Interactive Online Research Articles

Managing Digital Transformation: Analysing Digitalization of How Firms Attract, Retain, and Develop Digital Skills

Businesses' and people' online activities are made possible by the continuous and widespread digitisation of today's society. Businesses sell their goods and services, and people deal with them and with each other. Online interactions between businesses and consumers (documented in digital trail data, or the digital footprints users leave on different digital platforms that contain information about their activities) have the potential to generate significant innovation for the businesses involved. Reaching this kind of value creation is no easy feat, since it is hard to even gather digital trail data due to its massive volume of generation. Furthermore, a company's ability to process and appropriate information rather than the quantity of information produced in their environment limits how innovative they may be. As a result, businesses require methods for managing the vast amounts of digital trace data and other types of accessible data, including collecting, screening, processing, analysing, and utilising the data. It is evident that every type of digital trail data serves a purpose. For instance, a post on social media shares some information with a larger audience, and a user who posts a request for assistance in a forum participates in a conversation with a group of professionals who have the same interests. Digital trail data, however, can also offer thorough logs of online activity, which could promote creativity and novel approaches. Businesses must proactively develop plans for making the most of these resources.

Reactions to and Impact of Survivor Online Disclosures: A Qualitative Analysis

ABSTRACT Social reactions to disclosure of sexual victimization play an important role in the process of recovery. The purpose of this qualitative study was to explore the impact of online disclosure of sexual victimization. The sample for this qualitative study (n = 17) focused on participants who shared their experiences with disclosing about their sexual victimization online and the reactions received in these spaces. Using applied thematic analysis, the research team identified three major themes from the data, each with respective subthemes, including helpful, harmful, and mixed reactions to online disclosure. Findings highlighted the nuances of disclosing online and the diverse reactions that were received. Participants provided in-depth descriptions of not only how the disclosure experience and resulting reactions could be helpful or harmful but also nuanced, mixed, and simultaneously harmful and helpful. This data is a crucial reminder that survivors’ stories are unique and that survivors experience many varying motivations for choosing if, when, where, to whom, or for whom they may disclose. The findings may help inform clinical recommendations for mental health practitioners working with survivors of sexual victimization and holding therapeutic space to process these decisions of disclosure. Future researchers should also consider further studying online interactions, especially within and between survivors, including when and how survivors choose to connect or disconnect.

How do emoticons affect youth social interaction? The impact of emoticon use on youths online interpersonal interactions

Emoticons are non-verbal symbols that are employed during online interactions, and they constitute an integral component of online interpersonal communication. The influence of emoticons on the online interpersonal interactions of young people was investigated through in-depth interviews with 25 young people who utilize emoticons to a moderate or significant extent. The study identified three key aspects through which the impact of emoticons on youth’s online social interactions is manifested. Firstly, this is reflected in the level of emotion and meaning conveyed. The utilization of emoticons by young people has, to a certain extent, rectified the contextual limitation of “embodied absence” in online virtual social interaction. Secondly, this is reflected in young people’s recognition of emoticons. The use of emoticons by young people in online social interactions has led to the formation of a distinct “emoticon community.” This phenomenon not only facilitates the development of a more profound social identity among young people in online social interactions but also contributes to the expansion of the adolescent network, resulting in the emergence of a novel “social divide.” Thirdly, the use of emoticons by young people can be seen to contribute to a sense of alienation. As young people become increasingly reliant on emoticons, their influence is gradually extending from the digital realm to the physical world, impacting the normal social interactions of young people in real life. Emoticons have gradually become a means of facilitating young people’s online socialization, but they have also had the unintended consequence of limiting their normal social interaction. The deterioration of online interpersonal communication among young people is a key factor in the symbolic generalization and alienation of expression in the use of emoticons by this demographic.

Taking offence as a civic virtue, on and offline

ABSTRACT This paper critically assesses Chapters 6 and 7 of On Taking Offence. Chapter 6 defends the idea that an inclination to take offence can be a ‘corrective civic virtue’ against threats to social equality. Chapter 7 argues that the practice of taking offence does not change much when we turn to analysing our lives online. With respect to Chapter 6, I argue that the instrumental vindication of offence-taking as a virtue is in tension with arguments earlier in the book, and needs more empirical support. Earlier chapters of the book defend offence-taking as intrinsically apt and justified, regardless of its effects. What is more, if the case for offence-taking is grounded on its effects, then we need solid empirical backing; and an initial obstacle to that might be that the marginalised are probably less likely to be able to produce positive effects through their offence-taking. With regard to Chapter 7, I suggest that McTernan overlooks some potentially relevant differences between real-world and online interactions, which might make the adjustment of our norms to social media interaction more complex than she suggests.

Analysis of the impact of different background colors in VR environments on risk preferences.

Metaverse virtual reality (VR) technology offers an environment that provides a sense of presence that cannot be achieved through traditional online interactions. Although this technology is used in education and industry, challenges remain to be overcome for further penetration into society. In this study, we conducted an experiment using a risk preference task in blue and red spaces to verify color impressions and their effects in VR environments. Consistent with previous studies, high calmness was observed in the blue space. However, contrary to expectations, the risk preference task results showed risk-averse behavior in red space but not in blue space. Therefore, conventional color psychology may not be applicable to constructing the same space in a virtual environment. Previous studies have shown consistent experimental results regarding emotional responses to color stimuli; however, no consistent outcomes have been reported regarding cognitive performance. This is because the effect of color impressions is thought to depend not only on the color itself but also on what is recalled. The results of this study suggest that red in a VR environment may be interpreted as a warning color, preventing people from losing focus.

Towards Robust Offline-to-Online Reinforcement Learning via Uncertainty and Smoothness

To obtain a near-optimal policy with fewer interactions in Reinforcement Learning (RL), a promising approach involves the combination of offline RL, which enhances sample efficiency by leveraging offline datasets, and online RL, which explores informative transitions by interacting with the environment. Offline-to-Online RL provides a paradigm for improving an offline-trained agent within limited online interactions. However, due to the significant distribution shift between online experiences and offline data, most offline RL algorithms suffer from performance drops and fail to achieve stable policy improvement in offline-to-online adaptation. To address this problem, we propose the Robust Offlineto-Online (RO2O) algorithm, designed to enhance offline policies through uncertainty and smoothness, and to mitigate the performance drop in online adaptation. Specifically, RO2O incorporates Q-ensemble for uncertainty penalty and adversarial samples for policy and value smoothness, which enable RO2O to maintain a consistent learning procedure in online adaptation without requiring special changes to the learning objective. Theoretical analyses in linear MDPs demonstrate that the uncertainty and smoothness lead to tighter optimality bound in offline-to-online against distribution shift. Experimental results illustrate the superiority of RO2O in facilitating stable offline-to-online learning and achieving significant improvement with limited online interactions.

Introduction of a learning pathway combining passive and interactive formats in gerodontology: A pilot study.

During the 2021-2022 academic year, an integrated curriculum in gerodontology, including interactive teaching activities, has been proposed from the second to the fifth year of initial training. This pilot study aimed to evaluate the educational impact of interactive online mandatory activities including three quizzes and a serious game (SG) offered to fourth-year students in addition to passive courses in gerodontology. Students' participation in the quizzes and SG and their subsequent satisfaction were evaluated. Students' performance for managing a dental visit with older patients were also assessed by using two tests proposed before and after the completion of the third quiz and the SG. Scores obtained to these tests were then submitted to a paired t-test. Significance levels were set at p<0.05. Student participation in the three quizzes and SG remained high throughout the semester. The level of satisfaction with the course was high (respectively 26.7% very satisfactory and 65.5% satisfactory). Finally, mean±SD scores of performances were 65.6±9.2 before and 69.5±9.8 after the completion of the third quiz and the SG (p=0.0002, t-test, df=163). The frequency of use and the scores obtained in interactive activities suggest that students were involved in their gerodontology training during the semester. The learning outcomes of fourth-year students were improved after the interactive activities. The introduction of a training pathway based on interactive activities could facilitate the acquisition of knowledge and skills by undergraduates in gerodontology.

Understanding community perspective on the heritage of locality: memory map methodology

PurposeCommunity involvement in heritage preservation requires appropriate approaches. Sanciai (in Lithuanian: Šanciai) historic district in Kaunas (Lithuania) has long-lasting military and industrial heritage, valuable urban structure and connections to the natural frame of the city. Sanciai residents’ willingness to participate in heritage preservation and urban planning prompted the aim of this research – to develop, test and present the mapping methodology, that would be applicable in the process of community involvement into heritage identification, preservation, interpretation and creation process.Design/methodology/approachThe methods of research included analysis of literature and theoretical research, development and testing of the methodology for the community involvement in heritage identification, preservation, interpretation and creation process. The workshop methodology and interactive online map are presented in this research. The memory map methodology developed and presented in this research includes the elements of mental mapping, design thinking and citizen science.FindingsThe methodology was tested in spring of 2021 in two-day online workshops with the students of pro-gymnasium located in Sanciai. Workshop participants together with workshop coordinator and moderators created different layers of the mental map, collected stories from the members of community and gathered the data for online interactive Sanciai memory map. The evaluation of the methodology and workshop results allowed concluding that memory map methodology is a functioning participant, community and research-oriented approach that can be applied in diverse heritage and community related circumstances.Originality/valueThe originality of the research is determined by the synergistic nature of developed memory map methodology which complements traditional mental mapping with creative hands-on techniques, empathy-oriented tasks and interactive online tool. Moreover, the research reveals the importance of local-global connections in urban studies as active local community became the stimulus for memory map methodology. The two-fold aim of the methodology – community cohesion and empowerment as well as research data collection – contributes to the originality of the research as well.

Abstract 4137441: Online Cognitive Behavioral Therapy Targeting Psychological Distress Following Open Heart Surgery: An Uncontrolled Pilot Study

Background: Cardiac surgery is a significant procedure that reduces mortality and alleviates symptom burden in individuals with cardiovascular diseases. However, many patients develop depression and cardiac-related anxiety postoperatively, which negatively affects long-term prognosis and rehabilitation. There is a clinical need to develop scalable psychological treatments to mitigate these negative health effects. Objective: To investigate the feasibility and potential efficacy of a brief internet-delivered cognitive behavioral therapy (internet-CBT) intervention to reduce psychological distress in patients following cardiac surgery. Methods: The pilot study included 32 cardiac surgery patients (i.e., CABG, heart valve repair/replacement, aortic repair, or combined CABG and valve repair/replacement) with endorsed postoperative psychological distress and/or interference with daily life who underwent surgery from eight weeks to nine months prior to enrollment. Exclusion criteria included prior cardiac surgery with a ventricular assist device or heart transplant and severe medical or psychiatric illness. The internet-CBT targeted cardiac anxiety and depressive inactivity, lasted for five weeks, and was guided by clinical psychologists via text-based interactive online treatment modules. It included interoceptive exposure, in-vivo exposure, and behavioral activation. Self-assessments were completed at pre-treatment, post-treatment, and at 6-month follow-up. Results: Preliminary analyses post-treatment showed substantial pre-post improvements across multiple domains. Notable findings included significant reductions in depressive symptoms (Cohen’s d = 0.70; p = 0.04), cardiac anxiety (Cohen’s d = 1.53; p &lt; 0.001), and perceived severity of post-operative symptoms (Cohen’s d = 1.06; p = 0.006). Participants demonstrated high adherence to the treatment, with the large majority of participants completing all five treatment modules (83.3%). Satisfaction with the treatment was also high (25.5 points out of 32), as measured by the Client Satisfaction Questionnaire, and no adverse events were reported. Conclusion: This novel internet-CBT intervention post-cardiac surgery appears to be feasible, acceptable, and clinically promising in reducing postoperative psychological distress. It could be used as a viable adjunct treatment to enhance recovery post-cardiac surgery. These preliminary findings warrant further testing in a randomized controlled trial.

Orthodontics Simulations as Teaching Tools

Traditional teaching methods in orthodontics employ static photos posing immense challenges as the learner is unable to conceptualise the changes in different planes that affect final tooth positions in the upper and lower jaws following treatment. Furthermore, the protracted treatment time of orthodontics ranges from 12 months (simple cases) to 36 months (complex cases) thus adding yet another dimension “patient growth” especially children often referred to as 4th Dimension of Time. Previous work at UQ with SBLi (Scenario Based Learning interactive https://youtu.be/PUIanIl5CFc?si=vDf8JwFjHixtzol7) (Naser-ud-Din, 2015) has shown that creating online teaching tools incorporating multimedia to address the concepts of dynamic change and is impactful for student learning on demand with global accessibility. Online asynchronous learning have three key strengths: firstly, flexibility for updating with contemporary software by learning designers and academics; secondly, ease for formative assessment for large cohorts and thirdly, international presence for potential commercialization. Feedback at UQ for postgraduate orthodontic students was overwhelmingly positive as students found interactivity highly engaging and appreciated the self-regulated aspect of it akin to that found in other publications (Hakami, 2021; Khoo et al., 2023; Naser-ud-Din, 2016). However, simulation creation is expensive (Kröger et al., 2017) and thus, it is essential to explore cost-effective teaching tools that are sustainable with the dental industry partners and easily translated into clinical practice. With advent of 3D simulations in Orthodontics, current literature is limited (Ho et al., 2022; Karanth et al., 2024; Sipiyaruk et al., 2023) and future best practices will require initiatives to enhance teaching recommendations. Moreover, LEAN an essential component for success in major industries who observer consistent success such as in aviation, and other professions have added value of efficiency, effectiveness, convenience and comfort. Hallmarks to improve outcomes and safety. The aim of this project is to complete 5 essential orthodontic chapters for the Doctor of Dental Surgery (DDS) students at MDS in (years 2-4) by introducing 3D simulations for orthodontic treatments start to finish; embedded in H5P teaching assessment tool. At present, limited number of such modules have been created with original clinical cases by the primary investigator (SN). Interactive online digital assets are valuable and need to be based on sound principles of Heutagogy for self-directed learning. Furthermore, LEAN foundation creates effectiveness and efficiency of delivery of core content. Essentially this project is aligned with Advancing students education strategy 2023-30 of the UoM P-9 “remove barriers to innovation and forge new partnership models between professional and academic”. At the time of writing there is lack of integrated 3D simulations for education in Orthodontics, thus addressing a gap to create interactive learning environments that are translated to clinical practice in dentistry. Thus utilizing in future CADCAM (Computer assisted Design Computer Assisted Manufacture) with efficiency and confidence for the graduate learner. The CADCAM tech is now widely incorporated by industry partners in dental technologies into mainstream Dentistry providing precision and speed. Refinement of these three modules will pave way as huge potential for commercialization under the banner of UoM with InnovateEd in near future. Moreover, the LEAN will assist in providing future sustainability.

Time Efficient &amp; Cost Effective Online teaching tool with iConcepts in Orthodontics for DDS students @ UoM

Background Traditional teaching methods in Orthodontics include plaster models and photos which have been used for decades, however due to the nature of being static still images its difficult for 3-Dimensional (3D) changes in Orthodontics teaching, which has posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). In 2024 with variety of platforms such as videos, 3D animations, interactive changes in face and teeth can be added to teaching tools for Orthodontics. Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the 4th dimension. At UQ (Naser-ud-Din, 2015) and internationally (Bridges, 2015) provided experience with creating online teaching modules highlighting its strengths of flexibility, ease of access on demand and global presence. UQ developed SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements useful. (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive to create (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools with industry partners for authentic learning experience. Aims There is a gap in the dental education sector, particularly with emerging CADCAM (Computer Assisted Design and Computer Assisted Manufacture), which can be used to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning. This is reflected particularly for the university students in undergraduate courses who need to feel confident and clinically ready on graduation as Dentists. Thus, greater expectations to be aligned with current technological processes in dentistry. Over the past 5 years, in particular, there has been exponential improvements by the industry providing 3D simulations for treatment planning and patient communication, commonly referred to as the GPS for smile transformations. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool in sync with contemporary demands in Orthodontics to provide authentic learning platform that prepares the clinician for real patients. Material &amp; Methods Currently the CAD CAM technology provide 3D simulations as open access to general public and doctors portal which can be utilized for teaching core concepts related to biomechanics foundations for student learning, engagement and self-assessment. This project envisages to create a novel forum encompassing education revolution as massive changes in delivery will occur with speed and efficiency internationally with onlinelearning demands. Hence, robust online presence with an interactive textbook such as iConcepts in Orthodontics under the banner of UoM to assist students in Doctor of Dental Surgery at MDS shall pave the way to learning needs for the future. Results The purpose of iConcepts a digital interactive online textbook is to create lifelong learning opportunities in safe space for visual, auditory and kinesthetic with quizzes for interactive learning of concepts without pressure in class learning and feeling judged by peers. Interactive 3D Orthodontic learning directly translates into clinical applications for various orthodontic cases. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and certainly here to stay. Both qualitative and quantitative data on student experience shall be collected and analysed to seek out the best practices and processes for instruction of delivery in Orthodontics for DDS cohort in particular and lifelong learning for all ages in general encompassing time efficiency and cost effectiveness. Conclusion The current iConcepts is developed by the author with Apple Education and prototype is being assessed with MSc Data Science cohort at UoM. Furthermore, it is refined by Master of Science Software Engineering students at UoM. Future Recommendations Novel teaching tools shall be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. In future there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) and self-assessments hence iConcepts provides that ideal platform. Such technologies will become more prevalent in the future particularly with AI and translated into different languages/ sectors of education. Various faculties that showcase start to finish particularly lengthy/complex outcomes can benefit with timelapse videos and 3D CADCAM for clarity and comprehension for the entire process such as patient journey throughout treatment in Orthodontics.

How simulated learning can support a more diverse inclusive society

Combinations of simulations and games provide learners with a virtual environment where they can immerse themselves in highly contextualised, work-related scenarios, encouraging experimentation and learning from mistakes without compromising the safety of real patients. This pilot study investigated how interactive online simulations supported students’ disciplinary knowledge, care of diverse patients, and the development of students’ professional attitudes and beliefs. Four urinary tract infection (UTI) scenarios (two involving Transgender patients) were delivered to medical and pharmacy students through an interprofessional-education (IPE) activity. Evaluation involved pre- and post-activity questionnaires. There were 26 participants (18 females/ 8 males; range: 18 – 36 years]), including 11 medical and 15 pharmacy students. We found statistically significant changes in self-reported knowledge, skills and confidence to manage UTI (all p&lt;0.001); competence to care for Transgender patients (2.21 vs. 2.74; p=0.001) and awareness of specific health needs of Transgender people (3.74 vs. 4.42; p=0.028). This pilot study demonstrated the potential of simulation-gaming platforms in evaluating and enhancing students' learning, offering a novel and sustainable approach to IPE. Simulations are a versatile teaching approach that can be adapted to promote cultural awareness and inclusivity across various fields in higher education.

Influence Reasoning Capabilities of Large Language Models in Social Environments

We ask whether state-of-the-art large language models can provide a viable alternative to human annotators for detecting and explaining behavioural influence online. Working with a large corpus of online interactions retrieved from the social media platform Mastodon, we cross-examine a dataset containing 11,000 LLM influence labels and explanations across nine state-of-the-art large language models from 312 scenarios. We use a range of resolution categories and four stages of shot prompting to further measure the importance of context to language model performance. We also consider the impact of model architecture, and how social media content and features from the explanation impact model labelling accuracy. Our experiment shows that whilst most large language models struggle to identify the correct framing of influence from an interaction, at lower label resolutions, models like Flan and GPT-4 Turbo perform with an accuracy of 70%-80%, demonstrating encouraging potential for future social influence identification and explanation, and contributing to our understanding of the general social reasoning capabilities of large language models.

Virtual Coach-Guided Online Acceptance and Commitment Therapy for Chronic Pain: Pilot Feasibility Randomized Controlled Trial.

Veterans are disproportionately affected by chronic pain, with high rates of pain diagnoses (47%-56%) and a 40% higher rate of prevalence of severe pain than nonveterans. This is often accompanied by negative functional outcomes and higher mortality. Combined with research suggesting medical treatments for chronic pain are often insufficient, there is an urgent need for nonmedical pain self-management programs. An interactive online platform to deliver an efficacious treatment for chronic pain such as acceptance and commitment therapy (ACT) could be a valuable option to assist veterans with pain care at home. This study aims to evaluate the virtual coach-guided Veteran ACT for Chronic Pain (VACT-CP) online program compared to a waitlist and treatment as usual (WL+TAU) control group through a small pilot feasibility randomized controlled trial. The primary aim was to evaluate the feasibility and acceptability of VACT-CP and study procedures, such as ease of recruitment, treatment receptivity, attrition and retention, sustained participation, system usability, and assessment of trial procedures. Secondary aims explored differences in the VACT-CP and WL+TAU groups on pre- and posttest (week 7) outcome measures for pain, mental health, functioning, and ACT processes. Veterans with chronic pain were recruited and randomized to either the VACT-CP (n=20) or the WL+TAU (n=22) group in a parallel group trial design. Self-report surveys were administered to participants at baseline (week 0), at the intervention midpoint (week 3), immediately after the intervention (week 7), and at the 1-month follow-up (week 11). We used Wilcoxon signed rank tests with the intention-to-treat sample to describe changes in secondary outcomes from pre- to postintervention within each group. Study procedures showed good feasibility related to recruitment, enrollment, randomization, and study completion rates. Participants reported that VACT-CP was easy to use (System Usability Scale: mean 79.6, SD 12.8; median 82.5, IQR 70-87.5); they completed an average of 5 of the 7 total VACT-CP modules with high postintervention satisfaction rates. Qualitative feedback suggested a positive response to program usability, content tailoring, veteran centeredness, and perceived impact on pain management. Although the pilot feasibility trial was not powered to detect differences in clinical outcomes and significant findings should be interpreted with caution, the VACT-CP group experienced significant increases in chronic pain acceptance (P<.001) and decreases in depressive symptoms (P=.03). VACT-CP showed encouraging evidence of feasibility, usability, and acceptance, while also providing promising initial results in improving a key process in ACT for chronic pain-chronic pain acceptance-after online program use. A full-scale efficacy trial is needed to assess changes in clinical outcomes. ClinicalTrials.gov NCT03655132; http://clinicaltrials.gov/ct2/show/NCT03655132. RR2-10.2196/45887.

Online interaction of teachers in the system of formation of research skills of students with special educational needs

The article describes the features of creating and using an electronic educational environment for online interaction of teachers. The well-founded importance of online experience exchange between teaching staff for the organization of research activities of students involved in inclusive education. The content of electronic educational modules for teacher collaboration in Google Class is described. The stages of the "World Cafe" as a modern form of interaction between teachers and a practical psychologist in an educational institution, which involves taking into account the educational opportunities of students with different nosologies, are revealed. Based on the results of diagnosing the professional competencies of the teachers of the control and experimental groups, the effectiveness of the proposed online interaction of pedagogical workers with the psychological service of the educational institution was determined.

L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

L2 Grit and Its Association with Online Learning Engagement and Interaction Strategies: A Structural Equation Model

Neighbourhood-based participatory action research with older adults: Facilitating participation through virtual and remote methods

Participatory action research (PAR) is an effective means of collaborating with older adults to support community change. Limited PAR literature exists in which older adults catalyse social change within neighbourhoods, particularly using virtual methods. In this paper, we discuss a virtual PAR process with older adults that occurred during the COVID-19 pandemic, and the results of inquiry into our application of PAR principles. We conducted PAR in a collective involving university researchers, older adult residents and community partners in an urban core neighbourhood in a mid-sized Canadian city and focused on enhancing daily life for older adults. The PAR project emerged through reflection on previous ethnographic findings regarding older adults’ daily life in neighbourhoods. Our PAR collective collaboratively identified a need among older adults for more accessible information about community resources. To support older adults’ participation and access to community information, the PAR collective created and distributed a free neighbourhood resource booklet, in print and digital formats, to promote equitable access. We evaluated the impact of the booklet through a survey and discussions with community partners. During our PAR process we found challenges and solutions related to using technology, engaging in discussion during virtual meetings, and making collaborative decisions. A combination of in-person, remote and online interactions seemed to facilitate relationship development amongst co-researchers and completion of the project. Future PAR projects would benefit from incorporating in-person, remote and online methods from the outset, as well as ways to support older adults in using and accessing technology. We further noted the value of a local resource booklet, in print and digital formats, in promoting neighbourhood information sharing.

Establishing an Interactive Sequence Database for Shiitake Cultivar Identification.

Shiitake mushrooms (Lentinula edodes) hold significant cultural and economic value, particularly in Asia where they are extensively cultivated. The diversification of shiitake cultivars, driven by the need to adapt to various climatic conditions and cultivation methods, has resulted in over 200 distinct cultivars. Reliable identification of these cultivars is crucial for breeding, intellectual property protection, and effective genetic resource management. Traditional morphological methods are inadequate due to their subjectivity and labor-intensive nature. This study leverages nanopore high-throughput sequencing to comprehensively analyze the rDNA regions (SSU, ITS, LSU, IGS) of 41 shiitake strains from Taiwan's Bioresource Collection and Research Center (BCRC), comprising 5 wild strains, 33 commercial strains, and 3 wild-commercial hybrids. Our results identified the IGS1 region as the most variable and suitable for cultivar differentiation. Consequently, we developed an interactive online database (https://github.com/Raingel/ShiitakeIGS1) that integrates 317 IGS1 sequences from Taiwan, Japan, and China. This platform allows users to upload their IGS1 sequences and identify similar cultivars through a user-friendly interface, enhancing the precision and efficiency of shiitake cultivar identification.

Pragmatic Analysis of Undergraduate Male and Female Students’ Politeness Strategies in Initiating and Terminating Conversations Online

This study examines the politeness strategies employed by male and female undergraduate students in online interactions, focusing on conversation initiation and termination. A pragmatic analysis was conducted using House and Kasper's (1981) linguistic politeness theory alongside Miles and Huberman's model for data interpretation. The findings indicate that male students predominantly used committers, consultative devices, and downtoners to initiate conversations, while employing downtoners, understaters, and politeness markers for termination. In contrast, female students utilized committers, consultative devices, politeness markers, and playdowns for initiation, and committers, playdowns, and politeness markers for termination. Applying Brown and Levinson's (1987) politeness theory, male students mainly favored positive politeness, negative politeness, and bald-on-record strategies during initiation, while employing both positive and negative strategies for termination. Female students exhibited a preference for positive and negative politeness strategies, along with off-record strategies for initiation, relying solely on positive politeness for termination. These findings highlight distinct gender-specific communication patterns in online environments, providing valuable insights for linguistics, communication studies, and gender studies. The results can guide educators, policymakers, and practitioners in developing inclusive and effective communication strategies tailored to digital learning contexts.

Research trends in digital citizenship: Bibliometric mapping from web of science

Digitalization has recently gained significant relevance in the education field. The focus has been on its use and application, as well as on training teachers and students to become responsible, competent, and ethical users of technology. This is connected to the creation of policies and programs that promote online learning and interaction from basic to higher education. In this context, this study aims to analyze the scientific production related to digital citizenship through a bibliometric mapping of publications indexed in the Web of Science database. The goal is to identify the main research trends in this field. The results show a growth in the number of publications since 2016, mainly focusing on topics such as digital citizenship media, digital competences, higher education, teachers, students, adolescents, adults, competence, digital literacy, and citizenship education. The presence of a significant number of journals related to the field of education denotes a close relationship between this field and the topic of study. Also, it is revealing a higher concentration of research production in the United States and Europe, with Latin America being absent from this scenario. The study identifies an intellectual structure of the discipline, particularly regarding the most relevant authors, journals, and descriptors. These results are important for understanding the research practices inherent to the field, which projects digital citizenship as an emerging topic. The study concludes by proposing lines of interest for further research on the topic in education and other fields, as well as acknowledging the limitations found in the present article.