MSc Students Research Articles

The Identification of Student Carers and the Burden of their Caring Responsibilities on Academic engagement and Student Life

Student carers have significant responsibilities in addition to their studies This can result in adverse effects on academic achievement and the student experience. It is unclear how many students at Kingston University and nationally have significant caring responsibilities and what impact this has on their studies and overall wellbeing. This study aimed to identify this growing population of student carers within the biosciences at Kingston University and reveal common issues they face such as motivation and quality of student experience. A self-reporting questionnaire was provided to students all years of their Undergraduate (UG) degree as well as MSc students. A total of 33 students who identify as student carers completed the questionnaire with 81% reporting that caring responsibilities have affected their course performance and 68% revealing that they have struggled to meet assessment deadlines due to caring responsibilities. Almost 50% of respondents revealed that they have considered leaving their course and 77% declared that their mental health and wellbeing was negatively impacted, suggesting the need for a clear support system to be implemented.

Traditional marketing mix helps clothing store brands analyse service value and increase customer retention

This study sought to determine how the conventional marketing mix might assist low-cost clothes in assessing the value of their services and increasing client retention. Due to this shortage, contemporary authors have suggested introducing an additional crucial aspect, namely after-sales support, while studying the service marketing mix (SMM) for “cheap clothes”. This study examined and included one new dimension of the service marketing mix instead of the conventional 7 P's of SMM. In this study, the effects of SMM cloths on service quality and client retention in Hubei Province were also examined. These effects included advertising, place, people, product, pricing, process, physical evidence, and after- sales service. Clothing Store brand providers from “Hubei Province” compete with one another in a crowded market since there are so many new entrants selling and providing comparable goods and services. Retention consequently becomes an issue. Surveys with different persons in various positions, such as professors, PhD students, MSc students, and BSc students of various nationalities, were done, and data was obtained using the convenience sample technique. In “Hubei Province”, the sampling technique was utilized to gather information from clothes whose guests had ever stayed in low-cost Hubei Province clothes. The Partial Least Square Method was utilized to evaluate the data from the 385 valid questionnaires that were obtained for this investigation. The results showed that both directly and indirectly, through service value, the service marketing mix had a considerable beneficial impact on customer retention. This study will be valuable to the low-cost Cloth sector since it will clarify the role that marketing mix strategies have in sustaining long-term client connections.

ECR Spotlight – Soren Coulson

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Soren Coulson is an author on ‘ Regulation of muscle pyruvate dehydrogenase activity and fuel use during exercise in high-altitude deer mice’, published in JEB. Soren conducted the research described in this article while an MSc student in Grant McClelland's lab at McMaster University. He is now a PhD student in the lab of James Staples and Christopher Guglielmo at Western University, London, Ontario, investigating comparative exercise energetics.

Generative AI in Higher Education: Graduate Teaching Assistants’ Practice and Reflection on ChatGPT for Module Assessment

The rapid evolvement of Artificial Intelligence (AI) and the launch of ChatGPT and other Generative AI tools have concerned Higher Education Institutions (HEIs), which now need to develop comprehensive pedagogical guidelines and frameworks in this emerging AI era. These advancements have sparked discussions and research on their implications on assessment design and student assessment, with multiple opposing perspectives emerging. Whilst ChatGPT is perceived as an important opportunity for enhancing student learning, it is considered as a significant threat to academic integrity and student skills development. These differing perspectives create the need for teaching staff to reflect on their pedagogical practices on ChatGPT and Generative AI and propose potential paths forward for HEIs. Although research on Generative AI and assessment design is rapidly growing, the perspective of Graduate Teaching Assistants (GTAs) as teaching staff uniquely positioned to bridge the gap between faculty and students, is under-represented. To this end, in this practice paper, GTAs reflect on their dual identities as student and tutor to evaluate differing positions to the role of ChatGPT to support or hinder assessment. By being involved in a ChatGPT project for student assessment for MSc students in Engineering degrees, the authors present their reflections on the impact that ChatGPT and Generative AI technologies may have on HEIs, with a focus on assessment design, as well as on potential paths forward for the sector. This practice paper contributes to the ongoing discussions and research on the development of pedagogical guidelines and frameworks in the Generative AI era.

Proceedings of the Conference "Lithuanian MSc Research in Informatics and ICT"

The conference "Lithuanian MSc Research in Informatics and ICT" is a venue to present research of Lithuanian BSc and MSc theses in informatics and ICT. The aim of the event is to raise skills of MSc and other students, familiarize themselves with the research of other students, encourage their interest in scientific activities. Students from Vytautas Magnus University, Vilnius Gediminas Technical University, and Vilnius University gave their presentations at the conference.

Evaluating a web-based guide for designing digital patient experiences: preliminary results of a user test with design students

AbstractWe created a web-based design guide to transfer our previous research findings to better support design education in the digital health design area for improving patient experience. To seek insights to iteratively improve the design guide, we conducted a workshop with 19 MSc students who specialized in design for healthcare. The guide was perceived as having the potential to improve their understanding of digital PEx improvements, but the content clarity and information presentation need to be improved.

Workshop report: Clinical training and integration of genetic counselors into interprofessional teams in the German-speaking countries

In spring 2022, the inaugural cohort of Genetic and Genomic Counseling MSc students graduated from the Medical University of Innsbruck, representing a significant milestone for the establishment of the genetic counselor (GC) profession in the German-speaking countries. A pivotal component of their education was a 15-week clinical training period. The placement experiences of both students and supervisors offered valuable insights into the attitudes of medical geneticists toward the profession. To share the knowledge gained by these pioneers and offer guidance to potential placement institutions, the MSc program team organized an online workshop on the education and training of GCs in German-speaking countries in October 2022. The first part of the workshop focused on the training program and professional profile of GCs in the German-speaking countries. It covered educational aspects, such as the structure of the MSc degree program and specific communication training. Additionally, it addressed challenges arising from the integration of GCs into existing genetics centers. The second part of the workshop delved into first-hand experiences of genetic counseling students and placement providers during clinical training. Featuring insights from supervisors, this session facilitated a discussion about the roles of GCs within interprofessional genetics teams. The workshop participants agreed on a growing demand for GCs and highlighted positive experiences, as well as challenges within participating institutes that had hosted a student. In this article we summarize suggestions for the education and training of GCs in the German-speaking countries where the profession is newly established.

The Impact of Data-Driven Learning on Medical Students' English Academic Writing

Introduction: Data-driven learning has emerged as a powerful method in language teaching and has drastically changed the traditional methods of teaching and learning, especially in academic writing. So, the present study was conducted to investigate the effect of data-driven learning on the English academic writing of medical students.
 Method: In this quasi-experimental intervention study, 29 MSc students of different fields of medical sciences participated in a training intervention program using a data-driven learning approach focusing on self-generated corpora of academic articles related to their fields of study. Students were asked to write an academic text related to their fields at the beginning and end of the course. Written texts were graded based on the Hemp-Lyons academic writing rubric, and the data collected from the pre-and post-test assessments were analyzed using the paired-sample t-test.
 Results: Comparison of pre-test scores with a mean of 59 (SD = 2.26) and post-test scores with a mean of 78.53 (SD = 2.33) indicated a significant improvement in the writing of the participants of this study (p < 0.05).
 Conclusion: In light of confirming the educational suitability of the data-driven approach and recognizing the need for students to engage in English article writing and publication, these findings serve as a valuable aid to MSc students studying medical sciences, facilitating their academic writing in English.

Using the Peer Learning Method in the E-learning Process: Creating a Support-Motivational Mechanism for the Parasitology MS Students in Shahid Sadougi University of Medical Sciences, Yazd

Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam.
 Method: Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre-exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software.
 Results: Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021-2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam.
 Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education.

Participatory hackathon to determine ecological relevant endpoints for a neurotoxin to aquatic and benthic invertebrates.

The aim of this study is twofold: i) to determine innovative yet sensitive endpoints for sulfoxaflor and ii) to develop best practices for innovative teaching in ecotoxicology. To this end, a group of 52 MSc students participated in an environmental hackathon, during which they did creative toxicity testing on 5 freshwater invertebrate species: Daphnia magna, Chironomus riparius, Asellus aquaticus, Lymnaea stagnalis, and Anisus vortex. Involving the students in an active learning environment stimulated increased creativity and productivity. In total, 28 endpoints were investigated, including standard endpoints (e.g., mortality) as well as biomechanistic and energy-related endpoints. Despite high variances in the results, likely linked to the limited lab experience of the students and interpersonal differences, a promising set of endpoints was selected for further investigation. A more targeted follow-up experiment focused on the most promising organism and set of endpoints: biomechanistic endpoints of C. riparius larvae. Larvae were exposed to a range of sulfoxaflor concentrations (0.90-67.2 μg/L) for 21 days. Video tracking showed that undulation and swimming were significantly reduced at 11.1 μg sulfoxaflor/L after 9 days of exposure, and an EC50 = 10.6 μg/L for mean velocities of the larvae in the water phase was found. Biomechanistic endpoints proved much more sensitive than mortality, for which an LC50 value of 116 μg/L was found on Day 9. Our results show that performing a hackathon with students has excellent potential to find sensitive endpoints that can subsequently be verified using more targeted and professional follow-up experiments. Furthermore, utilising hackathon events in teaching can increase students' enthusiasm about ecotoxicology, driving better learning experiences.

Exploring the Viability and Acceptance of Nudge in Public Policies for Health Promotion.

Behaviorally informed interventions, such as nudging, encourage actions intended to promote longer and healthier lives. Holding significant potential for influencing health policies and healthcare practices, these interventions are partaking of a shift in governance and public health policymaking. However, a substantial knowledge gap remains regarding the feasibility and appropriateness of implementing policies that draw on nudge. Ae survey on nudge's acceptability) was adapted to the Portuguese context to access attitudes towards 16 nudge measures. The research focused on evaluating attitudes among political science and public administration BSc and MSc students from nine Portuguese universities, and analyzing the relationship between these attitudes, sociodemographic characteristics, and sociopolitical attitudes. The data analysis involved the application of descriptive and inferential statistics. The participants exhibited a moderate-to-high level of approval for various nudge measures, particularly those related to nutrition and public education/awareness raising. The study identified a nuanced relationship between the level of intrusiveness of nudges and their public approval, indicating that interventions preserving the architecture of choice gathered higher acceptance compared to more intrusive approaches. Notably, approval was associated with a high level of trust in social groups and a low propensity for risk-taking and alcohol consumption. This study not only sheds light on the types of nudge measures that are likely to be more acceptable for promoting healthy behaviors, but also establishes a crucial link between behavioral interventions and healthcare policies. Understanding the nuanced factors influencing the public acceptance of nudges contributes to the discourse on the implementation of behaviorally informed health policies and emphasizes the importance of tailoring interventions to align with public values and preferences.

Human versus Artificial Intelligence: ChatGPT-4 Outperforming Bing, Bard, ChatGPT-3.5 and Humans in Clinical Chemistry Multiple-Choice Questions.

Artificial intelligence (AI) chatbots excel in language understanding and generation. These models can transform healthcare education and practice. However, it is important to assess the performance of such AI models in various topics to highlight its strengths and possible limitations. This study aimed to evaluate the performance of ChatGPT (GPT-3.5 and GPT-4), Bing, and Bard compared to human students at a postgraduate master's level in Medical Laboratory Sciences. The study design was based on the METRICS checklist for the design and reporting of AI-based studies in healthcare. The study utilized a dataset of 60 Clinical Chemistry multiple-choice questions (MCQs) initially conceived for assessing 20 MSc students. The revised Bloom's taxonomy was used as the framework for classifying the MCQs into four cognitive categories: Remember, Understand, Analyze, and Apply. A modified version of the CLEAR tool was used for the assessment of the quality of AI-generated content, with Cohen's κ for inter-rater agreement. Compared to the mean students' score which was 0.68±0.23, GPT-4 scored 0.90 ± 0.30, followed by Bing (0.77 ± 0.43), GPT-3.5 (0.73 ± 0.45), and Bard (0.67 ± 0.48). Statistically significant better performance was noted in lower cognitive domains (Remember and Understand) in GPT-3.5 (P=0.041), GPT-4 (P=0.003), and Bard (P=0.017) compared to the higher cognitive domains (Apply and Analyze). The CLEAR scores indicated that ChatGPT-4 performance was "Excellent" compared to the "Above average" performance of ChatGPT-3.5, Bing, and Bard. The findings indicated that ChatGPT-4 excelled in the Clinical Chemistry exam, while ChatGPT-3.5, Bing, and Bard were above average. Given that the MCQs were directed to postgraduate students with a high degree of specialization, the performance of these AI chatbots was remarkable. Due to the risk of academic dishonesty and possible dependence on these AI models, the appropriateness of MCQs as an assessment tool in higher education should be re-evaluated.

E-TRAINEE: OPEN E-LEARNING COURSE ON TIME SERIES ANALYSIS IN REMOTE SENSING

Abstract. Time series (TS) analysis has always been an important topic in Remote Sensing (RS). Open access to archives of Earth Observation missions, periodically acquired nation-wide aerial imagery and LiDAR point clouds, and various research datasets, together with open tools for TS data processing, have brought new possibilities in RS research but also challenges in education. The topic of TS analysis in RS has become an essential part of MSc curricula in geoinformatics, geography, and related fields. Open learning materials systematically addressing the issue of TS at the master's level are rare and their development is time and resource demanding. Thus, based on previous collaboration, the four research groups from Charles University, Heidelberg University, University of Innsbruck, and University of Warsaw joint their specific expertise and developed an open E-learning course on Time Series Analysis in RS for Understanding Human-Environment Interactions (E-TRAINEE). The course consists of four Modules covering the topics of TS from general approaches (M1) to specific methods of processing TS of satellite multispectral images (M2), 3D/4D point clouds (M3), and aerial image and laboratory spectroscopy (M4). Theoretical parts are supported with exercises/tutorials and case studies based on research activities of the involved teams. The course is accessible via a web site and is published under the CC-BY SA 4.0 license. The primary target group are MSc and PhD students of geoinformatics and geography, but it is also relevant to students of environmental studies, ecology, or geology, as well as potential users from the public and private sectors dealing with applications of RS.

Richard Truscoe: Biochemistry Pioneer, Science Interrupted by War

Richard Truscoe was appointed from University College London in 1957 to establish teaching and research in Biochemistry at Victoria University of Wellington. He had extensive experience in research in England, Europe, and the United States. His scientific career had been interrupted by the Second World War, in which he served as an intelligence officer in the top-secret British Special Operations Executive (SOE). His SOE service was regarded as remarkable. During the war he consistently supported an independent future for Poland and warned of the dangers presented by the territorial ambitions of the Soviet Union. In biochemistry he had been a pioneer researcher on the metabolism of purines, and on the metabolic functions and effects of hormones and blood electrolytes including potassium and sodium. On arrival in Wellington, he predicted a future where biochemistry facilitated production of food grown in laboratories and for advances in medicine based on molecular understanding of disease. He initiated undergraduate and Honours teaching in biochemistry at Victoria University of Wellington, established infrastructure for research and supervised a cohort of a dozen MSc students. His legacy includes graduates who were stimulated to follow research careers, and interests in human health and disease that continue today.

A105The use of simulation to develop conflict resolution skills in practice for pre-qualifying physiotherapy students

Conflict is a consistent and unavoidable issue within healthcare [1], both within interdisciplinary teams and during therapeutic interactions. Confidence to manage conflict and its resolution using effective communication are considered essential graduate skills [2]. Studies have shown that by integrating simulated scenarios into conflict resolution training allows students to improve academic practice in group settings and even demonstrate more positive views towards conflict [3]. Simulation can potentially provide a safe and supportive learning environment in which students can develop the necessary skills and confidence to manage conflict, through the use of realistic and challenging scenarios and structured debrief. The aim of this evaluation was to determine the effectiveness of using simulation for conflict resolution training in developing confidence prior to placement for pre-registration MSc and BSc Physiotherapy students. 22 Pre-Registration MSc and 42 BSc Physiotherapy students participated in a newly developed conflict resolution simulation as part of their first year Developing Values Based Professional Practice module. This consisted of three clinical scenarios; 1) Interdisciplinary team communication and scope of practice; 2) Maintaining confidentiality and managing challenging behaviour; and 3) Managing unrealistic expectations which align with Core Skills Training Framework (CSTF) [2]. Each scenario was followed by an interactive debrief period, led by a trained facilitator. The students were invited to complete an anonymous online post-session evaluation regarding their perceived level of confidence and competence in managing challenging scenarios in practice. There was an overall response rate of 77% (48 respondents in total; 13 MSc and 25 BSc students), 27% were pre-registration MSc students and 73% were BSc students. 98% were active in each of the three scenarios as either a Physiotherapy student in the scenario or as an active participant in the post scenario debrief. Following the simulation scenarios, 92% of students felt either ‘a little confident’ or ‘very confident’ in managing challenging behaviour on placement and 94% of students felt either ‘a little confident’ or ‘very confident’ having a conversation with a patient around managing their expectations. 96% of the students rated the session as 8/10 or above in terms of benefit for preparation for practice ( Graph to show student response that the overall conflict resolution experience was well received and considered to be an 8 out of 10 or higher Student satisfaction scores suggest that simulation is a useful tool to enhance pre-registration MSc and BSc Physiotherapy students’ conflict resolution skills required for clinical practice. Additional research into how the development of these skills carry over into placement is warranted. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A48Large-scale simulated placements for BSc and MSc physiotherapy students: consideration of sustainability

Clinical placements are an essential part of physiotherapy education, providing students with the opportunity to gain practical experience in clinical settings. Due to the limited number of available placements [1], and the fact that simulated placements have emerged as an innovative approach to placement experience [2], we co-produced (HEI and simulation-based education provider) a placement programme for 80 BSc and 30 MSc undergraduate physiotherapy students. We describe the structure of the well evaluated and replicable large-scale simulated placement. Each student was provided with 40 simulated placement hours over one week, this was divided between hands on facilitated simulation, with follow-up synthesis and reflection of the learning outcomes. The facilitated sessions with actor role players centred around authentic scenarios which were level-matched and closely aligned with the HCPC Physiotherapy Standards of Proficiency [3]. The scenarios reflected the diverse society in which we live, with actors taking on roles of patients/relatives and colleagues, from a range of backgrounds, with differing demographics and characteristics, presenting in a broad range of situations. Students were able to reflect on their interactions, before, during and after the simulation; they received objective feedback from the actor, from the unique perspective of patient/relative or colleague, they received feedback from their peers and from the facilitator. The simulated placement, for both sets of students, was a resounding success. Both groups (BSc and MSc) worked through 10 scenarios. The larger BSc group required 20 separate facilitated sessions and 40 actors. For the MSc group, there were 5 facilitated sessions and 10 actors. As always, sustainability of programmes is linked to budget. Although a quantified analysis is yet to be completed, the time taken to organize the placement, write matched scenarios with clear learning outcomes, deliver the placement and evaluate, is time consuming. Continued co-production with shared facilitation (HEI and education provider) is a potential way forward, with re-use of scenarios and rotations; it is highly replicable, with a team of experienced facilitators and actors. Simulated clinical placements provide physiotherapy MSc and BSc students with a valuable, realistic learning experience, in a safe and supportive, facilitator-led environment. The placement was found to be effective in enhancing students’ communication skills, professionalism, empathy, and compassion. Involving actors was found to be an effective way of immersing students in realistic clinical scenarios. This is a reusable resource, so considering ‘return on investment’ would suggest repeating for future students. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

INDONESIAN GRADUATE STUDENTS’ CONSEQUENCES AND DECISIONS OF ENGLISH ACADEMIC WRITING INSTRUCTION (EAWI) AT HUNGARIAN UNIVERSITIES

This study aims to assess the consequences and decisions of EAWI for Indonesian graduate students studying in a non-native English-speaking environment. This study seeks to shape the perception of the effects of EAWI and facilitate the decision to positively impact Indonesian graduate students enrolled in higher institutions in Hungary. The study employs a semi-structured interview on educational background, English as a medium of instruction (EMI), writing assignments, self-consciousness towards English academic writing (hereafter EAW), and attitudes towards English academic writing. Four Indonesian MA and MSc students enrolled in the Faculty of Social Sciences at three different universities were involved in this study. In addition to data interpretation, the audio-recorded interview was transcribed using a Web speech API application. The extracts were subsequently translated into English, coded, and categorized into the topics chosen. The findings illustrate the consequences of English academic writing instruction on the importance of language features and grammar for students. The results involve possible impacts, experiences, perspectives, and strategies to improve the English academic writing of Indonesian graduate students. Decision ties with the university and departmental regulations and attention to principles to provide an academic writing course in English.

Using qualitative behavior assessment to investigate the effect of tourist presence on the welfare in captive tigers (Panthera tigris) in three tourism facilities in Thailand.

Numerous facilities around the world offer tourists interactive experiences with captive tigers. Yet, the animal welfare implications of this practice have not been widely studied. This study aimed to investigate whether qualitative behavioral assessment (QBA) could: (i) provide a valid indicator of tiger's emotional state and (ii) be applied to assess whether unfamiliar human presence with hand-raised captive tigers had an impact on the emotional state of those tigers. To investigate this, QBA was applied to video clips of hand-raised captive tigers from three sites (two offering unfamiliar human interaction, Sites A and C, and one retirement site with no direct interactions, Site B) in Thailand. QBA allows inferences to be made about animal emotion on the basis of descriptions of behavioral expression. Analysis, using a free choice profiling methodology, was provided by observers (N = 38) split between three groups; tiger keepers and vets from the Thai venues (n = 12), UK-based animal behavior MSc and vet students (n = 16), and international tiger keepers (n = 10). Tigers (N = 35) were split between Sites A (n = 7), B (n = 18), and C (n = 10) and filmed at three time points; morning (0800-0930 h); midday, (1130-1230 h); and evening, (1630-1830h) totaling 105 clips. Using generalized procrustes analysis, a consensus profile was calculated for each observer group. Two meaningful dimensions of behavioral expression, explaining 75.0% of the variation, were observed across these groups: Dimension 1 (D1: "active"/"interested"/"agitated" to "relaxed"/"calm"/"chilled-out") and Dimension 2 (D2: "bored"/"stressed"/"frustrated" to "relaxed"/"curious"/"interested"). There was clear agreement between the three observer groups in terms of tiger emotional expression along D1. However, agreement was more variable on D2. The behavioral expression on D1 was not significantly affected by site but was significantly affected by an interaction between age and time of day. Time of day also affected scores on D2, with the Thai observer group also showing an effect of site. During the midday period, when unfamiliar humans were present, all tiger age groups showed more positive behavioral expressions on D1 (lower scores: "relaxed"/"calm"/"chilled-out") and more negative behavioral expressions on D2 (higher scores: "bored"/"stressed"/"frustrated"), which could indicate that the presence of unfamiliar humans was a stressor. However, tigers in the retirement Site C also displayed similar behavioral expressions, which could indicate a deeper welfare issue. With further development, QBA could be used as part of a valid tool for long-term measurement of behavioral expression in captive tigers.

Patient and Public Engagement in Health Research: Learning from UK Ideas

One of the new ideas in health and social care research in the UK is around involving patients and the general public in all aspects of research. This paper led by seven MSc students from Manmohan Memorial Institute of Health Sciences in Nepal. They attended Bournemouth University modules as part of the Erasmus+ exchange programme in 2022 and worked with two UK-based academics. The authors outline the thinking behind this process, and offer an example. They address its importance in improving the quality of the research as well as adding value to its societal relevance.

Field Experiment of the Memory Retention of Programmers Regarding Source Code

"Program comprehension is a continuously important topic in computer science since the spread of personal computers, and several program comprehension models have been identified as possible directions of active code comprehension. There has been little research on how much programmers remember the code they have once written. We conducted two experiments with a group of Computer Science MSc students. In the first experiment, we examined the code comprehension strategies of the participants. The students were given a task to implement a minor feature in a relatively small C++ project. In the second experiment, we asked the students 2 months later to complete the same task again. Before starting the clock, we asked the students to fill a questionnaire which aimed to measure program code-related memory retention: we inquired about how much the students remembered the code, down to the smallest relevant details, e.g. the name of functions and variables they had to find to complete the task. After the second experiment, we could compare the solution times of those students who participated in both parts. As one result, we could see that these students could solve the task in shorter time than they did in the first experiment. We also looked at the results of the questionnaire: the vast majority of students could not precisely remember more than two or three identifiers from the original code. In this paper, we will show how this result compares to the forgetting curve. 2010 Mathematics Subject Classification. 68U99. 1998 CR Categories and Descriptors. I.m [Computing Methodologies]: Miscellaneous; J.m [Computer Applications]: Miscellaneous. Key words and phrases. code comprehension, memory retention, experiment."