Exercise Education Research Articles

Teaching the tutors: use of an OSTE to train medical students to be peer tutors.

First-year medical students are often challenged by the rapid pace and large volume of content that must be learned. Peer teaching has emerged as a supportive educational strategy. However, the most effective strategies for training peer tutors (PTs) for their role are not known. This paper examines the use of an Objective Structured Teaching Exercise (OSTE) to augment PT training sessions. Applying deliberate practice as a conceptual framework, an OSTE was used to provide tutors with an opportunity to practice their skills and receive feedback about their performance when meeting with a student presenting with a challenge. The newly trained PTs were required to assess a standardized student, determine challenge(s) being experienced, and present options to address the challenge(s). Standardized students evaluated the tutors' performance and a pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence level of PTs to effectively assess and support students seeking help. Participants reported an increase in confidence in their ability to assess areas requiring improvement, understand the active learning strategies, and suggest appropriate active learning study strategies. Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE and in most cases PTs asked all relevant questions to assess. Increased self-efficacy promotes PT's capacity to perform their work and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the PT training program.NEW & NOTEWORTHY This novel application of the Objective Structured Teaching Exercise (OSTE) was done to enhance tutors' skills as valued members of our integrated academic support program. The OSTE provided feedback to the tutors and enabled us to identify a need for enhanced tutor training in active learning strategies. The OSTE can be adapted for use in other health science educational programs to enhance their training programs and to assess tutor's skills in preparation for their role.

The Roles, Responsibilities and Enlightenment of Advanced Exercise Instructors in the UK under the Perspective of Exercise Referral

The Roles, Responsibilities and Enlightenment of Advanced Exercise Instructors in the UK under the Perspective of Exercise Referral

Digital Peer-Supported App Intervention to Promote Physical Activity Among Community-Dwelling Older Adults: Nonrandomized Controlled Trial.

The use of mobile apps has promoted physical activity levels. Recently, with an increasing number of older adults accessing the internet, app-based interventions may be feasible in older populations. Peer support-based interventions have become a common method for promoting health-related behavior change. To our knowledge, the feasibility of using digital peer support apps (DPSAs) to increase physical activity among older adults and its impact on physical activity and physical function have not been investigated. This study aims to assess the feasibility of using DPSAs in older adults and to assess changes in physical activity and physical function in DPSA users. We conducted a nonrandomized controlled trial of older adults aged ≥65 years. We recruited participants for 2 distinct 12-week programs designed to increase physical activity. Participants could choose between an intervention group (app program and exercise instruction) or a control group (exercise instruction only). DPSA creates a group chat for up to 5 people with a common goal, and participants anonymously post to each other in the group. Once a day, participants posted a set of their step counts, photos, and comments on a group chat box. The intervention group used the DPSA after receiving 2 face-to-face lectures on its use. The participants were characterized using questionnaires, accelerometers, and physical function assessments. The feasibility of the DPSA was assessed using retention and adherence rates. Physical activity was assessed using accelerometers to measure the daily step count, light intensity physical activity, moderate to vigorous intensity physical activity (MVPA), and sedentary behavior. Physical function was assessed using grip strength and the 30-second chair-stand test. The participants in the intervention group were more frequent users of apps, were more familiar with information and communication technology, and had a higher baseline physical activity level. The retention and adherence rates for the DPSA intervention were 88% (36/41) and 87.7%, respectively, indicating good feasibility. Participants in the intervention group increased their step count by at least 1000 steps and their MVPA by at least 10 minutes using the DPSA. There was a significant difference in the interaction between groups and intervention time points in the daily step count and MVPA (step count, P=.04; duration of MVPA, P=.02). The DPSA increased physical activity, especially in older adults with low baseline physical activity levels. The feasibility of DPSA was found to be good, with the intervention group showing increases in daily steps and MVPA. The effects of DPSA on step count, physical activity, and physical function in older adults with low baseline physical activity should be investigated using randomized controlled trials.

Keefektifan Model Problem Based Learning Berbantuan Concept Mapping Pada Materi Sistem Reproduksi Manusia Untuk Meningkatkan Literasi Sains dan Keterampilan Berdiskusi Kelompok Siswa SMA

The learning process consists of a sequence of instructional and learning exercises designed to ascertain the efficacy of concept mapping-aided problem-based learning model on the human reproduction system in raising science literacy as well as the efficacy of the model on the human reproduction system in raising students' discussion skills at SMAN 1 Kasihan. This research employed a quasi-experiment design. The samples of this research were selected using random cluster sampling, consisting of 1 control class used scientific learning approach and 1 experimental class used Problem Based Learning model and Concept Mapping strategy. A descriptive and inferential statistics Independent Sample T-test were employed to analyzed the data. The study's findings indicated that the experimental class's pre-test score was 46.97 and the control class's was 45.53. In addition, the experimental class scored 81.86 on the post-test, whereas the control class scored 62.28. The experimental class has a 0.7 N-Gain score in scientific literacy, whereas the control class has a 0.4 score. Based on the Independent Sample T-test findings, p=0.000 (p<0.05) is the significance threshold. It can be stated that students at SMA N 1 Kasihan's science literacy and group discussion abilities are successfully increased by Concept Mapping-aided Problem Based Learning (PBL) model on human reproduction material.

Representation Matters: Information Literacy Sessions and Supporting Trans and Non-Binary Students

Representation matters and contributes to student engagement, sense of belonging, and overall success. This is especially true for our most vulnerable student populations, which include transgender and non-binary students who do not often see themselves represented within the structure of the academic institution. While university-wide initiatives to engage students such as first year seminars are important, so too are smaller scale efforts such as creating representation through the use of teaching materials and exercises in courses and information literacy sessions. When discussing representation for the LGBTQ + community, and especially transgender and non-binary parts of that community, it is important to acknowledge that within this larger group, there are any number of intersectional identities impacting individuals’ sense of belonging, support, and access to success, all of which cannot be addressed in the space of this column or in the time it takes to run an information literacy session. However, that does not mean we, as educators, should not try.

Fit-Sense AI

Sustaining a healthy lifestyle has grown more crucial in the fast-paced world of today. But not everybody has access to a personal trainer for fitness. This is where technology can become extremely important in increasing the accessibility and appeal of fitness. A project called "Fit- Sense AI” is an AI-powered fitness Trainer that uses OpenCV for computer vision, MediaPipe for position estimation, and artificial intelligence (AI) to build a virtual fitness trainer that you can use on your computer. The goal of this project is to offer people a customized, interactive fitness experience. It can follow the user's motions in real time and provide feedback and instructions for different exercises by using computer vision techniques. The AI fitness trainer will assess your technique while you're doing strength training or yoga poses and provide suggestions for improvement

Teaching Innovation of Core Literacy in Physical Education and Health Courses in Colleges and Universities Based on Multiple Regression Modeling

Currently, the teaching of physical education and health courses in colleges and universities only focuses on whether students have completed physical exercise, but not on the cultivation of students’ physical education core literacy. This paper establishes a coherent teaching framework of “learning-practice-evaluation” for physical education and health courses from the theory of multiple intelligences and the core literacy elements of physical education, aiming to effectively enhance the core literacy of students in colleges and universities. The study was conducted within the scope of University A in Province G. A questionnaire was used to obtain the data related to students’ physical education and health, and a multiple regression model with parameter estimation by the weighted least squares method was used to analyze the role of physical education and health courses in promoting the core literacy of physical education and health. Structural equation modeling was also used to conduct exploratory factor analysis and validation factor analysis of students’ physical education core literacy. It was found that for every 1 percentage point increase in the teaching level of physical education and health courses in colleges and universities, the students’ physical education core literacy would increase by 1.347 percentage points. The path coefficient between students’ factors and physical education discipline factors is 0.853, and the X2/DF of the model is 1.696.Physical education teachers must adopt diversified teaching design under the goal point of core literacy to stimulate students’ interest in physical education learning and exercise consciousness, promote students’ active participation in physical education activities, and enhance students’ core literacy in physical education.

Bridging Theory and Practice in Arabic Language Education

This study examines the alignment of the textbook "Al-Iktisyaf" with the inductive method in Arabic language education, focusing on nahwu learning. Through qualitative analysis, including literature review and descriptive study methods, the research identifies strengths and weaknesses in the textbook's approach. While "Al-Iktisyaf" follows the sequence of the inductive method, it lacks emphasis on practical nahwu learning, particularly Wadhifah Nahwiyyah. The findings highlight the need for supplementary resources to enhance practical exercises and contemporary linguistic approaches in Arabic language education. Highlight: Method analysis: "Al-Iktisyaf" and inductive approach in Arabic language education. Practical learning: Strengths and weaknesses in functional nahwu instruction. Supplementary resources: Essential for enhancing practical exercises in Arabic language education. Keywoard: Arabic Language Education, Al-Iktisyaf Textbook, Inductive Method, Nahwu Learning, Supplementary Resources

Assessment of kinesiophobia levels in patients with musculoskeletal pathologies: A demographic, physical, and clinical perspective

IntroductionKinesiophobia is a crucial factor influencing the rehabilitation process for individuals with musculoskeletal pathologies. Assessing kinesiophobia levels is crucial for personalized interventions. AimThe aim of this study is to investigate the level of kinesiophobia in individuals with musculoskeletal pathology based on the pathology areas, demographic, physical, and clinical characteristics. MethodsA total of 210 participants with musculoskeletal pathologies were included in the study. All participants were assessed using a sociodemographic information form for demographic and physical characteristics, the Tampa Kinesiophobia Scale for kinesiophobia level, and the McGill-Melzack Pain Questionnaire for pain location and intensity. ResultsThere was no statistically significant difference observed in kinesiophobia level between patients in terms of pathology location and sex. However, a significant difference in kinesiophobia levels was found among patients based on the acute and chronic duration of the disease (p = 0.00), previous treatment history (p = 0.04), and exercise engagement (p = 0.00). When kinesiophobia levels were examined according to educational status, a significant difference was found between the primary education group and the undergraduate and above group (p = 0.00). ConclusionsAccording to the results of this study, kinesiophobia levels appear to be independent of pathology location and sex, but vary based on educational level, exercise habits, pain duration and history of previous treatment. Considering these findings, it is essential to take into account these factors in treatment programs in clinical practice and to provide support in exercise and physical activity training to individuals who have previously received treatment and individuals with low education levels.

Multi-task Information Enhancement Recommendation model for educational Self-Directed Learning System

In Self-Directed Learning Systems (SDLS), suggesting specific exercises to students after viewing educational videos is crucial, which promotes the integration of learning resources and improves learning efficiency. Given that exercises and educational videos are distinct learning resources, suggesting exercises centered on educational videos containing knowledge concepts is referred to as cross-type recommendations. Traditional cross-type recommendation methods usually separate data representation and recommendation tasks, which hampers effective knowledge transfer and information fusion. Furthermore, educational resources frequently feature an irregular distribution of information, posing a significant challenge to existing models in extracting crucial information. Besides, due to the inadequate data, the cross-type recommendation system needs help in developing a robust model. To address these challenges, we propose a Multi-task Information Enhancement Recommendation (MIER) Model in this paper. This model provides a comprehensive recommendation capability by integrating resource representation and merging recommendations. Multi-task learning improves the capacity to integrate information and transfer knowledge. Then, we propose an Information Enhancement Encoder (IEE) module that utilizes the attention mechanism to enhance the model’s ability to extract essential information from educational videos and exercises. Finally, to address the problem of inadequate data, we design a fusion structure that incorporates the concept knowledge graph as expert information into the model. To evaluate the effectiveness of the MIER, we compare it with other models on both predicting concepts and recommending exercises task. The corresponding results demonstrate that the MIER outperforms all the other models. We comprehensively evaluated the MIER model’s performance across a range of datasets varying in labeled data quantity. The findings demonstrate that the model consistently achieves outstanding performance and exhibits robustness, even under conditions of limited label availability.

Abstract PS18-08: Bridging Disparities in Survivorship Care: Leveraging Telehealth for Diverse Patients in Safety Net Hospital

Abstract Background There are 3.8 million breast cancer survivors (BCS) in the United States and 67-88% of them report unmet needs in survivorship care. With advancements in breast cancer treatment and improved survival rates, there is a growing need to expand survivorship care to address the long-term physical, psychosocial, and medical needs of cancer survivors. There is a significant disparity in access to high-quality survivorship care, particularly for diverse patient populations in safety net hospitals. BCS in marginalized communities experience worse health-related quality of life (HRQOL) outcomes following cancer treatment in the management of symptoms, complications of treatment, and overall health-related distress. Thus, new models that leverage complex care management principles and novel care delivery systems, such as telehealth, are needed to provide multidisciplinary care and support for self-management. Methods We conducted a single-arm, pilot intervention trial of telehealth group medical visits (tGMV) in a safety net hospital serving low-income and racially and ethnically diverse BCS. The study team included physicians, advanced practitioners, PCPs, clinical psychologists, nurses, dieticians, exercise instructors, Traditional Chinese Medicine practitioners, sexual health counselors, research coordinators, and patient navigators. We enrolled a total of 6 cohorts of 7-10 BCS for the tGMV intervention (2 cohorts each in English, Spanish, and Cantonese). Each cohort had four weekly sessions on the following topics: 1) Reclaiming your health after cancer, 2) Managing emotional health, 3) Sexual health and relationship, and 4) Food is medicine. All participants were trained on the telehealth video conference platform. The curriculum was culturally adapted in the Spanish and Cantonese cohorts. Study staff followed up with participants by phone after each session. We evaluated feasibility and acceptability as primary outcomes with prespecified thresholds for >90 % completion of planned sessions and >70% attendance. Participants’ evaluation of the intervention and self-efficacy were secondary outcomes, which are not reported in this abstract. Results Fifty-three women with stage I-III breast cancer were enrolled in the study. The age was 37 to 75 (median: 58). There were 14 (26%) English-speaking participants, 19 (36%) Spanish-speaking participants, and 20 (38%) Cantonese-speaking participants. Eight (15%) participants identified as White, three (5.7%) Black A/A, 23 (43%) Asians, and 19 (36%) Hispanic; 43 (81%) participants were foreign-born. Twenty-seven (51%) participants reported food insecurity on the screening survey. The overall attendance rate was 98% (English: 97%, Spanish: 97%, and Cantonese: 100%). Of the 53 participants, 41 (77%) found the telehealth format acceptable, 47 (88%) agreed/strongly agreed that it was easy to log in and stay connected, 53 (100%) agreed/strongly agreed that tGMV were a good use of their time, 52 (98%) understood the purpose of the telehealth format, and 50 (94%) felt the information was easy to understand. Conclusions Telehealth-delivered group medical visits are feasible and acceptable in a safety net setting and are a promising intervention that may help in addressing the unmet needs of cancer survivors. We also found that despite the reported low uptake of telehealth in safety net settings, emphasis on training and technical support during sessions can increase the utilization of telehealth. Citation Format: Ivan Leung, Evelin Trejo, Ana Velázquez Mañana, Elizabeth Castillo, Barbara Cicerelli, Robin McBride, Piera Wong, Huiyu Xie, Lily Zhang, Nancy Burke, Niharika Dixit. Bridging Disparities in Survivorship Care: Leveraging Telehealth for Diverse Patients in Safety Net Hospital [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PS18-08.

Abstract PO2-19-04: Trial in Progress: The REJOIN Trial to Use Exercise and Education to Relieve Joint Pain in Older Breast Cancer Survivors Taking Aromatase Inhibitors

Abstract Background: Physical activity (PA) is a recommended part of breast cancer survivorship. PA promotes survival and mitigates symptoms in older breast cancer survivors (BCS), especially in reducing joint pain associated with Aromatase Inhibitors (AIs). The purpose of the study is to test if a self-management intervention (including education and exercise instruction) improve joint pain management better than standard care. Trial Design: This two-armed randomized controlled pilot trial (NCT03955627) includes insufficiently active BCS, 60 years and older, diagnosed with stage I-III hormone-sensitive breast cancer, who have completed primary cancer treatment and are within 6 months of initiating AIs. We adapted an evidence-based PA program for older adults (Fit and Strong!) that includes bi-weekly, supervised exercise sessions plus education (90 minutes total). The 16-week, evidence-based intervention program includes: 8-weeks of supervised sessions delivered remotely plus 8-weeks of self-guided home sessions with periodic phone coaching. We are conducting select geriatric assessments (e.g., cognitive assessment, polypharmacy) plus measurements of exercise (both self-reported and objectively measured by accelerometer), joint pain (brief pain inventory), and AI adherence (confirmed by self-report and prescription records) assessed four times (baseline, 4, 6 and 12 months). Eligibility Inclusion criteria: • Female, aged ≥ 60 years at enrollment • Planning to initiate (or are < 24 weeks from initiating) AIs • Diagnosed stages I-III breast cancer • ER+ tumor (at least 5% of cells) • Completed surgery, radiation and/or chemotherapy • Independent ambulator (verified by treating clinician/staff) • Physician approval to start an exercise program • Insufficiently active (less than 150 minutes per week of moderate intensity activity or less than two sessions per week of strength training) • Able to complete surveys and forms/understand English • Agree to random assignment to treatment or control group • Can commit to 8 weeks, bi-weekly classes offered by Zoom video and 8 Weeks of at-home exercise. • Must have internet access or data plan to support video conferencing software • Minimum cognitive impairment (verified by cognitive screening questions administered by phone) Specific Aims: The primary aim is to test the efficacy of a self-management intervention (exercise plus education) on AI-associated arthralgia. Hypothesis: Participants in the treatment group will report less pain than the control group. –A secondary aim is to test the effect of the pilot intervention on adherence to AIs. Hypothesis: Participants in the treatment group will report better AI Adherence than controls. Statistical Methods: We will use the Wilcoxon-Mann-Whitney t-test to assess the effect size from the start to the end of the trial, assuming a power calculation of 80%, a two-sided alpha of 10%, and a pooled standard deviation of one between the outcomes of the two groups (usual care and treatment) being compared. Present Accrual and Target Accrual REJOIN enrolled 12 participants in 2022, but two withdrew after randomization. We now have data on 10 participants with a target accrual of 24 overall. The original 12 were accrued at Penn State College of Medicine. We subsequently opened a second site at Wake Forest University and are recruiting the remaining participants. Contact information: For more information about REJOIN, please contact the study director, Dr. Shirley Bluethmann at sblueth@wakehealth.edu or the REJOIN project manager, Angela Grubb, at agrubb@wakehealth.edu Citation Format: Shirley Bluethmann, Peri Newman, Cristina Truica, Nancy Olsen, Heidi Klepin. Trial in Progress: The REJOIN Trial to Use Exercise and Education to Relieve Joint Pain in Older Breast Cancer Survivors Taking Aromatase Inhibitors [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PO2-19-04.

ARE THE ATTITUDES AND BELIEFS OF AUSTRALIAN EXERCISE-BASED PRACTITIONERS ASSOCIATED WITH THEIR USE OF, AND CONFIDENCE IN, TREATMENT MODALITIES FOR PEOPLE WITH CHRONIC LOW BACK PAIN?

BACKGROUND Practitioners’ attitudes and beliefs towards chronic low back pain (CLBP) influence their clinical decision making, but few studies have investigated decision making outside the context of patient vignettes, for a range of first- and second-line treatment options for CLBP, or in Accredited Exercise Physiologists (AEPs). METHODS Using an online survey, Australian AEPs and physiotherapists rated their use of different treatments for CLBP (exercise, education, manual therapy, cognitive behavioural therapy) and their confidence in these treatments for reducing pain and disability. Their biomedical and biopsychosocial beliefs were also assessed using the Pain and Attitudes Beliefs Scale for Physiotherapists. Differences between disciplines in treatment use and confidence were analysed using Mann-Whitney U tests and independent t-tests, respectively. Multiple linear regression was used to explore factors associated with treatment choices. RESULTS Two-hundred thirty-three practitioners (n=143 physiotherapists, n=90 AEPs) completed the survey. Most practitioners were confident treating CLBP, had a moderate-high level of confidence in the different treatments, and regularly used them in practice. Practitioners with higher biomedical beliefs had greater use of, and confidence in, specific exercise, manual therapy, and combined exercise and manual therapy. Practitioners with higher biopsychosocial beliefs were more confident in general exercise, cognitive behavioural therapy, pain education and combined exercise and pain education. CONCLUSION Practitioner beliefs influence their use of, and confidence in, different treatments for CLBP. These findings suggest a need for strategies to enhance biopsychosocial beliefs/reduce biomedical beliefs in Australian exercise-based practitioners.

YOUNG STRONG AND DEADLY PROGRAM EVALUATION

INTRODUCTION & AIMS For Aboriginal young people, physical activity declines through puberty, adolescence, and early adulthood. Western Sydney Local Health District (WSLHD) departments, Aboriginal Health Hub and Youth Health, together with western Sydney Aboriginal communities co-designed the Young, Strong, and Deadly program. The program is an assertive intervention which aims to increase healthy behaviours and improve social and emotional wellbeing among young Aboriginal adolescents aged 12-16 years. The program is an Aboriginal researcher led, 14-week health education and physical exercise program that includes paid PCYC gym memberships, guided gym sessions, transport provision and nutrition education. METHODS The study used a mixed method pre-post design with a process evaluation. Participants were recruited through convenience and snowball sampling including engagement with schools and Aboriginal community-controlled organisations. Data were collected on participation and attendance, performance, satisfaction and intention to continue with activities. RESULTS For the first of three cohorts, 31 participants were recruited, of which 24 completed the 14week program. All participants demonstrated significant improvements in strength & conditioning. Five focus groups were conducted with 20 adolescents and seven parents, individually or in pairs. Adolescents enjoyed the program, particularly achieving gains in strength and fitness, learning and practicing new recipes and having an Aboriginal specific program. Parents spoke favourably of the program including improvements in their children’s health behaviours, focus on school and confidence, and appreciated the staff input and program operations. CONCLUSION Young Strong and Deadly has been implemented in community settings and has demonstrated feasibility and acceptability among Aboriginal adolescents and their families. Initial findings show that a culturally appropriate assertive intervention program can impact on social and emotional wellbeing as well as improving the health of young Aboriginal people.

An in-fiber Mach–Zehnder strain sensor for studying multimode interference of light

Multimode interference of light is an optical interference phenomenon based on waveguides, which has broad applications in optical communication, lasers, and optical fiber sensing. Since optical fiber has become the most widely used optical waveguide in modern society, multimode interference in optical fibers is an ideal candidate for projects in university teaching laboratories. Here, we implement an in-fiber Mach–Zehnder strain sensor-based experiment to study multimode interference in optical fibers. The sensor is fabricated by fusion splicing a piece of thin core fiber between two single mode fibers. One end of the thin core fiber is spliced without a core offset, while the other end is spliced with a core offset. Due to the mode field diameter mismatch and core offset, cladding modes are excited and interfere with the core mode in thin core fiber. Students can observe the sensor fabrication demonstration and perform a strain test with an optical spectrum analyzer. The wavelength spectra captured by the optical spectrum analyzer under different strains are analyzed with the signal processing tools of fast Fourier transform and fast Fourier transform filter. Students then find characteristics of the multimode interference in the sensor from the analysis. The experiment extends undergraduates' knowledge of light interference and is an instructive exercise for them in modern coherence theory.

Empowering Students’ Comprehension in Calculus with eCALculator

Calculus is a fundamental subject in STEM (Science, Technology, Engineering, and Mathematics) study programs. Despite the introduction of basic calculus concepts as early as secondary school, many undergraduate students still encounter difficulties in comprehending and solving differentiation and integration problems. As calculus is fundamental to fields like science and engineering, possessing a solid mathematical and calculus foundation becomes essential for STEM students. Struggling to grasp these fundamental concepts not only impacts performance in calculus but also poses challenges when tackling advanced related topics. Recognizing this challenge, the eCALculator is introduced as a comprehensive and accessible solution. This innovative tool takes the form of a step-by-step e-manual, guiding students in determining a function’s derivatives and integrals using a calculator. The e-manual can be accessed via a flipbook, encompasses instructional videos and exercises. The eCALculator was tested to 40 engineering students enrolled in Calculus courses at UiTM Cawangan Pulau Pinang. Survey results indicate that the eCALculator not only helps improving students’ comprehension and accuracy in calculus problem-solving but also increases motivation and interest in learning, particularly among low-achieving mathematics students who require additional support.

Utility and usability of a wearable system and progressive-challenge cued exercise program for encouraging use of the more involved arm at-home after stroke—a feasibility study with case reports

BackgroundUnderstanding the role of adherence to home exercise programs for survivors of stroke is critical to ensure patients perform prescribed exercises and maximize effectiveness of recovery.MethodsSurvivors of hemiparetic stroke with impaired motor function were recruited into a 7-day study designed to test the utility and usability of a low-cost wearable system and progressive-challenge cued exercise program for encouraging graded-challenge exercise at-home. The wearable system comprised two wrist-worn MetaMotionR+ activity monitors and a custom smartphone app. The progressive-challenge cued exercise program included high-intensity activities (one repetition every 30 s) dosed at 1.5 h per day, embedded within 8 h of passive activity monitoring per day. Utility was assessed using measures of system uptime and cue response rate. Usability and user experience were assessed using well-validated quantitative surveys of system usability and user experience. Self-efficacy was assessed at the end of each day on a visual analog scale that ranged from 0 to 100.ResultsThe system and exercise program had objective utility: system uptime was 92 ± 6.9% of intended hours and the rate of successful cue delivery was 99 ± 2.7%. The system and program also were effective in motivating cued exercise: activity was detected within 5-s of the cue 98 ± 3.1% of the time. As shown via two case studies, accelerometry data can accurately reflect graded-challenge exercise instructions and reveal differentiable activity levels across exercise stages. User experience surveys indicated positive overall usability in the home settings, strong levels of personal motivation to use the system, and high degrees of satisfaction with the devices and provided training. Self-efficacy assessments indicated a strong perception of proficiency across participants (95 ± 5.0).ConclusionsThis study demonstrates that a low-cost wearable system providing frequent haptic cues to encourage graded-challenge exercise after stroke can have utility and can provide an overall positive user experience in home settings. The study also demonstrates how combining a graded exercise program with all-day activity monitoring can provide insight into the potential for wearable systems to assess adherence to—and effectiveness of—home-based exercise programs on an individualized basis.

Understanding Artificial Neural Networks and its formation

Abstract: A brain network is an information handling framework comprising of countless basic, exceptionally interconnected handling components in an engineering motivated by the construction of the cerebral cortex piece of the cerebrum. Thus, brain networks are frequently equipped for doing things which people or creatures get along nicely however which customary PCs frequently do inadequately. Brain networks have arisen in the beyond couple of years as an area of surprising an open door for research, improvement and application to various true issues. For sure, brain networks display attributes and abilities not given by some other innovation. Models incorporate perusing Japanese Kanji characters and human penmanship, perusing typewritten text, making up for arrangement mistakes in robots, deciphering extremely "uproarious" signals (e.g., electrocardiograms), demonstrating complex frameworks that can't be displayed numerically, and anticipating whether proposed advances will be great or fizzle. This report presents a short instructional exercise on brain organizations and momentarily depicts a few applications.

Learning obstacles on fractions: A scoping review

This scoping review aims to consolidate the research that has been conducted on fractional learning challenges, with a particular emphasis on the various student groups, intervention strategies, outcomes, and specific learning problems. The research finds essential research topics and relevant papers and extracts data in order to gain an understanding of the intricate nature of fraction learning. The technique utilized in this study is a five-stage process. The preliminary literature searches produced a total of twenty-three articles, seven of which were chosen for a more in-depth examination. These publications covered a variety of themes, including the effectiveness of manipulatives, strategies for accommodating students who struggle with mathematics, focused training interventions, and instructor guidance. The findings of this research shed light on the myriad of difficulties associated with learning fractions. These difficulties range from basic conceptual and procedural comprehension to unique educational obstacles for a wide variety of student populations, including those with learning disabilities. The study focuses on a variety of intervention tactics, such as accommodations, strategic training, and the utilization of manipulatives, with the objective of enhancing problem-solving abilities, conceptual comprehension, and procedural proficiency in fractions. This all-encompassing examination highlights the ubiquity of misconceptions and the necessity of explicit training. It also highlights the usefulness of direct instruction, strategic education, and problem-solving exercises in improving students' comprehension of fractions. In order to overcome problems in learning fractions and to improve mathematical education, the findings advocate for the continuation of research and the incorporation of effective pedagogical approaches.

Research on the Influence of Teacher-Student Education Expectation Consistency on Students’ Physical Exercise: Based on Polynomial Regression and Response Surface Analysis

Students' physical exercise has important practical significance in enhancing students' physical health and promoting the health construction. Based on the expectation effect theory, this study explores the influence of teacher-student expectation consistency on students' physical exercise from a binary perspective. Using China Education Tracking Survey (CEPS) data, through polynomial regression and response surface analysis, it is found that: (1) There are four combinations of teacher-student educational expectation. Compared with the combination of "high-low", "low-high" and "low-low", when teacher-student educational expectation is consistent with "high-high", students' cognitive ability and students' physical exercise are higher; (2) Cognitive ability mediates the relationship between teacher-student educational expectation consistency and students' physical exercise; (3) The class atmosphere moderates the consistency of teacher-student education expectation and cognitive ability. This study employs computer technology to validate the impact of the teacher-student duality interaction on students' physical exercise through polynomial regression and response surface analysis. Through the design and development of intelligent auxiliary education system, teachers can gain better insight into students' educational expectations while promoting their engagement in physical exercise.