Taiwanese College Research Articles

Machine learning for prediction of incident heart failure and heart failure hospitalisation: multi-cohort development, validation and association with clinical phenotypes

Abstract Background Delayed heart failure (HF) diagnosis is associated with adverse outcomes and costs of hospitalisation.(1,2) Whilst previous tools have been developed to predict incident HF,(3) risk of HF incidence may correlate poorly with risk of HF hospitalisation, which may be more important in targeting diagnostics. Purpose To develop and validate a novel decision support tool for prediction of incident HF and HF hospitalisation, and investigate association of score with HF with reduced ejection fraction (HFrEF) and preserved ejection fraction (HFpEF). Methods We developed the models (FIND-HF) in UK primary care health record data from individuals aged ≥40 years without known HF (Jan 2, 1998 to Feb 28, 2022), randomly divided into training (80%) and testing (20%) datasets. We evaluated logistic regression and supervised machine learning models for prediction of 1- and 5- year HF and HF hospitalisation risk in the testing dataset with internal bootstrap validation. Models were externally validated for HF hospitalisation in data from a Taiwanese university hospital. Association of FIND-HF score with HF phenotypes of HFpEF and HFrEF was assessed in two prospective cohorts, the MATCH registry of patients diagnosed with HFrEF and the FIND-AF cohort of individuals at higher predicted risk of atrial fibrillation who underwent echocardiography. Results Of 565 284 UK individuals (mean age 68.9 (SD 12.2) years, 49.2% women), incidence of HF and HF hospitalisation was 1.1% and 0.5% at 1-year, and 6.6% and 3.4% at 5-years, respectively. Prediction performance was superior for machine learning algorithms compared with logistic regression, with best performance for XGBoost (area under receiver operating characteristic curve (AUROC) at 1 and 5-years: 0.755 and 0.723 for incident HF, and 0.738 and 0.711 for incident HF hospitalization). On external validation in 106,026 individuals in Taiwan (mean age 64.7 (SD 10.6) years, 52.8 % women), HF hospitalisation incidence was 0.71%, and 2.46% at 1- and 5- years, respectively, and discrimination performance was excellent (AUROC at 1- and 5-years: 0.834 and 0.843). When the FIND-HF score was applied to individuals in the MATCH cohort (n = 133, mean age 69.0 (SD 11.7) years, 38.3% women) and FIND-AF cohort (n = 82, mean age 71.6 (SD 7.5) years, 50.0% women), the distribution of score to clinical phenotypes demonstrated a binomial distribution (Figure 1), and likelihood of HFpEF diagnosis correlated with the numeric score (Figure 2). Conclusions The machine learning FIND-HF decision support tool can accurately identify individuals at risk of incident HF and HF hospitalisation, to enable new approaches for early detection and prevention. The variation of score amongst high risk individuals with different HF clinical phenotypes emphasizes the distinct pathophysiological pathways but shared adverse outcome profile across the HF syndrome.Figure 1Figure 2

Enhancing Subjective Well-Being in Taiwanese University Students Through an Eight-Week Mindfulness-Based Program: A Pilot Study

While mindfulness has demonstrated extensive benefits across diverse populations, research on its integration as a formal course and its effects on subjective well-being (SWB), particularly among Taiwanese university students, remains limited. This pilot study examined changes in SWB among 85 Taiwanese university students (61 males, 24 females) following an 8-week Mindfulness-Based Cognitive Therapy for Life (MBCT-L) course. Participants included 38 lower-grade (pre-internship) and 47 senior (post-internship) students. SWB was measured using the 29-item Oxford Happiness Questionnaire (OHQ), rated on a 6-point Likert scale, and administered before and after the intervention. Results revealed a significant increase in students’ overall SWB scores from 3.69 to 3.92 post-intervention. Although females initially exhibited higher baseline SWB compared to males, no significant sex differences were observed after the course. Score discrepancies between pre- and post-test stages varied across sex and internship status, indicating differential impacts of the MBCT-L course on distinct demographic groups. Additionally, this study validated the reliability of the short version of the OHQ (8 items) for use in similar research contexts. By conducting a formal MBCT-L course for Taiwanese university students, this study provides valuable empirical evidence, contributing to the cross-cultural understanding of mindfulness-based interventions and their effects on SWB.

Learning English Conversational skills with collaborative learning: A case in a Taiwanese University

Taiwanese students begin learning English in primary school, but most of them are not able to fluently communicate in English. The present study employs a collaborative learning activity in an experiment to investigate its influence on 106 Taiwanese non-English major freshmen’s learning situation for English speaking and listening. Data were collected by observing students’ learning behaviours in both the experimental and control groups for a term, their pre-test and post-test scores, and a questionnaire survey. From these observations, the experimental group participants transitioned to have more active learning behaviours than the control group by the end of the term. The statistical results show that studying with collaborative learning can promote learners’ communicative competence. Furthermore, all participants gave positive feedback on the course arrangement, but the experimental group participants indicated a significantly stronger attitude towards the collaboration experience. Having more opportunities to practice speaking and listening to English, the participants received the language more favourably after learning it using collaborative learning.

Learning About Lunar Phases: Exploring Taiwanese University Students’ Conceptions of and Approaches to Learning by Holographic Projection

Extant literature has preliminarily confirmed the potential benefits of holographic projections for educational purposes. Yet, students’ experiences of learning by holographic projection have rarely been addressed. The main purpose of this study was therefore to explore students’ conceptions of and approaches to learning by holographic projection. A holographic projection system was devised to assist students in learning the concept of lunar phases. This study also investigated the relationships between students’ conceptions and approaches, and determined if there were any variations based on students’ learning gains. Phenomenographic analysis was adopted to analyze 30 university students from Taiwan, and a multiple-choice conceptual test was conducted to assess their learning achievements. The main findings indicated that students with conceptions of learning by holographic projection as increasing the presence of a scene or mapping 2D images to 3D structures tended to adopt surface approaches, such as only observing the changes presented in the holographic projection, repetitively operating the system functions without intended purposes, or simply following the instruction guidelines to meet the minimal requirements. However, this study unexpectedly found that students who utilized surface approaches had significantly higher learning gains on the conceptual test than their counterparts did.

The impact of mental health and the COVID-19 pandemic on employability and learning outcomes: evidence from Taiwanese University students

In response to the emergence of COVID-19, schools were forced to adopt online learning, which later transitioned into a hybrid mode of teaching. However, these changes in the teaching and learning mode may have an adverse effect on mental health, thereby affecting learning outcomes. Therefore, providing immediate resource support for disadvantaged groups may improve students’ learning outcomes. This study investigated the impact of mental health on employability, learning outcomes in the context of blended learning, and the support provided by school resources among college students. We then analyzed survey data from university students and examined the associations among mental health, employability, learning outcomes before and after blended learning, frequency of seeking counseling, and school resource support. The research findings indicate that as the severity of mental health worsened, participants perceived lower learning ability for their future careers. Moreover, during the pandemic, there were variations in learning outcomes for students exposed to blended learning, but it was found that female students demonstrated better learning outcomes. It was also determined that it is beneficial for disadvantaged students to promptly apply for school resource support, as such support can contribute to improved learning effectiveness. Establishing mental health prevention mechanisms and providing school and external resources in a timely manner are the best solutions for helping students learn.

Integrating group awareness into team‐based learning

AbstractBackgroundTeam‐based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.ObjectivesThis study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL + GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.MethodsA quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL + GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.Results and ConclusionsThe TBL + GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL + GA system also improved assignment quality and elicited more constructive and positive peer feedback.ImplicationsIntegrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL + GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.

Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

Exploring Taiwanese university students’ self-regulatory processes, perceived stress, and academic coping

"Analyzing integrative and instrumental motivation in Taiwanese university students' usage of English as a Foreign Language: A descriptive examination of emerging trends in the context of the Bilingual Nation 2030 Policy"

"Analyzing integrative and instrumental motivation in Taiwanese university students' usage of English as a Foreign Language: A descriptive examination of emerging trends in the context of the Bilingual Nation 2030 Policy"

The intraindividual dynamics of university students' motivation and emotions: The role of autonomy-supportive learning climates and learning activities.

The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

Unveiling the dynamic connection between a socially responsible activity and English learning motivation at a Taiwanese university

ABSTRACT Purpose In response to the growing acknowledgment of University Social Responsibility as an integral component of higher education, this study aimed to explore the relationship between a socially responsible initiative, Happy Reading Worms, and the motivation for English learning, as well as awareness of social responsibility among Taiwanese university freshmen. The study adopted an autonomous learning approach with the goal of boosting students’ motivation to learn English. Design In Fall 2022, 58 university freshmen in a General English course participated in Happy Reading Worms at a local hospital. Their involvement included reading English stories and offering companionship to child patients. The students received training in empathy, story-reading skills, and guidelines for interacting with child patients during the four two-hour sessions. Assessment involved two scales measuring community engagement awareness and English learning motivation, supplemented by one-on-one interviews to further explore students’ experiences. Findings The findings revealed that students recognized the importance and various personal gains associated with community engagement. Students’ satisfaction with their psychological needs was associated with an extrinsically motivated approach to learning English. Furthermore, in the assessment of students’ perception of USR, the category ‘Listening to Others’ stood out, with female students exhibiting a significantly higher inclination than their male counterparts. However, the examination of their motivation in learning English indicated a negative association with their community engagement, suggesting the intricate nature of motivation. Originality/ value The findings offered valuable insights into the advantages of incorporating socially responsible activities within the university’s English learning environment, particularly in EFL contexts.

Behavioral Intentions of Low-Achieving Students to Use Mobile English Learning: Integrating Self-Determination Theory, Theory of Planned Behavior, and Technology Acceptance Model Approaches

This study aims to examine the factors influencing students’ behavioral intentions toward using Mobile English Learning (MEL) by integrating three key theoretical frameworks: the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and Theory of Planned Behavior (TPB). SmartPLS and SPSS were used to analyze data from a survey involving 499 students with low-achieving academic records from six Taiwanese universities. The results show that perceived autonomy, perceived relatedness, and perceived ease of use predict perceived usefulness. Furthermore, attitude, subjective norm, and perceived behavioral control predict perceived ease of use. Both perceived usefulness and perceived ease of use significantly and positively influence behavioral intention. These results provide a theoretical basis for promoting the intention of low-achieving students to use MEL.

The Mediating Roles of Self-Concept and Self-Efficacy in the Relationship between Parent-Child Communication Quality and Career Development among Taiwanese University Students

The Mediating Roles of Self-Concept and Self-Efficacy in the Relationship between Parent-Child Communication Quality and Career Development among Taiwanese University Students

Exploring Identity Perception and Bilingual Education Dynamics in Taiwanese University Settings

In an increasingly interconnected world, proficiency in English is becoming indispensable, prompting Taiwanese universities to implement English language requirements ranging from one to four years. This initiative aligns with a national bilingual education program aimed at bolstering the English proficiency of college students to enhance their international competitiveness. Consequently, English-medium instruction has become prevalent in various university courses, facilitated by the Freshman English course serving as a transition to English-mediated teaching. While linguistic development is emphasized, the dynamics of identity perception among students cannot be overlooked, as language identity profoundly impacts their learning experiences and growth. This study delves into the identity perception of college freshmen in Taiwan, where bilingual education is heavily emphasized by the government. The purpose of the study is to investigate how Taiwanese college freshmen perceive their identity as they participate in English language learning. In addition, this study aims to examine the influence of gender and college major on the individual differences in identity perception among college freshmen engaged in English language learning. Employing Gao et al.’s (2005) Likert-scale questionnaire on self-identity change, the research surveyed 360 freshmen from a university in northern Taiwan. Data analysis performed with SPSS includes two stages. At the first stage, descriptive statistics revealed that participants exhibited agreement on self-identity changes in four categories: self-confidence, zero, productive and additive. At the second stage, a multivariate analysis of variance demonstrated significant main effects of gender and major on identity changes. Female students exhibited higher self-confidence, additive and productive changes compared to male students. Furthermore, liberal arts majors experienced more pronounced self-confidence, additive and productive changes than their counterparts in business, science, and engineering majors. A Post Hoc test unveiled significant differences, with business majors scoring higher than science majors in subtractive and split changes, while science majors differed significantly from liberal arts majors in zero change. The study’s implications extend beyond theoretical understanding, informing pedagogical practices to enhance language learning experiences.

College students' perceptions of electronic cigarette risks and benefits: a concept mapping study.

The use of electronic cigarettes (e-cigarettes) is on the rise among young adults, with higher public acceptance than traditional tobacco. A study in Taiwan employed concept mapping to explore risk and benefit perceptions of e-cigarette use among college students. The study involved 100 college students from 11 Taiwanese universities, with 50 being e-cigarette users and 50 non-users. Data collection and analysis were done with the GroupWisdom™ platform. Participants engaged in brainstorming, rating and sorting their perceptions, which were analyzed using multidimensional scaling and hierarchical cluster analyses. The participants' mean age was 19.24 years, and 55% were male. This process resulted in the identification of 10 clusters encompassing 64 statements, with 3 clusters focused on risk perceptions, 6 on benefit perceptions, and 1 dealing with e-cigarette regulations. Notably, risk perceptions were rated higher than benefit perceptions. Non-users held significantly higher risk perceptions and lower benefit perceptions across the nine clusters related to e-cigarette use. Concept mapping proved to be an effective tool for understanding college students' perceptions. These findings can assist health educators in comprehending college students' viewpoints on e-cigarette use and in developing targeted interventions. Additionally, exploring benefit perceptions may enhance students' critical thinking skills regarding e-cigarette advertising.

Savoring Belief, Resilience, and Meaning in Life as Pathways to Happiness: A Sequential Mediation Analysis among Taiwanese University Students.

In recent decades, scholarly interest has grown in the psychological components of happiness. Savoring belief, or the capacity to attend to, appreciate, and enhance the positive experiences in one's life, along with resilience and meaning in life, have emerged as significant predictors of enhanced happiness among diverse populations. This research examined the interrelationships among savoring belief, resilience, meaning in life, and happiness. A sample of 561 students from 75 universities in Taiwan, comprising 361 female and 200 male participants with an average age of 20.88 years, participated in an online survey. The study employed various instruments, including the Savoring Belief Inventory, the Subjective Happiness Scale, the Brief Resilience Scale, and the Meaning in Life Questionnaire. These instruments were translated into Traditional Chinese using a back-translation method and subsequently validated for accuracy by specialists in the field. Analysis of the data using Hayes' PROCESS Model 6 revealed several key insights: (1) savoring belief positively influenced happiness, resilience, and meaning in life with resilience further enhancing happiness and meaning in life; (2) resilience served as a significant mediator in the relationship between savoring belief and happiness; (3) meaning in life significantly mediated the relationship between savoring belief and happiness; (4) a sequential mediation model illustrated the mediating effects of resilience and meaning in life on the relationship between savoring belief and happiness. This study illustrates that, much like a garden requires water, sunlight, and care to flourish, our happiness is cultivated through enhancing our ability to savor the good moments, rebound from challenges, and find deep significance in our lives. We can significantly boost well-being by fostering these qualities-savoring belief, resilience, and a sense of meaning. These findings are particularly relevant for educators, highlighting the critical need to develop these traits in students to promote greater happiness and fulfillment in their lives. Discussions included theoretical implications, educational implications, and avenues for future research.

Navigating intercultural friendships in English as a lingua franca contexts: Taiwanese exchange students in Europe

ABSTRACT This study investigates Asian exchange students’ friendship development in European countries where English functions as a lingua franca. It offers an in-depth analysis of the experiences of three Taiwanese university students who exhibited varying degrees of success in friendship formation during their study exchanges there: one was successful, another was not, and the third experienced moderate success. Data were collected through pre-, during-, and post-sojourn interviews, supplemented by online correspondence between interviews. Analyzing the data using Coleman’s concentric circles model of study abroad social networks and Bourdieu’s concepts of habitus and capital, this study delineates the differing trajectories of the students’ friendship development and identifies the factors contributing to these diverse outcomes. The findings underscore the importance of possessing personal dispositions that resonate with those of peers, and also effectively utilising linguistic and cultural resources, for fostering intercultural friendships. These insights have implications for educational institutions involved in sending and hosting exchange students.

Breaking Conventional Eating Habits: Perception and Acceptance of 3D-Printed Food among Taiwanese University Students.

Considering the prevalent strain on environmental resources imparted by existing food systems, prioritizing environmental sustainability is an imperative course of action. Subsequently, the shift towards sustainable production and consumption patterns engenders an escalating demand for environmentally conscious food systems. Thus, 3D-printed food technology surfaces are a promising solution noted for their efficacy in curtailing food waste, bolstering environmental sustainability, and imparting innovative strategies to the food supply chain. Herein, we amalgamate the theory of planned behavior (TPB) framework with several variables, namely 'sensory appeal', 'food neophobia', 'perceived health risk', and 'environmental friendliness' to probe the behavioral intentions of Taiwanese university students' perceptions about 3D-printed food. Employing the snowball sampling method, 370 questionnaires were disseminated, out of which 319, constituting an effective retrieval rate of 86.2%, were deemed valid. Statistical analysis produced intriguing findings. Consumers' inclination to purchase 3D-printed food is substantially determined by their attitudes, subjective norms, sensory appeal, food neophobia, perceived health risks, and environmental friendliness. Contrary to our initial hypothesis, perceived behavioral control did not exhibit a significant impact on consumers' propensity to purchase 3D-printed food. Therefore, businesses should focus on magnifying the sensory appeal of 3D-printed food, coupled with precise nutritional labeling, to bolster consumer interest, enhance acceptance, and augment behavioral intentions. This study sheds light on the potential for the development of 3D-printed food in Taiwan, providing an indispensable reference for future endeavors in Taiwan's 3D-printed food industry.

Plantar load distribution with centers of gravity balance and rearfoot posture in daily lives of Taiwanese college elite table tennis players: a cross-sectional study.

Table tennis is an asymmetric sport involving the powerful forward swing of the upper limbs depends on the solid support of the lower limbs. The foot drive really affects the weight balance and stroke accuracy even though the distance and momentum of the lower limb displacement are limited within a limited range. Given that previous research on table tennis has typically focused on the footwork and stroke performance of professional players, the study aimed to investigate the daily static and dynamic plantar load distribution as well as the centers of gravity balance and rearfoot posture among Taiwanese college elite table tennis players. This is a cross-sectional study of 70 elite male table tennis players (age: 20.0 ± 0.9 years; height: 173.4 ± 5.1 cm, weight: 67.6 ± 5.3 kg, experience: 10.0 ± 1.6 years) and 77 amateur table tennis players of the same gender (age: 20.1 ± 0.8 years, height: 167.4 ± 4.4 cm, weight: 64.3 ± 4.0 kg, experience: 4.4 ± 1.2 years) from Taiwanese universities. The JC Mat optical plantar pressure analyzer was applied to determine the plantar load distribution along with arch index (AI) and centers of gravity balance. Assessment of rearfoot postural alignment was mainly used to contrast the performance of the centers of gravity balance. The static arch indices of both feet in the elite group were symmetrical and considered normal arches (AI: 0.22 ± 0.07) during their non-training and non-competition daily lives. Their static plantar loads were symmetrically concentrated on the bipedal lateral metatarsals (P < 0.05) as well as shifted to the medial and lateral heels (P < 0.05) and the lateral metatarsals (P < 0.05) during the walking midstance phase. Additionally, the plantar loads were mainly applied to the bipedal medial (P < 0.01) and lateral heels (P < 0.05) during the transitional changes between both states. Elite athletes had symmetrical and evenly distributed centers of gravity on both feet (left: 50.03 ± 4.47%; right: 49.97 ± 4.47%) when standing statically, along with symmetrical rearfoot angles and neutral position of the subtalar joint (left: 2.73 ± 2.30°; right: 2.70 ± 2.32°) even though they were statistically lower than those of the amateur athletes (P < 0.05). The daily static and dynamic foot patterns of Taiwanese college elite table tennis players were characterized by plantar load distribution on the lateral metatarsals and the entire calcaneus along with balanced centers of gravity and normal rearfoot posture. This foot and posture layout outlines the excellent athletic performance of the foot and ankle in professional athletes. Portions of this text were previously published as part of a preprint (https://doi.org/10.21203/rs.3.rs-2993403/v1).

Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts

English language proficiency is crucial in today&amp;rsquo;s globalized world, prompting Taiwanese universities to mandate one to four years of English courses. With the implementation of a national bilingual education program for college students, universities aim to enhance English proficiency through Freshman English courses, facilitating a smooth transition to English-mediated instruction in subsequent years, particularly in specialized subjects. Despite the official emphasis on English&amp;rsquo;s importance for future success, the effectiveness of language instruction hinges on understanding students&amp;rsquo; motivations. This study investigates English learning motivations among Taiwanese undergraduates, utilizing a Likert-scale questionnaire to discern general trends. The sample comprises 360 undergraduates from a northern Taiwanese university, with factor analysis revealing five motivational factors: intrinsic appreciation, instrumental motivation, external expectations motivation, exam-driven motivation, and interpersonal influence. These findings offer valuable insights into the multifaceted nature of English language learning motivations among Taiwanese freshmen, contributing to existing literature by highlighting nuanced motivational factors. The identified motivational factors hold implications for both theoretical understanding and pedagogical approaches, providing educators with insights to tailor instruction to students&amp;rsquo; diverse motivations. This study aims to enrich the discourse on language learning motivation and serve as a foundation for future research in similar contexts.

Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency

This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese university participated in this study. Through the use of structural equation modeling, the hypotheses in the research model were tested. The findings of this research are as follows: (1) Academic expectation stress has a significant and negative impact on EFL learners’ perceived English proficiency; (2) Academic resilience positively predicts EFL learners’ perceived English proficiency; (3) Academic resilience mediates the relationship between academic expectation stress and perceived English proficiency; (4) Adaptive coping mediates the relationship between academic expectation stress and academic resilience. These results add valuable insights to the existing literature in EFL teaching and learning, shedding light on the dynamics of these variables.