Interactive Education Research Articles

Large-language-model empowered 3D dose prediction for intensity-modulated radiotherapy.

Treatment planning is currently a patient specific, time-consuming, and resource demanding task in radiotherapy. Dose-volume histogram (DVH) prediction plays a critical role in automating this process. The geometric relationship between DVHs in radiotherapy plans and organs-at-risk (OAR) and planning target volume (PTV) has been well established. This study explores the potential of deep learning models for predicting DVHs using images and subsequent human intervention facilitated by a large-language model (LLM) to enhance the planning quality. We propose a pipeline to convert unstructured images to a structured graph consisting of image-patch nodes and dose nodes. A novel Dose Graph Neural Network (DoseGNN) model is developed for predicting DVHs from the structured graph. The proposed DoseGNN is enhanced with the LLM to encode massive knowledge from prescriptions and interactive instructions from clinicians. In this study, we introduced an online human-AI collaboration (OHAC) system as a practical implementation of the concept proposed for the automation of intensity-modulated radiotherapy (IMRT) planning. The proposed DoseGNN model was compared to widely employed DL models used in radiotherapy, including Swin Transformer, 3D U-Net CNN, and vanilla MLP. For PTV, DoseGNN achieved the mean absolute error (MAE) of , , , and between true plans and predicted plans that were 64%, 53%, 64%, 61% of the best baseline model. For the worst case among OARs (left lung, right lung, chest wall, heart, spinal cord), DoseGNN achieved the mean absolute error of , , that were 85%, 91%, 80% of the best baseline model. Moreover, the LLM-empowered DoseGNN model facilitates seamless adjustment to treatment plans through interaction with clinicians using natural language. We developed DoseGNN, a novel deep learning model for predicting delivered radiation doses from medical images, enhanced by LLM to allow adjustment through seamless interaction with clinicians. The preliminary results confirm DoseGNN's superior accuracy in DVH prediction relative to typical DL methods, highlighting its potential to facilitate an online clinician-AI collaboration system for streamlined treatment planning automation.

STRATEGI DAN MEDIA PEMBELAJARAN YANG KREATIF DAN INOVATIF PADA MATA PELAJARAN AKIDAH AKHLAK DI MADRASAH

This research aims to analyze creative and innovative strategies and media in teaching Aqidah Akhlak in Madrasas. This research uses a type of library research. Research Results: Aqidah Akhlak learning strategies can be in the form of: 1) Direct Learning Strategies (direct instruction), 2) Indirect Learning Strategies (indirect instruction), 3) Interactive Learning Strategies (interactive instruction), 4) Learning Strategies through Experience (experiential learning ), 5) Independent Learning Strategy. Meanwhile, creative and innovative media takes the form of: 1) Print media, which can be in the form of textbooks, worksheets, or modules that can be used by teachers and students. 2) Audio media is implemented, for example at the MI level in phase B (Class 3) which can use audio in the form of sound speakers related to Asmaul Husna material, so that students can listen carefully and memorize it easily. 3) Visual Media can be applied in Phase D (Class VII) of MTS, such as the material "Manners of Social Media from an Islamic View". Teachers can use image media regarding various types of social media for each student by explaining each student's advantages, disadvantages, impacts of use, and etiquette in using them. 4) Audio visual media can be used at the Class

Impact of project-based learning on conceptual achievements and motivation of technology students in electricity

In the field of engineering education, this study explores the impact of Project-Based Learning (PBL) on the conceptual achievements and motivation of technology students in electricity. The research took place at a public university in Colombia, where the aim was to enhance student learning outcomes in this area. The research design was quasi-experimental and included a pre- and post-test analysis, with a control group that received traditional teaching methods and an experimental group that was engaged in interactive instruction via PBL in a team-based format. The results of the study showed that the use of PBL in a team-based environment had a significant positive impact on the students' conceptual performance and motivation. The students who participated in the PBL activities displayed an increased level of knowledge acquisition, as well as a higher degree of motivation compared to the control group. The results also indicated that PBL activities helped students to understand the concepts more effectively, and motivated them to pursue academic goals. The research suggests that PBL can be an effective teaching strategy for technology students in electricity, providing them with a more interactive and engaging learning experience that results in enhanced conceptual performance and motivation. This study sheds light on the importance of incorporating PBL in engineering education, and contributes to the body of knowledge in the field. The findings are expected to be useful for educators, researchers, and educational institutions in their efforts to improve the quality of engineering education and foster student success.

Triboelectric in-sensor deep learning for self-powered gesture recognition toward multifunctional rescue tasks

Gesture recognition is an effective method to voice-off communication in daily life, offering an intuitive and immersive means to interactive terminal. Current commercialized solutions to gesture recognition are exposed to limitations of either susceptibility to environmental conditions or the huge cost on fabrication, energy, and computing power. Here, we propose a deep-learning-enabled smart gesture recognition glove system that can capture and recognize the hand gesture in real time and execute the users’ interactive instructions for multifunctional rescue tasks. The self-powered gesture recognition glove system can successfully classify 7 typical gestures with an accuracy as high as 98.57%. As a proof of concept, a rescue vehicle equipped with water pump, dexterous robotic arm, or laser radar is demonstrated to be guided by gestures outside the environment to complete rescue tasks even in environments that are inaccessible to humans. We aim to use the self-powered gesture recognition glove for future intelligent interaction and intelligent manufacturing, especially in the diversified scenarios that require more advanced and dexterous manipulations in the dark or blocked spaces.

Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction

ABSTRACT The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates’ (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers’ video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.

LEADING ADVANCE CARE CONVERSATIONS: DEVELOPMENT OF AN INTERVENTION PLATFORM

Abstract The LEAD Guide (Life-Planning in Early Alzheimer’s and Other Dementias) is an advance care planning guide designed specifically for people with dementia and their care partner. It addresses changes in cognition and goals of care, including values and preferences, for end-of-life care and support across the disease continuum. The goal of using the guide is to create a shared understanding of the care recipient’s end-of-life care preferences. We developed an interactive web-based format of the LEAD Guide, an enhanced extension of the original paper guide, for a pilot behavioral intervention. The LEAD Intervention guided community-based Alzheimer’s disease and related dementias (ADRD) dyads (N=60 dyads; persons concerned, at risk, or with a dementia diagnosis and their care partners) through advance care planning (ACP) conversations and documentation. The intervention model included the LEAD Guide, interactive instructions, and educational material about ACP in the context of dementia. We developed the LEAD Intervention using an interactive design and beta testing process (including surveys and focus groups) with our community advisory board members. The board members included professional dementia experts, community partners, and ADRD dyads. Board members were enthusiastic about the LEAD Intervention and provided suggested revisions in three areas; technology (navigation of web-based documents, webpage design), personalization (the need to personalize emails and surveys to individual participants), and evaluation (creating simple scaled and open-text questions to obtain feedback on the intervention activities). Creating a feasible, acceptable, and efficacious intervention requires a multi-faceted approach that incorporates input from end users using community-based participatory research methods.

The Frayer Model as Analysis of Instruction and Student Knowledge in Undergraduate Astronomy

The American public’s factual knowledge about science has remained relatively unchanged over the past two decades. Research on scientific literacy connects to science education, interactive instruction techniques, and how introductory undergraduate science courses are many students’ last formal exposure to science. This highlights a need for research on how these courses can contribute toward a scientifically-literate citizenry. This study qualitatively analyzes how instruction in an introductory undergraduate astronomy course informs students on an astronomy concept, specifically blackbody radiation. A case study method of thematic analysis was employed by administering a pre- and post-lesson Frayer Model to students in an ASTR 1010 section and recording the professor’s lecture. Thematic analysis was conducted on all Frayer Models and the lecture transcript. Three key themes (refined understanding, blackbody spectrum, and ideal physical body) emerged, summarizing how students’ knowledge changed following instruction. The results section contextualizes these themes within how the concepts were taught. Blackbody radiation was entirely foreign to most students. Students utilized a few keywords, such as “perfect absorber,” to describe blackbodies. Their visual comprehension improved, for they accurately drew and labeled blackbody spectra. This study is novel in using the Frayer Model as an assessment tool in astronomy education research. The findings contextualize scientific literacy and nuance our understanding of how students conceptualize lecture-based instruction. Educators can interpret the results when considering how to teach blackbody radiation. Implications are made to a growing body of knowledge on language in astronomy education.

Beyond Language Barriers: Exploring the Effects of Implicit Message Decoding and Memory Retention

This study examined the interplay between implicit message decoding, the time living abroad on language learning, and memory retention. The findings showed a link between the time spent studying abroad and the capacity to decode implicit messages. Additionally, having a narrator narrate educational materials visibly improved memory retention. The ability to decode implicit messages and memory retention were found to be correlated. These findings underscore the importance of interactive instruction and an immersive learning environment for language acquisition.

Exploring digital signal processing using an interactive Jupyter notebook and smartphone accelerometer data

Digital signal processing is a valuable practical skill for the contemporary physicist, yet in physics curricula, its central concepts are often introduced either in method courses in a highly abstract and mathematics-oriented manner or in lab work with little explicit attention. In this paper, we present an experimental task in which we focus on a practical implementation of the discrete Fourier transform (DFT) in an everyday context of vibration analysis using data collected by a smartphone accelerometer. Students are accompanied in the experiment by a Jupyter Notebook Companion, which serves as an interactive instruction sheet and a tool for data analysis. The task is suitable for beyond-first-year university physics students with some prior experience in uncertainty analysis, data representation, and data analysis. Based on our observations the experiment is very engaging. Students have consistently reported interest in the experiment and they have found it a good demonstration of the DFT method.

Theoretical underpinnings of technology-based interactive instruction

BackgroundThis paper discusses the underlying conceptual theories that support the use of technology-based educational tools and their implications on student learning outcomes. InnovationsThe use of technology-based educational tools has expanded where virtual classrooms, digital simulations, real-time feedback, interactive quizzes, podcasts, and other multimedia tools are integrated into instruction, especially throughout higher education. These educational tools are hypothesized to augment both student learning and attitudes towards learning. The instructional components in technology-based learning are engrained in theory and supported by empirical research. ImplicationsThe relationship between active learning and student success, how technology-based educational tools can be designed to facilitate active learning, and how they positively impact student self-efficacy and self-regulation, including metacognitive awareness will be explicated. ConclusionsThe theoretical underpinnings of online, interactive learning will also be applied to trends in nursing curricula.

Transforming integrative maker education for STEM: Empowering pre-service teachers

Transforming integrative maker education for STEM: Empowering pre-service teachers Dr Ginny Chambers and Dr Kamryn York from Point Park University tell us about a project aimed at enhancing integrative maker education through the training of pre-service teachers, focusing on elementary education. In recent years, maker education has gained traction as a transformative approach to teaching STEM subjects. This innovative pedagogy engages students in hands-on, collaborative learning experiences, fostering creativity, problem-solving skills, and a deeper understanding of STEM concepts. “Transforming Integrative Makerspace Education for STEM” (a National Science Foundation funded project) focuses on improving the quality and effectiveness of STEM education for pre-service teachers. The project builds on the knowledge about teaching and learning by creating, implementing, and assessing faculty development, interactive instruction, and STEM lesson plan development. This study fosters a more collaborative approach among education and STEM faculty, resulting in the revision and implementation of ten education courses to emphasize STEM experiential learning through makerspace pedagogy.

소규모 중학교 체육 공동교육과정 운영 사례 및 개선 방안 탐색

Purpose: The purpose of this study was to conduct an in-depth analysis of the operation cases ofa small middle school joint Physical Education curriculum, and to explore improvement methods basedon the analyzed cases.
 Methods: Four teachers and four students from two schools located in the J region and operatinga small middle school joint Physical Education curriculum were selected as the study subjects, and data such as operation-related data, observation log data based on participant and non-participant observations, in-depth group interview data and unofficial story data were collected, categorized,analyzed and interpreted.
 Results: As far as the small middle school joint Physical Education curricula are concerned, tennis competition activities and group activities per level were performed using facilities near the two schools to ensure all students’ participation and interest and to overcome the disadvantages of small middle schools. Individualized instruction and interactive instruction were performed through team teaching activities per group led by professional instructors to better improve the advantages of small middle schools. The improvement methods are as follows: First, joint curricula must be planned through avoluntary sense of community along with teachers’ dedication and philosophies shared by the members. Second, it is necessary to derive a process of expanding and elaborating the scope of joint curriculato share and improve the concerns regarding events and joint curriculums among small middle schools. Third, for joint curricula to have a smooth implementation, it is necessary to construct a detailed instruction plan taking into consideration the autonomy of curricula, efficient system securement, andstudents’ individual characteristics and differences.
 Conclusion: The results of this study suggest the need for legitimacy and substantial operation ofthe small middle school joint Physical Education curriculum.

Emergency Medicine Procedures: A Review of Approved Instructional Resources from the World of Free Open Access Medical Education.

The Academic Life in Emergency Medicine (ALiEM) Approved Instructional Resources (AIR) Series was created in 2014 to address the Free Open Access Medical Education (FOAM) movement's decentralized nature and lack of inherent peer review. The AIR series provides a topic-based, curated list of online educational content vetted by academic emergency medicine (EM) faculty that meets individualized interactive instruction criteria for EM trainees. Relevant FOAM resources were identified from the top 50 FOAM websites using the Social Media Index and then scored by EM faculty using a validated instrument to identify the highest quality posts related to a topic. This article reviews FOAM resources pertaining to EM procedures that were labeled as an "Approved Instructional Resource" or "Honorable Mention" using the AIR series methodology.

Educational strategies used in master's and doctoral nursing education: A scoping review.

Advanced practice nurses and future nursing researchers must be adequately educated with the best available evidence. However, we know little about educational strategies and their characteristics used explicitly to educate advanced practice nurses and future researchers. A scoping review was used to map the latest educational strategies used in master's and doctoral nursing education between 2011 and 2021. Components of educational strategies were extracted based on the Guideline for Reporting Evidence-Based Practice Educational Interventions and Teaching and the Saskatchewan Education Department Framework of Professional Practice. The New World Kirkpatrick Model was used to categorize the associated learning outcomes. A narrative description approach was used to synthesize the findings. A total of 56 studies were included. Several information was missing regarding the theoretical foundations of the educational strategies. A total of 158 educational strategies were identified. Individual work (e.g., homework) was the most popular educational strategy. Most studies assessed learning outcomes related to reactions (e.g., satisfaction) or learning (e.g., knowledge). More studies should be done using interactive instruction or multimodal approaches, while the authors should better describe intervention components. A systematic review of effectiveness needs to be conducted to evaluate the best educational strategies in the master's and doctoral nursing education.

Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger

Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger

Multi-Level Compositional Reasoning for Interactive Instruction Following

Robotic agents performing domestic chores by natural language directives are required to master the complex job of navigating environment and interacting with objects in the environments. The tasks given to the agents are often composite thus are challenging as completing them require to reason about multiple subtasks, e.g., bring a cup of coffee. To address the challenge, we propose to divide and conquer it by breaking the task into multiple subgoals and attend to them individually for better navigation and interaction. We call it Multi-level Compositional Reasoning Agent (MCR-Agent). Specifically, we learn a three-level action policy. At the highest level, we infer a sequence of human-interpretable subgoals to be executed based on language instructions by a high-level policy composition controller. At the middle level, we discriminatively control the agent’s navigation by a master policy by alternating between a navigation policy and various independent interaction policies. Finally, at the lowest level, we infer manipulation actions with the corresponding object masks using the appropriate interaction policy. Our approach not only generates human interpretable subgoals but also achieves 2.03% absolute gain to comparable state of the arts in the efficiency metric (PLWSR in unseen set) without using rule-based planning or a semantic spatial memory. The code is available at https://github.com/yonseivnl/mcr-agent.

LEADing Advance care conversations: Development of an intervention platform

AbstractBackgroundThe LEAD Guide ( Life‐Planning in Early Alzheimer’s Disease; Dassel et al., 2019) addresses changes in cognition and goals of care along the Alzheimer’s disease and related dementias (ADRD) continuum and anticipates the need for surrogate decision‐makers upon loss of the care recipient’s decisional abilities.MethodWe developed a preliminary interactive version of the LEAD Guide, which serves as the foundation of a self‐administered intervention designed to promote and guide community‐based ADRD dyads through a dementia‐focused ACP process. The intervention model includes the LEAD Guide, along with education/information about ACP in the context of ADRD, and interactive instructions. We developed the LEAD Intervention using an iterative design process, which relied on feedback from a 11‐member community advisory board comprised of a clinical dementia specialist, the Director and Program Manager from the State Chapter of the Alzheimer’s Association, and community‐based ADRD dyads. We used Qualtrics, a web‐based survey platform, to simulate the basic functionality and flow of the interactive web‐delivered intervention we envisioned. We then conducted extensive beta‐testing with our community advisory board through written surveys and focus groups.ResultIn general, users were enthusiastic about the LEAD Intervention and appreciated the opportunity to engage in meaningful guided ACP with their family member. Recommended revisions fell into two categories: technological (adding a progress bar, reducing the number of items per page, adding back arrows, reducing text and using more graphics/figures, closed‐captioning, video‐facilitated instructions) and personalization (using piped text that integrates participants’ names into survey items to increase a personal feel, and creating downloadable copies of participants’ LEAD Guide responses).ConclusionThe process of creating a feasible, acceptable, and efficacious intervention requires input from ADRD experts as well as community‐based caregivers and persons with mild ADRD. The iterative process that our research team engaged in with our community advisory board members provided invaluable information on how to create and revise a web‐based ACP intervention platform for community‐based ADRD dyads. We are currently enrolling 60 ADRD dyads in the revised web‐based intervention, with the goal of exploring the impact on relationship quality, decision‐making self‐efficacy, and ACP congruence within participant dyads.

Realistic interaction design of large site scenes based on virtual reality technology

Abstract Virtual reality technology first appeared in the 1980s and can also be called VR technology, which contains computer technology, sensing technology, human interaction technology, and artificial intelligence technology. With the continuous maturation of virtual technology, which is now one of the world’s frontier scientific projects, large site scene interaction processing there are different transformation scales, transformation scale occurs, its existence of numerical differences, resulting in the output of the scene image produces missing, for the problem, this paper uses virtual reality technology of animation interactivity design integrity automation analysis method. The process uses virtual reality technology to output interaction instructions, determine the angle of change generated by the interaction change instructions, use bilinear difference processing to reconstruct the vector value space formed by the interaction semantics, iteratively back-project the interaction image and form a correction parameter within the output image range values, control the numerical difference generated during the transformation, sample the feature vector obtained by contour screening, and superimpose the interaction deformation within the propagation field values in the propagation field to achieve integrity analysis. This study builds a large site scene interaction platform, iterates the virtual reality editing framework, applies the analysis method based on visual scene understanding, the analysis method based on the immersion model and the designed automated analysis method to participate in the test, and the test results show that the output of the designed automated analysis method does not produce missing animated images, the integrity analysis results are the best and the designed integrity analysis method produces the average analysis time generated by the designed integrity analysis method is 8s, which largely reduces the working time and improves the efficiency. Through the VR market research statistical chart, the analysis shows that both online and offline VR market shows a linear increase from 2017 to 2021, further indicating that virtual reality technology will have a broad application prospect in the future and produce a disruptive change in the way human society interacts with each other.

Preliminary Study on Exploring Students' Perceptions of Instant Response Systems in Pre-Service Teacher Courses

The purpose of this research focuses on the learning and teaching effectiveness of using web-based IRS in courses for pre-service teachers. This study was conducted to explore the students' perception and IRS instruction effect. The following question was investigated: how does the use of ZUVIO influence learners' perceptions, experience, and the quality of interactive instruction? Key findings revealed that ZUVIO enriched the quality of teaching and learning, with the highest influence reported on all types of assessment, including live and formative assessment, ongoing assessment, and self-assessment, as well as improved learning experience in content delivery, interaction, engagement, and motivation. These findings also suggest that the use of IRS is likely to minimize distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in ZUVIO, providing students with timely feedback, and game-play strategies.

Instructional design for effective classroom Pedagogy of teaching

The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve instruction that will lead students for better learning outcome, show to involve critical thinking, formation, analyzing inferences, and knowledge of the lesson, show to provide a phase of instructional design to effective teaching in applying, inferring, analyzing pedagogy and various learning experiences, show to advance technology of teaching to equip students with better learning, and show to rely on interactive instruction sharing and heavy discussion, role playing, peer learning, cooperative learning, simulation, and discussion. Findings show that there is a significant correlation on the contribution of instructional design for effective classroom pedagogy of teaching as observed among the respondents.