Interactive Resources Research Articles

Developing Courses of Spanish for Specific Purposes in Agriculture to Bridge the Communication Gap Between the Hispanic Workforce and English-Speaking Veterinary and Animal Sciences Students

This study addresses the integration of Spanish for Specific Purposes in Agriculture (SSPA) into the curricula of English-speaking veterinary and animal sciences students at three collaborating universities (Texas Tech University School of Veterinary Medicine, North Carolina State University, and Tarleton State University), to bridge communication gaps in agricultural settings. We designed and implemented three SSPA courses focused on key areas such as animal health, welfare, and food safety, using insights from industry professionals. The courses incorporated contextualized language instruction, including vocabulary, grammar, and practical communication scenarios relevant to the field. Teaching materials including interactive resources and metacognitive strategies were developed to enhance learning and engagement. The results showed that while the courses improved students’ communication skills, challenges such as technical issues and balancing academic commitments required adjustments to course delivery. Significant differences in performance were observed between institutions, with a considerable impact on the course completion rates and final test scores. The study concludes that SSPA courses significantly enhance the ability of veterinary and animal sciences students to effectively communicate with the Hispanic workforce, providing a model for similar language integration efforts in specialized fields.

Exploring High School Students' Experiences on Chemistry Laboratory Classes in Blended Learning Environment

Chemistry laboratory activities cultivate scientific inquiry that enable students to experience and discover scientific processes and occurrences. Likewise, research examining the synergy of online and face-to-face modalities in the context of post-pandemic education is still in its formative years. Drawing from this premise, this study aimed to analyse the insights and experiences of senior high school students in chemistry laboratory classes in a blended learning environment. This research utilized a case study approach that involved fifteen (15) Grade 12 STEM students. Data sources included responses to survey questionnaire and semi-structured interviews which elicited students’ insights and experiences on chemistry classes in blended learning setting. Thematic analysis revealed several themes such as social interaction, affective domain, lesson understanding, and course design and resources that encapsulated the benefits, challenges, and suggestions for improvement of a blended learning environment. Particularly, designing chemistry laboratory classes in a blended learning set-up should capitalize on the learners’ context, hence, a framework illustrating the considerations in redesigning chemistry classes is also crafted based on student’s experiences and recommendations. These findings shed light on the redesigning of both the online and face-to-face components of blended learning into a seamless learning environment that optimizes science learning amid the transition in the educational landscape.

The complete genome sequence of the stolbur pathogen "Candidatus Phytoplasma solani" from Pentastiridius leporinus.

The complete genome of "Candidatus Phytoplasma solani" GOE was obtained from the infected vector Pentastiridius leporinus by single-molecule real-time sequencing. This 16SrXII-P phytoplasma is associated with the economically important sugar beet disease "syndrome basses richesses." The genome sequence is an essential resource for diagnosis and understanding pathogen-host interaction.

A Conversation Analysis-Complex Dynamics Systems Theory (CA-CDST) Approach for Analyzing Longitudinal Development in L2 Pragmatics

The compatibility of Conversation Analysis (CA) and Complex Dynamics Systems Theory Approach (CDST) in analyzing second language (L2) development has long been discussed (e.g., Larsen-Freeman & Cameron, 2008a). Nevertheless, how CA and CDST are compatible and how the method can be applied to data to analyze L2 development has been rarely demonstrated, with a few exceptions (e.g., Siegel & Seedhouse, 2024). This paper builds upon these prior discussions, explaining the compatibility of CA and CDST and a demonstration of the Conversation Analysis-Complex Dynamics Systems Theory (CA-CDST) approach to holistically analyze L2 pragmatic development. The CA-CDST approach is exemplified through the analysis of the use of code-switching in L2 interaction. The analysis demonstrates that unmarked code-switching in L2 interaction is not an omnipresent interactional phenomenon. Rather, it is learned; it is an interactional resource that is co-constructed through the sequential process of multiple encounters, adaptation, and accommodation to both the interlocutor and the interactional setting. Moreover, the analysis demonstrates the adaptable nature of CA and how the CA-CDST can elucidate the non-linear nature of L2 pragmatic development.

Less talk, more action? Exploring proficiency scores and embodied resources in online L2 interactions

ABSTRACT This mixed-methods study explores Embodied Resources (ERs) in an online, triadic task involving 52 candidates within the Common European Framework of Reference for Languages (CEFR) B2˗C1 range of language proficiency. Mean comparisons and correlations were used to explore the relationship between ER use and proficiency level. An applied Conversation Analysis approach was used to explicate specific sequences of conversational repair where ERs were evident. Findings suggest no significant correlation between proficiency and ER frequency but support the view that ERs are co-ordinated with verbal resources. This raises questions as to how language testers might approach the interplay of ERs and interactional practices.

Looking into multimodal translanguaging in CLIL: a case study in the Basque Country

ABSTRACT In recent years, the inherent benefits of translanguaging have been demonstrated on the basis of the mutual dependence of cognition and flexible language use. In the case of CLIL, several authors have embraced translanguaging because it integrates languages and supports the use of a wide range of interactional resources. The CLIL teacher's multilingual competence and the employment of non-linguistic communicative modes in science teaching promote authentic equitable learning experiences. However, the CLIL teachers' multimodal discourse has not yet received much attention in multilingual contexts. The aim of this study is to analyse the discourse of three CLIL teachers in Primary Education following a multimodal mixed method approach with a linguistic annotator [ELAN. 2024. “Nijmegen: Max Planck Institute for Psycholinguistics”. V. 6.8 [Computer software]. The Language Archive. https://archive.mpi.nl/tla/elan]. The selection of multilingual episodes of interaction and posterior annotation of linguistic and non-verbal modes facilitates a multimodal microanalysis contextualised in a Basque public school (Spain). Our study shows how the use of Spanish and Basque complemented with gestures and other non-linguistic semiotic modes can promote learners' participation. It further highlights the communicative strategies needed to express particular discourse functions, while underlining the relevance of multilingual and multimodal awareness.

The use of generative artificial intelligence in surgical education: a narrative review

The introduction of generative artificial intelligence (AI) has revolutionized healthcare and education. These AI systems, trained on vast datasets using advanced machine learning (ML) techniques and large language models (LLMs), can generate text, images, and videos, offering new avenues for enhancing surgical education. Their ability to produce interactive learning resources, procedural guidance, and feedback post-virtual simulations makes them valuable in educating surgical trainees. However, technical challenges such as data quality issues, inaccuracies, and uncertainties around model interpretability remain barriers to widespread adoption. This review explores the integration of generative AI into surgical training, assessing its potential to enhance learning and teaching methodologies. While generative AI has demonstrated promise for improving surgical education, its integration must be approached cautiously, ensuring AI input is balanced with traditional supervision and mentorship from experienced surgeons. Given that generative AI models are not yet suitable as standalone tools, a blended learning approach that integrates AI capabilities with conventional educational strategies should be adopted. The review also addresses limitations and challenges, emphasizing the need for more robust research on different AI models and their applications across various surgical subspecialties. The lack of standardized frameworks and tools to assess the quality of AI outputs in surgical education necessitates rigorous oversight to ensure accuracy and reliability in training settings. By evaluating the current state of generative AI in surgical education, this narrative review highlights the potential for future innovation and research, encouraging ongoing exploration of AI in enhancing surgical education and training.

XR for Transformable and Interactive Design

This article aims to show the applicability and evaluation of a teaching-learning method based on user experience (UX) design and extended reality (XR) in architectural studios. In the summer of 2023, the XR Assisted: Transformable and Interactive Design studio utilized the UX+XR teaching-learning method. During the studio, the emphasis was on designing a transformable and interactive architectural installation, with the UX as a center and XR, artificial intelligence, and inmotics as design and visualization tools. In the UX+XR method, the users were the students, and each student designed transformable architecture by applying UX strategies to their specific urban installation users. The UX+XR method had four phases. Each phase incorporated a cross-strategy UX+XR during the design process stages. Using UX+XR, the participants designed an architectural installation where the concepts of transformability, ephemerality, interactivity, flexibility, adaptability, versatility, and playfulness were present. Based on testing the six architectural installations designed during the studio using the UX+XR method, our data showed that XR enhanced the designer’s perception, constituted a new means of expression on an accurate scale, and is a highly immersive and interactive resource for communicating ideas and reinforcing visualization, simulation, stimulation, and interaction. XR is a powerful tool that, as used in the designed method, allows an elevated level of visual communication, understanding of spatial dimensions, and an effective multi-user collaborative strategy for evaluating the designed proposals.

Non-coding RNA notations, regulations and interactive resources.

An increasing number of non-coding RNAs (ncRNAs) are found to have roles in gene expression and cellular regulations. However, there are still a large number of ncRNAs whose functions remain to be studied. Despite decades of research, the field continues to evolve, with each newly identified ncRNA undergoing processes such as biogenesis, identification, and functional annotation. Bioinformatics methodologies, alongside traditional biochemical experimental methods, have played an important role in advancing ncRNA research across various stages. Presently, over 50 types of ncRNAs have been characterized, each exhibiting diverse functions. However, there remains a need for standardization and integration of these ncRNAs within a unified framework. In response to this gap, this review traces the historical trajectory of ncRNA research and proposes a unified notation system. Additionally, we comprehensively elucidate the ncRNA interactome, detailing its associations with DNAs, RNAs, proteins, complexes, and chromatin. A web portal named ncRNA Hub ( https://bis.zju.edu.cn/nchub/ ) is also constructed to provide detailed notations of ncRNAs and share a collection of bioinformatics resources. This review aims to provide a broader perspective and standardized paradigm for advancing ncRNA research.

ОСОБЛИВОСТІ ПСИХОЛОГІЧНОГО ІМУНІТЕТУ УКРАЇНСЬКИХ КОМБАТАНТІВ ТА ЧЛЕНІВ ЇХНІХ РОДИН: ТЕОРЕТИЧНІ АСПЕКТИ

The article is devoted to the analysis of the problem of psychological immunity of active Ukrainian military personnel and their families. The psychological immune system is a multidimensional but integrated unit of personal resources of resilience and adaptive capacities, also called "psychological antibodies", which provide immunity against stress and traumatic events. Under martial law, the Ukrainian military is the most important asset in countering armed aggression. Their psychological immunity can ensure effective stress management and protect them from possible psychopathology. Promotion of resources (psychological antibodies) will help active military personnel, as well as their family members, to use and overcome their traumatic experiences, stress and negative influences in a useful and productive way, including creating support networks, learning new skills, and achieving combatant goals during combat missions. It is justified that the return of a vital sense of security for successful recovery and functioning depends on the presence of psychological immunity not only among servicemen, but also among their families as a center of rehabilitation potential. The three-component structure of psychological immunity according to A.Olakh is described, which includes: the approach-conviction subsystem, the monitoring-creation-execution subsystem and the self-regulation subsystem. These subsystems make it possible to recognize one's environment, search for and activate the necessary resources for constructive interaction with it, and maintain emotional equanimity. Based on the experience of communicating with active military personnel, veterans, and members of their families, the authors propose to add a fourth component to the existing structural model - the spiritual and value subsystem. The allocation of this component is due to the peculiarities of Ukrainian identity and the specifics of the Russian-Ukrainian war. This component includes the spiritual self, the values of patriotism, moral qualities and religiosity (as an internal need to believe).

Digital-Based Islamic Religious Education: A New Orientation in Enhancing Student Engagement and Spiritual Understanding

This study explores the emerging role of digital technology in enhancing student engagement and spiritual understanding in Islamic Religious Education (IRE). By leveraging qualitative methods, including in-depth interviews with educators and observations of digital learning environments, this research investigates how digital platforms and tools can be integrated into IRE curricula to enrich students' religious knowledge and spiritual growth. The findings suggest that digital-based IRE fosters greater student engagement through interactive learning experiences, tailored content, and accessible resources, enabling students to connect more personally and actively with Islamic teachings. Additionally, digital tools encourage critical thinking and reflection by providing multimedia resources that complement traditional learning materials, promoting a holistic understanding of Islam. However, the study also highlights challenges, such as ensuring the authenticity and accuracy of digital content and addressing the digital divide among students. Educators noted that thoughtful, guided use of technology is essential for fostering a balanced approach to religious education that aligns with Islamic principles. This research contributes to the discourse on modernizing IRE through digital means, suggesting that when properly implemented, digital-based IRE offers significant potential to deepen students’ engagement and spirituality. Further studies are recommended to explore the long-term impact of digital IRE on student spiritual development and engagement in diverse cultural settings.

Oncointerpreter.ai enables interactive, personalized summarization of cancer diagnostics data.

Cancer diagnosis comes as a shock to many patients, and many of them feel unprepared to handle the complexity of the life-changing event, understand technicalities of the diagnostic reports, and fully engage with the clinical team regarding the personalized clinical decision-making. We develop Oncointerpreter.ai an interactive resource to offer personalized summarization of clinical cancer genomic and pathological data, and frame questions or address queries about therapeutic opportunities in near-real time via a graphical interface. It is built on the Mistral-7B and Llama-2 7B large language models trained on a local database trained using a large, curated corpus. We showcase its utility with case studies, where Oncointerpreter.ai extracted key clinical and molecular attributes from deidentified pathology and clinical genomics reports, summarized their contextual significance and answered queries on pertinent treatment options. Oncointerpreter also provided personalized summary of currently active clinical trials that match the patients' disease status, their selection criteria, and geographic locations. Benchmarking and comparative assessment indicated that the model responses were generally consistent, and hallucination, ie, factually incorrect or nonsensical response was rare; treatment- and outcome related queries led to context-aware responses, and response time correlated with verbosity. The choice of model and domain-specific training also affected the response quality. Oncointerpreter.ai can aid the existing clinical care with interactive, individualized summarization of diagnostics data to promote informed dialogs with the patients with new cancer diagnoses. https://github.com/Siris2314/Oncointerpreter.

Exploring mediagrams as a visual tool to encourage teacher critical multilingual awareness through parent-school interaction in Norway

Teachers hold a key position for processes of inclusion and exclusion in parent-teacher relationships. Through teachers’ critical analysis of their own contributions in these processes, inclusion can be enhanced. This article explores how a visual representation of a person’s linguistic and media repertoires, a mediagram, can foster such teacher critical awareness. More specifically, it investigates the research question: How can mediagrams contribute to teachers’ critical awareness related to existing language ideologies in parent-teacher interaction in multilingual settings? To answer this question, an innovative use of the mediagram, where pupils and parents created a shared mediagram, is presented and discussed. Qualitative in-depth interviews with three teachers and four parents who took part in the activity are analysed. Interviews with the teachers are explored in terms of different dimensions of language awareness before and after implementation of the mediagram activity, while interviews with parents complement the teachers’ perspectives with parents’ perspectives. The study shows that the mediagram has promising potential to enhance teacher critical multilingual awareness in an extended understanding of the concept which also includes digital resources in interaction. Yet, it also points to important discrepancies in the parents’ and teachers’ evaluations of the tool.

The co-evolution of actor engagement and value co-creation on digital platforms

Increasingly, digital platforms connect suppliers, customers, and other ecosystem parties, facilitating the introduction of various Platform-as-a-Service (PaaS) offerings. This study examines the co-evolution of actor engagement (AE), reflecting actors’ dispositions to invest resources in interactions, and value co-creation (VCC), demonstrated through reciprocal resource integration. The focus is on PaaS initiatives in the asset management industry. Using a comparative case study approach, we analyze two fintech-generated PaaS offerings: a freemium model and a subscription-based model. Our findings reveal distinct pathways for platform development and scaling, driven by the interplay between AE and VCC. The freemium model fosters a “viral” community-building path, where early VCC serves as the engine for AE-VCC co-evolution. Conversely, the subscription model follows a “controlled” ecosystem-building path, with AE driving the process. We observe a gradual involvement of additional ecosystem partners, leading to upgraded solutions, expanded PaaS offerings, and platform upscaling. We identify key factors influencing these dynamics, including business model characteristics, actor roles, and feedback loops. Our study contributes to the literature on digital servitization and platform ecosystems by highlighting the importance of integrating AE and VCC practices to enhance platform utilization and scalability. We propose a framework and research propositions to guide future studies on PaaS development in complex, institutionalized industries. These insights also provide implications for managers aiming to implement effective PaaS strategies and foster innovation in the financial services sector.

Santa María Academy: Shaping the Heroes of Today with Tomorrow's Technology

Santa María Academy has successfully integrated advanced technology into its educational framework to enhance the learning experience of its students, preparing them for future careers in law enforcement and the military. The academy's innovative approach includes personalized coaching, interactive resources, and smart tools that cater to individual student needs. By leveraging artificial intelligence and real-time performance monitoring, Santa María Academy has significantly improved student outcomes, motivation, and engagement. This case study explores the key elements of their success, including the implementation of personalized learning plans, interactive podcasts, a smart syllabus, and a real-time performance dashboard. The academy's model serves as a benchmark for educational institutions aiming to merge traditional values with cutting-edge technology to produce well-rounded and highly skilled graduates.

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.

Non-Linear Software Documentation with Interactive Code Examples

Documentation enables sharing knowledge between the developers of a technology and its users. Creating quality documents, however, is challenging: Documents must satisfy the needs of a large audience without being overwhelming for individuals. We address this challenge with a new document format, named Casdoc. Casdoc documents are interactive resources centered around code examples for programmers. Explanations of the code elements are presented as annotations that the readers reveal based on their needs. We evaluated Casdoc in a field study with over 300 participants who used 126 documents as part of a software design course. During the study, the majority of participants adopted Casdoc instead of a baseline format and used interactive annotations to reveal additional information about the code example. Although participants collectively viewed the majority of the documents’ content, they individually revealed a minority of the annotations they saw. We gathered insights into five aspects of Casdoc that can be applied to other formats, and highlighted five lessons learned to improve navigability in online documents.

Strategies To Overcome Language Barriers For Native Arabic Speakers In English-Dominant Medical Curricula—A Review

The globalization of medical education has led to a significant increase in the number of non-native Englishspeaking students pursuing medical studies in English-speaking countries. Among these students, Arabicspeaking learners face unique challenges due to linguistic differences. This literature review synthesizes existing research to identify the key challenges encountered by Arabic-speaking students in English medical education and explores strategies to address these challenges. This review revealed that to ensure the success of native Arabic speakers in English-based medical programs, a comprehensive approach is vital. By incorporating effective pedagogy, advancements in technology, and the potential of artificial intelligence (AI), educational outcomes can be significantly improved. Interactive learning approaches such as problem-based learning and virtual simulations, coupled with tailored language support and technological tools such as e-learning platforms, can revolutionize the educational experience for these students. AI has the potential to create adaptive learning environments that cater to individual student needs and tutors, create interactive resources, and provide immediate feedback. By integrating these strategies and technologies, educators can create a supportive, inclusive learning environment that promotes the success of native Arabic speakers in their medical studies and future careers and equips them with the skills required to deliver optimal healthcare in a global context.

Use of Learner Engagement Analytics to empower medical educators to make data-informed decisions

Learner Engagement Analytics (LEA) has enabled Higher Education Institutions (HEIs) to identify learners who are not engaging with their studies and provide targeted support and help (Naeem and Bosman, 2023). It has also allowed educators to make data-informed decisions to inform their curriculum design and classroom practice (Cogliano et al., 2022). The LEA data is captured from a wide range of sources related to teaching and learning which offer meaningful insights into a learner’s learning habits (Eady et al., 2021). Previous research suggests that providing learning analytics to educators in Higher Education Institutions can improve learning outcomes for students (Aslan et al., 2019). At Queen Mary University of London, a multidisciplinary team was formed of medical educators, LEA experts, learning technologists, and learning innovation professionals to investigate how LEA can inform curriculum redesign in the early phase of the medical curriculum. Through a series of scholarship meetings on LEA using data dashboards from the Virtual Learning Environment (VLE), the team analysed learners’ engagement with the virtual pre-sessional resources. The VLE interactive resources were designed to allow medical learners to develop clinical interpretation skills during practical sessions, as recommended by the General Medical Council (GMC, 2018). However, medical educators lacked the metrics to evaluate learners’ interaction with these virtual resources. Therefore, it was inevitable to train educators on how to use LEA to optimise students’ learning. The team assessed the learners' engagement on the VLE, quantified engagement scores, and evaluated the results against key outcomes, including the learners' performance. The LEA data offered further insights into virtual engagement across multiple modules in the medical curriculum. Effectively, the outcome of this work empowered medical educators to make informed decisions regarding the future use of VLE resources in curriculum design and develop virtual resources to increase students’ engagement and enhance their learning.

Interactional space for agency: Discussing photography with preschoolers

According to the latest research in both arts education and childhood studies, young children's agency is relational, entangled and negotiated. However, in early childhood visual arts education, modernist practices emphasising the independent and self-expressive child–agent are still recognisable. In this article, early childhood artistic activities are seen as a shared venue for interaction, social exchange and joint meaning-making, thereby providing a specific forum for displaying agency. Informed by conversation analysis, we explore discussions between 14 preschoolers and a researcher on contemporary art and children's self-authored photographs in a workshop in an early childhood education and care centre. By examining our discussions as turn-by-turn procedures, we identify children's displays of agency. The findings illustrate children's agency as a multifaceted and complex interactional phenomenon based on verbal and non-verbal communication and demonstrating both imaginative, progressively oriented talk and modes of resistance. While a shared playful stance appeared as a suitable means to approach art/creative photographs, it simultaneously became an essential interactional resource for inviting and promoting children's agency. Collaborative play with photographs provided an interactional space in which the fixed child/children–adult binary could be questioned and different types of agency were available for both children and the adult.