Online Assessment Tool Research Articles

The Efficacy of Laughter Therapy on Psychological Symptoms in People With Cancer: A Systematic Review and Meta-Analysis of Randomized Controlled Studies.

Cancer patients generally have high stress levels, which often leads to depression, anxiety and other psychological problems. Laughter therapy has been used to relieve stress, depression and anxiety in cancer patients, but its efficacy is uncertain. The study aims to summarize evidence on the efficacy of laughter therapy on psychological symptoms of people with cancer. A search was conducted in 10 electronic databases for randomized controlled trials (RCTs) reported before May 2023. This systematic review was reported based on the PRISMA 2020 statement. The evaluation of methodological quality and risk of biases were conducted by the Cochrane Risk of Bias Assessment tool version 2, and evidence evaluation was conducted using the GRADE pro online assessment tool. Statistical analysis adopted the Review Manager version 5.4 software. A total of eight studies were included involving 543 participants. Meta-analysis showed that laughter therapy plus routine nursing produced more positive effects than routine nursing in relieving stress (SMD=-1.18, 95% CI -1.73, -0.62, p<0.0001), depression (SMD=-1.05, 95% CI -1.30, -0.81, p<0.00001) and anxiety (SMD=-0.81, 95% CI -1.20, -0.43, p<0.0001). Laughter therapy could effectively relieve stress, depression and anxiety of cancer patients. Future studies should improve the methodological quality of randomized controlled trials, conduct appropriate follow-up, and report details of follow-up. Additionally, it should perform multi-center and large-sample studies, and combine both subjective and objective outcome indications to enhance the persuasiveness of evidence supporting the effectiveness of laughter therapy. PROSPERO register: CRD 42023452739.

Frailty and quality of life in italian older adults: implications for public health interventions

Abstract Background The increasing focus on frailty in older adults underscores the significance of a timely multidimensional assessments and early detection to avert adverse outcomes. The primary aim is to integrate digital technologies, specifically online assessment tools, for the identification of frailty and the assessment of Quality of Life (QoL) in elderly individuals. Methods A nationwide multicentric study was conducted. Seven Italian centers and regions evaluated frailty in older adults residing in the community, through a prospective observational cohort study. The chosen questionnaires, Sunfrail+ and SF-12, were implemented through an easily accessible online tool, swiftly generating final scores for each test. The cross-sectional analysis included 503 older adults. The cut off to define a person “frail” is 3 positive alerts in Sunfrail baseline items, according to the literature. Results In this sample an average of 2.31 positive alerts were generated. Significant associations were established between the number of positive warnings and SF-12 physical and mental indexes, indicated by X2=53.1 (p &amp;lt; 0.001) and X2=25.1 (p &amp;lt; 0.001), respectively. The difference between two groups (frail and not frail) in relation to QoL is statistical significantly (U di Mann Whithney p &amp;lt; 0.001). Mean QoL mental and physical indexes are 46.3 and 39.3 in frailty group, versus 51.7 and 46.5 in non frailty group, respectively. The correlation is conceptually consistent: as frailty increases, QoL decreases. Conclusions The frailty assessment associated with the QoL assessment provides relevant information to monitor the impact of prevention interventions at community level. The assessment of frailty leads the prevention intervention whose impact could be assessed also through QoL tools. This study underlines a meaningful association between assessment tools, substantiated by conceptual correlations. Key messages • Sunfrail and SF-12 are easily accessible online tool useful for identification of frailty and the assessment of Quality of Life (QoL) in elderly individuals. • The older population in Europe is increasing a timely assessment of frailty must be a public health priority.

Development and Pilot Study of myfood24 West Africa—An Online Tool for Dietary Assessment in Nigeria

Background and objective: Tools to accurately and efficiently measure dietary intake in Nigeria are lacking. We aimed to develop and assess the usability of a new online dietary assessment tool for Nigeria—myfood24 West Africa. Methods: We developed the myfood24 West Africa database using data from existing food composition tables, packaged foods labels and research articles. The development followed seven steps: identified data sources, selected foods, processed/cleaned the data, calculated the nutrient content of recipes, created and allocated portion sizes, quality-checked the database and developed food accompaniments. To pilot the tool, we recruited 179 university staff in Nigeria using a cross-sectional design. Usability was assessed using a questionnaire that included the System Usability Scale (SUS) and a feedback session. Results: The database included 924 foods, with up to 54 nutrients and 35 portion-size images allocated to foods. Sixty percent of the data were sourced from the 2019 West Africa Food Composition Table, 17% from back-of-pack labels of packaged foods, 14% from the 2017 Nigerian Food Composition Table, 5% from generated recipes and 4% from the published literature. Of the participants, 30% (n = 53) self-recorded their food intake, with a total of 1345 food and drink entries from both self- and interviewer-collected data. The mean SUS score of 74 (95% CI: 68,79) indicated good usability. The feedback showed that the tool was user-friendly, educational and included a variety of local foods. Conclusions: This new tool will enhance the dietary assessment of the Nigerian population. More work will expand coverage to include more foods from the region.

Student Privacy Activism: Protesting Radical Digital Transformation in EdTech

Abstract Student-organized activism and obfuscation respond to intrusive surveillance in digital assessment within higher education. This article explores privacy surveillance disconnects and the emergence of protests against antinormative practices. Employing qualitative and quantitative methods, including content analysis of subreddits focused on higher education, student privacy, and specific university campus communities, the study considers multiple stakeholders’ perspectives. The findings illustrate the creative avenues students have adopted to counter online assessment tools. Emphasizing the significance of privacy and autonomy in higher education, this work sheds light on the challenges faced by students and provides insights into their strategies for addressing privacy concerns.

Enhancing engineering students’ satisfaction with online learning: factors, framework, and strategies

IntroductionThe learning experience has undergone significant changes recently, particularly with the adoption of advanced technology and online lectures to address challenges such as pandemics. In fields like engineering, where hands-on classes are essential, the online learning environment plays a crucial role in shaping students’ experiences and satisfaction.MethodsThis study aimed to explore the key factors affecting engineering students’ satisfaction with online learning. A structured survey was administered to 263 students across various engineering disciplines and academic levels, all of whom had experienced both in-person learning before the pandemic and online learning during the pandemic. Factor analysis and multiple linear regression were employed to analyze the data.ResultsThe analysis identified interactions, services, and technology as the main factors positively influencing online learning satisfaction. The regression analysis further revealed that students’ satisfaction is significantly dependent on the availability and quality of online learning services, assessment and interaction tools, and technology.DiscussionThis study highlights the critical factors that enhance engineering students’ satisfaction with online learning. It offers strategies for educators to improve online learning environments, emphasizing the importance of quality services, assessment, and interaction tools. These findings can guide the development of more effective online learning experiences in engineering education.

Assessment of long-term psychosocial outcomes in N-methyl-D-aspartate receptor encephalitis – the SAPIENCE study protocol

BackgroundN-methyl-D-aspartate-receptor (NMDAR) encephalitis is a rare neurological autoimmune disease with severe neuropsychiatric symptoms during the acute phase. Despite good functional neurological recovery, most patients continue to experience cognitive, psychiatric, psychological, and social impairments years after the acute phase. However, the precise nature and evolving patterns over time of these long-term consequences remain unclear, and their implications for the well-being and quality of life of predominantly young patients have yet to be thoroughly examined.MethodsSAPIENCE is a European multi-center (n = 3) prospective observational cohort study studying the long-term cognitive, psychiatric, psychological, and social outcome in patients with NMDAR encephalitis. The study consists of three interconnected levels. Level 1 comprises a qualitative interview and focus groups with patients and their caregivers. Level 2 consists of a condensed form of the interview, standardized questionnaires, and a detailed neuropsychological examination of patients. Level 3 involves an online survey that will be open to patients world-wide and explores patient-reported outcomes (PROMs), and patient-reported experiences (PREMs) in association with clinical and cognitive outcomes. Levels 1 to 3 will progressively contribute developing of structured interviews, survey questions, and treatment guidelines by informing one another.DiscussionSAPIENCE is an in-depth study of the long-term effects of NMDAR encephalitis and bridges the gap between standardized assessments and individual patient experiences, intending to improve patient care and to increase awareness of the psychosocial long-term consequences of the disease. Through collaboration of experts in clinical neurology and social and health psychology across Europe, SAPIENCE aims to create online assessment tools and formulate guidelines for patient-centered post-acute care that will help enhance the quality of life for patients and caregivers.

A Bibliometric Analysis of Online Assessment Platforms in English as a Foreign Language (EFL) Classrooms

This study presents a bibliometric analysis of research on online assessment platforms in English as a Foreign Language (EFL) classrooms, with a focus on Indonesian educational contexts from 2018 to 2022. The analysis highlights the growing recognition of digital tools in enhancing student assessment and learning outcomes. The findings reveal a significant increase in the number of publications on online assessment tools, reflecting the shift toward technology-driven education, especially during the COVID-19 pandemic. Quantitative research methods are predominantly used, emphasizing the objective evaluation of student performance through standardized tests, such as the Cornell Critical Thinking Test (CCTT). However, a noticeable gap exists in qualitative research, which could provide deeper insights into the contextual factors affecting the effectiveness of these tools. Additionally, the study identifies concerns regarding the transparency of data collection instruments, particularly their validity and reliability. The study concludes that while quantitative approaches dominate the field, there is a need for more balanced research methodologies and rigorous validation of assessment tools to ensure credible and comprehensive insights into the role of online assessments in EFL education.

Acute phase optimization in burn care: Online tools and comprehensive predictive models for adult and pediatric patients

BackgroundSevere burn injuries significantly challenge acute medical care, particularly in resource-limited environments. Current predictive scoring systems, often impractical and adult-focused, neglect crucial aspects like mechanical ventilation and length of hospital stay (LOS). MethodsThis study analyzed 2,618 severe burn patients, developing new predictive models for survival, mechanical ventilation, and LOS, based on promptly accessible factors applicable in any setting. ResultsWe observed significant seasonality and clear age- and gender-specific patterns, highlighting the necessity for targeted interventions. We developed and publicly released new predictive models for mortality, mechanical ventilation, and LOS for both adult and pediatric populations. DiscussionTargeting deficiencies in existing scoring systems, this study potentially advances acute burn management, with a particular focus on resource-limited settings. It provides crucial insights into the epidemiology, etiology, and prognostic factors of severe burn injuries, encapsulated in 10 actionable points. We also present an innovative freely accessible online assessment tool: https://burn-scores.com. ConclusionBy bridging gaps in current scoring methodologies and improving acute phase management, our research offers insights to improve clinical outcomes for severe burn patients globally. The integration of tailored predictive models and technology-driven solutions, especially relevant in resource-constrained settings, represents a major stride in enhancing the quality of burn care.

Dietary Intake of 14-15-Year-Old Faroese Adolescents by an Online Assessment Tool and Associations with Wellbeing and Health Behaviour.

There is robust evidence linking diet and physical activity to major public health concerns such as cardiovascular diseases, type 2 diabetes, and osteoporosis. Dietary habits of children and adolescents are frequently discussed in health policy debates due to their modifiability, making them viable targets for prevention and health promotion initiatives. This study aimed to assess the dietary habits of 14-15-year-old Faroese adolescents using an online 24 h recall tool, examining their intake relative to public recommendations and exploring associations with health behaviour and wellbeing. A total of 78 participants (45 girls, 33 boys), with a mean age of 14.3 years, recorded their food intake and completed a questionnaire. Results indicated a higher intake of saturated fats and sugar and a lower intake of dietary fibre, n-3 fatty acids, fruits, and vegetables compared to recommendations. Healthier food intake was associated with better health behaviour and wellbeing. This very first study of Faroese adolescents' overall diet underscores the need for health-promoting interventions, and suggests the feasibility of using an online 24 h recall tool for dietary assessment in this age group, albeit with necessary adjustments for Faroese language and traditional foods.

The Most Appropriate Online Assessment Tools for Language Learning: An Analysis of Their Use and Challenge in EFL Instructions

The integration of assessment tools with technology can lead to numerous benefits, such as improving the efficiency and practicality of the assessment process and its results. Therefore, this study aimed to map the types of online grading systems in EFL testing classrooms and also determine the challenges faced by users, including EFL lecturers and students. This study involved 10 EFL lecturers and 15 students of the English Education Department of IAIN Sultan Amai Gorontalo, and the instruments used for data collection were observation sheets and a questionnaire. A minimum of 52 online grading systems were accessible through websites and these tools were assessed using instruments produced by the study team to identify any tools that could be employed in the context of language learning, particularly in terms of evaluation. Based on the results, 16 tools were identified for use in the language evaluation process. These included (1) Mentimeter, (2) AnswerGarden, (3) Blooket, (4) Gimkit, (5) Crowdsignal, (6) Google Formulir, (7) Kahoot, (8) Socrative, (9) Quizizz, (10) EdPuzzle, (11) Formative, (12) Floop, (13) JoeZoo, (14) EasyTestMaker, (15) Quia Web, and (16) Edmodo. Furthermore, 5 main components in terms of the challenges faced by EFL lecturers and students in applying these online grading systems in the learning process were identified. These components included preparing to conduct an online assessment, organization of questions, internet connection issues, the use of a device, and controlling a plagiarism/cheating issue.

Students’ Perceptions Toward Quizizz as An Assessment Tool in EFL Classroom

This study employs a descriptive qualitative approach to investigate students' perceptions of Quizizz as an online assessment tool for English learning in a Senior High School in Jakarta. The objectives of this study are to describe the implementation of Quizizz and identify the students’ view toward Quizizz as an assessment tool in EFL classrooms. Eight second-year students are participated and selected based on their prior use of Quizizz during English lessons. Data collection involved classroom observations and in-depth interviews. The data were collected, transcribed, and analyzed thematically. The findings indicate that Quizizz is effectively employed by teachers, eliciting active engagement from students who appreciate its gamified features. Four key themes emerged from the analysis: Interest in Quizizz, Motivation in Quizizz, Confidence in Quizizz, and English Skills in Quizizz. Participants expressed enthusiasm for Quizizz's gamified learning approach and its integration of technology, which they perceived as enhancing teachers' assessment capabilities. They also noted that Quizizz served as a motivational tool, boosting their confidence and improving their English skills, notably in vocabulary acquisition and reading comprehension. Overall, Quizizz emerged as an effective and enjoyable tool for enhancing student engagement and facilitating learning outcomes in English. For educators, integrating Quizizz into lesson plans proves to be an efficient method for fostering student involvement and evaluating learning achievements.

The association of socioeconomic status with the success of chat-based online counseling for children and youth: A latent change score modeling approach

Children and youth from lower subjective socioeconomic status (SES) backgrounds are at a heightened risk of mental disorders. Online counseling is a valuable tool to reach those less likely to seek professional help, but its success across different SES backgrounds remains unclear. This study explores the association between subjective SES and online counseling outcomes. Children and youth (N = 2139) between 10 and 24 years-of-age received chat-based online counseling and reported on SES, negative feelings before and after the chat, and perceived helpfulness of the chat via an online assessment tool. The results of a latent change score model showed a significant association between SES and negative feelings before chatting, indicating that lower SES predicted more negative feelings (r = −0.26, p < .001). Further, SES was indirectly associated with the change in negative feelings from before to after counseling, mediated by the extent of negative feelings before the chat (β = 0.07, 95%CFI = [0.05–0.10]). Current findings extend research on online counseling programs in the context of SES. Despite higher counseling needs among low SES individuals, they do not benefit proportionally from existing online services in this sample. Future research should investigate barriers to help-seeking and implement specialized counselor training programs.

초등학생용 수행형 디지털 리터러시 온라인 평가도구 개발

Objectives The purpose of this study is to develop a performance-based online assessment tool to measure the level of digital literacy of primary school students. Methods To achieve this, test items were developed based on several scenarios that reflected the context of schools, families, and communities that primary school students encounter in their daily lives, and an online as-sessment system was developed in the form of several sub-tasks being connected to perform one integrated task. The developed assessment tool consisted of 4 test modules and a total of 28 sub-task items. A preliminary test was conducted on 462 primary school students to verify the reliability and validity of the developed online as-sessment system. Results As a result of analyzing the preliminary test results, the test reliability was found to be good. As a result of correlation analysis with the multiple-choice assessment tool, it was found to be distinguished from the exist-ing tool as a performance-based assessment tool. In addition, as a result of item analysis, the overall discrim-ination and difficulty level was found to be at an appropriate level except for a few items. Conclusions This study is significant in that it developed a performance-based online assessment tool beyond self-reporting or knowledge-based multiple-choice assessment, and provided primary data for future research on measuring students’ digital literacy level using a performance-based online assessment tool based on the pre-liminary test results.

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. &amp; 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.

Safe Disposal of Unused Medicine among Health Professions Students at Makerere University: Knowledge, Practices and Barrier

Background: Environmental contamination with antimicrobial agents is one of the leading drivers of Anti-Microbial Resistance (AMR) worldwide. However, scarce data exists concerning the factors fuelling unsafe disposal of medicines globally. This study aimed to assess for the knowledge, practices, and barriers concerning safe disposal of unwanted medicines among Health Professions Students (HPS) at Makerere University, Uganda. Methods: We conducted a cross-sectional study using an online assessment tool sent through WhatsApp groups and E-mail addresses of undergraduate HPS at the College of Health Sciences Makerere University, Uganda between 1st February and 16th March 2022. Good knowledge was defined as a score of 80% of the knowledge domain questions on a standardized questionnaire. Results: We enrolled 205 participants, 135 (65.9%) were male, with a median age of 23 (range: 19 -43) years. Overall, 157 (76%) participants had good Knowledge. The mean knowledge score was 63%. About half (n=102, 49.8%) of the participants had unused medicines kept at their respective residential places, mainly antibiotics (27%, x/102) and analgesics (21%, x/102). The most common method of medicine disposal was dumping into household garbage (n=103, 50.2%). Only 37 (18%) of participants had ever used the take-back method of medicine disposal. The most reported barriers for safe disposal were inadequate knowledge and insufficient advice from the dispensers concerning safe disposal practices. Year of study was the only factor significantly associated with knowledge about safe disposal of medicines, (adjusted Odds Ratio: 9.7, 95% CI 2.3 - 40.5, p= 0.002), with participants in higher academic years having more knowledge than those in lower years. Conclusion: Despite a good knowledge level among the participants, the practice of safe disposal of unused medicines remains suboptimal in this population. Strategies aimed at enhancing safe disposal practices such as giving proper instructions to medicine buyers by dispensers regarding disposal practices are recommended to abate the growing burden of AMR.

Dynamic testing of language learning aptitude: an exploratory proof of concept study

Abstract This paper provides an example for how online technology can be utilised to increase efficiency and validity of assessment procedures beyond simple computerization of testing. We report the first steps of the development of an online assessment procedure for the measurement of language learning aptitude that is based on the concept of dynamic testing. Online adaptive dynamic tests provide learning opportunities in the test situation, allowing test takers demonstrate their ability to benefit from feedback. Test performance shown in such test procedures has been demonstrated to be more useful in predicting future learning and to represent a more valid indication of test takers’ learning potential. The newly developed online assessment procedure aims at measuring young learner’s ability to improve performance based on inductive reasoning across lexical, morphological and syntactic rules of an artificial language using pictorial stimuli. The test was administered on ten mainland Chinese children aged between 9 and 13. The tentative analysis indicates that the newly developed test is feasible and has the potential to be a useful diagnostic tool for measuring language learning aptitude. We report and discuss insights gained and outline how these will be utilised for the further refinement of this online assessment tool.

Applying the ZPD to Language Teaching: A Study of the Integration of an Online Assessment Tool into a Chinese Programme

Applying the ZPD to Language Teaching: A Study of the Integration of an Online Assessment Tool into a Chinese Programme

Needs Assessment in the use of Digital Technology for Learning Loss Recovery of Students at the Basic Education Level

Globally, COVID-19 has disrupted educational practices, causing basic education institutions in Thailand to close temporarily. Schools in Thailand as well as the world over have switched to online learning environments to guarantee students' educational continuation. The purposes of this study were firstly to determine whether digital technology is required for learning loss recovery; secondly, to conduct a systematic literature review using bibliometric keywords; thirdly, to assess the need for using digital technology to recover students' learning losses at the basic education level, both during and after the COVID-19 pandemic, and finally, to summarize data in an infographic landscape format pertaining to this topic. A questionnaire survey was conducted with 600 online respondents from throughout Thailand. The respondents included 56 educational supervisors, 40 school administrators, and 504 teachers. The results show that the following can be used: (a) student communication websites and applications, (b) student work acceptance websites and applications, (c) learning management systems, (d) digital media libraries, (e) online assessment tools, and (f) teaching methods and tools for future use. The respondents indicated that students have learning loss relating to (a) morality, ethics and manners, (b) good citizenship, (c) imagination and creativity, (d) health promotion, and (e) mathematical processes.

Audience response system smartphone application as an adjunct to tuberculosis teaching for medical students during the coronavirus disease 2019 pandemic.

The growing availability of devices for mobile learning has created new opportunities for teaching. With the development of smartphone apps based on audience response systems, there is a possibility to quickly assess student knowledge. The education of health professionals, including medical students, is an essential strategy for tuberculosis control. In the context of the coronavirus disease 2019 pandemic, audience response systems are very useful as online assessment tools. The aim of this study was to use the audience response systems Socrative to assess medical students during a class on tuberculosis. This is a quasi-experimental before-and-after study, with pre- and post-tests carried out through the Socrative app, respectively, before and after a lecture on tuberculosis for medical students. Also, a cross-sectional study was carried out after the course to evaluate the participant's satisfaction through an electronic, structured questionnaire with a Likert-type scale. A total of 126 students were included in the study. The overall mean pre- and post-test scores were 5.98±1.59 and 8.37±1.36, respectively, with a statistically significant difference (p<0.0001). Almost all students were totally satisfied with the use of Socrative on pre- and post-tests. This study describes how the use of Socrative in a tuberculosis class was well received by students. In addition, the baseline knowledge on tuberculosis was low in some topics, with some improvement after the lecture. These findings emphasize the need to further improve the students' knowledge on tuberculosis and help instructors customize the lecture based on the gaps identified in the Socrative assessment.

A study on mathematics teachers' technological pedagogical content knowledge (TPACK) and frequency of use of educational information network (EBA) assessment tools

Today, the rapid development of technology causes a great change and transformation process in the field of education. In this process, the importance of technological pedagogical content knowledge (TPACK) increases for teachers to use technology effectively. In this process, it is thought that mathematics teachers should improve their TPACK, especially in the use of measurement tools in EBA. In addition, for students to be successful in mathematics, mathematics teachers should have sufficient knowledge about teaching methods, materials, and the use of technological tools. At this point, teachers' TPACK is thought to be critical for optimizing students' learning process and providing an effective mathematics education. In this context, the aim of this study is to examine mathematics teachers' TPACKs within the framework of their demographic characteristics and frequency of using EBA assessment tools. The study was designed with the survey model of quantitative method. The study's participants are the math teachers employed by public and private schools in the province of Eskişehir. Within the scope of the study, the link of the relevant data collection tool was sent to the study group by obtaining the necessary application permissions and data were collected from 369 mathematics teachers. As a result of the study, it is concluded that mathematics teachers need to develop their TPACK to improve students' mathematics skills and optimize students' learning process and that teachers should have knowledge about the use of technological tools and online assessment tools such as EBA and be able to use these tools effectively. In addition, in light of this study, it is recommended that mathematics teachers should research technological tools and materials that they can use in mathematics education and use EBA assessment and evaluation tools more frequently to improve their TPACK. Finally, it is suggested that in-service courses, trainings, etc. on the use of technology in education should be organized for teachers to ensure their personal development.