Facilitate Knowledge Acquisition Research Articles

Knowledge effects of action-related reactions to errors

Adaptive action-related reactions to errors, i.e. (meta-)cognitive processes and behaviours directly aimed at overcoming an error, have been proposed to benefit learning outcomes. However, causally interpretable findings are sparse in the current literature. Addressing this research deficit, the present study aimed at investigating whether action-related error adaptivity during the learning process facilitates knowledge acquisition in an actual learning situation. Data of 177 undergraduate students was analysed in structural equation models. Adaptive action-related reactions to errors were simultaneously assessed via self-reports and a behavioural indicator (voluntary repetitions of previous learning material after errors). Both forms of operationalisation were positively correlated and revealed similar result patterns. In two separate models, self-reported as well as behavioural adaptive action-related reactions to errors indicated a positive effect on knowledge acquisition. These findings further validate the self-report measurement of action-related error adaptivity and point to its direct impact on the learning outcome.

Student Perceptions of Project-Based Learning When Studying ‘Information Systems’ in an ICT Engineering Program: Taking Advantage of Active Learning

This article presents a case study on the way of teaching and learning the subject ‘Information Systems’ to ICT (Information and Communication Technology) engineering students, which is based on an active learning strategy implemented through a Project-Based Learning (PjBL) method, a practice that facilitates knowledge acquisition in addition to enhancing diverse learning outcomes such as teamwork, critical thinking, and analysis, or communication skills. This study aims to present the students’ perceptions once they have undertaken the whole subject, to better understand the different positive and negative elements associated with PjBL implementation according to their opinions. Students’ perceptions of PjBL were obtained through a survey utilizing the Bipolar Laddering (BLA) technique, which allows them to identify their experiences in terms of both beneficial and challenging aspects, as well as potential improvements to their experiences. On one hand, the most relevant findings on their PjBL experience assessed as positive are presented as follows: to work by themselves on a real project related to the working world; to be able to apply the theoretical topics explained during the class sessions; to have highly talented instructors; to experience a very dynamic and effective way of learning; to give a final presentation to their classmates and the instructors; and to work in groups. On the other hand, when analyzing the core negative perceptions, the following ones were highlighted by the surveyed students: undertaking just a single project; having an overly theoretical context; and having too much freedom, which could lead to confusion.

Resources for innovative learning of anatomy and foot ossification: Graphic design and virtual reality.

This study addresses the ossification process of the foot, a topic of great relevance within podiatry courses. Understanding the chronology of foot bone formation is essential for evaluating pathological processes and establishing appropriate therapeutic actions to improve patient quality of life. The main objectives of this work are to understand the ossification process of the foot bones and to propose an appropriate didactic methodology for effective learning of this process. The individual ossification sequences of the foot bones were established and virtually recreated to make these processes more didactic and usable as teaching aids. The literature search was conducted using the PRISMA statement, focusing on terms, such as "bone ossification," "foot," and "bone development," and included relevant studies from medical databases. Updating the ossification ages and providing previously unavailable visual teaching material offers a useful tool for improving the teaching of this subject. It was found that, in general, the tarsal bones show significant differences in ossification ages between sexes, with later and slower ossification in males. These differences are statistically analyzed and presented in detailed comparative tables. The use of innovative teaching tools, such as virtual anatomical models, helps students to better understand the ossification process of foot bones. Implementing these tools in the podiatry curriculum not only facilitates knowledge acquisition but also enhances the quality of teaching and, consequently, the future clinical practice of students.

Educommunication in Nutrition and Neurodegenerative Diseases: A Scoping Review.

This scoping review followed the JBI Institute Reviewer's Manual. The search was conducted between June 2022 and March 2023 in databases including PubMed/MEDLINE, Embase, Scopus, and Web of Science. Out of 189 studies identified, 29 met the eligibility criteria, and only 3 were suitable for inclusion in this review. Studies using educommunication for food and nutrition education are scarce. Despite the limited number of studies included in this review, various educommunication strategies utilizing communication and information technologies were used. Educommunication strategies can facilitate knowledge acquisition in food and nutrition and change behaviors, resulting in health benefits for the participants. More studies on this subject are needed.

In situ simulation educational intervention in emergency care nursing: from identifying learning needs to developing clinical and transferable skills

Introduction: The nursing team is crucial in emergency care (EC) settings, serving as patients’ first point of contact. However, gaps in their training have been hindering the effectiveness of care and patient survival. In situ simulation (ISS) has been recognized as a valuable tool in EC education, uncovering hidden risks in clinical care areas. This study aimed to analyse how an ISS educational intervention in the EC department impacted participants’ clinical and transferable skills. Methods: To assess the effectiveness of an educational intervention on the 37 EC nursing professionals, a 12-month study quasi-experimental study was conducted. The study consisted of a survey to identify participants’ learning needs and four workshops tailored to meet the team’s specific needs, culminating in an ISS session. Knowledge levels were evaluated using pre- and post-tests administered before (T0) and after (T1) the workshops, along with a formative assessment with an Objective Structured Clinical Examination (OSCE) holistic marking guide to measure the clinical and transferable skills acquired during the ISS. Results: The primary participant’s learning needs centred around cardiopulmonary arrest caused by acute myocardial infarction, including interpreting electrocardiogram and teamwork. These topics were used to develop the workshop and the simulation scenario. A significant difference (p < 0.001) was observed in the levels of learning between T0 and T1, indicating a marked improvement in the participants’ performance. The nursing professionals displayed proficient clinical and transferable skills during the ISS, successfully completing over 80% of the OSCE items. Discussion: These findings suggested that a customized educational intervention incorporating participatory learning and ISS effectively enhances clinical and transferable skills among nursing professionals. The positive outcomes observed in post-tests and OSCE holistic assessment highlighted the effectiveness of this intervention for the EC nursing team. The results of this study demonstrate that active participation in workshops facilitates knowledge acquisition. Furthermore, the OSCE results illustrate the practical application of clinical and transferable skills during the ISS.

Humanistic Curriculum by Accentuating Confluent and Consciousness Forms – An Overview

A curriculum that promotes the common good is also humanistic. "Father of Humanistic Psychology," Carl Rogers focused much of his career on implementing the findings of his psychological research into person-centred teaching, which identified genuineness on the part of the learning facilitator, empathy for students, and concern for their well-being as the essential characteristics of the most successful teacher. Confluent and Consciousness have been the two most popular humanistic curricular formats. Confluent education is defined differently by different people, although most people agree that it combines substance and effect. Curriculum decisions are impacted by the theological idea of transcendence, which is the sense of being beyond any condition or realization of being. It implies that students ought to be taught how one method of research in an area of study links to other specializations. Humanists hold that the fundamental qualities of a self-directed learner should include openness, creativity, a positive self-concept, ability, and clarity of values. A humanist educator facilitates knowledge acquisition rather than transmits it. It would be preferred to use participatory and discovery approaches as opposed to traditional didacticism, which teaches students to memorize what their teachers say. The humanistic teacher is concerned with the child's affective (or emotional) requirements in addition to their intellectual ones.

The use of AI for Education in Third Age: the role of EU project

Abstract Society today is struggling with various challenging phenomena. This manuscript aims to analyse two phenomena, ageing and digitalisation, in the context of education. Both phenomena are an important area of research: the complexity of an ageing population and the intersection of technology and education. In this context, artificial intelligence (AI) offers the opportunity to improve the educational experiences of older adults. AI-driven tools and educational initiatives can be tailored to the different learning preferences and cognitive abilities of this population, promoting engagement and knowledge retention. The adaptability of AI systems enables personalised learning pathways that address individual challenges and promote lifelong learning and cognitive health in older learners. This research will highlight the critical role of AI in reshaping educational paradigms and its potential to facilitate knowledge acquisition and empower an often-marginalised population. Finally, focusing on the role of international projects will allow us to understand the trends in EU research and funding. Understanding the impact of AI on education in the third age and EU funding invites a broader discussion on inclusivity and innovation in the educational landscape.

Teaching Modalities and Their Effect on Nursing Students Knowledge and Satisfactions

Nursing education plays a crucial role in preparing healthcare professionals to provide high-quality care in different healthcare settings. The acquisition of knowledge and the development of nursing education, be it online or face-toface, is crucial to ensure that students are competent enough to address the complex challenges of the healthcare work environment. Aim: The primary aim of the study is to compare the knowledge and satisfaction of students pursuing online and lecture-based diploma courses on adult health nursing studies in South Jordan. Methods: Quantitative research was employed, involving a sample from 200 diploma nursing students enrolled across 3 nursing institutions across South Jordan. Two questionnaires were conducted to compare knowledge derived from the syllabus and the content of the courses, and comparison of satisfaction of the course by different teaching styles. A set of multiple-choice questions were asked to students to examine their knowledge about courses and make subsequent comparisons between lecture-based and online courses. Data was collected through surveys to gauge their knowledge along with their satisfaction levels, to evaluate their perceptions about learning experiences. Results: The findings indicated that 79% of students rated face-to-face learning above average, whereas the online learning group showed lower scores amongst the two with 22% reported good results. Also, satisfaction surveys revealed that 69% of students in the face-to-face learning group reported higher levels of satisfaction, primarily because of the feasibility of direct interaction with instructors and peers in the learning environment. Conclusion: The demand for nursing professionals in Jordan continues to grow, entailing the need to explore innovative approaches to education that effectively facilitate knowledge acquisition. Even though online lectures are important for students, the ones attending face-to-face lectures provided more competency and depth in their knowledge when contested for.

Integrating Medical Librarians Into Infectious Disease Rounding Teams: Survey Results From a Pilot Implementation Study.

Medical librarians participating as infectious disease rounding team members add value by facilitating knowledge acquisition and dissemination and by improving clinical decision making. This pilot study implementing medical librarians on infectious disease rounding teams was a well-received and beneficial intervention to study participants.

Use of E - learning as a Learning Method Among Students

This study investigates the utilization of e-learning as a prevalent learning method among students. With the proliferation of digital technology, e-learning has become increasingly popular as an alternative or complement to traditional classroom-based instruction. Through a comprehensive literature review, this research explores the various factors driving the adoption of e-learning among students, including flexibility in scheduling, accessibility to resources, and personalized learning experiences. Additionally, the study examines the challenges associated with e-learning implementation, such as digital literacy barriers, technological infrastructure constraints, and concerns regarding social interaction and engagement. Furthermore, the research evaluates the effectiveness of e-learning in facilitating knowledge acquisition, skill development, and academic achievement compared to traditional learning methods. By synthesizing empirical evidence and case studies, this study aims to provide insights into the evolving landscape of e-learning and its implications for educational practice and policy. The findings contribute to a deeper understanding of the opportunities and challenges associated with the widespread adoption of e-learning as a learning method among students in contemporary education systems.

A Study on the Impact of Representational Forms of Concepts in Elementary School Mathematics on the Degree of Transfer Occurrence

Educators aspire for learners to proficiently apply acquired knowledge across diverse contextual scenarios. Facilitating knowledge transfer involves employing varied methodologies in the construction of instructional materials. Regrettably, extant research lacks a comprehensive examination of the efficacy of these methodologies in specific applications. Drawing upon cognitive psychology principles, this research delineates three representations of instructional materials conducive to knowledge transfer: the amalgamation of conceptual content and digital applications, the integration of conceptual content with situational queries, and the fusion of two situational queries. Subsequently, a cohort comprising 63 third-grade students undergoes experimentation to discern the differential impacts of the aforementioned instructional material configurations on both knowledge acquisition and transfer. Findings indicate a general convergence in the acquisition of mathematical knowledge and transfer capabilities, albeit with discernible variations in the domain of problem-solving sub-skills. Specifically, instances of excessive familiarity with situations facilitate knowledge acquisition but do not necessarily correlate with enhanced transfer acquisition. This underscores the recommendation that educators incorporate instructional materials wherein learners possess a moderate level of familiarity with the given situations during the design phase, thereby fostering concurrent development of transfer acquisition and knowledge acquisition.

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

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

The role of mirror system in influencing the valence evaluation of words: a TMS study

The mirror neuron system (MNS) has been a captivating area of research since its discovery in macaque monkeys [1]. Researchers have established the role and presence of the human auditory mirror system in both empathy [2] and musical creativity [3]. As well, the mirror system allows to learn new behaviors by observation, facilitating knowledge acquisition and action understanding. In addition, research has indicated the influence of stimulus valence on the human MNS [4]. The human brain is sensitive to the positive valence of words, and this reactivity may vary with the strength of the valence compared to negative words. Additionally, it can perceive differences in valence for negative stimuli and words. However, what about emotional words that are auditory? Do these words’ valence, whether positive, negative, or neutral, impact auditory mirror neurons and cortical excitability? The study examines how auditory words of different valences affect the MNS and cortical activity. This novel approach uses auditory stimuli to examine the role of mirror neurons in neuromodulation through a transcranial magnetic stimulation (TMS) protocol, which has not been done in previous investigations. The results of this study suggest that both positive and negative words will induce greater excitability [4], as evidenced by motor evoked potentials. The results of this study will have broad applications. Firstly, it will offer a new contribution to the investigation of mirror neurons through TMS protocol. Secondly, inferences can be drawn and applied in the field of therapeutics, where language is used as a tool to mediate the process. In general, it will increase personal awareness of language in daily communication, leading to an enhanced communication process. Furthermore, the study’s findings imply the existence of auditory mirror neurons and their pivotal role in comprehending the emotional valence of different words, thereby influencing our feelings. This will advance our understanding of the human brain and empower us to make informed decisions. The study is being conducted with the HSE Automated system for non-invasive brain stimulation, which allows for simultaneous recording of brain activity and eye movement.

Digital Personal Health Coaching Platform for Promoting Human Papillomavirus Infection Vaccinations and Cancer Prevention: Knowledge Graph-Based Recommendation System.

Health promotion can empower populations to gain more control over their well-being by using digital interventions that focus on preventing the root causes of diseases. Digital platforms for personalized health coaching can improve health literacy and information-seeking behavior, leading to better health outcomes. Personal health records have been designed to enhance patients' self-management of a disease or condition. Existing personal health records have been mostly designed and deployed as a supplementary service that acts as views into electronic health records. We aim to overcome some of the limitations of electronic health records. This study aims to design and develop a personal health library (PHL) that generates personalized recommendations for human papillomavirus (HPV) vaccine promotion and cancer prevention. We have designed a proof-of-concept prototype of the Digital Personal Health Librarian, which leverages machine learning; natural language processing; and several innovative technological infrastructures, including the Semantic Web, social linked data, web application programming interfaces, and hypermedia-based discovery, to generate a personal health knowledge graph. We have designed and implemented a proof-of-the-concept prototype to showcase and demonstrate how the PHL can be used to store an individual's health data, for example, a personal health knowledge graph. This is integrated with web-scale knowledge to support HPV vaccine promotion and prevent HPV-associated cancers among adolescents and their caregivers. We also demonstrated how the Digital Personal Health Librarian uses the PHL to provide evidence-based insights and knowledge-driven explanations that are personalized and inform health decision-making. Digital platforms such as the PHL can be instrumental in improving precision health promotion and education strategies that address population-specific needs (ie, health literacy, digital competency, and language barriers) and empower individuals by facilitating knowledge acquisition to make healthy choices.

Psychometric properties of information and communication technology competencies scale: Latent profile analysis

Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.

Differences in Trainee Evaluations of Faculty by Rater and Ratee Gender.

To examine whether gender differences exist in medical trainees' (residents' and fellows') evaluations of faculty at a number of clinical departments. The authors conducted a single-institution (University of Minnesota Medical School) retrospective cohort analysis of 5,071 trainee evaluations of 447 faculty (for which trainee and faculty gender information was available) completed between July 1, 2019, and June 30, 2022. The authors developed and employed a 17-item measure of clinical teaching effectiveness, with 4 dimensions: overall teaching effectiveness, role modeling, facilitating knowledge acquisition, and teaching procedures. Using both between- and within-subject samples, they conducted analyses to examine gender differences among the trainees making ratings (rater effects), the faculty receiving ratings (ratee effects), and whether faculty ratings differed by trainee gender (interaction effects). There was a statistically significant rater effect for the overall teaching effectiveness and facilitating knowledge acquisition dimensions (B = -0.28 and -0.14, 95% CI: [-0.35, -0.21] and [-0.20, -0.09], respectively, P < .001, medium corrected effect sizes between -0.34 and -0.54); female trainees rated male and female faculty lower than male trainees on both dimensions. There also was a statistically significant ratee effect for the overall teaching effectiveness and role modeling dimensions (B = -0.09 and -0.08, 95% CI: [-0.16, -0.02] and [-0.13, -0.04], P = .01 and < .001, respectively, small to medium corrected effect sizes between -0.16 and -0.44); female faculty were rated lower than male faculty on both dimensions. There was not a statistically significant interaction effect. Female trainees rated faculty lower than male trainees and female faculty were rated lower than male faculty on 2 teaching dimensions each. The authors encourage researchers to continue to examine the reasons for the evaluation differences observed and how implicit bias interventions might help to address them.

Psychological expedient of multimedia in blended learning and metamemory satisfaction

PurposeMultimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning through multimedia has psychological benefits for the learner in addition to being used for recreational learning. To define the cognitive theory of multimedia in successful learning and to develop the study's hypothesis, this study aims to focus on the psychological expedients of the learner and their perception of multimedia learning.Design/methodology/approachThe longitudinal study was conducted to understand the effect of the use of multimedia applications in learning on blended learning and the metamemory satisfaction of learners. The data were collected in three phases and analysed on partial least squares structural equation modelling 4 software.FindingsLearners' use of multimedia applications is positively connected with their perceptions of themselves as critical thinkers and their attitudes towards learning. Blended learning and the satisfaction of metamemory are directly impacted by the learner's attitude. The same is true for how critical thinking self-perception affects blended learning. Additionally, the association between the use of multimedia applications and one's critical thinking self-perception is positively moderated by mindfulness. Similarly, conscientiousness influences the connection between attitude and metamemory satisfaction in a favourable way. Finally, metamemory satisfaction is positively and significantly impacted by blended learning.Research limitations/implicationsLearning through multimedia affects the sensory system and then imitates the real world which helps in a better understanding of the stimuli. The psychological effects and applications (rational utilization of perception, memory and emotions) are highlighted which shows scrutiny of the multimedia content in effective learning.Originality/valueMultimedia learning helps in gaining attention, increasing retention and improving comprehension resulting in remembering the content and boosting effective learning. To the best of the authors’ knowledge, this paper is the first one to look into how the usage of multimedia effects blended learning and metamemory satisfaction in terms of learners' attitudes and perceptions. It also discusses two phenomena: the multimodality of human perception and the so-called polyphony of reality in the emergence of this new technology.

To learn or to have fun? How paratexts of entertainment education programs affect fans’ informal learning

This study investigatess the role of producer-end and fan-made paratexts in digital platforms in realizing the educational effects of television entertainment among fans. Focusing specifically on the case of Super Vocal, a highbrow music-themed television show with explicit educational purposes, the study examines the informal learning outcomes experienced by fans who engage with officially produced and fan-created texts associated with the show. Through an online survey administered to a sample of 754 Super Vocal fans, the study reveals that the direct association between fans’ acquisition of music-related knowledge and consumption is primarily observed for the source text itself. However, the educational effects of producer-end and fan-made paratexts manifest more prominently in their capacity to motivate fans to attend music performances. Furthermore, fans’ consumption of paratexts indirectly facilitates knowledge acquisition by stimulating active information-seeking behaviors. This study contributes to the understanding of entertainment education (EE) television programs by emphasizing the perspective of creative fan participation. Paratexts related to EE television shows collaborate with officially produced content to achieve educational objectives, with fans’ informal learning behaviors playing a significant role in this process.

Metodologías docentes en la enseñanza de la radiología pregrado

After introducing what is understood by teaching innovation and its requirements, various methodologies that can be applied in university and radiological teaching are presented, such as: The flipped classroom focuses on the student's previous study and the teacher's subsequent contribution to resolve doubts or highlight important aspects. Team learning or cooperative teaching allows learning among the students themselves. Problem-based or case-based learning encourages students, in teams or individually, to carry out structured learning based on learning objectives. Teaching based on games or simulation can facilitate knowledge acquisition playfully and practically. Personalized tutoring allows the transmission of knowledge in an individualized way. Various evaluation modalities that can be used for training purposes are also shown.

How does IT capability affect knowledge acquisition in the presence of a dominant supplier?

PurposeThis study aims to examine how three types of information technology (IT) capability (supplier technological capability, customer technology-sensing capability and relatedness of IT infrastructure) facilitate knowledge acquisition by the customer when the supplier is dominant in the supplier-customer relationship.Design/methodology/approachThe unit of analysis was project. The authors designed two different questionnaires that were responded by the project manager of an enterprise resource planning (ERP) software supplier and the contact person of the customer organization in the same project, respectively. The two questionnaires were matched by means of project name. The final sample included a total of 136 projects. The authors used ordinary least squares to test the research hypotheses.FindingsThe authors found that supplier power advantage negatively influenced knowledge acquisition by the customer. The three types of IT capability did not have direct impacts on knowledge acquisition. The moderating effect of customer technology-sensing capability was not significant either. However, supplier technological capability and relatedness of IT infrastructure attenuated the negative effect of supplier power advantage on knowledge acquisition, indicating that both factors promoted knowledge acquisition.Originality/valueKnowledge acquisition is important for the success of software implementation in the supplier-customer relationship. There is limited evidence in the literature on how to apply externally oriented IT capability to enhance knowledge management, improve knowledge acquisition and manage the business relationship that is typically dominated by the software supplier. The authors provide evidence to examine related issues.