Group Of Students Research Articles

Encompassing trust in medical AI from the perspective of medical students: a quantitative comparative study

BackgroundIn the years to come, artificial intelligence will become an indispensable tool in medical practice. The digital transformation will undoubtedly affect today’s medical students. This study focuses on trust from the perspective of three groups of medical students - students from Croatia, students from Slovakia, and international students studying in Slovakia.MethodsA paper-pen survey was conducted using a non-probabilistic convenience sample. In the second half of 2022, 1715 students were surveyed at five faculties in Croatia and three in Slovakia.ResultsSpecifically, 38.2% of students indicated familiarity with the concept of AI, while 44.8% believed they would use AI in the future. Patient readiness for the implementation of technologies was mostly assessed as being low. More than half of the students, 59.1%, believe that the implementation of digital technology (AI) will negatively impact the patient-physician relationship and 51,3% of students believe that patients will trust physicians less. The least agreement with the statement was observed among international students, while a higher agreement was expressed by Slovak and Croatian students 40.9% of Croatian students believe that users do not trust the healthcare system, 56.9% of Slovak students agree with this view, while only 17.3% of international students share this opinion. The ability to explain to patients how AI works if they were asked was statistically significantly different for the different student groups, international students expressed the lowest agreement, while the Slovak and Croatian students showed a higher agreement.ConclusionThis study provides insight into medical students’ attitudes from Croatia, Slovakia, and international students regarding the role of artificial intelligence (AI) in the future healthcare system, with a particular emphasis on the concept of trust. A notable difference was observed between the three groups of students, with international students differing from their Croatian and Slovak colleagues. This study also highlights the importance of integrating AI topics into the medical curriculum, taking into account national social & cultural specificities that could negatively impact AI implementation if not carefully addressed.

The role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom

ABSTRACT Background Collaborative learning is widely applied in real-world classrooms while young learners still have challenges engaging in high-quality knowledge co-construction processes. Researchers suggested an individual preparation activity before collaboration. However, there remains a limited understanding of the role of individual preparation on students’ collaborative learning. Method Conducted in a fifth-grade English language class in a Singapore primary school, this study explored students’ collaborative learning outcome and process under two conditions: individual preparation before collaboration (With-IP) and immediate collaboration (Without-IP) conditions. Student groups’ collaborative argumentation artifacts were collected and coded. Process analysis was conducted to reveal the distribution and transitional pattern of students’ verbal discussions and online collaboration behaviors. Findings This study reveals that individual preparation (With-IP) significantly enhanced the quality of collaborative argumentation compared to no preparation (Without-IP), by fostering more idea elaboration, deeper engagement with content knowledge, and higher quality of arguments. However, the students were also found to make more coordination and regulation efforts in the With-IP condition than Without-IP condition. Contribution This research underscores the role of individual preparation on collaborative learning processes and outcomes. This insight is pivotal for educators and practitioners in tailoring collaboration scripts to the objectives of classroom teaching and learning.

Student-to-Student Connections in Postdigital Networked Learning

AbstractAnalysing learning situations as entanglements of humans and things in networked learning links to contemporary topics that are at the forefront of the postdigital challenge. The literature broadly conceptualises researching networked learning through four different understandings of networks, as a network of people, as situations or contexts, as infrastructure, and as actant. In this study, we explored the fourth way of understanding networked learning by examining how students described their connections with other students while learning online. Using mediated discourse analysis, we analysed 12 student focus groups to gain insights into what supported their connections with other students, paying particular attention to the nature of the networks they engaged in. This led to the identification of six enablers of student-to-student connections: attention, access, collaboration, proximity, timely interaction, and purpose. We demonstrate how the networks described by students when providing accounts of their connections with others can be best described as networks of human and non-human actants. While current research acknowledges that learning is a result of the socio-material entanglements of physical, virtual, and human actants, it is limited in demonstrating how and why such networks are supportive of learning. Our study contributes by showing how the identified enablers and their interrelationships influenced the extent to which networks were found to be supportive of learning. As such, it also supports a more tangible way of articulating the relationship between networked learning and postdigital education.

High School Students’ Perceptions towards COVID-19 Vaccination: Benefits, Barriers and Influencing Factors

After the outbreak of the Corona pandemic and its conquest of the world, it became necessary to find a vaccine against the Corona virus in order to break the cycle of its spread, but the acceptance or rejection of the vaccination by the citizens may be affected by the mental and representational maps that have stuck to the epidemic through the emergence of several trends. Some researchers have observed that the large population has a relatively high reluctance to current vaccinations and that vaccination coverage is not adequate (van Doremalen et al 2020; Harapan et al. 2019). In Morocco, the elderly have, it seems, readily accepted to participate in the vaccination campaign launched by the government. But what is the attitude of young people towards vaccination against COVID 19? This study aims to understand the perceptions towards the COVID-19 vaccination and the targeted subject is the high school students (17-18 years old). The research used five-point Likert scale instruments to examine student’s perceptions of the COVID-19 vaccination. The sample for this analysis is N=263 participants. Through the analysis that targeted the students’ answers about the advantages of vaccination, it was found that vaccination against the Corona virus has several advantages for students of the second year of the baccalaureate, as both scientific and literary students acknowledge that it combats the disease, but the percentage of importance varies from scientific to literary. Statistics from both categories of students indicated that literary people consider the vaccine against the Corona virus to be ineffective, while scientists do not. The results also showed that there are more risks of unwanted negative side effects than benefits. Statistics have also shown that among the obstacles that would prevent students from getting vaccinated against the virus, in addition to fear of the vaccine, doubt about its safety. Both science and literary students indicated that the school, the free vaccination, the media, the Internet, and the family are some important factors that may affect students' receipt of the vaccination. The comparison between the two groups of students showed that there are no significant differences between the students regarding the COVID-19 vaccination process, and from this we can assume that the information obtained by the science students did not affect their perceptions.

Potential of students' independent work for improving the quality of knowledge in physics in the context of reduced classroom hours

Introduction. Currently, the higher education system is experiencing a reduction in classroom hours in favor of increased share of students' independent work. Therefore, the scientific and methodological problem of organizing extracurricular independent work of students in physics without losing the quality of education is relevant. Objective: within the framework of theoretical and experimental research, to develop and test methodological techniques for organizing independent educational activities of students for mastering general physics at a university while maintaining the specificity of physics as an experimental science, and to provide recommendations for correcting the educational process at the university. Methodology and methods. The study was conducted at FSBEI HE Vyatka State University (Russia). Three groups of second-year students took part in the pedagogical experiment (total sample was 180 people). Methods of experimental research were: written survey, element-by-element analysis of students' work, statistical processing of results (φ* – Fisher's angular transformation). Independent work of students in the experimental group was organized using specially designed and selected tasks aiming to master knowledge and key skills in teaching physics. It also aimed to compensate for classroom laboratory work; therefore it contained creative tasks that boost students' activities and help master symbolic physical thinking. Results. The experimental group showed statistically significant results in mastering subject knowledge and a number of experimental skills on a par with the group of students whose classroom workload was a third higher due to the laboratory practical training. At the same time, the experimental group showed the best results in mastering the skills of visual representation and description of phenomena (φ* = 5.187; p < 0.05) due to the orientation of the controlled independent work, including formation of symbolic physical thinking. Conclusion. The proposed methodological ideas for organizing independent activities of students focused on direct work with signs (pictures, texts, diagrams, models) contribute to maintaining the quality of students' knowledge in the conditions of reduced classroom load but do not solve a number of skills formation problems that develop when a full-scale physical experiment is conducted. The results of the study can be useful for doctoral students, postgraduate students, and university teachers.

“This is me”: Storytelling with students to reveal their mutual entanglements with the “kulturskole”

This video article illuminates what stories can be told about kulturskolen — Municipal Music and Performing Arts Schools in Norway — when pupils are the storytellers. The method is based in collaborative, long-term, performative work with a group of students in a particular kulturskole. These students Were asked to consider the question: “What does the phenomenon of the kulturskole do to us?” The primary researcher (Hauen) met with the students once per week for five months and produced videos, recordings, and notes in response to this question. Afterwards, she edited and cut the data in order to analyze the process, drawing on the work of Karen Barad and post-qualitative thinking. This resulted in three important findings, according to the students: togetherness, self- expression, and “perfor-managing.” In the video article, the students tell stories about how they develop these three elements, in the kulturskole and in the world. They ask how the kulturskole phenomenon is relevant to their everyday lives and how it helps them “to find peace and the right way,” as one of them raps in the article. In order to provide additional insight into the methodology of entanglement between researcher and participants (the students and their teacher), a concluding discussion follows the main video.

SELF-EFFICACY TO VOICE BEHAVIOR: THE ROLE OF CULTURAL INTELLIGENCE AND ORGANIZATIONAL CULTURE

The primary objective of this study is to examine the correlation between self-efficacy and voice behavior among student organization members. This investigation holds significant implications for comprehending the intricacies of student organizations within the context of Sanata Dharma University. The present study utilized a sample size of 250 to gather data, and data analysis was conducted with the Partial Least Squares (PLS) Structural Equation Modeling (SEM) technique utilizing the Smart PLS 3 software. The findings of the study indicate that self-efficacy exerted a favorable and statistically significant direct impact on voice behavior. In addition, it is noteworthy to mention another key conclusion, which suggests that cultural intelligence and cultural organization serve as crucial and constructive mediators in the association between self-efficacy and voice behavior. This study offers a comprehensive analysis of the interplay of self-efficacy, cultural intelligence, and cultural organization in influencing the voice behavior of members within student groups. By examining these elements, this research contributes to a more profound comprehension of the underlying dynamics that define these organizations

An Ecolinguistic Study of Language Teachers as Activists in Promoting Dialogue on SDGs

The present study examines the effect of EFL teachers assuming the role of activists in promoting dialogues regarding the Sustainable Development Goals (SDGs) among university-level students. The study aims to quantitatively assess the influence of EFL teachers who adopt an activist attitude on the knowledge, involvement, and understanding of global sustainability concerns among a particular group of first-year students at the university level. These students, ranging from 19 to 22 years old, were native Arabic speakers from Saudi Arabia. Through a quasi-experimental structure, this investigation compares the results obtained from an experimental group, which undergoes an instructional regimen that integrates SDG-focused activism, to a control group that receives traditional EFL instructions. Data collection is structured around pretest and posttest assessments. The results are anticipated to emphasize the effectiveness of incorporating ecolinguistic principles and activist teaching approaches in language education. The observations mentioned above have the potential to substantially impact the ecolinguistic study field and instructional approaches designed to cultivate a more profound comprehension and dedication to sustainability goals. This study not only emphasizes the capacity to utilize language teaching to promote awareness of sustainability among young students but also establishes a model for forthcoming investigations into the function of education in tackling global environmental and societal predicaments.

The possibilities of the Teams information system in creating a digital footprint of first-year students

The article examines in detail the problem of assessing the involvement of first-year students in the educational process and the degree of assimilation of knowledge using digital technologies that make it possible to obtain a student’s digital footprint. The purpose of the article is to present the technology for obtaining digital footprint data when teaching first-year students at Yaroslavl State Technical University in the discipline “Information Systems Architecture” in the MS Teams environment and to show options for performing digital footprint analysis. Methodology. The formation of digital footprint data was carried out in the process of lecture surveys, work on laboratory assignments and passing an exam. To obtain a digital footprint, information systems MS Teams, MS Excel, MS Forms were used. Data obtained in the MS Teams environment was subjected to pre-processing, cleaning, merging tables, and adding (deleting) attributes. The generated tables were analyzed using classification and cluster analysis to search for non-trivial knowledge. Cluster analysis allows us to identify groups of students who successfully complete lecture and exam testing and those who have difficulties completing test tasks. The analysis allows us to identify the level of complexity of tasks and allows for their adjustment. A comparison of the success of completing tasks during the lecture course and in the exam gives an idea of the students’ ability to prepare for participation in testing and the ability to memorize large volumes of complex scientific and technical information.

Measuring EFL Students’ Intercultural Competence and Language Skill after Having an International Living

The study aims to measure EFL students’ intercultural competence and English language skills both qualitatively and quantitatively after participating in an international living program, where English served as the primary means of communication. This research utilized surveys, interviews, and self-reflections to assess the sojourners' intercultural competence and English language proficiency. To provide a comparative perspective, data were also collected from a control group of students who did not participate in international living. The findings reveal that the international living experience had a significant impact on students' intercultural competence and English language skills compared to their non-participating peers. Knowledge and awareness showed the most improvement, followed by skills and attitudes. Additionally, students exhibited notable advancements in their English language proficiency. Qualitative data from interviews indicated that the international experience facilitated self-discovery, empathy, and cultural awareness, enriching their understanding of their original culture’s complexities and contributing to their English language development. Quantitative analysis from questionnaires highlighted participants in the international program had higher levels of cultural competence and language skills compared to the control group. The informants demonstrated a better attitude toward cultural differences and showed marked progress in their English communication abilities compared to the control group. They overcame initial challenges by actively engaging with various cultural practices, interacting with locals, and embracing different viewpoints, which also fostered their language learning. The study underscores the transformative impact of international living on students’ intercultural competence and English language skills, highlighting a journey of self-discovery, empathy, and enhanced communication abilities.

Pengembangan Media Smart Flashcard pada Muatan Pembelajaran IPAS untuk Meningkatkan Hasil Belajar Peserta Didik Kelas V SDN Bandar 03 Batang

This study carried out has the aim of developing and testing Smart Flashcard learning media in the context of the Science and Social Studies (IPAS) curriculum for fifth-grade students at SDN Bandar 03 Batang. The background of this research is based on the need for a innovative approach in teaching to enhance students' learning outcomes more effectively. Things to home of this research is to evaluate the effectiveness of the Smart Flashcard media in improving students' understanding of complex natural resource materials. The research method involves collaboration with subject matter experts and media specialists in the development process, as well as testing this media with small and large groups of students to obtain valid and reliable data. The findings of this study indicate a rapid improvement in students' learning outcomes, particularly in understanding previously challenging natural resource materials. This research concludes that is the applicatioan of the Smart Flashcard learning media is effective in enhancing students' learning outcomes in the IPAS curriculum. These findings provide a strong foundation for the development of innovative interactive learning media in the future to create a more engaging, interactive, and effective learning environment for students in the learning process.

AI-based prediction of academic success: support for many, disadvantage for some?

The use of computational tools to predict academic success has become increasingly popular. Machine learning algorithms, trained on past study histories, have been shown to provide valid predictions. However, knowing about biases and unfairness in algorithms, one should take a closer look at these predictions. This paper explores the extent to which the predictive accuracy of academic success varies between specific groups of students, focusing on traditional and non-traditional students (NTS), who have not acquired a higher education entrance qualification at school. In a case study the study compares several popular algorithms and their prediction quality, and investigates whether misclassified NTS show positive or negative biases. Results revealed that the accuracy of predicting academic success for NTS was significantly lower than when considering all students as a whole. The direction of the distortion cannot be determined exactly due to small case numbers. The study emphasizes that the possibility of bias always has to be considered when predicting study success, and the use of such tools must ensure there are no undesirable biases that could affect certain students.

An examination of Emotional Intelligence disparities between first-year B.Sc. Students choosing Physical Education and BCA students: a Comparative Analysis

This research paper explores the dimensions of Emotional Intelligence (EI) among first-year college students in two distinct academic disciplines: Physical Education within the Bachelor of Science (B.Sc.) program and Computer Applications (BCA). Recognizing the potential impact of educational choices on emotional competencies, the study investigates whether students in these fields exhibit nuanced differences in EI. The focus arises from the divergent curricular emphases, with Physical Education emphasizing physical wellness, teamwork, and leadership, while BCA delves into the complexities of computer science. Emotional Intelligence is contextualized as a crucial factor in academic, personal, and professional realms, encompassing self-awareness, self-regulation, empathy, motivation, and social skills. The objectives involve both analysis and comparison of EI between the two groups of students. The research employed a survey method with random sampling of 40 male students from Holkar Science College, Indore, aged 18-21. Emotional Intelligence was measured using the Emotional Intelligence Scale (EIS) developed by Anukul Hyde, Sanjyot Pethe, and Upindar Dhar (2005). Descriptive statistics and the Independent T-test were applied for analysis. Results: reveal no significant differences in the ten factors of Emotional Intelligence between B.Sc. students in Physical Education and those pursuing BCA. The study concludes that, based on the statistical analysis, the chosen academic path does not lead to a significant variance in Emotional Intelligence levels among these first-year students. This finding contributes to our understanding of how different academic trajectories may not necessarily shape distinct emotional competencies during this crucial phase of higher education.

EFFECTIVENESS OF USING EDUCATIONAL GAME-BASED SCIENCE MEDIA PRODUCTS IN IMPROVING SCIENCE LITERACY IN ELEMENTARY SCHOOL

This study examines the effect of using educational game-based science media products on improving science literacy , especially in terms of critical thinking or problem-solving skills in elementary school students. Through an experimental research design, the results showed a significant increase in the aspects of science literacy studied in the group of students who used educational game media compared to the control group. The results showed a significant increase in the aspects of science literacy studied in the experimental group. These findings indicate that the use of educational games can be an effective method for improving high-level thinking skills in students, such as critical thinking and problem solving. This study emphasizes the importance of integrating educational games into the elementary education curriculum to support the development of science literacy in more depth. In addition, these results also open up further opportunities for research related to the effectiveness of educational games in various other aspects of education.

The Effect of the Problem Based Learning Model on Students' Problem-Solving Ability and Scientific Attitude

This study aims to analyze significant differences in problem-solving skills and scientific attitudes between students who learn using the Problem Based Learning model and students who learn using the Discovery Learning model and determine the effective contribution of learning using the PBL model developed to students' problem-solving skills and scientific attitudes simultaneously. This research approach uses a quantitative research approach with a quasi-experimental method. The research population is 5 classes of students in grade XI MIPA Malinau for the 2023/2024 academic year. The sample was determined by random sampling technique against the class. Based on the random results, class XI MIPA1 was selected as a group of students using the Problem Based Learning learning model and class XI Mipa 3 using the Discovery Learning learning model. Data on problem-solving ability were collected by tests, while scientific attitudes were collected by questionnaires. The data was analyzed by One way Multivariate. The results of the study showed that: (1) there was a significant difference in problem-solving ability and scientific attitude between students who learned with the Problem Based Learning model and students who learned with the Discovery Learning model; (2) the effective contribution of learning using the PBL model to problem-solving ability and scientific attitude simultaneously was 0.46 or 46.1%.

The Role of Mother Tongue and Its Impact on Learning English Grammar at Elementary Level A Case Study of District Karak

The mother tongue plays a vital role in facilitating the understanding of English grammar, making it easier for students to grasp complex concepts. Its use in teaching can bridge linguistic gaps, leading to more effective language acquisition. Therefore, the current study investigates the role of the mother tongue (L1) and its impact on learning English grammar, particularly Tenses, at the elementary level in District Karak. The main objective was to examine how using the native language, Pashto, affects students' understanding of English grammar. The research was experimental, employing a pre-test and post-test equivalent-groups design. Two groups of students were formed: an experimental group, taught using a combination of the target language (English), national language, and mother tongue, and a control group, taught exclusively in English. Students were assigned to these groups based on random sampling, ensuring balanced placement. The findings revealed no significant difference in the pre-test and post-test results of the control group, while the experimental group showed notable improvement in their post-test scores. The study recommends incorporating the mother tongue in English grammar instruction at the elementary level and suggests similar investigations in girls' schools.

Interdisciplinary collaboration: addressing global challenges through innovative learning strategies

In this era of globalization, students in Indonesia face increasingly complex challenges in understanding, addressing, and contributing to global issues. However, the existing curriculum often fails to provide adequate perspectives and skills to tackle these global problems. Therefore, this research aims to provide students with a holistic, practical, and relevant learning experience to address global challenges through a Team-Based Project strategy that integrates compulsory courses in higher education with a global citizenship education approach. Cross-curricular collaboration helps students see the interconnectedness of various disciplines, which is essential in addressing complex global issues. Survey results indicate a variation of views among student groups regarding their understanding of global issues. This innovative learning strategy utilizes principles of behaviorist theory, such as stimulus-response, positive reinforcement, and social interaction, to create an engaging, relevant, and responsive learning environment tailored to students' needs. Through involvement in joint projects focused on global issues, students are stimulated to contribute and take concrete actions in seeking solutions and bringing about positive change on a larger scale. Thus, this learning strategy is expected to enhance students' understanding, skills, and commitment to addressing global challenges in the contemporary era.

A Space of Choice: Exploring New Patterns of Common Student Spaces

The paper describes a project conducted by a group of architecture students at the Cracow University of Technology. The research problem focused on common spaces in the learning environment, employing the theoretical framework of the sociology of architecture and the participatory design methodology. The project aimed to propose current design model solutions for inclusive and universally-accessible student places, reflecting on the initial studies and the design workshop experiences. The socio-spatial patterns proposed in this study were inspired by the concept of a pattern language developed by the team led by Christopher Alexander in the 1970s. In contrast to the original patterns, the new proposals for patterns of common student spaces are not statements, but questions. The answers to these questions involve different relationships between individuals (users) and the built environment, including those connecting users to the architectural work, the natural environment, other individuals, or user groups.

Improving Student Learning Outcomes on Heat Material Using the Stem Approach at SMP Negeri 2 Juli

This study aims to examine the effectiveness of the STEM (Science, Technology, Engineering, and Mathematics) approach in improving student learning outcomes on heat material at SMP Negeri 2 Juli. The research employs an experimental method with a pre-test and post-test design involving two groups of students: an experimental group that received instruction using the STEM approach and a control group that used conventional methods. The results show that students who participated in learning with the STEM approach experienced a significant improvement in their understanding of heat concepts, as reflected in the higher average post-test scores compared to the control group. These findings indicate that the STEM approach is not only effective in enhancing learning outcomes on heat material but also motivates students to be more active, creative, and critical in the learning process. Therefore, the STEM approach is recommended for broader implementation in science education at SMP Negeri 2 Juli.

Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study

The current study aimed to gain insight into the nuanced challenges that Vietnamese learners encountered due to the interference of their native linguistic structures and norms. This qualitative study explored the experiences of Vietnamese learners in acquiring English, focusing on the influence of negative L1 transfer. This study focused on the influence of negative transfer from their first language (L1) by drawing upon in-depth interviews and observational data from a group of Vietnamese university students. The results showed that despite exhibiting high levels of motivation and enthusiasm for learning English, Vietnamese learners struggled with the shadows of L1 interference in areas such as pronunciation, syntax, and idiomatic expressions. The tonal nature of the Vietnamese language led to intonation patterns in English that deviated from native norms. Direct translations also contributed to unidiomatic English, indicating a deep influence of L1 thought patterns. Additionally, cultural contexts embedded within the Vietnamese language presented challenges, as some concepts and expressions lacked direct English equivalents. Although students faced various obstacles, they utilized a variety of adaptive techniques to lessen the impact of negative transfer. These techniques included code-switching, peer correction, and self-reflection. The study emphasized the significance of recognizing and comprehending the significant role of L1 when creating English language educational programs and teaching techniques for Vietnamese students. By illuminating the specific challenges and adaptive strategies of these learners, educators could personalize their approaches, leading to a more comprehensive and efficacious language-learning atmosphere.