific scenarios for students to enhance their skills and readiness for clinical practice. Further improvements in material properties in hand with cost-effective approaches are essential for widespread implementation.

Evolution of Teacher Competencies in Current Medical Education Scenario- A Review.

Medical schools navigate through the complexities of modern healthcare and technological advancements, the competencies expected of the educators are undergoing a significant transformation.

Lightlore: An Adaptation Framework for Design and Development of xAPI-Based Adaptive Context-Aware Learning Environments

The age of pervasive computing has initiated a boom in the development of adaptive context-aware learning environments (ACALEs), i.e., systems that are capable of detecting a learner’s context and providing adaptive learning services based on this context. Many of the existing educational systems were developed as standalone applications for specific or a small range of adaptive educational scenarios. It would be extremely helpful for developers and educators to have a unified framework that provides an infrastructure for the development of ACALEs. In this study, we propose Lightlore—an adaptation framework that enables the development of different types of ACELEs for a wide range of learning scenarios in formal and informal settings. We first used scenario-based design (SBD) as the design methodology for creating a conceptual model of Lightlore. Educational scenarios were adopted from the results of a previous literature review. We then developed a proof-of-concept implementation of Lightlore, with a hypermedia system for learning data structures that uses the adaptation service of Lightlore. This implementation is essentially an adaptation infrastructure and a programming API for creating new (or transforming existing) adaptive and context-aware educational services. It exploits the experience API (xAPI), a modern e-learning standard and learning record store, thus making coupling with existing learning environments easier. We expect that diverse types of users will benefit from using Lightlore, such as learners, educators, learning environment developers, and researchers on educational technologies.

Cloud Tools in Higher Education: Literature Review

Cloud computing has proven to be relevant to the area of Information Technology for education, especially in the midst of the COVID-19 pandemic, in which this technological alternative, which carries dynamic and flexible infrastructure, provided efficient and flexible computing environments. In this literature review, we sought to present the integration of technology in the Brazilian context of university degree, with emphasis on the relationship between education and technology which, although not a recent phenomenon, had its interaction intensified with the advancement of Information and Communication Technologies (ICT). Large companies in the sector, such as Google, Microsoft, among others, expanded the offer of ICT in several domains and, not unlike, in higher education, seen as valuable allies for e-learning. During the period of remote teaching, due to COVID-19 in order to minimize the socio-educational losses of students, file sharing tools, videoconferences and virtual learning environments have become essential for the continuity of teaching. In this work, we verify that the growing integration of cloud computing in higher education is seen as an essential tool to help and improve higher education in Brazil. Its relevance in the current educational scenario, articulated with technological innovation, has been marked by challenges and opportunities.

Enhancing Resource Utilization Efficiency in Serverless Education: A Stateful Approach with Rofuse

Traditional container orchestration platforms often suffer from resource wastage in educational settings, and stateless serverless services face challenges in maintaining container state persistence during the teaching process. To address these issues, we propose a stateful serverless mechanism based on Containerd and Kubernetes, focusing on optimizing the startup process for container groups. We first implement a checkpoint/restore framework for container states, providing fundamental support for managing stateful containers. Building on this foundation, we propose the concept of “container groups” to address the challenges in educational practice scenarios characterized by a large number of similar containers on the same node. We then propose the Rofuse optimization mechanism, which employs delayed loading and block-level deduplication techniques. This enables containers within the same group to reuse locally cached file system data at the block level, thus reducing container restart latency. Experimental results demonstrate that our stateful serverless mechanism can run smoothly in typical educational practice scenarios, and Rofuse reduces the container restart time by approximately 50% compared to existing solutions. This research provides valuable exploration for serverless practices in the education domain, contributing new perspectives and methods to improve resource utilization efficiency and flexibility in teaching environments.

Autobalanced Multitask Node Embedding Framework for Intelligent Education.

Recently, online education has become popular. Many e-learning platforms have been launched with various intelligent services aimed at improving the learning efficiency and effectiveness of learners. Graphs are used to describe the pairwise relations between entities, and the node embedding technique is the foundation of many intelligent services, which have received increasing attention from researchers. However, the graph in the intelligent education scenario has three noteworthy properties, namely, heterogeneity, evolution, and lopsidedness, which makes it challenging to implement ecumenical node embedding methods on it. In this article, an autobalanced multitask node embedding model is proposed, named MNE, and applied to the interaction graph, settling a few actual tasks in intelligent education. More specifically, MNE builds two purpose-built self-supervised node embedding learning tasks for heterogeneous evolutive graphs. Edge-specific reconstruction tasks are built according to the semantic information and properties of the heterogeneous edges, and an evolutive weight regression task is designed, aiding the model to perceive the evolution of learners' implicit cognitive states. Then, both aleatoric and epistemic uncertainty quantification techniques are introduced, achieving both task- and node-level weight estimation and instructing subtask autobalancing. Experimental results on real-world datasets indicate that the proposed model outperforms the state-of-the-art graph embedding methods on two assessment tasks and demonstrates the validity of the proposed multitask framework and subtask balancing mechanism. Our implementations are available at https://github.com/ccnu-mathits/MNE4HEN.