Long-term Knowledge Retention Research Articles

35 years of fraction learning: Integrating systematic review and bibliometric analysis on a global scale

Fraction learning is a fundamental yet challenging component of mathematical education, critical to students’ broader mathematical development. This study presents a comprehensive review of fraction learning research spanning the years 1989 to 2024, integrating a systematic literature review with bibliometric analysis to explore the evolution, trends and gaps in this domain. Utilizing data from the Web of Science database, we reviewed 725 articles, identifying key themes through co-citation analysis and categorizing the literature into three primary clusters: cognitive and conceptual understanding of fractions, developmental and educational aspects of fraction learning and teacher knowledge and its impact on mathematics teaching. Our findings reveal a shift from early research focused on conceptual foundations to more recent studies emphasizing educational interventions and teacher preparation. The analysis also highlights significant geographical imbalances, with most research originating from Western countries, particularly the USA. Despite advancements, critical gaps remain, particularly concerning the long-term retention of fraction knowledge and the effectiveness of adaptive learning strategies. This study underscores the importance of a multifaceted approach to improving fraction learning outcomes and calls for future research that addresses these gaps, particularly in diverse educational contexts. The findings provide valuable insights for educators, policymakers and researchers, guiding future efforts to enhance fraction education globally.

Empowering autonomy in language learning: the sustainable impact of data-driven learning on noun collocation acquisition

This study explores the effectiveness of Data-Driven Learning (DDL) in teaching noun collocations to pre-tertiary learners in Hubei Province, China, using the online corpus tool ‘Corpusmate’. Acknowledging the importance and challenge of mastering collocations in learning a foreign language, this study focuses on the effects of DDL on pre-tertiary learners, an area less examined previously due to the complexities associated with using corpus tools. Conducted over two months, the research employed pre-tests, post-tests, and delayed post-tests to measure learners’ comprehension and retention of noun collocations. Additionally, a questionnaire was distributed to gather feedback on learners’ experiences with the DDL approach and ‘Corpusmate’. Results indicated that the experimental group, which received DDL training, showed significant improvements in test scores compared to the control group, which used traditional resources. The experimental group’s scores remained high in the delayed post-test, suggesting that the DDL approach facilitated long-term retention of collocational knowledge, although a notable proportion of learners expressed neutral or negative perceptions of the DDL activities. These results highlight the need for further investigation into the attitudes of the participants. Overall, most participants provided positive feedback on the use of ‘Corpusmate’ in learning noun collocations. These results advocate for the incorporation of corpus consultation into language teaching practices. The study underscores that with appropriate training and tools like ‘Corpusmate’, the DDL approach can potently aid in the sustained learning of complex language elements, such as collocations, even for younger learners.

Military Medical Simulations-Scoping Review.

The military employs a wide variety of training paradigms to prepare a ready medical force. Simulation-based training is prominently used in the military for all roles of care to provide the knowledge, skills, and abilities needed to render care from the battlefield to the hospital. The purpose of this scoping review is to synthesize the body of research in military healthcare simulation, highlight trends in the literature, and identify research gaps. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis process, the databases of PubMed, Google Scholar, and targeted conferences were searched for articles focused on simulation-based training in the military healthcare community. Inclusion criteria required that the studies assessed a healthcare simulation intervention and had military participants. Data were gathered on population parameters (branch of service and provider level) as well as study parameter (simulation modality, medical domain, and outcome measures). Outcome measures were categorized according to the Kirkpatrick model of training evaluation. A total of 43 articles met inclusion criteria. Article summaries and descriptive data on the participant populations and study parameters are provided in Tables1, 2, and Supplementary Table S1. Participant populations were inclusive of all the services and roles of care, suggesting appropriate representation of the broad military healthcare community. The majority of literature has studied physical simulations, such as manikins or task trainers. Few studies employed augmented or virtual reality as the training intervention, likely because of the nascency of the technology. Trauma care was the focus of 65% of the studies; this is attributable to the criticality of trauma care within battlefield medicine and casualty response. Related to study outcomes, participant reactions, such as usability and user acceptance, and immediate learning outcomes were heavily studied. Retention and behavioral changes were rarely studied and represent a significant research gap. Future research assessing mixed reality technologies would be beneficial to determine whether the technology warrants inclusion in programs of instruction. Finally, studies with outcome measures including long-term knowledge and skills retention, behavioral change, or patient outcomes are strongly recommended for future research.

Effects of an Interactive Handwashing Lecture on First-Year Thai Nursing Students: A Pretest-Posttest Study

Background: Hand hygiene is essential in healthcare to prevent infections and ensure patient safety. The World Health Organization highlights hand hygiene as a key measure to reduce healthcare-associated infections. However, adherence to hand hygiene protocols is often inadequate, with a low compliance rate. First-year nursing students are at a critical stage in developing foundational practices. Traditional teaching methods have shown limited success in achieving long-term adherence, necessitating the need for more interactive and engaging teaching methods. Therefore, this study aims to evaluate the effects of an interactive lecture on the handwashing knowledge of first-year nursing students. Methods: This study employed a quasi-experimental one-group pretest-posttest design involving 60 first-year Thai nursing students at Boromarajjonani College of Nursing. After four weeks of interactive lectures, participants completed a pretest and posttest to assess changes in hand hygiene knowledge and understanding of WHO Five Moments for Hand Hygiene. The intervention included visual demonstrations, hands-on practice, and real-time feedback. Data were analyzed using descriptive statistics and paired t-tests to determine the intervention’s effectiveness. Results: The study showed significant improvements in both handwashing knowledge and understanding of WHO Five Moments for Hand Hygiene post-intervention. The mean score for handwashing knowledge increased from 5.41 (SD = 1.06) to 6.62 (SD = 1.10) (t(59) = 7.154, p < 0.001). Similarly, the mean score for understanding WHO Five Moments for Hand Hygiene improved from 4.32 (SD = 0.68) to 4.97 (SD = 0.84) (t(59) = 5.60, p < 0.001). Correct responses to specific handwashing questions also increased significantly. Conclusions: The interactive handwashing lecture intervention significantly improved nursing students’ knowledge and understanding of hand hygiene practices. These findings support the integration of interactive educational strategies in nursing curricula to improve hand hygiene compliance and patient safety. Future research should address study limitations, such as sample size and long-term knowledge retention, to further validate these results.

A Study to Assess the Effectiveness of Educational Package in Terms of Knowledge Regarding Essential New Born Care among Mother in the Postnatal Wards of Selected Hospital, Nadiad

BACKGROUND: The neonatal period, covering the first 28 days of life is a vital stage marked by significant physiological changes and the new borns adjustment to the crucial for the baby’s survival and long term health. Proper new born care is essential in decreasing neonatal illness and death promoting healthy growth and development. Worldwide neonatal mortality is a major public issue, especially in low and middle income nations. The World Health Organization (WHO) reports that nearly 2.4 million children die within their first month of life annually, with most of these deaths happening within the first week. Infection are a leading cause of neonatal mortality, responsible for about one-third all neonatal deaths. New born are practically vulnerable to infection due to their underdeveloped immune system. Education on essential new-born care, covering aspects like infection prevention, breastfeeding thermal care, and immunization, plays a critical role in decreasing these fatalities. Postnatal wards offer a special chances to educate mothers about essential new-born care. During this period mothers are typically more open to learning and incorporating new practice that can benefit their infants. Tailored educational programs designed for postnatal mothers of essential new-born care practice and encourage their adoption. AIM This study assess the effectiveness of an educational package design to enhance mothers' knowledge regarding essential new born care in selected hospital in Nadiad. OBJECTIVE: To evaluate the impact of an educational package on mothers' knowledge about essential new born care in post natal wards. METHODS A quasi experimental study design was employed. The study include 40 mothers in post natal wards from selected hospital in Nadiad. Participants were divided into two groups: An experimental group receiving the educational package and a control group receiving standard care. Pre-test and post- test knowledge assessments were conducted using a structured questionnaire. INTERVENTION: The educational package comprised informative flip book interactive session focus on essential new born care such as breast feeding, hygiene, immunization and recognizing dangerous sign.RESULTS: The pre-test knowledge scores of both groups were comparable. Post intervention, the group showed a significant increase on knowledge scores compared to the pre- test. Statistical analysis using paired T test revealed that the educational package effectively improved mother’s knowledge of essential new born care (p< 0.05). The educational package significantly enhanced mother’s knowledge regarding essential new born care in post natal wards. Implementing such educational interventions can improve new born health outcomes by empowering mothers which crucial care. Further studies are recommended to assess long term retention of knowledge and its impact on new born health.

EPS mid-career prize: An integrated framework for the learning, recognition and interpretation of words.

In this article, I review the evidence on the involvement of sleep and consolidation in word learning and processing during language comprehension, focusing on implications for theory. The theoretical basis for the review is a complementary systems account of word learning involving flexible (hippocampal) and stable (cortical) pathways to lexical knowledge. I argue that the accumulated data are consistent with a role for both pathways in both learning and recognition of lexical items, with sleep and consolidation supporting the transfer of recent experience between the pathways. The level of involvement of each pathway is dependent on key factors, such as consistency with prior knowledge in the case of learning, and reliance on context and/or automaticity in the case of recognition. As a consequence, the notion of a mental lexicon cannot really be restricted to just the listener's stable knowledge about words: flexible knowledge and recent experiences are also important. Furthermore, I argue that the flexible pathway plays a critical role even in the absence of new lexical items. The available evidence suggests that this pathway encodes (and potentially consolidates) recent linguistic experiences, providing potential benefits to interpretation of subsequent language and the long-term retention of knowledge. In conclusion, I propose that a dual-pathway account incorporating both flexibility and stability is necessary to explain the learning, recognition, and interpretation of words.

Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

AbstractIn recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.

An evaluation of Barnardo’s trauma-informed policing training

This paper presents an evaluation of Trauma-Informed (TI) training for police officers in the West Midlands Police from November 2022 to February 2023. The West Midlands Violence Reduction Partnership has commissioned and delivered bespoke TI training since 2020, which aimed to deepen the understanding of adverse childhood experiences (ACEs) and trauma within the Police and, in turn, to create meaningful changes in everyday policing practice. Pre- and post-training surveys were conducted with 230 frontline officers and new recruits, as well as semi-structured interviews with 14 police officers and sergeants. Statistically significant improvements were found across all seven factors measured by the Trauma Aware Policing Attitudinal Survey (TAPAS). These findings indicate the efficacy of the training in improving police officers’ knowledge, responses, behaviours, self-efficacy, reactions to work, and personal and system-wide support for trauma-informed care. The qualitative results indicate a positive influence of the TI training on police practice overall. However, the quantitative data have limitations in drawing conclusions regarding long-term knowledge retention and the integration of trauma-informed practices, as well as the lack of robustness of the TAPAS tool. This highlights the necessity for further efforts to assess TI attitudes and providing TI training to police officers and senior management, promoting ongoing professional development and the wider implementation of trauma-informed approaches.

Development and Evaluation of Project Management Training for Cancer Research in Sub-Saharan Africa.

Globally, there were 19.3 million new cancer cases and 10 million cancer deaths, with the African continent contributing approximately 1.1 million new cases and over 700,000 deaths to the global cancer burden in 2020. High quality research is required to understand the etiology and risk factors for common cancers in the region to develop context specific strategies aimed at minimizing the future cancer burden in Africa. Our study addresses a significant gap in the knowledge and resources available for training a project management (PM) workforce for cancer research in Africa. We developed and evaluated a training program to strengthen the research capacity of project managers involved in cancer research in Africa. This workshop was held in collaboration with the Men of African Descent and Carcinoma of the Prostate (MADCaP) Consortium. The PM working group of the MADCaP Consortium had previously developed a project manager toolkit to provide a structured approach to PM for cancer research in Africa. We implemented and evaluated this training toolkit in a hybrid workshop in Nigeria. Among 29 participants from 10 African institutions, PM skills improved after training by 16.6% compared with pretraining levels. In a 1-year follow-up survey, training skills remained better (80.8%) than before the training (70.8%). The training program successfully upskilled the trainees with a significant improvement in knowledge of PM practices including planning, execution, monitoring, and evaluation of projects. The majority (80%) reported an excellent training experience. PM skills training can be successfully implemented in Africa with long-term retention of knowledge geared toward developing a workforce critical for the implementation of cancer research in the region.

Tutors' perspective on the impact of their anatomy tutoring experience and ethics of body donation.

To explore the future of former anatomy tutors, their perception of the impact that the anatomy near-peer teaching (NPT) program have had on them, in terms of academic performance, professional development, personal growth, long-term anatomical knowledge, and views on body donor ethics. Additionally, we compared their academic performance with non-tutor peers in terms of ranking at the National Qualifying Examination (NQE). A voluntary survey was emailed to all anatomy tutors from 2005 to 2024, using an online Google Forms questionnaire including closed and open-ended questions across four themes. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis. A Wilcoxon signed-rank test was performed to compare former tutors' NQE rankings to their peers. Forty-seven out of 48 tutors responded. Tutors reported a positive program impact, including improvements in technical skills (100%), teamwork (97.9%), communication (89.4%), and organizational skills (76.6%), and good long-term anatomical knowledge retention (85.7%). Dissection on body donors was deemed essential for anatomy learning while shaping professional and ethical values. Of the 36 residents/specialists, 38.9% ranked in the top 10% at the NQE, with a statistically significant higher rank than their peers (p = 0.0011), and 100% obtained their desired specialty. This results suggest that the anatomy NPT program significantly enhanced tutors' academic performance, technical skills, personal and professional development, and was useful to foster a positive perception of dissection on body donors and reinforced the importance of anatomical knowledge in clinical practice.

Impact and learner perspectives of a spaced-education platform to assess hand hygiene auditor competency.

To ensure whether spaced education, which increases long-term knowledge retention, could be integrated into auditor competency assessment. Quality improvement project. Academic, freestanding children's hospital. Hand hygiene (HH) auditors. We enrolled trained HH auditors in an online spaced-education platform to assess mastery of knowledge, delivering 46 unique questions at spaced intervals followed by rationale; we retired questions after 3 correct answers. An e-mailed 10-item survey gauged participant satisfaction with the program. The Wilcoxon signed-rank test was used to compare change in median knowledge score from first to final attempt. A total of 12,120 questions were attempted by 126 auditors, and 49 (39%) completed the entire course. Median knowledge score increased significantly by 10.5 percentage points (IQR 4-15) between first and final attempts (P < 0.001). Thirty auditors (27%) responded to the survey. The majority agreed the number and complexity of questions were appropriate (57% and 67%, respectively). Eighty-seven percent reported the platform easy to navigate, and 77% agreed adequate time was provided for completion. Free-text suggestions included delivering fewer questions at a narrower spacing interval over a shorter time frame because of competing work demands. Auditor knowledge of HH indications and technique is critical to ensuring data validity. A spaced-education competency program improved HH auditor knowledge in the short term. Completion rate was low, and some participants expressed a desire for fewer questions over a shorter time frame. This study offers insight into ways to optimize spaced education as a potential tool for HH competency assessment.

Effect of unproctored versus proctored examinations on student performance and long-term retention of knowledge.

To compare unproctored and proctored online exams among chiropractic students. Pre-existing data of 234 students across 4 consecutive endocrinology classes were analyzed for this study. The course was comprised of 3 lectures (50 minutes per lecture) each week. Student performance was evaluated by midterm exam and summative exam (S1). The students from 3 classes were asked to take a voluntary second summative exam (S2) approximately 7 months after the S1. Since this study was partially conducted during the COVID pandemic, some classes took the midterm and the S1 proctored in the classroom while others took them unproctored from a remote location. The mean midterm exam (p < .001) and S1 scores (p = .01) for the unproctored group (93.6 ± 7.0 and 88.8 ± 8.2) were significantly higher than the proctored group (88.1 ± 8.2 and 83.9 ± 11.2). The mean time taken by students was much greater for the unproctored exams than for the proctored exams (midterm: 40.7 ± 10.2 versus 16.7 ± 7.0, p < .001; S1: 47.0 ± 8.7 versus 21.5 ± 9.0, p < .001). By contrast, the mean unproctored S2 scores were lower than the proctored group (60.2 ± 14.7 versus 88.1 ± 8.2, p < .001). A linear regression test showed that the final exam was a statistically significant predictor of the recall exam (p < .01, R2 = 28.3%). The findings suggest that student performance is significantly altered by test format.

Two-Phase Individual Assessments: A Second-Chance Assessment Strategy With Individualized Feedback to Promote Assessment for Learning.

High-stakes multiple-choice question (MCQ) exams in medical education typically focus on assessment of learning at a single point without providing feedback for improvement. Educators can achieve a more balanced approach to MCQ exams by combining efficient assessment of learning with the feedback and improvement opportunities of assessment for learning. As part of a curriculum renewal at Baylor College of Medicine's MD program, the Two-Phase Individual Assessment (TPIA) model was launched within a 4-week preclinical Foundations of Medicine course in August 2023. The TPIA model featured weekly assessments, each consisting of 2 MCQ exams given on the same day with a 4-hour study period in between. Exams were paired, consisting of an equal number of items that addressed the same learning objectives. After the initial exam, students received an individualized feedback report indicating correctly and incorrectly answered objectives. Students applied individualized feedback reports to self-identify and remediate deficiencies in preparation for the second-chance exam. Only the highest score counted toward the final grade. Among 230 medical student participants, significant performance improvements between morning and afternoon exams were observed across the first 3 weekly TPIAs, with mean score increases of 4.93, 5.06, and 10.86. Mean change in performance in week 4 was not significant. Student end-of-course survey responses indicated a strong preference for the TPIA format. Responses highlighted the value of offering individualized feedback, providing unstructured time to address knowledge gaps, and ensuring a corresponding opportunity for improvement. Future research will extend TPIA's implementation in more clinical-oriented courses to validate TPIA's effectiveness and explore its effect on long-term knowledge retention through more cumulative examinations. Integrating TPIA-based approaches may advance educational systems toward developing a culture of feedback and embracing second chances to support learning and professional growth, thereby preparing medical professionals for the demands of 21st-century medicine.

The Effect of Spaced Repetition on Learning and Knowledge Transfer in a Large Cohort of Practicing Physicians.

Spaced repetition is superior to repeated study for learning and knowledge retention, but literature on the effect of different spaced repetition strategies is lacking. The authors evaluated the effects of different spaced repetition strategies on long-term knowledge retention and transfer. This prospective cohort study, conducted from October 1, 2020, through July 20, 2023, used the American Board of Family Medicine Continuous Knowledge Self-Assessment (CKSA) to assess learning and knowledge transfer of diplomates and residents. Participants were randomized to a control group or 1 of 5 spaced repetition conditions during 5 calendar quarters (January 1, 2021, to March 31, 2022). Participants in the spaced repetition groups received 6 repeated questions once or twice. Incorrectly but confidently answered questions were prioritized for repetition, with decreasing priority for questions answered incorrectly with lesser confidence. All participants received 6 rewritten questions corresponding to their initial questions chosen for repetition in quarter 10 (second quarter of calendar year 2023). A total of 26,258 family physicians or residents who completed the CKSA in the baseline period were randomized. Spaced repetition was superior to no spaced repetition for learning at quarter 6 (58.03% vs 43.20%, P < .001, Cohen d = 0.62) and knowledge transfer at quarter 10 (58.33% vs 52.39%, P < .001, Cohen d = 0.26). Double-spaced repetitions were superior to single-spaced repetitions for learning (62.24% vs 51.83%, P < .001, Cohen d = 0.43) and transfer (60.08% vs 55.72%, P < .001, Cohen d = 0.20). There were no meaningful differences in learning or transfer between repetition strategy chosen in the single- or double-repetition groups. This study affirms the value of spaced repetition in improving learning and retention in medical education and ongoing professional development.

The evaluation of digital educational game use in pharmacology teaching process.

The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty-six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three tests: pre-test was presented before seminar, post-test after seminar (for control group) or after playing the video game (for experimental group), and test no. 3 took place 4 weeks later. Analysis of tests' scores with respect to both topics resulted in the observation that the control and experimental groups show statistically significant improvement in knowledge, whether it was measured after the seminar or 4 weeks later. However, the results of experimental group were statistically better in comparison to the control group. It proves that electronic GBL (game-based learning) applied to standard educational processes increases short- and long-term knowledge retention compared to traditional seminars.

Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality

Effective classroom management is essential for creating an optimal learning environment, particularly in large classes. However, pre-service teachers often struggle to develop this competency through traditional training methods such as instructional videos and role-playing, which fail to provide authentic practice opportunities. This study investigated the efficacy of an innovative Immersive Virtual Reality (IVR) system, ClassMaster, in enhancing pre-service teachers’ classroom management skills. A quasi-experimental design was employed, involving 57 pre-service teachers randomly assigned to either an IVR group using ClassMaster or a control group using video-based learning. Participants’ classroom management competencies, self-efficacy, attitudes, and reflective thinking were assessed through pre-tests, post-tests, and delayed tests. Results revealed that while both methods improved immediate classroom management competencies equally, the IVR group demonstrated significantly better performance on delayed tests, indicating enhanced long-term knowledge retention. The IVR group also reported more positive attitudes towards classroom management. Reflective thinking levels were comparable between the two groups. Qualitative interviews highlighted the perceived benefits of the IVR system, including its innovative, immersive, and practical nature, which contributed to a profound and lasting impact on participants’ learning experiences. The study concludes that IVR-based learning, through systems like ClassMaster, offers a promising approach to enhancing pre-service teachers’ classroom management competencies, particularly in large class contexts. The research underscores the potential of IVR as a transformative tool in teacher education, warranting further exploration and integration into teacher training programs.

Evaluating the Effectiveness of Game-Based Learning for Long-Term Knowledge Retention

This longitudinal study investigated the efficacy of game-based learning in enhancing the retention of safety knowledge, specifically within the domain of construction safety. The research focused on assessing participants’ retention of safety knowledge 1 year after game-based training, revealing a resilient performance despite a perceived decline in preparedness. Analysis of the data indicated no statistically significant variance in participants’ performance in hazard identification tests conducted 1 year after the initial assessment following game-based training. The study also explored the relationship between perceived preparation, actual performance, and the temporal gap between evaluations, highlighting the necessity for a comprehensive understanding of these dynamics in educational settings. The implications of this research extend beyond construction safety, underscoring the transformative potential of game-based learning in cultivating enduring safety awareness across various industries. By harnessing innovative educational technologies, organizations can enhance workplace safety protocols and mitigate occupational hazards.

A visual management and augmented-reality-based training module for the enhancement of short and long-term procedural knowledge retention in complex machinery setup

Proper training for operators is essential, given the complexity of modern manufacturing and the challenges posed by diverse worker demographics and high workforce turnover. Since conventional training methods are inadequate when considering the mentioned challenges, digital technologies and assistive devices can be used to improve information management. This work studies how the combination of Augmented Reality (AR) and Visual Management (VM) supports worker training by considering short- and long-term efficacy. The literature gaps on researching the training and knowledge retention of manufacturing workers using combined lean tools and digital technologies indicate that current studies focus on short-term training performed in laboratories, overlooking the integration of VM and AR for industrial training. Thus, the authors developed and validated in practice a VMAR-based training module for the setup of complex machinery in the process industry. To assess its efficacy, a comparison between a test group and a confirmation group of company’s workers has been performed. The number and types of setup error have been collected and analysed to evaluate and compare short- and long-term procedural knowledge retention. The results reveal that the VMAR-based training module better supports workers both in the short- and long-period compared with traditional working procedures. Furthermore, the analysis demonstrates the inefficacy of traditional approaches in properly supporting the training of complex machinery setups considering the study’s application. Future works should address the assessment of knowledge retention by considering a longer period, as well as on physiological data collection to better understand which elements of the training module are most crucial to the transfer of knowledge.

Teaching Exams: HSI Candidates’ Use of an Adaptive Online Test Preparation Program

ABSTRACT Supporters of teaching exams say they create better outcomes, but teacher shortages, equity issues, and validity and reliability problems indicate more research is warranted. This quantitative study investigated how an adaptive online test preparation program influenced TExES EC-6 exam performance for teacher candidates at a Hispanic Serving Institution (HSI). The framework was based on self-efficacy and critical pedagogy, and descriptive and inferential statistics were used to compare performance. The institution where the study was performed includes a student population that is 93% Hispanic and 52.27% first-generation. The study began with 324 candidates’ but was eventually narrowed to 77 participants. The program was most effective for those using it for 10–19 hours, while those with baseline scores below 60% benefitted the most. Implications include providing instructional sessions about the program, asking students who have passed to serve as mentors, and researching the long-term retention of content knowledge.

Evaluating the impact of safety pictogram training on comprehension scores and knowledge retention among engineering students

Safety pictograms are essential tools for identifying workplace hazards by providing critical information about health hazard risks, fire safety, emergency evacuation, and accident prevention. Effective safety pictogram training programs are necessary to enhance workers' knowledge of these pictograms. This study evaluates the effectiveness of a safety pictogram training program on the comprehension and retention of knowledge among engineering students. A total of 262 participants were asked to predict the meaning of 22 safety pictograms regulated by International Organization for Standardization (ISO) 7010 before and after a one-hour online training session. A follow-up test was administered six months later to assess long-term knowledge retention. Results showed that the average comprehension rate increased from 60.1 % before training to 68.3 % after training, with a retention rate of 66.0 % six months after training. The study found that training positively affected comprehension of emergency and mandatory action pictograms, while lower scores were observed for warning pictograms. Statistical tests revealed a significant effect of training on comprehension levels 16 out of 22 pictograms, with an average increase in comprehension of 11.2 %. Of these 16 pictograms, the comprehension level of 10 pictograms increased after training and remained at the same level six months later. However, the scores decreased slightly six months after the intervention, indicating the need for continued reinforcement or retraining. These findings have important implications for safety education and training programs, particularly in industries where safety hazards are widespread. The positive impact of training on comprehension scores highlights the ongoing need to improve safety pictogram comprehension to consistently meet standard acceptance criteria. Future training programs may need to focus on categories such as warning pictograms and fire equipment and fire action pictograms, which exhibited lower comprehension scores, to ensure better employee understanding.