Post-experiment Survey Research Articles

Enhancing trauma-informed care preparation through life story work

ABSTRACT Trauma experience is common and may impact health and health care experiences for older adults. As such, training in trauma-informed care (TIC) is essential for health professions trainees. In this paper, we describe the use of life-story work, in the form of the My Life, My Story (MLMS) program as one platform to enhance TIC competencies. Trainees (N = 74) who were physician (57.0%) and other health professions trainees who did MLMS interviews completed a post-experience survey about trauma disclosures and confidence in responding to these. During these interviews, 36.5% of the patients described a traumatic event and 56.8% described a stressful event, framed by the patient as “ultimately positive” – leading to resilience (42.6%) or “ultimately negative” – leading to negative life outcomes (29.5%), with other responses as not sure or ambivalent. Confidence in responding to trauma disclosures increased following participation in MLMS (t(df = 60) = 5.52, p < .001). Qualitative comments indicated that MLMS helped them recognize the various expressions of trauma and provided insights into possible responses to trauma disclosure, among other TIC competencies. About half (50.8%) of trainees expressed interest in additional resources or training in responding to trauma disclosures. In conclusion, life-story work and MLMS may be one tool to enhance TIC.

“Zoom pals:” a pilot evaluation of a virtual service-learning program to address social isolation in long-term care residents living with dementia

ABSTRACT A mixed-methods, embedded case study design was used to triangulate the effects of a virtual service-learning paradigm, “Zoom Pals,” on participants and community partners including Communicative Disorders students, adults with dementia, and long-term care facility (LTCF) staff. Zoom Pals was designed to provide an experiential learning opportunity for students while addressing social isolation for older adults during the COVID-19 pandemic. A convenience sample of 18 adults with dementia residing in an LTCF, eight student volunteers, and three LTCF staff members participated. Results of this exploratory study showed active engagement and consistent communication across sessions for older adults, although individuals with mild dementia were more responsive than those in moderate stages. Themes from resident interviews included positive emotions, a sense of novelty, and decreased loneliness. Students endorsed significantly increased communication skills and comfort and a trend toward improved dementia knowledge. Students’ post-experience surveys emphasized learning communication strategies, making a difference, empathy, reciprocal benefits, and realizing the complexity of a dementia diagnosis. This pilot study demonstrates the feasibility of delivering remote service learning and social interventions for adults with dementia and provides a useful road map for others interested in increasing their reach by adapting in-person group behavioral interventions for remote delivery.

Exploring the Impact of Learning Activities on Self-efficacy in Academic Writing among Iraqi EFL Learners

This study examined Iraqi EFL learners academic writing self-efficacy and learning practices. The research used purposive sampling to recruit 60 undergraduate and graduate students using a mixed method approach. Participants self-efficacy in academic writing is assessed using the validated Self-efficacy in Academic Writting Scale (SEAWS) and Self-efficacy questionnaire, instructors anonymous grading of relevant writing assignments. Participants experiences with learning activities and academic writing self-efficacy are explored in semi structured interviews. Social cognition theory and the model of writing self-efficacy served as the theoretical compass for this investigation. The research collects quantitative data from pre and post experiment surveys on self-efficacy and qualitative data from interviews to provide a complete picture. Data analysis used SPSS Software to analyze learning activities, self-efficacy, and academic writing performance. A statistically significant rise in participants self-efficacy after participating in learning activities was shown by results from pre and post questionnaire analyses (T = -2.37, p = 0.012*). Transcript thematic analysis reveals participant experiences patterns and themes. This research adds to the current body of knowledge by providing new insights into how learning activities affect the academic writing self-efficacy of Iraqi EFL learners.

Live Streaming of the Professor's Ward Rounds in Undergraduate Neurology Education: Usability Study.

Although neurology department ward rounds are among the most important medical education exercises in Japan, they have several issues. Patients may find it unpleasant to undergo repeated neurological tests, especially when in the presence of several students. Only the front row of students can closely observe the examination findings; moreover, students were prohibited from contacting patients altogether during the COVID-19 pandemic. One possible solution is to use commercial videoconferencing systems. However, Japanese patients are reluctant to have their medical information or video footage of them sent outside of the hospital via the internet. The study aimed to confirm the feasibility of conducting remote teaching rounds using an in-house web conferencing system in which the patients' personal data are securely protected. This study also explored whether using remote rounds alongside face-to-face participation would enhance learning. We created an on-premises videoconferencing system using an open-source app. To perform video ward rounds, the professor wore a wireless microphone while leading routine in-person rounds and the attending physician carried a tablet device linked to a web conference, allowing students in another room to watch the rounds on a live stream. In total, 112 of 5th-year students who entered their 1-week neurology rotation between 2021 and 2022 were instructed to participate in 1-hour in-person and remote rounds. Students were given questionnaires to evaluate their satisfaction and the educational effects of the remote rounds. The remote ward rounds were conducted easily with no interference with the in-person rounds, nor any complaints from the patients. Each examination technique was explained by another teacher to the students who participated in remote rounds in the conference room. Characteristic neurological findings, such as plantar reflexes (Babinski sign), which are usually seen only by close observers during in-person rounds, could be visualized under magnification by all students. The postexperience survey (82/112, 73% response rate) showed that the mean score of participants' satisfaction was 3.94 (SD 0.83; excellent 5 and poor 1). No participant scoring 1 was noted. The proportion of students who observed 6 representative abnormal neurological findings (Babinski sign, hyperreflexia, cerebellar ataxia, involuntary movement, muscular weakness, and abnormality in sensory examination) increased by 22% (18/82, range 13-24) compared to in-person rounds alone. When self-rating the learning value, 43% (35/82) of the students answered that remote rounds are equally as valuable as in-person rounds, while 32% (26/82) preferred remote rounds. Live-streaming of neurology ward rounds using a secure in-house web conferencing system provides additional learning experience without concerns regarding leakage of patient information. This initiative could enhance neurology learning before entering a clinical clerkship.

Considering Socially Scalable Human-Robot Interfaces

Collaborative robots are becoming increasingly present in everyday life, with applications ranging food and parcel delivery, security, and more. They can offer great value propositions for organizations and consumers. However, most people lack knowledge of how to interact with robots, and many robots themselves necessitate formal training which can be inaccessible to many and thus not societally scalable. Further, there is a lack of existing work investigating interfaces designs that can support non-dyadic interactions consisting of two or more individuals interacting with a robot sequentially and simultaneously; such interactions will be common in real-world usage. This research explores the efficacy of natural language interfaces for human-robot interaction through a human experiment and post-experiment survey. Results show that the natural language interface can afford teams enhanced capabilities to share robot control and avoid errors relative to other interfaces, while also increasing user perceptions towards overall interaction.

The Impact of Virtual Field Experiences on CTE Preservice Teacher Identity Development

Teacher education programs help preservice teachers develop their identities through various curricular practices, including field experiences. The COVID-19 pandemic impacted teacher education programs as they were pressed to coordinate virtual field experiences. This intrinsic case study explored how virtual field experiences coupled with structured reflection practices shaped teacher identity development of preservice Career and Technical Education (CTE) students at the sophomore and senior levels. CTE preservice teachers were selected for this study due to the inherent nature of CTE teachers to include technical and hands-on learning. Qualitative analysis of student check-in meeting reflections revealed four themes: (1) Prior field experiences shaped attitude and approach to the virtual environment; (2) Initial reluctance gave way to envisioned success; (3) The virtual environment changes relationships; (4) Additional opportunities for critical reflection contributed to building CTE teacher identity. Quantitative data from post-experience surveys indicated the impact of virtual field experiences on certain components of teacher identity and efficacy. Recommendations for practice include helping preservice teachers develop skills and confidence regarding the development of student-to-teacher relationships and providing future preservice teachers with brief, high-quality virtual field experiences to better prepare them for the changing landscape of education.

Evaluating current and future pedestrian mid-block crossing safety treatments using virtual reality simulation

Virtual reality (VR) simulation offers a proactive, cost effective, immersive, and low risk platform for studying pedestrian safety. Within immersive virtual environments (IVEs), existing and alternative design conditions and intelligent transportation systems (ITS) technologies can be directly compared, prior to real-world implementation, to assess the impacts alternatives may have on pedestrian safety, perception, and behavior. Environmental factors can be controlled within IVEs so that test trials are replicable and directly comparable. Coupled with stated preference feedback, participants’ observed preferences and behavior provide a comprehensive understanding of the impacts of proposed design alternatives. This research presents a case study of pedestrian behavior with three different mid-block crossing safety treatments modeled within a one-to-one scale IVE replication of a real-world location in Charlottesville, Virginia. The three safety treatments consider both passive and active collision avoidance designs and technologies, including (1) the existing painted crosswalk, (2) the addition of rectangular rapid flashing beacons (RRFBs), and (3) a pedestrian to everything (P2X) ITS phone application. Additionally, this paper demonstrates a VR simulation experimental design and framework for testing pedestrian safety treatments within naturalistic and replicable IVEs to assess both stated and observed preferences and behaviors of pedestrians. Repeated measures ANOVA indicated changes in both accepted gap size (p = 0.001) and crossing speed (p < 0.001) with alternative safety treatments. Generalized mixed models showed that pedestrians waited for statistically larger gap sizes (p = 0.02) without the assistance of alternative safety technologies (RRFBs and P2X application) and pedestrians crossed the street significantly faster (p = 0.001) without the alternative safety technologies, leading to unsafe dashing behavior. Through post-experiment surveys, it was found that participants perceived the As Built environment to be the least safe of the three treatments and that their sense of risk within the IVE was realistic. Considering both the observed crossing behavior and stated feedback, pedestrians exhibited intentionally unsafe darting behavior without assistive safety technology. This study demonstrates how VR simulation may be leveraged to study both stated preferences and observed behavior for understanding the safety implications of alternative roadway designs, providing a proactive approach for assessing and designing for pedestrian safety.

The Role of AI Design Assistance on the Architectural Design Process: An Empirical Research with Novice Designers

This study explores the integration of Generative Design Assistants (GDAs), specifically machine learning based tools, in the architectural design process. It investigates how these tools, once confined to experimental realms, are now influencing mainstream architectural practice, particularly among novice architects. The research focuses on third and fourth-year architecture students, examining how they adapt to and integrate these advanced AI tools into their design workflows. Through an empirical online workshop, the study collected data of design process recordings, design output success scores of students by an independent jury, and post-experiment surveys. This approach provided insights into the timing, frequency, and sequence of GDA usage, as well as the influence of specific GDA features on design success. The research reveals that three primary strategies emerged in students' GDA usage: continuous use throughout the design process, selective problem-solving use, and initial ideation use followed by traditional methods. However, an over-reliance on GDAs was noted to potentially limit the designer’s interpretive and developmental input. The survey shows that different GDAs have distinct strengths and impacts on the design process. In terms of selected GDAs for the experiment, ArchiGAN aids in discovery and ideation, while HouseGAN excels in reframing design problems. In conclusion, the study underscores the transformative potential and challenges of GDAs in architectural design and highlights the need for balanced GDA integration. The research outputs show that future research should focus on the long-term implications of GDAs in architectural education. This research aims to guide the effective integration of AI in architecture, enhancing the human designer's role rather than overshadowing it.

Exploring attitudinal shifts: analyzing discrimination against people with foreign-sounding names in Polish amateur football in the context of the war in Ukraine*

ABSTRACT There is ample evidence that foreigners suffer from discrimination when trying to integrate. Extreme situations, however, can alter the population’s attitude towards foreigners. One example of such an extreme situation is the position of Ukrainians in Poland since the start of the Russian invasion of Ukraine in 2022. It drastically changed the composition and share of the foreign-born population in Poland. In this paper, we examined the attitude towards people with Ukrainian-sounding and other foreign-sounding names in Poland, and whether it has changed. We used an experimental approach, within which we contacted amateur football coaches asking to join a trial training session using typical native- and Belarussian-, German-, and Ukrainian-sounding names. Half of the clubs received an additional signal showing support for Ukraine. Furthermore, a limited subset of participants completed post-experiment surveys. The survey gave us an opportunity to understand why the respondents discriminate. The results show that people with foreign-sounding names receive fewer responses. Surprisingly, people with Ukrainian names are the exception. They received more responses than natives. Signaling support for Ukraine had a positive but not statistically significant effect on the response rate.

Predictive or imaginative futures? Experimenting with alternative future‐making approaches

Future‐making, the act of imagining and producing the future, is becoming increasingly relevant in scholarly and practitioner debates. In a constantly evolving society where the future is difficult to navigate, there is an urgent need to explore new and innovative ways of imagining plausible futures that are more desirable to people. The future‐making literature proposes different practices, tools, options and possibilities for envisioning futures and advancing the debate on issues that affect society. To explore how different future‐making approaches influence the generation of future scenarios, we conducted an experiment in which we asked 64 practitioners participating in teams to anticipate and imagine futures using two different future‐making approaches: predictive and imaginative. The resulting future scenarios were then evaluated by 227 practitioners in a postexperiment survey measuring their plausibility and desirability, as well as their similarities and differences in terms of future scenario generation. Our study contributes to both theory and practice. In particular, we contribute to the future‐making debate and enrich current understanding of the different processes and tools adopted in predictive and imaginative future‐making using an experimental approach. Our study also supports practitioners in unpacking the potential of adopting different types of future‐making, from predictive to imaginative.

“Nature Environments Without Actually Being There”: Virtual Recreation Experiences and Real-World Intentions

Background: Despite access to nature-based recreation, many college students do not take advantage of these experiences to improve their mental and physical health. Virtual reality experiences provide a potential pathway to motivate this population to recreate outdoors, but research is needed to determine whether virtual recreation can lead to real-world intent to recreate. Purpose: This study investigated whether virtual reality experiences influence student motivation for nature-based recreation, as measured with the intention and self-efficacy to spend time in nature scales. Methodology/Approach: As part of an introductory parks, recreation, and tourism class, students explored nature through virtual reality. The study incorporated a mixed methods design using pre- and post-experience surveys, interviews with participants, and document analysis of student assignment submissions over Instagram. Findings/Conclusions: Preliminary findings suggest that virtual reality can approximate real-world nature environments and provide a potential pathway for this population to access real-world outdoor recreation opportunities. Implications: In situations where real-world field experiences are not possible, educators and practitioners can use the findings of this study to assess whether a virtual recreation experience is appropriate for their audience. While these experiences do not substitute real-world nature, they may be part of a participant’s pathway to recreate outdoors.

A Collaborative Approach to Mentored Peer Reviews Sponsored by the Council of Residency Directors in Emergency Medicine.

Historically, there have been no systematic programs for teaching peer review, leaving trainees to learn by trial and error. Recently, a number of publications have advocated for programs where experienced reviewers mentor trainees to more efficiently acquire this knowledge. Our goal was to develop an introductory learning experience that intentionally fosters peer-review skills. The Council of Residency Directors in Emergency Medicine (CORD) offered education fellowship directors the opportunity to mentor their fellows by reviewing submitted manuscript(s) supplemented by educational material provided by their journal. Reviews were collaboratively created. The decision letter that was sent to manuscript authors was also sent to the mentees; it included all reviewers' and editor's comments, as feedback. In 2022, fellows received a post-experience survey regarding prior experiences and their perspectives of the mentored peer-review experience. From 2020-2022, participation grew from 14 to 30 education fellowships, providing 76 manuscript peer reviews. The 2022 survey-response rate of 87% (20/23) revealed that fellows were inexperienced in education scholarship prior to participation: 30% had authored an education paper, and 10% had performed peer review of an education manuscript. Overall, participants were enthusiastic about the program and anxious to participate the following year. In addition, participants identified a number of benefits of the mentored experience including improved understanding of the scholarship process; informing fellows' scholarly pursuits; improved conceptualization of concepts learned elsewhere in training; and learning through exposure to scholarship. This program's early findings suggest that collaboration between academic societies and interested graduate medical education faculty has the potential to formalize the process of learning peer review, benefitting all involved stakeholders.

The quizzical failure of a nudge on academic integrity education: a randomized controlled trial

BackgroundStudies on academic integrity reveal high rates of plagiarism and cheating among students. We have developed an online teaching tool, Integrity Games (https://integgame.eu/), that uses serious games to teach academic integrity. In this paper, we test the impact of a soft intervention – a short quiz – that was added to the Integrity Games website to increase users’ interest in learning about integrity. Based on general principles of behavioral science, our quiz highlighted the intricacy of integrity issues, generated social comparisons, and produced personalized advice. We expected that these interventions would create a need for knowledge and encourage participants to spend more time on the website.MethodsIn a randomized controlled trial involving N = 405 students from Switzerland and France, half of the users had to take a short quiz before playing the serious games, while the other half could directly play the games. We measured how much time they spent playing the games, and, in a post-experimental survey, we measured their desire to learn about integrity issues and their understanding of integrity issues.ResultsContrary to our expectations, the quiz had a negative impact on time spent playing the serious games. Moreover, the quiz did not increase participants' desire to learn about integrity issues or their overall understanding of the topic.ConclusionsOur quiz did not have any measurable impact on curiosity or understanding of integrity issues, and may have had a negative impact on time spent on the Integrity games website. Our results highlight the difficulty of implementing behavioral insights in a real-world setting.Trial registrationThe study was preregistered at https://osf.io/73xty.

The study of self-organised behaviours and movement pattern of pedestrians during fire evacuations: virtual experiments and survey

In this study, Minecraft was adopted to investigate pedestrian behaviours and evacuation processes in non-fire (normal) and fire conditions involving multiple simultaneous players. We built a PaddlePaddle-based deep learning platform for the automatic recognition of pedestrian coordinates from the Minecraft background database. To verify the virtual experiments in Minecraft, we conducted a series of experiments under identical conditions in a real (physical) room and virtual environment on the Minecraft platform. The pedestrian behaviour, flow patterns and evacuation time in the Minecraft experiments fit well with the results of the real-life experiments, indicating the potential of Minecraft for realistically simulating evacuation processes. To further demonstrate the feasibility of using Minecraft for evacuation studies, we conducted a series of virtual evacuation experiments with different fire configurations and room geometries in Minecraft. The pedestrians were found to keep higher distance towards fire and greater detour angle during the fire emergency in a square room. Furthermore, in the scenario of a fire in a corridor, in addition to the aforementioned fire avoidance behaviours, the pedestrians exhibited orderly queuing and exited the room one by one, resulting in increased walking speeds and thus a faster evacuation for most pedestrians. Finally, one post-experiment survey was designed to assess participants' perceptions of the Minecraft environment and the pedestrian behaviours and related psychological factors. The results show that the Minecraft can generate considerate realistic real-life situations, and pedestrians chose self-organised behaviours including away from fire, along the wall and detour towards fire in both survey and evacuation experiments.

Spoken word recognition in French

Different linguistic factors can influence the recognition of spoken words in French. We are interested in the impact of the linguistic factor of phonological density, which refers to the number of phonological neighbours of words and which is related to the recognition process according to a principle of inhibition and lexical competition. By using a lexical decision task, where half of the words have a low phonological density, and the other half a high phonological density, we aim to measure the reaction times of a group of young French-speaking participants (18-35 years old). The results of the young French-speaking group did not show a phonological density effect, however, these results did show a lexicality effect, demonstrating that the word and pseudo-word recognition task worked well. Thus, from the error analyses, the involvement of another factor, word familiarity, was induced. The post-experimental survey on this new factor showed an imbalance between the high and low density groups. By removing the low familiarity items from the analysis, a significant phonological density effect was obtained at this time. It is essential to discuss the role of word familiarity on spoken word recognition; as well as the material development for spoken word recognition tasks.&#x0D;

Application of gamified virtual laboratories as a preparation tool for civil engineering students

ABSTRACT Practical laboratory sessions are essential for engineering education, demanding efficient use of limited time. In recent years, Virtual Reality (VR) technologies have introduced Virtual Laboratories (VLs), offering the potential to enhance students’ educational experience. Despite their potential, VLs are rarely utilised in civil engineering education. This research investigates the effectiveness of a gamified VL designed to simulate a concrete laboratory, aimed at better preparing students for experiments. A quasi-experimental study divided 92 students into control and experimental groups using cluster sampling. The control group received traditional lab training, while the experimental group engaged with the VL training environment. The results demonstrate that students using the VL spent significantly less time in the physical lab, exhibited improved competence in navigating lab setups, posed fewer questions about experimental procedures, and required less assistance from lab assistants. Notably, VL users spent 16% less time in the physical lab and needed fewer interventions from lab assistants. This study highlights the potential of VLs as potent tools for preparing engineering students for traditional lab sessions. Post-experiment surveys revealed a strong willingness among students in the experimental group to use VLs in future similar lab sessions, emphasising the positive impact of integrating VLs into engineering education.

Simulated video-based telehealth training for emergency physicians.

Little exists in the literature describing video-based telehealth training, especially for practicing Emergency Physicians. This was a retrospective, pre- and post-assessment of physicians' knowledge and confidence on video-based telehealth after two simulated telehealth encounters. Attending physicians voluntarily participated in Zoom-based trainings and received feedback from the patient actors immediately after each simulation. Post-experience surveys queried participants on the training, aspects of telehealth, and confidence in features of optimal telehealth practice. The survey had 100% response rate (13/13 physicians). Participants recommended the simulated training experience, mean of 8.38 (SD 1.89; 0 = Not at all likely, 10 = Extremely likely). Pre- and post-response means increased in two questions: "I can describe at least two ways to improve my video-based clinical care": delta: 1.54, t(12) = 3.83, p = 0.002, Cohen's d effect size of 1.06, and "I know when video-based telehealth could be helpful in clinical practice": delta: 0.99, t(12) = 3.09, p = 0.009, Cohen's d effect size of 0.86. In this pilot, participants viewed telehealth more favorably after the experience and indicated improved confidence in focused telehealth skills. Further study is needed to determine what simulated case content provides the most value for decision-making via telehealth.

Assessment of a Pharmacy Learning, Advising, Mentoring, and Engagement (PhLAMES) Post-Experience Survey in the Co-curriculum

Assessment of a Pharmacy Learning, Advising, Mentoring, and Engagement (PhLAMES) Post-Experience Survey in the Co-curriculum

Accuracy of Emergency Medicine Residents Using Point-of-Care Ultrasound (POCUS) to Detect Retained Stingray Barbs

BackgroundStingray envenomation is a common presenting complaint for coastal emergency departments in the United States. Currently, radiograph is the gold standard to evaluate for a retained stingray barb, but ultrasound may be a useful tool to detect retained barbs. ObjectiveTo determine if emergency medicine residents could use ultrasound to identify stingray barbs embedded in animal tissue models. A secondary objective was to determine if resident experience affected their ability to detect stingray barbs. MethodsThirty-two emergency medicine residents participated in the study. After a short didactic session on foreign body identification with ultrasound, they rotated through six simulation stations and were asked to identify whether a stingray barb was present in pig and chicken tissue models. They were given 2 min per model to identify the presence, size, and depth of a stingray barb. Pre- and postexperiment surveys were collected to assess the residents’ level of experience and confidence regarding foreign body identification using ultrasound. ResultsResidents accurately identified barbs in chicken drumsticks with a sensitivity of 72.92% (95% confidence interval [CI] 63.89–81.48) and a specificity of 64.58% (95% CI 54.16–74.08), and in pig's feet with a sensitivity of 50.00% (95% CI 39.62–60.38) and specificity of 68.75% (95% CI 58.48–77.82). There was no statistically significant difference regarding accuracy for any outcome measured based on experience or level of training. ConclusionsThe use of point-of-care ultrasound by novice sonographers lacks sensitivity to identify retained stingray barbs in animal models and is not significantly impacted by resident experience with point-of-care ultrasound.

Enhancing questioning skills through child avatar chatbot training with feedback.

Training child investigative interviewing skills is a specialized task. Those being trained need opportunities to practice their skills in realistic settings and receive immediate feedback. A key step in ensuring the availability of such opportunities is to develop a dynamic, conversational avatar, using artificial intelligence (AI) technology that can provide implicit and explicit feedback to trainees. In the iterative process, use of a chatbot avatar to test the language and conversation model is crucial. The model is fine-tuned with interview data and realistic scenarios. This study used a pre-post training design to assess the learning effects on questioning skills across four child interview sessions that involved training with a child avatar chatbot fine-tuned with interview data and realistic scenarios. Thirty university students from the areas of child welfare, social work, and psychology were divided into two groups; one group received direct feedback (n = 12), whereas the other received no feedback (n = 18). An automatic coding function in the language model identified the question types. Information on question types was provided as feedback in the direct feedback group only. The scenario included a 6-year-old girl being interviewed about alleged physical abuse. After the first interview session (baseline), all participants watched a video lecture on memory, witness psychology, and questioning before they conducted two additional interview sessions and completed a post-experience survey. One week later, they conducted a fourth interview and completed another post-experience survey. All chatbot transcripts were coded for interview quality. The language model's automatic feedback function was found to be highly reliable in classifying question types, reflecting the substantial agreement among the raters [Cohen's kappa (κ) = 0.80] in coding open-ended, cued recall, and closed questions. Participants who received direct feedback showed a significantly higher improvement in open-ended questioning than those in the non-feedback group, with a significant increase in the number of open-ended questions used between the baseline and each of the other three chat sessions. This study demonstrates that child avatar chatbot training improves interview quality with regard to recommended questioning, especially when combined with direct feedback on questioning.