A narrative review of public and expert perceptions of ultra-processed foods: Knowledge, opinions, and educational directions.

This study concerns a cooperative podcast creation task undertaken by second-year bachelors students enrolled on an English as a Foreign Language (EFL) vocabulary course in Belgium. While a handful of studies have documented the perceptions of language learners engaged in podcast production, the few that have explicitly focused on emotions have been anxiety-centered, mirroring research in computer assisted language learning (CALL) contexts and language learning more generally. This study compared the socio-emotional experiences of 38 EFL learners in two conditions – a podcast creation task and during general language learning – to explore how emotions and their potential sources differed across contexts. Open-ended responses were analyzed alongside items from validated foreign language anxiety and enjoyment scales. The quantitative analysis found that students reported higher levels of enjoyment than anxiety in both conditions. Item-level analysis revealed that while students reported similar levels of anxiety in both conditions, the findings for enjoyment showed more variance, with social enjoyment being significantly higher in the podcast condition. Thematic analysis of the qualitative data highlights that creative small-group tasks that involve extended peer interaction and result in joint, concrete outcomes can cultivate positive emotions such as enjoyment, gratitude, and (group) pride while preventing boredom, shame, and hopelessness. Laughter played a cementing role in group cohesion and helped to diffuse negative language learning emotions. Nevertheless, instances of group-related anxiety and frustration point to the importance of explicitly teaching groupwork skills.

This study examines the mastery of Arabic transitive and intransitive verbs among students at Universiti Teknologi MARA (UiTM) through the interrelated dimensions of knowledge, practice, and perception. Adopting a quantitative descriptive design, data were collected from 83 purposively selected final-year students enrolled in an Arabic grammar course. A structured questionnaire was administered, covering demographic information, knowledge of verb concepts, usage in communication, and learners’ attitudes toward grammar learning. Data were analysed using descriptive and inferential statistics with SPSS version 26. The results show that students demonstrated a high level of theoretical knowledge of transitive and intransitive verbs (M=3.79, SD=0.85). However, their ability to apply these rules in writing and speaking was relatively weaker (M=3.69, SD=0.84), revealing a gap between knowing and doing. Learners expressed highly positive perceptions of grammar learning (M=4.11, SD=0.78), valuing interactive methods and real-life examples. Correlation analysis revealed significant positive associations among knowledge, practice, and perception, while regression analysis confirmed that both knowledge (β=.39, p<.01) and perception (β=.34, p<.01) significantly predicted usage, accounting for 42% of the variance. These findings highlight the cognitive and affective dimensions of Arabic grammar acquisition, underscoring the importance of bridging theory and practice through communicative tasks, scaffolding of morphological complexity, and technology-enhanced feedback. The study contributes empirical insights for designing effective pedagogical interventions in Arabic grammar instruction at the university level.

First-generation students face structural barriers and demonstrate lower self-regulated learning (SRL) than continuing-generation peers. SRL is essential for engagement and preparation for occupational therapy practice. This study examined effects of an Academic Self-Regulation (ASR) program, supported by a mobile app, on SRL among first- and continuing-generation health professions students. Mixed methods with a pretest-posttest survey and semi-structured interviews. Using the Self-Regulated Learning Perception Scale (SRLPS), first-generation students (n = 11) scored lower than continuing-generation peers (n = 6) in motivation, planning, and self-directedness at baseline. Among the eight students completing pre/post surveys, large effect sizes (Cohen's d = 1.41-1.64) indicated improvements across all domains, eliminating group differences. Satisfaction was high (M = 4.21/5). Qualitative data highlighted greater planning, strategic learning, and ownership of learning. Structured SRL instruction with digital tools may enhance academic participation, promote equity, and support professional development in occupational therapy education.

Autonomic Function Testing (AFT) is crucial for assessing autonomic nervous system integrity and diagnosing dysautonomia. However, AFT remains underrepresented in undergraduate physiology curricula worldwide. Limited evidence exists on how structured, skill-based AFT modules influence medical students' perceptions of learning within a competency-based framework. To evaluate third-year medical students' perceptions of a structured AFT elective emphasizing experiential learning and faculty-guided skill acquisition and designed to bridge theoretical knowledge with clinical application. Ten third-year medical students participated in a 2-week AFT elective combining lectures, hands-on testing, student presentations, and clinical case discussions. We employed a mixed-methods approach using structured questionnaires with 5-point Likert scale items and open-ended questions Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis. Students reported uniformly high satisfaction across domains, including clarity of objectives (4.83 ± 0.22), clinical relevance (4.93 ± 0.10), and hands-on sessions (4.81 ± 0.18). The pretest-posttest analysis following the first lecture showed significant improvement (mean difference = 2.75, p=0.0017). Thematic analysis revealed seven major themes: experiential learning, theory-practice integration, faculty engagement, student seminars, OSCE assessment, curriculum expansion, and clinical preparedness. Integrating AFT electives within CBME frameworks can enhance engagement, reinforce physiology-clinic integration, and stimulate student interest in underrepresented domains such as autonomic testing. This pilot provides a replicable model for embedding experiential learning into undergraduate physiology education.

Students' theoretical and clinical learning is greatly impacted by blended learning in general, and nursing students specifically. This study aims to evaluate nursing students' perceptions of blended learning in the context of the COVID-19 pandemic. An electronic survey questionnaire surveyed 300 undergraduate nursing students from five nursing schools in Palestine. According to the study's findings, 71% of students thought that blended learning was helpful. With a mean of 2.92, the management domain was the highest, while the interaction domain had the lowest mean (M = 2.78). The study found statistically significant differences between academic level (P value = 0.039), academic accomplishment (P <0.001), and other characteristics that were associated with student satisfaction with blended learning. As part of a blended education system's quick transition to remote electronic learning, most undergraduate nursing students questioned for this study expressed satisfaction with their educational experiences.

Teachers’ Perceptions of Hybrid Learning and Its Impact on Student Engagement and Academic Performance in Primary Schools

This paper reports the results of a case study where fidget tools were offered to undergraduate students in the context of one-shot library instruction. The literature suggests students, particularly neurodivergent students, perceive a positive influence from fidget tools on their learning and attention. An instruction librarian provided and tracked fidget tool usage in seven one-shot library instruction sessions taught in an introductory composition course. Fidget tool usage and results from a survey indicate that most undergraduate students will take a fidget tool when offered and perceive a positive influence from fidget tools on their perceptions of inclusion, learning, and attention.

The integration of AI-driven tools in education is transforming language acquisition and digital citizenship. This study explores students’ perceptions of how such tools support their English learning and ethical digital behaviour. For low-proficiency learners, these tools offer a pathway to develop essential 21st-century skills. This study presents a Thai university case study using an AI-supported, hobby-based learning model to enhance English language proficiency, digital literacy, and ethical online behaviour. Tools such as ChatGPT, Google Translate, and Reddit were used in structured tasks, including discussion forums and video tutorials. A mixed-methods design was adopted. Quantitative data from 79 students were analysed to assess their perceived improvements in writing, speaking, tool use, and ethical awareness. Qualitative data from six semi-structured interviews and student artefacts (Reddit posts and video tutorials) provided illustrative insights into learning experiences and self-reported confidence building. The findings suggest growth, rather than measured gains, in writing fluency, speaking clarity, and multimodal communication. Students reported improved confidence in using AI tools and demonstrated better understanding of privacy, copyright, and responsible tool use. As a case study of one university course, the findings reflect student perceptions within this limited context. The study highlights how carefully scaffolded AI-supported learning may benefit low-proficiency learners, especially when combined with interest-based tasks. The model offers a practical framework for educators seeking to integrate AI into language education while promoting digital citizenship. The study acknowledges the limitations of self-report data, and directions for further research are suggested.

BackgroundAmblyopia, a leading cause of preventable childhood blindness, often remains inadequately addressed by traditional treatment methods such as refractive correction and occlusion therapy, which can be noninteractive and lead to poor adherence.ObjectiveThis study aimed to design and evaluate the feasibility and preliminary efficacy of a serious game intervention that integrates perceptual learning and stereoscopic vision training for pediatric amblyopia and to explore its potential as a complementary or alternative approach to conventional treatments such as occlusion or atropine therapy.MethodsWe evaluated visual acuity, accommodative sensitivity, binocular accommodation, stereopsis, and compliance-related data in a cohort of children with amblyopia aged 7 to 12 years before and after a 3-month intervention. Participants engaged in visual training via a serious game, attending sessions 4 times weekly for 30 minutes each.ResultsBest-corrected visual acuity improved significantly from 0.42 (SD 0.16) to 0.37 (SD 0.18) logMAR, yielding a mean difference of 0.05 (95% CI 0.03‐0.08; t24=4.82; Cohen d=0.96; P<.001). Accommodative sensitivity showed marked enhancement following the intervention. In the amblyopic eye, mean values increased from 1.44 (SD 2.18) to 4.96 (SD 2.91) cycles per minute, corresponding to a mean change of −3.52 (95% CI −4.59 to −2.45; t24=−6.81; Cohen d=−1.36; P<.001). Under binocular viewing, accommodative sensitivity improved from 1.52 (SD 2.49) to 5.08 (SD 2.71) cycles per minute (Δ=−3.56, representing the mean paired difference (baseline minus post), 95% CI −4.88 to −2.24; t24=−5.56; Cohen d=−1.11; P<.001). Stereoacuity also improved significantly, decreasing from 780.0 (SD 613.6) to 448.8 (SD 472.2) arc sec (Δ=331.20, 95% CI 134.20‐528.20; t24=3.47; Cohen d=0.69; P=.002). The proportion of participants with normal Worth 4 dot responses increased from 76% (19/25) at baseline to 96% (24/25) after the intervention, and treatment adherence was high under supervised clinical conditions.ConclusionsThe integration of gamified elements into amblyopia treatment was associated with high adherence under supervised clinical conditions and with significant short-term improvements in visual function, suggesting a promising complementary approach to conventional therapies. This interactive approach effectively combines perceptual learning with stereopsis training, presenting a potential alternative to conventional therapies.

There are limited treatment options to improve vision in patients with infantile nystagmus. We aimed to examine the use of repeated visual stimulation with Gabor patches to improve vision. A prospective randomised (3:1) controlled single-blind study. Included were patients aged 9-55 years with infantile nystagmus, treated in one tertiary referral centre in central Israel. The treatment group underwent visual stimulation for 4 months, which consisted of treatment sessions of approximately 30 min, 3-4 times a week, using web-based dedicated software. Controls were followed without treatment. 26 patients were treated, and 10 served as controls. Mean age was 22.47±12 years. 12/26 (46%) of treated subjects achieved driving licence best corrected visual acuity (BCVA) (20/40) versus 1/10 (10%) of controls. Distance BCVA improved by 0.11±0.07 logMAR (one line) in treated patients compared with 0.013±0.06 logMAR in controls (p<0.001). Near BCVA improved by 0.20±0.18 logMAR (2 lines) in treated patients compared with 0.06±0.06 logMAR in controls (p=0.040). 88% (8/9) of study patients who had no stereopsis prior to treatment achieved stereopsis (mean 630') as opposed to 25% (1/4) of controls (p=0.10). Mean stereoacuity and contrast sensitivity improved by 802±730' and 292±391% in the study group as opposed to 246±376' and 152±67% in controls, respectively (p=0.031; p=0.157). Visual perceptual learning using Gabor patches resulted in a significant improvement in near and distance visual acuity, as well as stereopsis. This modality may represent a promising non-invasive treatment option for improving visual function in patients with infantile nystagmus.

This study explores students’ perceptions of Wordwall-based gamified learning during four consecutive recount-text vocabulary lessons in a junior high school EFL classroom. The research was motivated by the need to make vocabulary learning more engaging while supporting students perceived ability to recall targeted words. Using a quantitative descriptive design, data were collected from twenty-nine ninth-grade students through a 25-item self-developed questionnaire grounded in theoretical dimensions of behavioral, emotional, and cognitive engagement. No vocabulary pre- or post-test was used; therefore, all findings reflect students’ self-reported experiences rather than objective retention. The results showed consistently high mean scores across the three engagement dimensions and indicated that students perceived Wordwall as enjoyable, motivating, and supportive of their vocabulary recall. Repetition, instant feedback, and interactive game features made vocabulary practice more meaningful from the learners’ perspective. This study contributes classroom-based evidence on multidimensional engagement in Wordwall-integrated EFL lessons and highlights the potential of gamified learning tools to create active and student-centered vocabulary instruction when used purposefully.

Understanding time is crucial for our survival, influencing tasks that require coordination, alignment, and cognitive assessments. However, the process of learning and monitoring of temporal errors remains unclear. A subset of studies has shown that, unlike other modalities of magnitudes, perceptual learning in the temporal domain may not benefit from error feedback, suggesting that temporal perceptual learning may involve a distinct process that differs from other non-temporal information. We hypothesize this may be attributed to the concept of time being deeply and internally rooted within each organism and therefore may better benefit from an evaluation process that is done internally rather than from external feedback. To further investigate how we learn to time, the current study examines the learning rate, specificity, and transferability as a function of feedback method (explicit feedback and self-reflected metacognitive evaluation) during a temporal production task. The examination is also conducted in conjunction with a line production task to determine if the results diverge for temporal and spatial domains. Our results showed that spatial performance improved across all feedback conditions. However, improvements in temporal accuracy were slower and less pronounced regardless of feedback type. Further analysis revealed that participants were aware of the direction and magnitude of their errors, even when accuracy did not improve, highlighting a potential role for metacognitive insight that supports error monitoring and may aid learning transfer. These findings are discussed with respect to the cognitive mechanisms underlying temporal learning.

This mixed-methods study examines the impact of virtual reality (VR) on the pragmatic production of 63 Iranian EFL learners in the realm of requests and apologies. Through a quasi-experimental study with pre- and post-tests, the study contrasts VR instruction with traditional face-to-face and online instruction. The findings reveal that students who were presented with immersive VR scenarios performed better than their peers with considerable development of pragmatic skills with large effect sizes. The qualitative interviews revealed the effectiveness of VR-specific feedback modalities, such as visual cues in the form of emojis, gestures, and metalinguistic prompts. The students reported that in this way, through such realistic scenarios, they were able to internalize social norms of appropriateness and social meaning and identify and self-correct pragmatic errors such as politeness levels and illocutionary force without explicit correction. Participants also indicated increased confidence and reduced anxiety in the VR environments, which encouraged risk-taking and pragmatic experimentation. This research contributes robust empirical research to the growing literature on technology-mediated language learning, emphasizing VR’s potential for facilitating pragmatic awareness and intercultural competence. The results indicate that language educators should incorporate VR into language curricula to create immersive and realistic learning environments that build language competence and prepare learners for real-life communication issues through situated practice and social interaction.

Perception of case-based collaborative learning in pathology through panel discussion using concept mapping: a quasi-experimental crossover study in phase II MBBS students.

The importance of student engagement and motivation in the physics learning process at the high school level, which has often been perceived as a difficult subject and less relevant to real life. Through the integration of anthropogenic phenomena, learning is expected to become more contextual and foster awareness of environmental issues. This study aims to determine students' perceptions of physics learning activities using the Problem-Based Learning (PBL) model integrated with anthropogenic phenomena. The research was conducted at the high school level using a quantitative descriptive approach. The respondents consisted of 108 tenth-grade students who had participated in physics learning using this model. The research instrument was a validated questionnaire. Data were analyzed using a Likert scale and presented in percentage form. The results of the study indicate that students' perceptions of physics learning using the integrated anthropogenic PBL model are in the good and very positive categories. This is demonstrated by the percentage of engagement aspects exceeding 80% and the motivation aspects reaching 86%. Overall, both aspects scored 61% or higher, indicating that the application of this model is effective in enhancing student engagement and motivation in learning. These findings are expected to serve as a reference for teachers in developing contextual physics learning and contribute as supporting literature for future research.

AI-assisted PEG aftercare education for older adults: clinician-informed chatbot design (PEGAssist).

Root canal irrigation is a crucial component of endodontic treatment, yet it is often insufficiently addressed in dental education. Although its clinical significance is well recognized, dedicated simulation platforms for irrigation training remain scarce. This study aimed to develop a virtual simulation system for root canal irrigation and to evaluate its effectiveness in improving dental students' knowledge and procedural competence. Thirty-four dental students (26 undergraduates and 8 postgraduates) participated in this prospective study. After receiving standardized theoretical instruction, all students completed baseline and post-training assessments using three-dimensional printed tooth models. Training sessions were conducted with the newly developed virtual simulation system. Outcome measures included theoretical knowledge scores, pre- and post-training practical scores, and simulation-based performance scores. Data were analyzed using paired t-tests, Pearson correlation analyses, subgroup comparisons, and a post-hoc power analysis conducted with G*Power 3.1. In addition, a 26-item Likert-scale questionnaire was administered to assess usability and learner perceptions. Significant improvements were observed in both theoretical knowledge (mean increase: 0.59 points, p < 0.001) and practical performance (mean increase: 3.15 points, p < 0.001). Simulation-derived performance scores demonstrated a strong positive correlation with post-training practical outcomes (r = 0.73, p < 0.001). Questionnaire analysis indicated consistently high ratings for learning effectiveness, usability, instructional value, and overall satisfaction, with Cronbach's alpha values above 0.80 across all domains. This virtual simulation system shows preliminary value in improving theoretical and procedural learning in root canal irrigation, with strong acceptability among students. Further validation through larger, multi-center and long-term studies is needed to establish its broader educational impact.

Visual Perception in Learning to Read: A Pilot Study

This pilot randomized clinical study investigated the effects of individualized adaptive perceptual learning on control scores, stereopsis, and ocular alignment in children with intermittent exotropia (IXT). A total of 56 children with basic-type IXT (5-14 years old) were randomly assigned to either an experiment or placebo group, with 50 subjects included in the final analysis after excluding six participants due to poor adherence or incomplete follow-up. The experimental group underwent 30 days of individualized adaptive contrast detection training at their respective cutoff spatial frequencies, and the placebo group trained at a fixed low spatial frequency (3 cycles/degree). Primary outcome measures were control scores (near and distance). Secondary outcomes included stereoacuity (near and distance), ocular deviation magnitude (near and distance), and interocular suppression. Assessments were carried out before (e.g., baseline) and after (e.g., day 31) training and at follow-up visits (e.g., day 44 or 14 days after treatment cessation). After training, both groups showed significant improvements in distance scores (experimental group, P < 0.001; placebo group, P = 0.001) and near control scores (experimental group, P = 0.005; placebo group, P = 0.003), albeit without significant difference between them (distance, P = 0.231; near, P = 0.738). The experimental group demonstrated greater enhancements in stereopsis (distance, P = 0.003; near, P = 0.006) and ocular deviation magnitude (distance: P = 0.043), as opposed to the placebo group. Improvements in control scores (near and distance), stereoacuity (near and distance), ocular deviation magnitude (near and distance), and interocular suppression were maintained in the experimental group at follow-up visits, whereas the placebo group regressed to baseline. Individualized adaptive perceptual learning at each individual's cutoff spatial frequency improved control abilities, stereopsis, and ocular alignment in children with IXT, with effects maintained (at least) 14 days after treatment cessation. The clinical significance of these findings requires further investigation.