Mean Conversion Research Articles

Can instructor feedback and failure dialogues reduce the stigma of failure and encourage help-seeking? An interdisciplinary undergraduate perspective

Failure is an important part of the learning process as it provides opportunity to reflect upon and modify study habits, can increase understanding and retention of concepts, and supports the development of resilience, an important skill within and beyond the university context. Despite these benefits, undergraduate students may have a negative perception of failure that may contribute to fear of failure and risk avoidance. We investigated the influence of instructor feedback, discussions of failure in the classroom, and course-level and institutional structures on students’ view of failure across disciplines. Undergraduate students at the [redacted for blind review] participated in an online survey (n = 304) consisting of Likert-scaled and open-ended questions on perceptions of failure, experience with instructor feedback, likelihood to engage in help-seeking, and course- and institutional-level suggestions to support learning from failure. When instructors discussed with their students how to best respond to feedback, students were more likely to view small failures as a helpful part of the learning process. Further, when instructors discussed strategies to best respond to failure, students were more likely to view failure as helpful for learning and less likely to view weak performance early in a course as an indication of future weak performance. Student-identified strategies to better support resilience included improved communication between students and instructors, in peer-to-peer conversations, and by the institution more broadly. Across all three areas, students expressed a desire for systems of higher education to destigmatize failure through changes in both rhetoric and policy. This suggests the incorporation of meaningful conversations and failure narratives in the classroom and beyond are effective strategies to encourage the development of resilience-based skills. Such discussions may help students engage positively with failure and maintain willingness to engage in future challenges. Keywords: learning from failure, higher education, resilience, help-seeking, feedback

Disruption of awake sharp-wave ripples does not affect memorization of locations in repeated-acquisition spatial memory tasks.

Storing and accessing memories is required to successfully perform day-to-day tasks, for example for engaging in a meaningful conversation. Previous studies in both rodents and primates have correlated hippocampal cellular activity with behavioral expression of memory. A key role has been attributed to awake hippocampal replay - a sequential reactivation of neurons representing a trajectory through space. However, it is unclear if awake replay impacts immediate future behavior, gradually creates and stabilizes long-term memories over a long period of time (hours and longer), or enables the temporary memorization of relevant events at an intermediate time scale (seconds to minutes). In this study, we aimed to address the uncertainty around the timeframe of impact of awake replay by collecting causal evidence from behaving rats. We detected and disrupted sharp wave ripples (SWRs) - signatures of putative replay events - using electrical stimulation of the ventral hippocampal commissure in rats that were trained on three different spatial memory tasks. In each task, rats were required to memorize a new set of locations in each trial or each daily session. Interestingly, the rats performed equally well with or without SWR disruptions. These data suggest that awake SWRs - and potentially replay - does not affect the immediate behavior nor the temporary memorization of relevant events at a short timescale that are required to successfully perform the spatial tasks. Based on these results, we hypothesize that the impact of awake replay on memory and behavior is long-term and cumulative over time.

Development and assessment of the STEM storytellers program

ABSTRACT We developed and tested an NSF IGE-funded year-long program to improve the oral communication skills of STEM graduate students. By the end of the program, we organized our curricular materials into a 3C framework: connect, convey, and captivate. Within this framework, the Fellows learned rhetorical strategies, created podcasts, regularly practiced improvisation, and provided each other with extensive feedback about their work. The Fellows in cohorts one and three gave public presentations followed by a question-and-answer period. Formative and summative assessments were built into the curriculum, including the use of the Public Speaking Competency Rubric (PSCR), and a calculation of jargon. Fellows also longitudinally self-reported their anxiety levels and apprehension of public speaking. The Fellows performed well according to their PSCR scores, but they also reported a slight increase in anxiety levels; the project, as well as the study, were confounded by the COVID-19 pandemic. Public audiences rated cohort three highly on all 3C items. Graduate students in STEM perform research that is of interest and significance to society, and the STEM Storytellers program helped them better translate their research to engage these broader audiences in meaningful conversation.

UNDERSTANDING THE CHARACTERISTICS OF A SPEECH BASED ON GENDER-BASED CONVERSATIONS

conversation is the embodiment of human expression by procedures, methods, and resources associated with the context. The context becomes the deciding factor that gives the perception between the speaker and the hearer so that the conversation interactive. Interactivity conversation that occurs because of the efforts of the speakers to interpret utterances addressees so as to make it a meaningful conversation. Conditions for mutual interpret perspective that is referred to as reciprocity of perspective. The existence of reciprocity of perspective, the conversation will be dynamic. Thus, the existence of reciprocity of perspective on the identity of the speaker and hearer are caused by the difference between the sexes will affect the process of speech. If the speaker's gender to male perspective to the addressees subordinate female then reciprocity will be different perspectives with speakers of the male sex who have different perspectives of the speakers superordinatif female.

Career Recognition & Academic Counseling (CRAC Bot)

In recent years, the advancement of Artificial Intelligence (AI) technologies has revolutionized various sectors, including education and career guidance. This research paper presents an innovative approach to integrating Career Recognition and Academic Counselling Chatbots with College and Learning Management Systems (LLMs) using Generative AI and Large Language Models (LLMs). The proposed system aims to enhance the academic counselling experience for students by providing personalized career guidance, course recommendations, and academic support through an intelligent chatbot interface. Leveraging Generative AI techniques, the chatbot can generate natural language responses and engage in meaningful conversations with users, facilitating efficient communication and knowledge dissemination. Additionally, the integration with College and LLMS enables seamless access to academic resources, course materials, and learning opportunities, empowering students to make informed decisions about their academic and career pathways. The research paper discusses the design, development, and implementation of the integrated system, along with a comprehensive evaluation of its effectiveness in enhancing student engagement, academic success, and career readiness. Through empirical studies and user feedback analysis, the research demonstrates the potential impact of AI-driven academic counselling solutions in improving student outcomes and fostering a supportive learning environment. Finally, the paper discusses the implications, challenges, and future directions of integrating Generative AI and LLMs into academic counselling and career recognition systems, highlighting opportunities for further research and innovation in this field. Keywords: Generative AI, LLM, Chatbot, AI-learning Management systems, academic counselling

Exploring the marking of a reflective assessment task: a collaborative autoethnography by educators navigating Indigenous allyship in higher education

ABSTRACT The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, cultural safety is recognised as essential knowledge across professions in tertiary education. An assessment task was designed to support students’ written critical reflection to promote their cultural safety practice. A collaborative autoethnography by four academics critically reflected on the tensions in marking this reflective assignment as non-Indigenous educators. Thematic analysis was conducted on transcriptions of the authors’ discussions and a framework was developed in response to repeating sites of tension. The Indigenous allyship assessment framework: sharing the load was framed around the central theme of Navigating the Unsettling. It specifically draws attention to navigating the Personal (Heightened Responsibility and Partial Knowledge), Pedagogical ( Judge the Meaningful and Feedback Conversations) and Persons and Processes (systems) (Efficiency Culture and Cost of Marking) tensions. Our conclusion was that non-Indigenous educators need to consciously navigate unsettling challenges to do justice to assessment tasks to promote cultural safety.

"Where I Didn't Have to Hear Anything, and I Could Just Run": The Lived Sport Experiences of Deaf or Hard of Hearing Collegiate Athletes.

Accessible and inclusive participation in sport can provide significant physical, psychological, and social benefits to Deaf or hard of hearing (D/HH) athletes. To understand how to facilitate these benefits, the researchers explored the lived physical education and sport experiences of D/HH collegiate athletes. Six athletes representing six sports were recruited and interviewed. Utilizing an interpretative phenomenological analysis approach to guide data collection, analysis, and interpretation, the researchers found five major themes: Self-Advocating for Awareness, Finding Meaningful Conversations, Overcoming Challenges, Seeking Community Connection, and Escaping Through Physical Activity. These themes illustrate the influence of accessibility and inclusion on the participants' sport experiences as well as the impact of the disability awareness of their coaches and peers. D/HH athletes and their coaches and teammates should work to overcome barriers to accessibility and inclusion to ensure the maximum benefit of being on a college sports team.

“How I think, Who I am”—Role of social media influencers (SMIs) as change agents

AbstractSocial media influencers (SMIs) have gained critical standing due to their capability to generate trust and alter behaviors. Trust in the influencer has further encouraged the followers to value the relationship equally and sometimes more than family and friends. In a mixed‐method approach, the study investigates the role played by SMIs as change agents by generating trust. Partial least square structural equation modeling (PLS‐SEM) was used to assess the measurement and structural models. Findings reveal that influencer characteristics—interactivity and informativeness—significantly impact the followers' social, physical, and emotional self‐concept. Trust fully mediated the relationship between interactivity and emotional self‐concept, and partially mediated the relationship between interactivity and social & physical self‐concept. However, informativeness was not significant in building trust leading to self‐concept. The findings imply that SMIs must engage in more consistent, meaningful, and real conversations with their followers to create an effective communication strategy. The current study based on the findings develops a conceptual model to demonstrate the impact of SMI characteristics on self‐concept, by generating trust.

Improve Advance Care Planning: A Brief Report Discussing Goals of Care Interventions to Improve Communication Among Health Care Teams and Patients Maximizing the Use of the Electronic Health Record Tools.

Introduction: A key element of advance care planning (ACP) is the goals of care (GOC) conversation between the provider and the patient. The value of meaningful GOC conversations for the patient, provider, and health care institution is well documented. However, if the GOC documentation is buried in the medical record, not well defined, or poorly documented, that value is squandered. The Improvement Process: Interventions were implemented with oncology physicians and nurse practitioners (NPs). These included education, system reform including improving the ease and consistency of documentation of ACP, and regular feedback. Results: Participants reported increased confidence in communication skills about GOC conversations postworkshops. Data results for the tracked metrics, health care power of attorney, code status, and GOC, all showed improvement. Conclusion: Physicians and NPs recognized the importance of GOC conversations as part of ACP. Considerable progress was made by focusing on GOC conversations, maximizing information technology, participating in coaching, and ongoing data monitoring.

Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies

AbstractHistorical fiction is a powerful genre for inviting children into meaningful conversations centered on the lived experiences of others. Historical inquiry immerses readers in interdisciplinary research experiences and complements language arts Common Core State Standards that call for a balance of fiction and non‐fiction text. Antiracist lenses enhance inquiry conversations and help students articulate nuanced understandings of the fictionalized historical events while developing disciplinary and racial literacy knowledge necessary for humanizing history. This article highlights how we, as teacher educators, use historical fiction to engage teacher candidates in inquiry‐based social studies lessons to develop their disciplinary and racial literacy skills and practices. Then, we offer an example of how to integrate the C3 inquiry approach using Finding Langston (Cline‐Ransome, 2018), a historical fiction text set during the Great Migration, to engage elementary‐aged readers in explorations of history, sparking children’s agency and engagement in their own learning.

Exposing Narratives in 21st Century Children's Literature for Holistic Development and Education in Strengthening Character Education for Elementary School Students

Children's literature serves as a catalyst for fostering creativity, a point emphasized by Norton, who underscores its vital part in nurturing and expanding youthful imaginations. This kidney plays a pivotal part in promoting the development of internal imaginative capacities in scholars. Beyond its part in individual growth, children's literature holds significant value in fostering personality and social development among youthful compendiums. The integration of children's literature into schoolteacher medication programs is purposeful, aiming to equip preceptors with the readiness to incorporate these textbooks into their classrooms. also, it seeks to empower preceptors to grease meaningful conversations on the motifs presented in these erudite workshops with scholars, academy administration brigades, and parents likewise. Achieving this requires schoolteacher preceptors to give ample openings for scholars to exercise the chops of opting, assaying, and agitating a different range of children's literature. In doing so, schoolteacher medication programs contribute not only to the professional development of preceptors but also to the broader educational geography by promoting the multifaceted benefits of children's literature in nurturing creativity and fostering holistic development in youthful minds.

Geojournalism, data journalism and crowdsourcing: The case of Eco-Nai+ in Nigeria

Data journalism is increasingly vital in our data-driven society, requiring professionals to gather, analyze, and visualize data for public understanding. While scholars recognize its significance, the audience-centric aspects remain underexplored. This study focuses on Eco-Nai+, a digital geo-journalism platform aiming to be Nigeria’s first. It provides interactive data access via web and mobile apps and tools for geospatial data handling. Employing a multi-method approach, including document analysis, interviews, and platform analysis, this study examines how geo-data enhances data-driven storytelling, fosters cooperation and co-creation in data collection, and creates a new income stream for news organizations. From a business standpoint, Eco-Nai + functions as a “newstech” company, capitalizing on digital age challenges. It offers journalists a means to inform and engage the public and policymakers in vital environmental discussions, especially in environments with limited open data sources. Crowdsourcing data is critical in this context, where open data and freedom of information legislation are lacking. This research contributes to the data journalism discourse by exploring audience involvement in data-driven storytelling and advocating for public participation in data journalism projects to enhance reporting and understand data’s societal role. It also underscores the value of geojournalism skills in delivering spatial products and thematic maps, adding context and insights beyond numerical data. Eco-Nai + exemplifies the potential for data journalism to bridge information gaps and drive meaningful conversations in an increasingly data-centric world.

Unravelling complex choices: multi-stakeholder perceptions on dialysis withdrawal and end-of-life care in kidney disease

BackgroundFor patients on dialysis with poor quality of life and prognosis, dialysis withdrawal and subsequent transition to palliative care is recommended. This study aims to understand multi-stakeholder perspectives regarding dialysis withdrawal and identify their information needs and support for decision-making regarding withdrawing from dialysis and end-of-life care.MethodsParticipants were recruited through purposive sampling from eight dialysis centers and two public hospitals in Singapore. Semi-structured in-depth interviews were conducted with 10 patients on dialysis, 8 family caregivers, and 16 renal healthcare providers. They were held in-person at dialysis clinics with patients and caregivers, and virtually via video-conferencing with healthcare providers. Interviews were audio-recorded, transcribed, and thematically analyzed. The Ottawa Decision Support Framework’s decisional-needs manual was used as a guide for data collection and analysis, with two independent team members coding the data.ResultsFour themes reflecting perceptions and support for decision-making were identified: a) poor knowledge and fatalistic perceptions; b) inadequate resources and support for decision-making; c) complexity of decision-making, unclear timing, and unpreparedness; and d) internal emotions of decisional conflict and regret. Participants displayed limited awareness of dialysis withdrawal and palliative care, often perceiving dialysis withdrawal as medical abandonment. Patient preferences regarding decision-making ranged from autonomous control to physician or family-delegated choices. Cultural factors contributed to hesitancy and reluctance to discuss end-of-life matters, resulting in a lack of conversations between patients and providers, as well as between patients and their caregivers.ConclusionsDecision-making for dialysis withdrawal is complicated, exacerbated by a lack of awareness and conversations on end-of-life care among patients, caregivers, and providers. These findings emphasize the need for a culturally-sensitive tool that informs and prepares patients and their caregivers to navigate decisions about dialysis withdrawal and the transition to palliative care. Such a tool could bridge information gaps and stimulate meaningful conversations, fostering informed and culturally aligned decisions during this critical juncture of care.

The Burden of Suboptimal Insulin Dosing in People with Diabetes in Spain: Barriers and Solutions from the Physician Perspective.

This study aimed to determine physicians' perceptions of the extent of suboptimal insulin dosing and the barriers and solutions to optimal dosing in people with diabetes (PwD) treated with insulin. A cross-sectional online survey was conducted in four countries with primary care physicians and endocrinologists treating PwD using insulin pens, which included 53 questions on physicians' characteristics and their perceptions of the behaviors of PwD in relation to insulin dosing routines, unmet needs and potential solutions. Analyses were descriptive. Of the 160 physicians (80 primary care physicians, 80 specialists) surveyed in Spain, 58.1% were male and 88.8% had been qualified to practice for more than five years. Most physicians (>65%) indicated that 0-30% of PwD missed or skipped, mistimed, or miscalculated an insulin dose in the last 30 days. Common reasons for these actions were that PwD forgot, were out of their normal routine, were too busy or distracted, or were unsure of how much insulin to take. To optimize insulin dosing, over 75% of physicians considered it very helpful for PwD to have real-time insulin dosing calculation guidance, mobile app reminders, a device automatically recording glucose measurements and/or insulin, having insulin and glucose data in one place, and having the time for more meaningful conversations about insulin dosing routines. According to physicians' perspectives, suboptimal insulin dosing remains common among PwD. This survey highlights the need for integrated and automated insulin dosing support to manage the complexity of insulin treatment, improve communications between PwD and physicians, and ultimately improve outcomes for PwD.

Muhammad Hamidullah’s Role in Interfaith Dialogue

This article explores the contributions of Muhammad Hamidullah, a renowned scholar and diplomat, in advancing interfaith dialogue. His life and multifaceted career are examined to assess his role in promoting tolerance, respect, and meaningful conversation among adherents of different faiths. The study investigates the impact of his efforts on interfaith dialogue in the contemporary era. It evaluates his contributions to interfaith dialogue by analysing his activities, writings, and diplomatic engagements. It sheds light on the broader implications of his work for fostering peace and understanding among different religious communities. He played a pivotal role in countering the negative narratives, thus challenging stereotypes and misconceptions. He made significant contributions to the preparation and dissemination of Islamic literature in Western languages, making Islamic knowledge more accessible to a global audience. He represented Islam in interfaith dialogues, academic sessions, and conferences, contributing to constructive discussions and fostering mutual respect among different faith traditions. His efforts in propagating Islam among new Muslims and overseeing the religious education of Muslims were instrumental in promoting a deeper understanding of the faith. His role as a legal advisor in the United Nations Security Council demonstrated his commitment to preserving international peace and sovereignty through diplomatic means. This study employs a qualitative methodology, relying on an extensive review of his writings, speeches, and biographical accounts. Primary and secondary sources, including academic literature, historical records, and interviews, are used to construct a comprehensive evaluation of his role in interfaith dialogue. This research approach allows for a nuanced understanding of his contributions and their significance in the contemporary context of interfaith dialogue.

Exploring Students’ and Faculty’s Knowledge, Attitudes, and Perceptions Towards ChatGPT: A Cross-Sectional Empirical Study

Aim/Purpose: This study explores the Knowledge, Attitude, and Perception (KAP) towards ChatGPT among university students and faculty. It also examines the faculty’s readiness to cope with the challenges and leverage the opportunities presented by AI-powered conversational models. Background: Launched on November 30, 2022, ChatGPT took the world by storm with its capability to generate high-quality written expressions in a conversational manner. The reactions to this innovation varied, from enthusiasm regarding its potential to enrich students’ learning to concerns about its threat to students’ cognitive development and academic integrity. A systematic exploration of students’ and faculty’s KAP towards ChatGPT can play an important role in addressing the multifaceted dimensions of AI-driven conversational models. Methodology: This study employs a cross-sectional survey research design based on questionnaires distributed to 145 faculty members, as well as 855 undergraduate and graduate students at the ESPRIT School of Engineering and School of Business. The student sample was based on stratified and convenience sampling, while the faculty sample was based on a consensus sampling approach. Contribution: To the best of our knowledge, this is the first reported study that contributes to understanding the KAP of students and faculty towards ChatGPT, as well as the readiness of faculty to effectively adopt AI-driven conversational models. Furthermore, our research contributes to the body of knowledge by taking Vygotsky’s (1978) principle of social interaction and its role in promoting cognitive development to a new level by hypothesizing that if students were to acquire the competencies to actively engage with AI-driven chatbots in meaningful discussions and collaborative conversations, they might be able to develop some higher-order thinking skills further. Findings: Our results indicated that faculty demonstrated a higher level of ChatGPT knowledge than students and that more than 40% of surveyed students and faculty expressed some trust in the reliability of ChatGPT’s responses, a perception that does not align with reality. Faculty attitude towards ChatGPT was comparatively more reserved compared to that of students and showcased varying opinions. Furthermore, the surveyed faculty showcased a more negative perception of ChatGPT than students, and they expressed a greater degree of skepticism. Our research revealed that 63.4% of surveyed faculty reported that they lack the requisite training and resources to integrate ChatGPT into their pedagogical practices. Recommendations for Practitioners: HEIs should take appropriate measures to enhance students’ and faculty’s knowledge, attitude, and perception regarding ChatGPT to stimulate ethical, meaningful, innovative, and engaging interactions and learning experiences. Recommendation for Researchers: Our study has shed light on some moderating factors that shape the acceptance of AI-driven conversational models and some adoption barriers. It delves into the perceptions, biases, and misconceptions held by both students and faculty, thereby providing a basis for future investigations on the effective integration of AI-driven conversational models in higher education. Impact on Society: This research provides new insights that can harness the potential merits of ChatGPT in enhancing students’ learning while mitigating potential pitfalls. It suggests facilitating open forums and dialogues among students, faculty, employers, and other key stakeholders to debate the impact of AI-driven conversational models on students’ learning and faculty’s teaching and assessment. Future Research: We invite researchers to conduct cross-cultural studies on this topic while also taking into consideration a qualitative research design approach. Future research can also test the hypothesis that AI-driven conversational models inhibit critical thinking by facilitating the passive consumption of information.

Startled Stomach: Contemporary Indigeneity and Sensorial “Culture Shock” in Aljenljeng Tjaluvie’s Paiwan Pop Music

In 2016, Aljenljeng ended a thirteen-year hiatus and returned to the pop music scene in Taiwan with her first solo album, all in the Paiwan language, Vavayan. Formerly a Mandopop singer, Aljenljeng used to be known by the Chinese stage name Abao and sang only in Mandarin Chinese. Her choice to compose and sing the whole album in Paiwan signals a critical re-evaluation of Mandopop culture and its lyrical paradigm, which normalized Mandarin monolingualism as both the index of musical modernity in Taiwan and the lingua franca of Mandopop’s internationalization during the 1990s and early 2000s. Aljenljeng’s Paiwan turn was an effort to disrupt both Mandopop’s consumption of Indigenous music in Taiwan and the settler structure of feeling. Aljenljeng’s audiovisual expressions, sensorial experiences, and depictions of contact between Indigenous and non-Indigenous cultures in Taiwan generate meaningful Indigenous-initiated transcultural conversations. Aljenljeng’s video for “Minetjus” (which translates as “startled” or “shocked”) counters settler (over)consumption by placing settler, rather than Indigenous, individuals in the position of being observed, absorbed, transformed, and compelled to adapt. Amid the rhythmic naming of an array of Paiwan dishes in the song and video, the singer playfully cautions, “Don’t eat too much, otherwise your stomach will be startled.” Here, the Paiwan idiom for stomachache, “to have one’s stomach startled/shocked,” signifies both an openness to intercultural exposure and a rejection of the settler desire to digest and consume. Extending from the music tradition of the Paiwan, one of the sixteen Indigenous nations on the island, Aljenljeng’s work affirms intercultural curiosity on the premise of Indigenous sensory and emotional sovereignty, further fostering the possibility of interethnic dialogue in multicultural contemporary Taiwan.

Evaluating large-language-model chatbots to engage communities in large-scale design projects

Abstract Recent advances in machine learning have enabled computers to converse with humans meaningfully. In this study, we propose using this technology to facilitate design conversations in large-scale urban development projects by creating chatbot systems that can automate and streamline information exchange between stakeholders and designers. To this end, we developed and evaluated a proof-of-concept chatbot system that can perform design conversations on a specific construction project and convert those conversations into a list of requirements. Next, in an experiment with 56 participants, we compared the chatbot system to a regular online survey, focusing on user satisfaction and the quality and quantity of collected information. The results revealed that, with regard to user satisfaction, the participants preferred the chatbot experience to a regular survey. However, we found that chatbot conversations produced more data than the survey, with a similar rate of novel ideas but fewer themes. Our findings provide robust evidence that chatbots can be effectively used for design discussions in large-scale design projects and offer a user-friendly experience that can help to engage people in the design process. Based on this evidence, by providing a space for meaningful conversations between stakeholders and expanding the reach of design projects, the use of chatbot systems in interactive design systems can potentially improve design processes and their outcomes.

Patient Outcomes of a Virtual Reality-Based Music Therapy Pilot in Palliative Care.

Hospitalized patients with palliative care needs often have high levels of physical and psychological symptom distress. Virtual reality (VR) with a music therapy intervention may improve physical and psychological symptoms. To assess symptom distress and quality of life (QOL) among hospitalized palliative care patients who participated in a virtual reality-based music therapy (VR-MT) intervention, and to explore VR-MT from the perspectives of health care professionals involved in their care. Single-arm pilot study of a two-day VR-MT intervention. Patients seen by an inpatient palliative care consultation service at a U.S. hospital could participate in the VR-MT intervention. Participants created a customized soundtrack with a music therapist and then listened to it while experiencing a 360-degree VR nature-based environment of their choice. Patients completed the Edmonton Symptom Assessment System, revised version (ESAS-r) and McGill Quality of Life, revised version (MQOL-R) before and after VR-MT. Members of the participants' health care teams were interviewed. Seventeen patients completed VR-MT (range 20-79 years of age, 59% women). Moderate clinical improvements were observed for total ESAS-r score (Cohen's d effect size, 0.68), physical distress subscale (0.52), and psychological distress subscale (0.60); small improvements were observed in total MQOL-r score (0.26) and the existential subscale (0.27). Health care team members described the value of VR-MT as facilitating meaningful conversations. This pilot study of VR combined with a music therapy intervention for hospitalized patients with palliative care needs supports opportunities for future study of potential improvements in symptom distress and QOL.

Interactive Chatbot ChatGPT in Education: Challenges and Opportunities

The article considers the challenges and opportunities associated with integrating a conversational chatbot, ChatGPT, into an educational environment. ChatGPT has attracted considerable attention as a tool that facilitates interactive learning. The study aims to identify and understand the challenges and potential benefits of using ChatGPT in education. One of the key challenges highlighted in the article is the need to ensure the accuracy and reliability of the information provided by ChatGPT. As the model generates responses based on templates and examples from training data, there is a concern that the information it provides to students may be inaccurate and biased. Addressing this concern is critical to maintaining the integrity of the educational content and ensuring that students receive accurate information. On the other hand, the study revealed a number of opportunities associated with the use of ChatGPT in education. This model is capable of providing personalized on-demand support to students by offering immediate feedback, explanations, and resources. This can enhance learning by tailoring content to individual student needs. In addition, ChatGPT can promote active learning by engaging students in meaningful conversations, developing critical thinking and problem-solving skills. Also, ChatGPT can help teachers work with large groups of students, provide additional support, and promote collaborative learning. By examining the challenges and opportunities of using ChatGPT in education, this study contributes to our understanding of the potential benefits and challenges in implementing conversational chatbots in educational settings. It provides valuable insights that can help educators, policy makers, and developers capitalize on the benefits of ChatGPT while mitigating its drawbacks to create an effective and ethical learning environment