Acquisition Of Skills Research Articles

Just In Time! Assessment of Internal Medicine Resident Point of Care Ultrasound (POCUS) Attitudes and Behaviors After Spaced Intervention at Two Residency Programs

Point of care ultrasound (POCUS) is a complex psychomotor skill that requires scaffolded support for skill acquisition. However, the effect of spaced curricular elements on learner POCUS behaviors are not clearly understood. Using a multi-site observational cross-sectional survey study, we measured resident baseline POCUS use, behaviors, and attitudes and then implemented POCUS workflow and just-in-time POCUS curricula during internal medicine resident ward rotations and assessed changes. Self-reported personal and team POCUS use and documentation habits all improved between baseline and the just-in-time teaching. Personal POCUS use correlated with team POCUS use (ρ=0.431; p<0.001) and co-resident POCUS use (ρ=0.242; p=0.035). Attending POCUS use correlated with team POCUS use (ρ=0.523; p< 0.001), but not personal use. Overall, we found moderate, but statistically significant, improvements in reported resident and team performance of POCUS and documentation habits, suggesting that just-in-time interventions may promote POCUS use. Co-learning also appears to be a key influencer for POCUS use.

Differences that matter: inquiry-based learning approach to research writing instruction.

According to the extant literature, inquiry-based learning instruction can be an effective pedagogical tool as it frames learning as problem-solving activities. However, considerable debate exists about how to implement inquiry-based instruction. The present study compared the academic performance and engagement (as measured by course learning outcomes) of freshmen exposed to one of two inquiry-based learning modes differing in the volume of load-reducing instruction. The context was a writing-intensive, research-oriented course that enrolled second-language speakers with a didactic past. Thus, the study also examined whether the two modes differentiated freshmen's second-language writing anxiety, a key emotive negative reaction likely to emerge in a writing-intensive course. At the end of the semester, the condition that involved greater load-reducing instruction before problem-solving activities yielded superior attainment of learning outcomes encompassing knowledge acquisition and use of problem-solving skills. No differences in engagement, withdrawal rates, or writing anxiety were detected. Writing anxiety was only minimally related to students' performance and engagement as measured by the course learning outcomes. These findings illustrate that ostensibly minimal variations in the implementation of inquiry-based learning can have a selective impact on cognitive rather than emotive processing.

Need for ICT adoption in the teaching of Christian religious education at the basic education level in Nigeria

The acquisition of essential skills and knowledge is considered a primary aim of education to effectively navigate and succeed in various aspects of life. In modern times, the role involves proactive engagement in a society that is rich in information, where knowledge is considered the primary driver for the socio-cultural and politico-economic progress of nations. The teaching and learning of religious education has not fully utilized the abundant resources available in the Information and Communication Technologies (ICT) era, owing to several limitations. This study analyzed the current status of religious education during this era, as well as the factors that facilitate, inhibit or hinder the integration of ICT in Nigerian basic education level. The research provides recommendations for the effective integration of ICT initiatives in the teaching of Christian religious education within Nigerian basic education level in the contemporary era. The study employed quasi-experimental design. The research suggests that it would be beneficial for Nigerian basic education level to be equipped with contemporary computer laboratories by the appropriate authorities, for the benefit of both basic education level students and teachers.

Exploring the dynamics of ultrasound training in medical education: current trends, debates, and approaches to didactics and hands-on learning.

Medical education, especially in ultrasound training, is undergoing significant changes. This study examines practical issues in ultrasound medical education, emphasizing state-of-the-art teaching methods, their effectiveness, and implementation challenges. The study analyzed advancements in ultrasound education, including randomized controlled trials comparing peer-to-peer teaching with traditional faculty-led instruction. It evaluated the effectiveness of collaborative small-group training and group size impact in simulation-based training. The study also assessed practical training components outlined in the WFUMB Position Paper Part II. Findings indicate that peer-to-peer and collaborative small-group training are effective and cost-efficient. Group size did not significantly affect training outcomes. Key practical training elements, including early hands-on sessions and exposure to various equipment, substantially improved learning outcomes. Simulation tools like virtual reality (VR), augmented reality (AR), and phantoms were crucial for teaching standardized procedures and rare pathologies. Challenges identified include developing robust image acquisition skills, scarcity of qualified student tutors, and the need for reliable ultrasound skill assessment methods. Integrating peer-to-peer teaching and advanced simulation technologies significantly advances ultrasound medical education. These methods enhance cognitive and psychomotor skills but also present challenges such as ensuring quality education and developing effective assessment methods. Future research should compare different simulation tools and establish objective ultrasound proficiency assessment criteria. Continual method evaluation and improvement are essential for effective and standardized ultrasound training, ultimately enhancing patient care and clinical outcomes.

Introduction of a learning pathway combining passive and interactive formats in gerodontology: A pilot study.

During the 2021-2022 academic year, an integrated curriculum in gerodontology, including interactive teaching activities, has been proposed from the second to the fifth year of initial training. This pilot study aimed to evaluate the educational impact of interactive online mandatory activities including three quizzes and a serious game (SG) offered to fourth-year students in addition to passive courses in gerodontology. Students' participation in the quizzes and SG and their subsequent satisfaction were evaluated. Students' performance for managing a dental visit with older patients were also assessed by using two tests proposed before and after the completion of the third quiz and the SG. Scores obtained to these tests were then submitted to a paired t-test. Significance levels were set at p<0.05. Student participation in the three quizzes and SG remained high throughout the semester. The level of satisfaction with the course was high (respectively 26.7% very satisfactory and 65.5% satisfactory). Finally, mean±SD scores of performances were 65.6±9.2 before and 69.5±9.8 after the completion of the third quiz and the SG (p=0.0002, t-test, df=163). The frequency of use and the scores obtained in interactive activities suggest that students were involved in their gerodontology training during the semester. The learning outcomes of fourth-year students were improved after the interactive activities. The introduction of a training pathway based on interactive activities could facilitate the acquisition of knowledge and skills by undergraduates in gerodontology.

Early progressive mobility to improve neurodevelopment of infants with severe bronchopulmonary dysplasia at a level IV neonatal intensive care unit: a prospective cohort study.

To measure the feasibility of early progressive mobility (EPM) in intubated infants with severe bronchopulmonary dysplasia (BPD) and compare neurodevelopmental skill acquisition of these infants before and after implementation of a clinical EPM program. Single-center pre-post intervention prospective cohort study in a level IV Neonatal Intensive Care Unit (NICU) from 2019-2022. Bivariate tests compared EPM interventions and results of serial Test of Infant Motor Performance (TIMP) assessments in 32 intubated infants with severe BPD cared for during two epochs, before and after NICU-wide EPM implementation. Infants in epoch 2 experienced significantly more EPM interventions than infants in epoch 1. Infants in epoch 2 also had more advanced motor skills on the TIMP than infants in epoch 1. There were no unplanned extubations. We demonstrated successful implementation of EPM in this high-risk population with evidence of beneficial impacts on early motor development.

Motor learning is modulated by dopamine availability in the sensorimotor putamen

Abstract Successful motor skill acquisition requires the dynamic interaction of multiple brain regions, with the striatum playing a critical role in this network. Animal studies suggest that dopaminergic mechanisms are involved in the regulation of motor learning-associated striatal plasticity. In humans, however, the contribution of nigrostriatal dopaminergic transmission to motor learning remains elusive beyond its well-characterized role in initiation and fluent execution of movements. In this prospective observational study, we investigated motor sequence learning in individuals who had undergone 123I-N-ω-fluoropropyl-2β-carbomethoxy-3β-(4-iodophenyl)nortropane single-photon emission computed tomography for the differential diagnosis of Parkinson's disease (n=41) and age-matched healthy controls (n=20). We found that striatal dopamine transporter (DaT) depletion exhibited distinct spatial patterns that were associated with impairments in motor sequence learning and the manifestation of Parkinsonian motor symptoms, respectively. Specifically, significant associations between striatal DaT depletion and impairments in motor sequence learning were confined to posterior putaminal regions, whereas significant associations of striatal DaT depletion with Parkinsonian motor symptom severity showed a widespread spatial pattern across the entire striatal volume with an anterior maximum. Normative functional connectivity analysis revealed that both behavioral domains shared largely overlapping connectivity patterns with the basal ganglia and supplementary motor area. However, apart from connectivity with more posterior parts of the supplementary motor area, significant functional connectivity with primary motor cortical areas was only present for striatal DaT availability-related modulation of online motor learning. Our findings indicate that striatal dopaminergic signaling plays a specific role in motor sequence learning beyond its influence on mere motor execution, implicating learning-related sensorimotor striatum recruitment and cortico-striatal plasticity as dopamine-dependent mechanisms.

Assessing utility of a simple low-cost simulator model to improve direct ophthalmoscopy skills amongst medical students

Abstract Background Ophthalmoscopy is an essential skill for medical trainees, however, trainees commonly report feeling uncomfortable with this skill. The purpose of this study is to determine the utility of a low-cost simulator in improving medical student’s comfort and proficiency with direct ophthalmoscopy. Methods An easy to assemble simulator was constructed using low-cost materials. First and second year medical students at the University of British Columbia were recruited. Participants in the Simulator group completed a survey to rate their competency using a direct ophthalmoscope prior to a practice session with the simulator. The Control group had no simulator session. Both groups then took part in the regularly scheduled clinical session and were assessed by a preceptor on their proficiency using an evidence-based rubric. The Simulator Group completed a post session survey about their perceived proficiency with an ophthalmoscope. Results The Simulator group had 14 participants and the Control group had 103 participants. Participants in the Simulator group self-reported significant increases (p &lt; 0.05) in their perceived competence across all domains surveyed including overall comfort and visualizing the optic disc. There were no significant differences in proficiency rated by a preceptor between the Simulator and Control groups (7.21 vs 7.06 out of 10; p = 0.572). Conclusions This study demonstrates that a low-cost simulator is an accessible and valued method for improving student’s perceived competence and comfort in ophthalmoscopy. While this study did not show the simulator results in higher proficiency, rated by an evaluator, future studies can focus on more robust measures of skill acquisition and larger sample size.

BN O06 - CHOLE-SAFE: A pilot curriculum response to reduce bile duct injuries

Abstract Background The laparoscopic cholecystectomy is a cornerstone of modern benign upper GI surgery; approximately 3% of the population have symptomatic gallstones and over laparoscopic cholecystectomies 61,000 are performed every year in the UK (1). Whilst a relatively safe procedure, bile duct injury (BDI) is an iatrogenic catastrophe with significant consequences to both patient and surgeon. Despite understanding of how such injuries occur and pre-existing consensus methodology in minimising bile duct injuries (2,3); according to the bile duct injury registry incidence has increased. We present a novel curriculum in response. Method CHOLE-SAFE has been designed by expert panel with oversight from parent groups including AUGIS and BBUGSS. The course aims to convey a theoretical foundation in safe cholecystectomy, an understanding of relevant human factors in a no blame culture and provides a practical framework for managing difficult cases. A mixed methods course was delivered, with industry support, to a group of national training number registrars. We delivered a series of: didactic lectures, wet lab skills work and simulation and a written exam as a one-day course. Delegates were asked to provide feedback in an anonymous survey. Results Although delegates had varying experience, no trainee had performed more than 70 laparoscopic cholecystectomy. Two were experienced with X-ray cholangiogram however had only performed one. Most had ultrasound experience, however the average number of ultrasound cholangiograms performed was only 12. 36% of trainees had seen a BDI. There was no significant difference in procedural confidence after the course. Trainees felt more able to perform X-Ray and ultrasound cholangiogram independently (p&amp;lt;0.05). Before the course 72.7% of delegates felt they knew how to avoid a BDI, 36.4% felt able to manage one; this increased to 100% and 82% respectively after the course. Conclusion CHOLE-SAFE demonstrates a robust curriculum in the response to increased incidence of bile duct injury. Trainees benefit from increased understanding of how to avoid and manage complications and technical skill acquisition. Course delivery has been demonstrated to be replicable, feasible and practical to organise. We believe this curriculum to be necessary and addresses a significant training need.

Entrepreneurial Education and Intention as a Panacea for Sustainable Development Goals: Evidenced Among Public and Private University Students in Southwest, Nigeria

The study was carried out to investigate the impact and also compare the motivational impact level of sustainable entrepreneurship education on sustainable entrepreneurial intention among public and Private University Undergraduate in Southwest, Nigeria. It adopted survey research design, a sample size of 3,542 out of 26,898 university undergraduates from the selected Public and private universities in Ogun, Osun, and Oyo States were selected. Primary data was sourced using a structured questionnaire. Descriptive statistics was adopted to get the mean and standard deviation of the constructs for the variable under investigation, while Mann-Whitney U-test was used to examine the differences in the impact level and Linear Regression was used to analyse the impact of sustainable entrepreneurship education of sustainable entrepreneurial intention. Findings showed that sustainable entrepreneurship education have significant impact (F1, 3540 = 21187.94; R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt; = 0.8568; P &amp;lt; 0.0000) on Sustainable Entrepreneurial intentions. Also, the public Universities (μ&amp;lt;SUB&amp;gt;R&amp;lt;/SUB&amp;gt;=1584.96) students have more of motivational impact level in terms of sustainable entrepreneurship education compared to students in private Universities (μ&amp;lt;SUB&amp;gt;R&amp;lt;/SUB&amp;gt;=2035.35). The study recommends based on its findings that the Federal government should also contribute towards putting in place infrastructure for entrepreneurial and skill acquisition in private Universities.

Abstract Su405: Effect Of A Visual Feedback Device On The Acquisition Of Cardiopulmonary Resuscitation Skills In Training Certified By The American Heart Association: Randomized Clinical Trial

Background: High-quality cardiopulmonary resuscitation (CPR) is fundamental for the success in the care of cardiorespiratory arrest. In CPR skills training, manequins with feedback on quality parameters have been employed and received varied evaluative results. The American Heart Association (AHA) encourages the use of feedback devices in CPR training; however, its effects have not been evaluated in courses certified by it. Research Questions: Training with visual feedback devices alters the learning of students in acquiring psychomotor skills in CPR? Goals: To evaluate the effect of a visual feedback device on CPR training, in AHA certified courses. Methods: A randomized clinical trial was conducted to estimate the intervention of a visual feedback device in practical CPR training for nurses, medical students and physicians in the Advanced Cardiovascular Life Support (ACLS) courses. For that, having as parameters the quality criteria determined by the AHA, we tried to compare the performance results of the trained students with objective feedback from the device and the trained students with subjective feedback from the instructor. Statistical analysis included chi-square test, Student's t test, Mann-Whitney u test, Spearman’s-rho correlation coefficient. Significance level considered was 0.05. A survey was registered with ClinicalTrials®, under resgistration NCT 04338490. Results: The sample consisted of 209 students; of these 119 (56.9%) were women, and 148 (70.8%) were physicians. The control group had 98 students, and the intervention group 111 students. The performance of students from both groups reached the criteria of quality in CPR. The group trained with a feedback device achieved, according to guidelines, better results in the rate of chest compressions, 78 (70.3%) versus 48 (49.0%), p &lt;0.01, and in return of the chest 100 (91; 100) versus 99 (78.25; 100), p &lt;0.03. As for the recommended compression fraction, 60% to 80%, both groups were above 60%; however, no student in the study reached 80%. Conclusions: The visual feedback device was effective in CPR training, improving students’ performance in the criteria of compression rates between 100 and 120/min and total return of the chest between compressions.

Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework

This study investigates the relationship between access time to digital technologies and the devel-opment of digital competences among Chilean university students, using the DIGCOMP-PED in-strument based on the DIGCOMP framework. Methods: The instrument was applied to 4360 first-year students at a Chilean public university, and an expert validation process was carried out to identify relevant competences for academic training. Results: The findings indicate a positive but non-linear relationship between years of experience using technologies and performance in certain areas of the DIGCOMP framework. Although the study was conducted between 2021 and 2022, with the follow-up analysis completed in 2024, access alone does not guarantee the acquisition of ad-vanced skills across all competences. Conclusions: The study emphasizes the complexity of the re-lationship between access to technology and the development of digital competences, highlighting the importance of pairing access with quality education and structured guidance in digital literacy to prepare students for the challenges of the digital world.

Applying experiential learning theory in non-school-based technical and vocational education and training for unemployed youths in South Africa

Youth unemployment is one of the major challenges facing Sub-Saharan African countries today. Although young people may hold general certificates of education (equivalent to Grade 12), they lack employable or marketable skills enabling them to be integrated into the labour market. In this paper, I examine the application of experiential learning theory (ELT) in non-school-based technical and vocational training for unemployed youths as a learning approach to develop job-related skills and competencies for the real world of the workplace. I used a qualitative research design to meet the research objectives and conducted one-on-one semi-structured interviews with 10 trainees out of 512 to get their views on training delivery and learning approaches for skills acquisition. To complement the interview data, I also conducted field observations at the training centres, in the workshops, and at companies hosting trainees for workplace training. My findings revealed that the facilitators used classroom-based and field-based experiential learning approaches to help the trainees gain job-related skills and competencies required in the labour market. I conclude that applying ELT in Technical and Vocational Education and Training (TVET) programmes helped young trainees gain the job-related skills and competencies required in the labour market. As practical implications for society, I provide new insights into applying ELT to improve the effectiveness of non-school-based TVET programmes for disadvantaged and unemployed youths. My findings will motivate other trainers and training managers to apply ELT in designing and implementing non-school-based TVET programmes.

The Innovative Smart Green Campus as Life-Based Learning Characteristics of Future Learning Efforts to Complete the SDG's

Objective: This study examines the application of the Smart Green Campus idea in higher education, focusing on its contribution to sustainability and experiential learning. Theoretical Framework: The study is founded on theories of sustainability, intelligent campus design, and experiential learning. These frameworks thoroughly comprehend integrating green technologies and experiential learning within educational settings. Method: This research employs a qualitative methodology, utilizing case studies of colleges executing Smart Green Campus programs to collect data. Data were collected via literature analysis, campus observations, and interviews with principal stakeholders. Results and Discussion: The results indicate that Smart Green Campus programs enhance students' environmental awareness and skill acquisition. Green technologies, including energy-efficient structures and sustainable transportation, promote an interactive learning atmosphere. Nonetheless, problems like financial expenditures and opposition to change are acknowledged. Research Implications: This study presents practical and theoretical implications by illustrating how Smart Green Campus initiatives can serve as examples of education aligned with the Sustainable Development Goals (SDG 6). The study emphasizes how universities can implement sustainable methods to improve environmental and educational outcomes. Originality/Value: This study enhances the literature by offering novel insights into the Smart Green Campus idea and its practical implementation. Its significance resides in providing a novel educational framework that equips students to address sustainable development challenges and must ensure the availability of clean water and sanitation as stated in SDG 6.

Effects of Video Micro Teaching Plan to Improve Archery Technique in University Students

Background and Aims: Video microteaching not only improves student learning outcomes but also optimizes the teaching process for instructors. By making effective use of video resources, teachers can dedicate more class time to individual tutoring, helping students who need more attention to overcome learning challenges. Therefore, the objectives of this research were: (1) to study the effect of a video microteaching program on the improvement of archery skills at Jilin University, and (2) to compare the effect of video a microteaching plan on improving archery technique at Jilin University. Materials and Methods: 60 students who participated in the archery course were selected from the 300 first-year students at Jilin University to complete the questionnaire survey, and 30 students were randomly selected from the 60 students to conduct the experimental research. They were divided into 15 students in the experimental group and 15 in the control group. They participated in the 8-week video teaching experiment and tested once every two weeks to compare the effect of different teaching methods. The research methods included a questionnaire survey, a focus group interview, and an experimental intervention. Mean, standard deviation, independent t-test, and dependent t-test were used to analyze the data. Results: Video instruction significantly improved students' academic performance in archery courses. After 8 weeks of intervention, the experimental group using the video teaching plan had significantly improved performance than the control group using the traditional teaching method. Conclusion: The dependent t-test results showed that video teaching helps students to better understand and replicate archery movements, reduce learning errors, and improve motor memory and skill acquisition through vivid movement demonstrations and detailed technical explanations.

Competency-based medical education in interventional pulmonology: current state and future opportunities.

This chapter examines the evolution and current status of competency-based medical education (CBME) in interventional pulmonology, focusing on procedural skills assessment and training. Traditionally, interventional pulmonology training has used an apprenticeship model with case logs and director attestation, leading to inconsistent outcomes due to a lack of standardized curricula. CBME, established to address these issues, relies on outcome-based assessments to ensure trainees achieve necessary competencies. The chapter reviews various assessment tools, including global rating scales, checklists, and simulation-based methods, and their effectiveness in skill acquisition and clinical evaluation. It also covers specific procedures such as EBUS-TBNA, electromagnetic navigation bronchoscopy, and rigid bronchoscopy, discussing their assessment tools and learning curves. The chapter emphasizes the need for standardized assessment tools and suggests using entrustable professional activities (EPAs) to improve competency evaluation. Future directions include integrating real-time artificial intelligence feedback, addressing high-risk low-volume procedures, and enhancing workplace-based assessments to improve interventional pulmonology training and patient care quality. This chapter reviews the transition from traditional apprenticeship models to CBME in interventional pulmonology, highlighting advancements in procedural skills assessment, the effectiveness of various assessment tools, and future directions for improving training and patient care.

Development of an Interprofessional Education Project in Dentistry Based on the Positive Behavior Support Theory: Pilot Curriculum Development and Validation Study.

Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students' self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

From frustration to fulfilment

Transaction analysis, the process of discerning which accounts are impacted (either increased or decreased) by a given transaction, is a fundamental accounting principle. While proficiency in this concept is vital for introductory accounting students, it poses a significant challenge for many. We addressed this hurdle using Excel and Excel VBA to develop a fully automated Journal Entry Learning Object (JELO) spreadsheet designed to aid first-year accounting students in grasping the intricacies of analyzing business transactions. Grounded in cognitive load theory (CLT), our spreadsheet based JELO provides a user-friendly interface that helps students develop their skills without becoming overwhelmed. Cognitive load theory, pioneered by John Sweller, suggests that learning is optimized when instructional materials reduce unnecessary cognitive load, allowing students to allocate their cognitive resources efficiently toward understanding and mastering the task at hand. CLT distinguishes between three types of cognitive load: intrinsic, extraneous, and germane (Sweller, Ayres, &amp; Kalyuga, 2011). Intrinsic cognitive load refers to the inherent difficulty associated with a specific instructional topic (Sweller, J. 2010). In transaction analysis, the intrinsic load is naturally high due to the complexity of understanding the impact of transactions on various accounts. To manage this, JELO has three tiers of transaction questions. Students are allowed to progress to more complex transactions only after demonstrating proficiency with the lower levels. Extraneous cognitive load is generated by inefficient presentation of information to learners (Paas &amp; Sweller, 2014). JELO minimizes extraneous load through its intuitive and interactive design. By providing clear instructions, a logical interface, and eliminating unnecessary information, JELO ensures that students can focus on the essential aspects of transaction analysis without being distracted by irrelevant information. Germane cognitive load refers to the mental effort required to create schemas and integrate new information into existing knowledge structures (Sweller et al., 2011). JELO enhances germane load by offering scaffolded and immediate feedback. This feedback is designed to reinforce correct responses and guide students through their errors with hints and explanations, facilitating deeper cognitive processing and better schema construction. Our goal was to make skill acquisition enjoyable and, more realistically, to reduce the pain of learning transaction analysis. The JELO offers an alternative to traditional “drill and practice” methods by providing an easy-to-use, interactive learning tool that dynamically adjusts the difficulty of its questions to match the student's skill level. This adaptive learning approach ensures that students are continually challenged just enough to promote learning without becoming overwhelmed. Additionally, JELO's feedback mechanism aligns with CLT principles by providing immediate positive reinforcement and corrective guidance. By doing so, it helps students build confidence and competence in transaction analysis, leading to a more effective and engaging learning experience. By incorporating principles of cognitive load theory, JELO ensures that students are neither under-challenged nor overwhelmed. This careful balancing of students’ overall cognitive load facilitates a more effective learning environment, fostering both proficiency and satisfaction in mastering transaction analysis.

Metahuman

In contemporary education, there is a growing recognition of the importance of preparing learners with essential soft skills and the ability to engage in safe-to-fail tasks. Introducing the concept of failing safely and practising complex conversational skills in a controlled, virtual environment is crucial for students to effectively apply these skills in real-world situations (Korhonen et al., 2023). Our project, titled Metahuman, introduces an AI-powered simulation-based learning experience where learners interact with 3D virtual humans in real time. These virtual humans serve as guides and facilitators, simulating diverse interpersonal scenarios encountered in professional settings. This approach is rooted in simulation-based learning, where learners can explore and engage in various scenarios without the risk of real-world consequences (Chen &amp; Lu, 2022). The Metahuman is designed with dynamic personalities that emotionally respond to learner input and feature realistic voices; these adaptive, simulated environments have been shown to foster critical thinking and professional conversation skills (Ruokamo et al., 2023). One application of Metahuman is within the healthcare sector, where nurses (learners) can practise screening a patient (Metahuman) for Tuberculosis in a virtual clinic. Nurses learn to navigate complex patient scenarios, building their skills and confidence in a controlled setting. This experience highlights how simulation-based learning can enhance competence and preparedness for real-world challenges, as discussed by Wu and Yu (2023). Central to the Metahuman experience is an AI-driven mentor that delivers contextual feedback in real time, aligned with specific learning objectives and competency frameworks. These frameworks and objectives provide safeguards for how the Metahuman interacts with learners, ensuring that the scenarios presented are both relevant and educationally sound. Robust prompts designed by educators and learning designers govern the interactions between learners, the Metahuman, and the AI mentor. This structured interaction enables learners to receive personalised guidance, enhancing skill acquisition and reflective practice. Automated transcripts of these interactions capture learning outcomes, providing evidence of learner progress and foster continuous improvement (Niu et al., 2023). These transcripts serve as valuable resources for self-reflection and feedback for both learners and educators, and allow learners to deepen their understanding of the skills practised in the scenarios (Wu &amp; Yu, 2023). To further support the educational process, Metahuman includes prompt and virtual human templates that allow for rapid development of diverse scenarios. This flexibility enables educators to tailor learning experiences to specific needs, making it easier to integrate Metahuman into various educational contexts. The platform’s accessibility through web browsers, without requiring additional installations, supports cost-effective scalability and broad adoption across different settings. This ease of access ensures that Metahuman can be integrated into diverse learning environments without significant technical barriers (Chen &amp; Lu, 2022). This poster presentation will showcase Metahumans key features and functions, emphasising its potential to revolutionise soft skills education through safe-to-fail learning environments. The presentation will also provide insights from current implementations across the health, business, and marketing sectors, highlighting user feedback and outcomes. By aligning with well-established concepts such as simulation-based learning, Metahuman positions itself as a pivotal tool in the future of education, contributing to the ongoing discourse on educational transformation and digital innovation.

OpenOPAF: An Open Source Multimodal System for Automated Feedback for Oral Presentations

Providing automated feedback that facilitates the practice and acquisition of oral presentation skills has been one of the notable applications of multimodal learning analytics (MmLA). However, the closedness and general unavailability of existing systems have reduced their potential impact and benefits. This work introduces OpenOPAF, an open-source system designed to provide automated multimodal feedback for oral presentations. By leveraging analytics to assess body language, gaze direction, voice volume, articulation speed, filled pauses, and the use of text in visual aids, it provides real-time, actionable information to presenters. Evaluations conducted on OpenOPAF show that it performs similarly, both technically and pedagogically, to existing closed solutions. This system targets practitioners who wish to use it as-is to provide feedback to novice presenters, developers seeking to adapt it for other learning contexts, and researchers interested in experimenting with new feature extraction algorithms and report mechanisms and studying the acquisition of oral presentation skills. This initiative aims to foster a community-driven approach to democratize access to sophisticated analytics tools for oral presentation skill development.