Interactive Online Research Articles

Decoding Clickbait: The Impact of Clickbait Types and Structures on Cognitive and Emotional Responses in Online Interactions.

This study delves into the influence of clickbait types (hyperbole, insinuation, visual rhetoric, and puzzle) and structures (emotion-label and emotion-laden words) on user cognitive and emotional responses in an online environment. Using electroencephalography with 32 internet-experienced participants, we analyzed how these different clickbait configurations affect engagement and processing. Our findings highlight that clickbait types such as hyperbole and visual rhetoric swiftly capture attention and enhance emotional engagement, whereas insinuative and puzzling clickbait demand more cognitive effort and deeper processing. In addition, the structure of emotional words significantly influences user responses; emotion-laden words facilitate quicker cognitive processing and enhance emotional reactions, particularly in contexts involving negative emotions. These insights offer valuable implications for content creators and marketers in strategizing ethical clickbait usage, aiming to balance user engagement with information integrity. This research contributes to a nuanced understanding of the interplay between content presentation and user perception, providing a foundation for future explorations into ethical digital content practices.

Nutritional Education Needs and Preferences of Sports Volunteers: Access, Expectations, and Forms of Support.

The aim of this study was to analyze the needs and preferences of sports volunteers regarding nutritional education, with particular emphasis on the availability of educational materials and expectations towards event organizers. The methodology was grounded in a qualitative approach, employing detailed individual interviews (IDIs) with seventeen volunteers (n = 17) who were actively involved in various sporting events, including races, triathlons, and athletic competitions at local, national, and international levels. This sample size was justified as it was sufficient to achieve data saturation, meaning no new significant themes emerged after these interviews. The results indicate that most participants feel a lack of access to reliable information about nutrition, with 70% (n = 12) indicating a need for educational materials, which limits their ability to make informed dietary decisions. Volunteers expect event organizers to provide educational materials and prefer a variety of practical forms of education, such as interactive workshops and accessible online resources. While the volunteers expressed a desire for improved nutritional education, further investigation is needed to establish a direct link between this education and potential enhancements in their performance and well-being. For this reason, greater attention should be paid to the nutritional education of volunteers, which is a key element of their preparation to work in high-stress and physically intense conditions.

The Butterfly effect in the consumption of electric and hybrid cars: between utilitarianism and environmental awareness

In this study, we conducted an investigation aimed at understanding the consumption of hybrid or electric vehicles from utilitarian or substantive aspects. Employing a qualitative and exploratory approach grounded in culture and consumption studies, we adopted netnography as the method for data collection and analysis (Kozinets, 2006; 2019). Our focus was directed towards participation in an online community of electric car consumers, as well as the analysis of interactive chats and comments on online videos about hybrid cars. Surprisingly, our findings revealed that many consumers embark on their journey motivated by the financial benefits of electric cars, drawn by the promise of savings. However, over time, we identified an intriguing phenomenon that we termed the "butterfly effect": as consumers engage more deeply in the consumption experience and interact within the online community, there is a significant increase in environmental awareness. This finding suggests that sustainable automobile consumption transcends purely utilitarian considerations, incorporating values and environmental concerns. Interaction within the online community emerges as a crucial factor in this process, serving as a catalyst for a shift in perspective towards vehicle consumption. The exchange of information, experiences, and perspectives within this virtual environment appears to stimulate deeper reflection on the environmental ramifications of their consumption choices. Thus, this study offers significant insights into the dynamics of consumer behavior regarding sustainable vehicles, highlighting the importance of online interactions in promoting environmental awareness and the adoption of more sustainable consumption practices. Furthermore, it underscores the need for a more holistic approach to understanding consumer motivations and decision-making processes in this evolving landscape.

PneumoBrowse 2: an integrated visual platform for curated genome annotation and multiomics data analysis of Streptococcus pneumoniae.

Streptococcus pneumoniae is an opportunistic human pathogen responsible for high morbidity and mortality rates. Extensive genome sequencing revealed its large pangenome, serotype diversity, and provided insight into genome dynamics. However, functional genome analysis has lagged behind, as that requires detailed and time-consuming manual curation of genome annotations and integration of genomic and phenotypic data. To remedy this, PneumoBrowse was presented in 2018, a user-friendly interactive online platform, which provided the detailed annotation of the S. pneumoniae D39V genome, alongside transcriptomic data. Since 2018, many new studies on S. pneumoniae genome biology and protein functioning have been performed. Here, we present PneumoBrowse 2 (https://veeninglab.com/pneumobrowse), fully rebuilt in JBrowse 2. We updated annotations for transcribed and transcriptional regulatory features in the D39V genome. We added genome-wide data tracks for high-resolution chromosome conformation capture (Hi-C) data, chromatin immunoprecipitation coupled to high-throughput sequencing (ChIP-Seq), ribosome profiling, CRISPRi-seq gene essentiality data and more. Additionally, we included 18 phylogenetically diverse S. pneumoniae genomes and their annotations. By providing easy access to diverse high-quality genome annotations and links to other databases (including UniProt and AlphaFold), PneumoBrowse 2 will further accelerate research and development into preventive and treatment strategies, through increased understanding of the pneumococcal genome.

An interactive and adaptive learning resource for teaching first-year human anatomy

Anatomy is a particularly challenging unit in many first-year university courses, however adaptive learning resources provide an opportunity to engage students in practical-based units such as anatomy. Here, the impact on student engagement, student learning and exam preparedness of implementing 21 interactive online adaptive lessons was evaluated. A total of 276 first-year students, enrolled in allied health undergraduate degrees from 2016 to 2020, consented to participate in this mixed methods study. Our findings suggest a positive correlation between the number of lessons a student completed and a positive performance in each of the three assessment items in the unit (p<0.05). We also identify an increase in students perceived understanding of anatomy after completing the lesson (p<0.0001). Students worldwide appreciate individualised, flexible and engaging nature of learning technologies. Here, we evidence that students appreciated online adaptive lessons to learn anatomy and exhibited a high level of satisfaction.

Pedagogical technologies for teaching environmental engineering in the online learning system of higher education institution

The article outlines the pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions. There are proposed ways of developing educational technologies for teaching environmental engineering: active and collaborative learning, individualisation of training, use of video and audio materials, using electronic tools for evaluation of educational results, development of digital literacy, implementation of interactive online courses and professional communication and mentoring. There are presented the use of these technologies in the different aspects of environmental engineering, such as analysing water quality parameters, soil quality assessment, studying waste management practices, and studying the integration of renewable energy into the practice through virtual labs, online tests, video lectures, and collaborative projects. The proposed pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions were tested in the educational process. The Student's t-test was used for statistical calculation of the obtained experimental data. At the end of the experiment, there is a statistically significant difference between the mean values of the experimental and control groups. It can be claimed that the use of pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions is perspective.

Innovative but feeble: Civil society and political financing accountability in Uruguay

ABSTRACT This article examines the impact of civic action on enhancing accountability and combating corruption in political financing, focusing on two civil society initiatives in Uruguay. The initiatives aimed to digitize and map information on funding received by political parties and politicians in the 2009 and 2014 elections, presenting their findings through interactive online platforms. The paper engages theoretically with the literature on the dimensions of accountability and contributes to understanding the challenges faced by civil society organizations in promoting political financing accountability even in full democracies, a topic largely understudied. Findings highlight concerns beyond electoral authorities’ well-known resource constraints in detecting illicit political donations and spending in Uruguay. The paper shows that transparency is not enough to reduce corruption. We argue that for political finance accountability to be effective, it must encompass bottom-up, horizontal, and diagonal dimensions. The analysis suggests the need for complementary measures, such as digital solutions for reporting and disclosing political finance information, along with active horizontal and bottom-up oversight mechanisms. The article draws on qualitative analysis based on documentary research and 19 interviews with activists, academics, journalists, developers of the initiatives, and public officials involved in political finance regulation.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

Promoting a digital ethics of care: A digital cognitive interruption to facilitate UK adolescents’ empathy in online spaces

ABSTRACT In debating who takes responsibility for adolescent’s online activity, expectations are that a multi-systemic approach is needed. In this paper, the voices of 11–18-year-olds, teachers, and mental health practitioners in focus group conversations were analysed using thematic analysis. Results indicated that young people demonstrated empathy in situ during data collection. However, when reporting on conversations in digital spaces, they complained of a lack of empathy from others, noting that bullying, and trolling were problematic. We propose the novel use of an intentional digital cognitive interruption to support empathic posting. The intention is for this to act as a catalyst for young users to consider their responses before posting by providing a momentary disruption to the fast flow of online interaction. We invite further conversation about supporting adolescents’ digital empathy in online spaces.

The providing multidisciplinary ILD diagnoses (PROMISE) study – study design of the national registry of Japan facilitating interactive online multidisciplinary discussion diagnosis

BackgroundMultidisciplinary discussion (MDD), in which physicians, radiologists, and pathologists communicate and diagnose together, has been reported to improve diagnostic accuracy compared to diagnoses made solely by physicians. However, even among experts, diagnostic concordance of MDD is not always good, and some patients may not receive a specific diagnosis due to insufficient findings. A provisional diagnosis based on the ontology with a diagnostic confidence level has recently been proposed. Additionally, we developed an artificial intelligence model to differentiate idiopathic pulmonary fibrosis (IPF) from other chronic interstitial lung diseases (ILD)s, which needs validation in a broader population.MethodsThis prospective nationwide ILD registry has recruited patients with newly diagnosed ILD at the referral respiratory hospitals in Japan and provides rapid MDD diagnoses and treatment recommendations through a central online MDD platform with a 3-year follow-up period. A modified diagnostic ontology is used. If no diagnosis reaches more than 50% certainty, the diagnosis is unclassifiable ILD. If multiple diseases are expected, the diagnosis with a high probability takes precedence. If the confidence levels for the top two possible diagnoses are equal, the diagnosis can be unclassifiable. The registry uses tentative diagnostic criteria for nonspecific interstitial pneumonia with organising pneumonia and smoking-related ILD not otherwise specified as possible new entities. Central MDD diagnosticians review the clinical data, test results, radiology images, and pathological specimens on a dedicated website and conduct MDD diagnoses using online meetings with a cloud-based reporting system. This study aims to (1) provide MDD diagnoses with treatment recommendations; (2) determine the overall ILD rates in Japan; (3) clarify the reasons for unclassifiable ILDs; (4) evaluate possible new disease entities; (5) identify progressive phenotypes and create a clinical prediction model; (6) measure the agreement rate between institutional and central diagnoses in ILD referral and non-referral centres; (7) identify key factors for each specific ILD diagnosis; and (8) create a new disease classification system based on treatment strategies, including the use of antifibrotic drugs.DiscussionThis study will provide ILD frequencies, including new entities, using central MDD on dedicated online systems, and develop a machine learning model for ILD diagnosis and prognosis prediction.Trial registrationUMIN-CTR Clinical Trial Registry (UMIN000040678).

Exploring learners’ attitudes towards meme consumption and their implications for classroom use

ABSTRACT This study tries to ascertain the attitudes of tertiary learners’ internet meme consumption and its potential for pedagogical implications. Internet memes, as multifaceted cultural artefacts, have become pervasive in contemporary digital communication, influencing societal discourse and online interactions. Despite their prevalence, research on learners’ everyday experiences and attitudes towards memes in educational settings is a rarity. This research therefore aims to examine the affective and cognitive attitudes of undergraduate students towards internet meme culture. Utilising a cross-sectional survey design, data was collected from 119 second-year undergraduate students at St. Joseph's College (Autonomous), Tiruchirappalli, India. The questionnaire focused on measuring both affective and cognitive appeal towards meme consumption. The analysis revealed that memes as an educational tool have a positive impact on the affective and cognitive domains in a classroom setting.

Utilising digital education to enhance learning accessibility in isolated areas

Introduction: In instances where conventional educational institutions are either unavailable or ineffective, online platforms offer a distinctive opportunity to obtain quality education regardless of geographical location. The advantages of online learning include flexible scheduling, access to educational content, and the capacity to communicate with instructors and other students via the Internet. Concurrently, numerous challenges are encountered by students and teachers utilising online platforms, including unstable internet connections and the need to self-organise the learning process.Objective: To determine the role and efficacy of online learning in providing access to education in remote regions. Methods : an analytical literature review, a meta-analysis, a quality of education analysis, a learning effectiveness determination, and a statistical data analysis. Type of research is observational research, timeframe of the research is an academic semester, field of research is the educational process in higher education, platform used for the research is the higher education environment, type of statistics is descriptive.Results : The article compares the use of standard online tools and interactive online tools to provide access to education in remote regions. The means of monitoring the results of higher education students include educational test simulators and gamified tasks.Conclusions : A comparison of learning outcomes and self-assessment of higher education students studying mathematics and English using traditional and interactive online tools has revealed the effectiveness of the latter: interactive video lectures and online courses, virtual laboratories and mobile applications, AR and VR explanations, chatbots, forums, and online conferences

International online mentorship for translational researchers

BackgroundTranslational researchers (TRs) fulfill various roles across clinical, educational, and research domains with the ultimate goal of positively impacting patients. Mentorship has been recognized as an important means of career support for TRs, particularly when navigating the complex translational research pipeline and adapting to evolving roles. In response, the Erasmus + PATHWAY project developed and piloted an extra-curricular online preparatory course and mentorship program in 2019 and 2020 to help TRs build mentorship skills, develop their careers, and create online peer-to-peer learning opportunities.MethodsTo assess the pilot online mentorship program, a longitudinal exploratory mixed method study was conducted.ResultsMentees and mentors from both years reported that they joined the program to learn mentorship skills, gain career support, and expand their (international) network. Analysis of evaluation forms indicated that the online preparatory course was evaluated largely positively, with participants suggesting improvements for future iterations. Results of a follow-up survey in 2022 revealed that mentorship was considered helpful in supporting TRs’ work in translational research, and an online mentorship program was useful, provided it included interactive online training, multiple mentee-mentor matching rounds, compatible time zones and professional experience for matched pairs, active program moderation with offline activities, and effective online tools.ConclusionsThis study revealed the mentorship needs of TRs and their recommendations for international online mentorship. The innovative PATHWAY program’s online format, mentee-driven matching, and preparatory training for both mentees and mentors contribute to the development of mentorship for the general translational community that could potentially have broader applications, especially in a post-COVID-19 environment.

The Development of an Intradisciplinary Staff Training Intervention on the Optimal Management of Behavioural and Psychological Symptoms of Dementia: A Qualitative Study

Introduction: Behavioural and psychological symptoms of dementia (BPSDs) are a group of highly prevalent symptoms in residents with a neurocognitive disorder, including agitation and depressive symptoms. Caregiving staff often mention knowledge and skills deficits regarding optimal BPSD management. While several staff training on BPSDs management exist internationally, their transferability to other clinical contexts is limited, owing to methodological challenges. Therefore, to address this implementation gap, there is a strong need for training based on high-quality research to strengthen existing evidence, and ensure feasibility and reproducibility. Methods: This qualitative study, part of a larger research project, occurred in 2022 on long-term care (LTC) centre unit and an alternate level of care (ALC) hospital unit located in the Province of Quebec, Canada. This study aimed to (1) evaluate the needs and perceptions of staff caregivers regarding BPSD management, (2) identify the training content and modalities to prioritize according to experts, (3) develop intradisciplinary training on BPSD management, and (4) pretest the preliminary version of the training. Objectives one and two were evaluated using focus groups and objective four using individual cognitive interviews. Qualitative interview data was audio-recorded with participants’ consent, transcribed verbatim, and thematically content analysed using an established method. Results: Overall, thirteen caregivers participated in objective one (8 from the LTC unit, and 6 from the ALC unit). The main staff training need identified on each site was the management of resident’s aggressive behaviours. Staff verbalized a preference for virtual training. Objective 2 involved a panel of eight experts. Experts recommended the use of an online training platform, and certain training models and indicators. Based on caregivers’ and experts’ input, five interactive online staff training capsules lasting from 20 to 25 min each and an algorithm guiding the evaluation and management of BPSDs were created. The training capsules and the algorithm were iteratively improved following cognitive interviews with 4 caregivers from the participating sites. Conclusion: An interactive virtual staff training on BPSD management was created based on staff and expert consultation. The next step in the investigation will be to evaluate the feasibility and acceptability of the training.

Digital Mirrors: AI Companions and the Self

This exploratory study examines the socio-technical dynamics of Artificial Intelligence Companions (AICs), focusing on user interactions with AI platforms like Replika 9.35.1. Through qualitative analysis, including user interviews and digital ethnography, we explored the nuanced roles played by these AIs in social interactions. Findings revealed that users often form emotional attachments to their AICs, viewing them as empathetic and supportive, thus enhancing emotional well-being. This study highlights how AI companions provide a safe space for self-expression and identity exploration, often without fear of judgment, offering a backstage setting in Goffmanian terms. This research contributes to the discourse on AI’s societal integration, emphasizing how, in interactions with AICs, users often craft and experiment with their identities by acting in ways they would avoid in face-to-face or human-human online interactions due to fear of judgment. This reflects front-stage behavior, in which users manage audience perceptions. Conversely, the backstage, typically hidden, is somewhat disclosed to AICs, revealing deeper aspects of the self.

Establishing the Instances of Empathy and Friendship among Youth Peer Groups Involved in the Four Juvenile Sports Clubs Sports participation can develop the minds and bodies of young people. In this world of growing online interaction, young people can be

Sports participation can develop the minds and bodies of young people. In this world of growing online interaction, young people can benefit from what sport gives to them and develop them into good citizens. Within this paper, the instances of empathy and friendship among youth peer groups from 11 to 18 years old involved in the four juvenile sports clubs are identified. As a result of this paper, the young sporting participants demonstrated consistent empathy, are affected by others’ emotions, and are aware of their feelings. Within this article, a discussion of the results occurs to emphasise how these sporting clubs are a place for developing good human skills as well as providing obvious benefits of sports participation.

The Effects of Social Interaction Intervention on Cognitive Functions Among Older Adults Without Dementia: A Systematic Review and Meta-Analysis

Abstract Background and Objectives Previous systemic reviews, predominantly including observational studies, have shown that participation in social activities is a protective factor against cognitive decline. However, this association is subject to potential reverse causality, creating a knowledge gap in our understanding of the effect of social interaction interventions on cognitive function. Therefore, this study aims to conduct a systematic review and meta-analysis of randomized controlled trials to examine the effects of social interaction interventions on cognitive decline among older adults without dementia. Research Design and Methods This systematic review, registered in PROSPERO (CRD42022367828), systematically searched 6 databases from inception to May 6, 2022, to identify relevant articles on the effects of activities with social interaction components on cognitive function in community-dwelling older adults without dementia aged above 60. Two independent reviewers conducted study selection, data extraction, and bias assessment, with RevMan5.3 used for meta-analysis. Subgroup analysis was conducted to assess variation in intervention effects among subgroups. Results We included 11 studies for qualitative analysis and 8 studies for the meta-analysis. The results showed that social interaction intervention had a significant effect on executive function (standardized mean difference [SMD] = 1.60; 95% CI, 0.50 to 2.70; p = .004), but not attention and memory. The subgroup analysis showed a greater cognitive benefit for healthy older adults, but not those with mild cognitive impairment. Moreover, in-person social interaction positively affected global cognition, whereas online interaction did not. Discussion and Implications Social interaction interventions have a limited impact on cognitive function in older adults without dementia but showed potential effects on executive function. This finding offers insights for implementing social intervention in the community.

Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

The Dynamics of Slido to Promote Learning in Rural University Classrooms

Slido is an interactive online platform facilitating active learning in rural university settings. Rural universities often need more resources, including access to technology and opportunities for diverse pedagogical approaches. Traditional lecture-based teaching predominates due to these constraints, which can hinder student engagement and learning outcomes. Slido offers a solution by leveraging technology to enhance interaction, collaboration, and participation within the classroom environment. This study, therefore, adopted the Slido application to promote active learning in one of the rural university classrooms within South African higher education. Active learning methodologies have gained widespread recognition for their effectiveness in engaging students, fostering more profound understanding, and promoting critical thinking skills. However, implementing such strategies, especially in rural university classrooms, can pose unique challenges. Through features such as live polls, quizzes, and audience Q&A sessions, Slido enables instructors to create dynamic learning experiences that encourage active participation from students. In rural contexts where class sizes may be smaller and student diversity limited, Slido provides an avenue for inclusive participation and allows even the most reserved students to contribute anonymously. Hence, the qualitative study adopted a transformative paradigm as a lens and approached it through active learning designed by Action Research. Furthermore, the study was a two-year project involving third-year business studies students and their transition to, and completion of, their fourth year of study. Seven students were selected as the participants, and data was generated through a Focus Group discussion and analyzed using Thematic Analysis. The study revealed that Slido promotes activeness among students in the module selected in the rural university. In conclusion, Slido offers a promising solution for promoting active learning in rural university classrooms. The study recommends that lecturers should be empowered in terms of resources and training to infuse technology into teaching.

Unveiling Extremism: Leveraging Digital Data Mining Strategies

In the theoretical exploration of "Unveiling Extremism: Leveraging Digital Data Mining Strategies," the intricate web of extremist behavior is dissected through the lens of digital data mining. By utilizing advanced computational techniques, this study delves into the depths of online platforms, analyzing patterns, sentiments, and interactions to uncover the underlying mechanisms of extremism. The focus lies not only on identifying extremist content but also on understanding the processes that lead individuals towards radicalization. Through theoretical modeling and simulation, this research seeks to map out the pathways of radicalization, shedding light on the factors that contribute to the formation and spread of extremist ideologies. Moreover, the study examines the efficacy of various digital data mining strategies in detecting and countering extremism, proposing innovative approaches to enhance the effectiveness of online monitoring and intervention. Ultimately, this theoretical exploration serves as a foundation for developing proactive measures to combat extremism in the digital age, offering insights that can inform policy-making, intervention programs, and the design of online platforms.