Information For Teachers Research Articles

Research on Interactive Efficiency and Experience of Intelligent Education Platform

To explore online user behavioral habits from the perspectives of cognitive efficiency and emotional experience, as well as to provide objective and quantitative physiological evidence for the design of intelligent online education platforms and the technological application of Education 4.0. In this paper, 45 subjects were selected and recruited using a combination of eye-tracking and questionnaires, with a male-to-female ratio of 1:2. The results show that: (1) Intelligent interaction modes significantly impact online users’ positive emotional arousal compared to traditional interaction modes; (2) Diversified presentation of interactive information can help online learners understand collaborators’ opinions more quickly and optimize the experience of online peer Interaction; (3) Multi-channel interaction can provide learners with a better emotional experience while improving the efficiency of interacting with instructional information. This paper provides an objective design basis for intelligent platforms like online teaching and conference software in the context of information technology.

The Tratado de las campañas of Martin García Cerezeda: military life writing and self-advancement in the memoirs of a sixteenth-century Spanish veteran

ABSTRACT The memoirs of the Spanish arquebusier Martin García Cerezeda, who served in the Spanish army during the Italian Wars (1494–1559), were employed several times in studies on early modern military and intellectual history and the experience of soldiering and warfare. Using Cerezeda’s Tratado de las campañas as an exhaustive narrative full of instructive and significant information is indeed understandacle, but very little was written on Cerezeda’s potential motivation to write his recollections of his long and arduous military service in the larger context of the writing of autobiographies and memoirs, whether military or otherwise, in early modern Europe. While returning to the original manuscript in the library of the Escorial produced more questions than answers on Cerezeda and his work, this paper nevertheless demonstrates that the veteran Cerezeda was carefully and meticulously attempting to present himself as worthy of the patronship or assistance of the ascending noble and soldier Gonzalo Fernández de Córdoba, 3rd Duke of Sessa (d.1578), the grandson of the famous Gran Capitán. By placing himself in several key events, alongside several central figures of his time, and especially the Emperor Charles V, and presenting himself as a zealous and principled Christian soldier, Cerezeda was attempting to press the specific buttons that could more easily caught the eye of a sixteenth century Spanish nobleman who was steeped in a mixed cultural environment of humanistic stylistic preferences and a traditional chivalric ethos.

Children's Selective Teaching and Informing: A Meta-Analysis.

Empirical studies on selective teaching and informing indicate that children may vary what they teach depending on whom they are teaching, taking into account how helpful the information is for a given audience. The current meta-analysis quantifies the effect of selective informing and teaching in 2-7-year-olds by examining the relationship between the helpfulness of the information and the frequency of information transmission. Through a systematic search that yielded 1483 results, 28 studies (104 effect sizes, N=2716) met the inclusion criteria. Using robust variance estimation, we found a medium average effect, Hedges' g=0.578, 95% CI (0.331, 0.825), suggesting that children selectively share information based on its perceived helpfulness to the listener. Moderator analyses revealed that age and communicative context were significant factors. Children were more informative in their communication when asked to teach compared to other, nonpedagogical prompts. This finding supports and extends natural pedagogy theory-young children not only interpret pedagogical information differently than information acquired through other means, but they are more selective in their informing when teaching. Additionally, we observed a key developmental progression at age 4. Four- to 7-year-olds, but not 2-3-year-olds, selectively shared information that was most helpful for a given learner. This coincides with the development of false-belief understanding, which undergoes significant development at around age 4. Taken together, the present synthesis suggests that young children actively engage in selective social learning from both sides, that of beneficiaries and benefactors of valuable information.

Exploring Players’ Perspectives: A Comprehensive Topic Modeling Case Study on Elden Ring

Game reviews heavily influence public perception. User feedback is crucial for developers, offering valuable insights to enhance game quality. In this research, Metacritic game reviews for Elden Ring were analyzed for topic modeling using Latent Dirichlet Allocation (LDA), Bidirectional Encoder Representations from Transformers (BERT), and a hybrid model combining both to identify effective methods for extracting underlying themes in player feedback. We analyzed and interpreted these models’ outputs to learn the game reviews. We aimed to identify the differences, similarities, and variations between the three to determine which provided more valuable and instructive information. Our findings indicate that each method successfully identified keywords with some similarities in identified words. The LDA model had the highest silhouette score, indicating the most distinct clustering. The LDA-BERT model had a 1% higher coherence score than LDA, indicating more meaningful topics.

High-Impact Information Literacy Learning Opportunities in Postsecondary Education in Health, Civic Engagement, and Personal Finance Courses

This article extends Kuh and associates’ research describing high-impact learning as kinds and types of projects and assignments shown to benefit postsecondary students and increase rates of student retention and engagement. Given that the content and implementation of postsecondary courses have continuously evolved in recent years, this present study raises the question about whether other factors that may now make learning meaningful for students can be considered high impact. Findings have relevance to LIS faculty with expertise in the area of information literacy who create curriculum and prepare instructional librarians and information literacy practitioners to teach, as well as to other faculty across campuses. The article reports on 27 records in the academic areas of health, civic engagement, and personal finance selected following the 2009 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the 2020 statement for reporting systematic reviews. Implications for LIS faculty are presented in a discussion of six categories of educational factors relevant to high-impact information literacy learning.

O29 LACK OF VALIDATED BLOOD PRESSURE DEVICES FOR USE IN PREGNANCY AVAILABLE FROM AUSTRALIAN PHARMACIES

Background and objective. Self-monitoring of blood pressure (BP) at home can aid in the management of hypertension, including during pregnancy. Only 20% of home BP devices have been validated for the general population. However, specific accuracy validation in pregnant women is required for use among this population. The availability of home BP devices that have been validated for use in pregnant women is unknown, which was the aim of this study. Secondary aims were to assess device cost and claims regarding use in pregnancy. Methods. A search of pharmacies with physical and online stores in Australia that sell upper-arm cuff home BP devices was conducted. Validation status in pregnant women was determined by checking model numbers on the STRIDE-BP website. Cost of device and claims about the devices’ use in pregnancy were extracted from instruction manuals and information on the pharmacy webpage. Results. Eighteen pharmacies and 40 unique home BP devices were identified. Four (10%) devices were validated for use in pregnancy, and these were more expensive than other devices (Table). Fifteen devices listed a caution warning to seek healthcare provider advice before use if pregnant, including all four that had been validated for pregnancy. Concerningly, information about four devices stated they were recommended for pregnancy, although evidence of validation was not found on STRIDE-BP. Information about one device stated it had not been tested on pregnant women and was not suitable for use, although this information was only available in the device manual and not point-of-sale. Nineteen devices had no mention of pregnancy at all. Conclusion. Very few home BP devices available from Australian pharmacies are specifically validated for use in pregnancy, are priced higher than non-validated devices and do not effectively target their intended users. To guarantee that only validated home BP devices are used in pregnancy increased awareness is urgently needed and could be assisted by clear labelling on devices provided at the point-of-sale instore or online. Table. Home BP devices sold in 18 Australian pharmacies. BP: blood pressure. Cost displayed in Australian dollars (AUD). The percentages add to more than 100% because some devices validated in the general population were also validated for pregnancy and pre-eclampsia.

Exploring ICT Integration in Hausa Language Instruction: A Case Study at Jigawa State College of Education and Legal Studies, Ringim

This research examines the transformative impact of integrated Information and Communication Technology (ICT) in Hausa language instruction at Jigawa State College of Education and Legal Studies, Ringim. The study evaluates the current status of ICT integration in teaching Hausa language, gauges the perspectives of pre-service teachers on the efficacy of ICT tools in enhancing language proficiency, identifies challenges and opportunities tied to ICT incorporation, and proposes innovative strategies and best practices for optimizing technology use in language education. Employing a multifaceted research methodology, including surveys, interviews, and observations, this investigation provides a nuanced understanding of the intricate relationship between ICT integration and Hausa language instruction specific to the context of Jigawa State College of Education and Legal Studies, Ringim. The findings offer valuable insights and recommendations aligned with best practices for pre-service teachers, contributing to the advancement of language education practices within the institution.

The Learners’ View About The Use Of Digital Technologies In Learning

Digital technology has completely changed how students access and interact with instructional information in today's schools. Digital tools are becoming more commonplace in the learning environment, which calls for a critical analysis of how students view and use these resources. This article seeks to explore how learners view the application of digital technologies to learning. Investigate the advantages that students feel they receive from using digital devices in the classroom and Determine the issues and worries students have with the inclusion of digital tools. A mixed-methods strategy was used to complete the study's goals, using quantitative and qualitative research techniques, there are survey, interview and literature review. The following are some of the major findings: Learners appreciate the advantages of digital technologies, including improved engagement, easy access to a plethora of knowledge, and individualized learning experiences. Effective educational practices have a favourable effect on students' experiences, and educators play a crucial role in influencing students' attitudes towards technology. The significance of a balanced strategy that takes advantage of technology's benefits while tackling its downsides is emphasised by learners. This study emphasises how important it is to take learners' opinions into account when creating digital learning environments. To maintain the relevance, engagement, and inclusivity of educational experiences, learner voices should be actively considered when making decisions on technology integration. Collaboration between academics, organisations, and politicians is required to strike this balance between utilising digital technologies' advantages and solving the problems they present. In the end, the study's findings provide insightful information for those involved in education, emphasising the necessity for a learner-centric strategy for integrating digital technology.

A Quality Improvement Project to Improve After-visit Summary Patient Instructions in a Pediatric Multidisciplinary Neuromuscular Program.

Multidisciplinary clinics aim to coordinate care between multiple specialties for children with medical complexity yet may result in information overload for caregivers. The after-visit summary (AVS) patient instruction section offers a solution by summarizing visit details and recommendations. No known studies address patient instruction optimization and integration within a multidisciplinary clinic setting. This project aimed to improve the quality of patient instructions to support better postvisit communication between caregivers and providers in a multidisciplinary pediatric neuromuscular program. A multidisciplinary stakeholder team created a key driver diagram to improve postvisit communication between caregivers and providers in the clinic. The first specific aim was to achieve an 80% completion rate of AVS patient instructions within 6 months. To do so, a standardized electronic medical record "text shortcut" was created for consistent information in each patient's instructions. Feedback on AVS from caregivers was obtained using the Family Experiences with Coordination of Care survey and open-ended interviews. This feedback informed the next specific aim: to reduce medical jargon within patient instructions by 25% over 3 months. Completion rates and jargon use were reviewed using control charts. AVS patient instruction completion rates increased from a mean of 39.4%-85.0%. Provider education reduced mean jargon usage in patient instructions, from 8.2 to 3.9 jargon terms. Provider education and caregiver feedback helped improve patient communication by enhancing AVS compliance and diminishing medical jargon. Interventions to improve AVS patient instructions may enhance patient communication strategies for complex medical visits.

Managing the Pandemic in Digitized Spaces: Assessing the Social Media Approaches of Scandinavian Public Health Authorities

In response to the COVID-19 pandemic, health- and civil-contingency agencies—referred to here as public health authorities (PHAs)—in Sweden, Norway, and Denmark turned to social media to disseminate pandemic recommendations and information. This study explores the social media crisis management strategies employed by Scandinavian PHAs. Specifically, we apply a multiplatform research approach to assess communication objectives (Instruct, Support, Manage Reputation, and Solicit Interaction) across three social media platforms—Facebook, Instagram, and Twitter (currently known as X). Introducing a series of hypotheses based on previous scholarship, we detail the prevalence of different objectives across platforms and countries. The results indicate prominent use of reputational management, particularly on Twitter, while instructive information emerged as a highly used communication objective in Sweden and Denmark. Overall, the communicative trends remained parallel across nations, despite Sweden implementing a more relaxed crisis management strategy. The main distinction in Sweden’s approach manifested in a relatively lower emphasis on the pandemic by its PHAs compared to Denmark and Norway. National differences in crisis communication objectives indicate that Norwegian PHAs stand out in terms of using reputational management, while Sweden stands out in employing more supportive information on Instagram.

TELAAH KEMAMPUAN SANTRI DALAM MEMBACA KITAB FATHUL QORIB MELALUI MATERI NAHWU KITAB AL- MIFTAH LIL ULUM DI PONDOK PESANTREN MIFTAHUL ULUM AL-HIKMAH SAMPANG

The ability to read the yellow book (turats) is a starting point for centers to understand the meaning and content of the Arabic texts they learn. They will have them when they have the knowledge of the al-Qowaid al-Nahwiyah dan Shorfiyah. Fathul Qorib is one of the classic books known by the centurions among the so-called Yellow Book. It is the Pondok Pesantren Miftahul Ulum Al-Hikmah in Sampang that undertakes efforts to improve the readings of the Book of Fathul Qorib through the learning of the material of the book of Fatul lil Ulum which needs to be examined. The focus of this research is to explore the ability of the centurion to read the book of Fathul Qurib through the Nahwu book of Fathul lil Ulum in the Pondok Pesantren Miftahul Ulum Al-Hikmah Sampang. This research uses a qualitative approach with a type of qualitatively-descriptive research. As for the data source, the primary data that comes from the teacher's informant is also from the 5th and 6th classes and the data skunder is the documentation of images and video recordings of learning and evaluation activities. Data analysis techniques by collecting data obtained from the results of observations, interviews and documentation, data condensate and data presentation or data verification are then analyzed to obtain conclusions results of research.The results of the research concluded that santri can read the book of Fathul Qorib and understanding of the theory of nahwu increased with the presence of the application of the nahwu book of Al-Miftah lil Ulum, This was proved by santri who previously had not been able to know at all the theories of Nahwu such as isim, fi’il and huruf can be e-tahui. In addition, he is able to practice the results of the material understanding of the Book of Al-Miftah when reading the book of Fathul Qorib. Santri can distinguish the position of the sentences that are in the book of Fathul Qorib, such as the isim, fi’il and huruf.

FLIPPED CLASSROOM MODELS IN SCIENCE EDUCATION: INCREASING STUDENT ENGAGEMENT THROUGH INTERACTIVE DIGITAL CONTENT

This study examines how flipped classroom formats affect students' involvement in scientific classes in high school, with an emphasis on the use of interactive digital information. The flipped classroom approach has gained popularity as a cutting-edge teaching strategy because it flips traditional methods of instruction by bringing online instructional information outside of the classroom and bringing in-class active learning activities. This study explores how integrating interactive digital resources into the flipped classroom format can improve student engagement, comprehension, and memory of difficult scientific concepts. Examples of these tools include simulations, video tutorials, and online quizzes. Data were gathered from a sample of high school students and science teachers across different schools using a mixed-methods approach. Pre- and post-intervention surveys measuring student involvement were used to collect quantitative data; interviews and classroom observations were used to collect qualitative data. The findings reveal that using interactive digital information in the flipped classroom paradigm significantly increases student engagement, with students demonstrating more interest and participation in science lessons. During class activities, teachers noted increases in their students' comprehension and teamwork. The study comes to the conclusion that by actively immersing students in the learning process and encouraging a deeper comprehension of scientific topics, the flipped classroom model, when combined with interactive digital resources, offers a potential method to improve science teaching.

Prevalence of attention deficit hyperactivity disorder in school-going children in rural Konkan region of Maharashtra.

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder of childhood characterised by attention deficit, hyperactivity and impulsiveness. The present study was designed to compute the prevalence of ADHD and assess the association of the predetermined demographic variables and ADHD in school-going children aged 6-12 years in rural areas of Konkan. The present study was a descriptive, cross-sectional study. Using the first edition of Vanderbilt's scale - D4 (Teacher's informant) by National Institute for Children's Health Quality (NICHQ) for identifying symptoms of ADHD in children, a questionnaire was filled out for each child with input from their class teacher. These data were then compiled and analysed. Out of the 133 participants in the study aged 6-12 years, the gender distribution was 69 boys and 64 girls. The mean age was 9.2 ± 2.3 years. Of which, one student (0.75%) was found to have a predominantly inattentive subtype of ADHD (ADHD-IA). The prevalence was found to be 1.5% (2/133). In addition, one student (0.75%) was found to have a combined ADHD-IA and hyperactive (ADHD-H/I) subtype of ADHD (ADHD-C). The latter was also positive for the anxiety/depression screening scale administered as part of the same questionnaire. The total symptom score for questions 1-18 was 8.44 ± 7.29. One of the most common neurodivergent conditions among school-age children is ADHD. Using an easy-to-use questionnaire, teachers and parents can report those experiencing symptoms of ADHD. Early diagnosis and treatment are recommended to avoid complications and aid in the improvement of quality of life.

Three-dimensional basic approach to typologization and measurement of psychological and pedagogical information

Three-dimensional basic approach to typologization and measurement of psychological and pedagogical information

Facilitators and Barriers Perceived by German Teachers Considering Basic Life Support Education in School-A Qualitative Study.

This qualitative study aims to analyse the personal qualification, attitudes and the pedagogical concepts of German teachers as experts in their profession regarding basic life support (BLS) education in secondary schools. Thirteen (n = 13) secondary school teachers participated in semi-structured expert interviews and were interviewed for at least 20 to 60 min regarding BLS student education. Interviews were semi-structured with guiding questions addressing (1) personal experience, (2) teacher qualification for BLS and (3) implementation factors (e.g., personal, material and organisational). Audio-recorded interviews were analysed by content analysis, generating a coding system. School teachers provided a heterogeneous view on implementation-related processes in BLS education. Many teachers were educated in first aid, acknowledge its importance, but had no experience in teaching BLS. They want to assure being competent for teaching BLS and need tailored trainings, materials, pedagogical information and the incorporation into the curriculum. Also, the management of time constraints, unwilling colleagues, or young students being overwhelmed were commonly mentioned considerations. Concluding, teachers reported to be willing to teach BLS but a stepwise implementation framework incorporating practice-oriented qualification and educational goals is missing.

SCAN Algorithm to Optimize Dynamic Instructional Information Network for Predicting Student Behavior

With the integration of work, study and life on campus taking shape gradually in major universities across China, the concept of education from classroom to life is more widely accepted and the smart education model has become a trend in education informatization. However, most of the existing studies are not applicable to student behaviour data in the campus environment, and the temporal as well as cyclical characteristics in the data are not accessible in the student behaviour prediction problem. In this study, a hypergraph-based dynamic campus behaviour information network is designed to address the needs of the student behaviour prediction problem, and a student campus behaviour prediction algorithm is proposed in the dynamic campus behaviour information network-based student behaviour prediction problem. The effectiveness and rationality of the algorithm is verified through experiments with real campus data sets. The experimental results demonstrated that the periodic nature of the data acquired by the cycle gated cyclic unit module needs to be built on top of the snapshot gated cyclic unit module to help the algorithm achieve better results. The area under the curve of the algorithm proposed in the study achieves more advantageous results on both the 21-day and 35-day datasets. The cycle gated cyclic unit module of the student campus behaviour prediction algorithm proposed in this study can more effectively extract the cyclic features present in the dynamic campus behaviour information network and better accomplish the prediction of student campus behaviour.

Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues

In video lectures, instructors often use spontaneous emotional expressions (facial expressions, tone of voice) and visual cues (underlining, circling) to guide students' attention toward key instructional information. While previous research has confirmed the benefits of visual cues in guiding attention and processing specific information, there's a notable gap in understanding the role of emotional expression in this context. Moreover, there is a lack of comprehensive exploration regarding the specific design of both behaviors (whether they emphasize the same instructional information) and their effect on students. This study conducted two experiments. Experiment 1 first confirmed the guiding effect of an instructor's emotional expression on students, establishing the foundation for our research. Additionally, Experiment 1 explored the impact of the consistency/inconsistency of facial expressions and tone of voice, including student motivation, cognitive load, and learning performance. Results revealed the benefits of consistent positive emotional expressions on motivation and transfer performance, and the benefits of consistent negative emotional expressions on retention performance. Furthermore, we found that tone of voice was a key factor in guiding students, while facial expressions were associated with students' immediate memory. Building upon Experiment 1, Experiment 2 introduced visual cues to investigate the combined impact of these two guiding behaviors on students. Results regarding emotional expressions were replicated, confirming the positive effects of both. Moreover, we found that the irrelevance of visual cues weakened the guiding influence of emotional expression on students, leading to the loss of relevant information. Therefore, we suggest encouraging instructors to convey positive emotions to enhance the learning experience while emphasizing key information through negative emotional expressions accompanied by visual cues. Additionally, minimizing or concealing visual cues whenever possible is advisable when delivering content beyond visual representations.

Abbreviations in medical records: arguments for and against

There is often a need for fast and effective communication in modern medicine. Time is often critical when providing care to multiple patients. Medical abbreviations are a form of shorthand that allows healthcare professionals to communicate with one another easily. However, the time and expense of writing acronyms are reduced in case they are clear and familiar to every person involved in communication. Misunderstanding between members of the medical staff often lead to misinterpretations of acronyms and hazard to patients’ health and lives. The aim of this study is to identify and analyze such interrelated phenomena as positive and negative sides of using abbreviations as a way of terminology in medicine, arguments of each of the positions, in order to reduce negative consequences of using abbreviations in modern medical documentation. The material of the study is abbreviations used in modern medical practice. The method of continuous sampling of medical abbreviations from scientific literature and medical documentation was used. The results of the study showed that the most common errors associated with the use of medical abbreviations were the ones in prescribing, incorrect dose/quantity and incorrect preparation of medication. About 80 % of the abbreviations contained in the notes and statements that were handed out were unclear to patients and required clarification by health care providers. Medicine must be based on accurate and correct information, literacy of professional actions, and a sense of the highest responsibility. In this regard, it is necessary to use only standard abbreviations and introduce a ban on the use of abbreviations with ambiguous interpretation. Information in prescriptions, instructions, and statements should be clear and unambiguous, in order to avoid awkward and mundane situations affecting the quality of patients’ perception of the information. All of these factors can contribute to the improvement of the quality of medical care and the patient’s quality of life accordingly.

Optimizing Differentiated Learning in Physical Education Subjects: Utilization of Information and Communication Technology (ICT)

Study Purpose. The research explores the effectiveness of differentiated learning strategies in addressing obstacles encountered by students in physical education. It focuses on tailoring teaching methods to accommodate individual differences in readiness, learning profiles, and interests, aiming to enhance engagement and learning outcomes.Materials and methods. Using qualitative methods, including interviews and observational analysis, the study investigates the impact of differentiated learning, particularly through the use of Information and Communication Technology (ICT) in rhythmic gymnastics instruction. Observations suggest that video-assisted instruction increases student interest and engagement, facilitates self-reflection and promotes autonomy.Results. The findings highlight the positive influence of differentiated learning on engagement and learning outcomes, promoting equity and inclusion in the classroom.Conclutions. The study underscores the importance of adapting teaching methods to meet students' diverse needs, ultimately contributing to their overall well-being in physical education and beyond.

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

This study aims to investigate the effectiveness of explicit information (EI) in the context of Processing Instruction (PI) as an alternative to traditional teaching methods. PI encompasses explicit information and structured input activity (SI). However, the effectiveness of EI has been a subject of debate. To address this question, grade-7 students were divided into three groups: the complete Processing Instruction group, the explicit information only group, and the structured input activity only group. Following pre-tests and the implementation of different teaching instructions on English passive voice, the scores of the participants were analyzed for the immediate post-test and delayed post-test. The results suggested that although EI did not accelerate the acquisition of the form-meaning connection of English passive voice, it was beneficial for final performance similar to SI. The complete Processing Instruction, however, proved to be the most effective. This study suggests a possible association between the effectiveness of EI and the relative difficulty of the target item for language learners.