Educational Tool Research Articles

Assessment of the Need for Designing an Interactive Educational Tool on Exophytic Lesions of the Oral Mucosa

Assessment of the Need for Designing an Interactive Educational Tool on Exophytic Lesions of the Oral Mucosa

Examining gaze behavior in undergraduate students and educators during the evaluation of tooth preparation: an eye-tracking study

BackgroundGaze behavior can serve as an objective tool in undergraduate pre-clinical dental education, helping to identify key areas of interest and common pitfalls in the routine evaluation of tooth preparations. Therefore, this study aimed to investigate the gaze behavior of undergraduate dental students and dental educators while evaluating a single crown tooth preparation.MethodsThirty-five participants volunteered to participate in the study and were divided into a novice group (dental students, n = 18) and an expert group (dental educators, n = 17). Each participant wore a binocular eye-tracking device, and the total duration of fixation was evaluated as a metric to study the gaze behavior. Sixty photographs of twenty different tooth preparations in three different views (buccal, lingual, and occlusal) were prepared and displayed during the experimental session. The participants were asked to rate the tooth preparations on a 100 mm visual analog rating scale and were also asked to determine whether each tooth preparation was ready to make an impression. Each view was divided into different areas of interest. Statistical analysis was performed with a three-way analysis of the variance model with repeated measures.ResultsBased on the participants’ mean rates, the “best” and the “worst” tooth preparations were selected for analysis. The results showed a significantly longer time to decision in the novices compared to the experts (P = 0.003) and a significantly longer time to decision for both the groups in the best tooth preparation compared to the worst tooth preparation (P = 0.002). Statistical analysis also showed a significantly longer total duration of fixations in the margin compared to all other conditions for both the buccal (P < 0.012) and lingual (P < 0.001) views.ConclusionsThe current study showed distinct differences in gaze behavior between the novices and the experts during the evaluation of single crown tooth preparation. Understanding differences in gaze behavior between undergraduate dental students and dental educators could help improve tooth preparation skills and provide constructive customized feedback.

21st Century Learning Skills, Study Habits, and the Mathematics Performance of Grade 7 Students

This study examined the study habits, 21st-century learning skills, and mathematics performance of 132 Grade 7 students at Santa Maria National High School in the 2021-2022 school year. It looked at the kids' characteristics, study habits, and 21st-century learning skills to see how they correlated with their arithmetic ability. The study used a descriptive approach with tailored questionnaires, with data evaluated using frequency count, percentage, mean, and Spearman rho. The results revealed that the majority of pupils were of the suitable age, primarily female, lived in rural areas, and had parents working in a variety of occupations. They spent 1-4 hours a day on devices, with smartphones and the Brainly app being the most popular, and books were preferred as educational tools. The survey discovered that pupils had "very good" study habits, "high" 21st-century learning skills, and a "very satisfactory" level of mathematics achievement. There were no significant relationships observed between students' profiles and their study habits or 21st-century learning skills. However, there was a substantial link found between study habits and 21st-century learning ability. Communication and creativity skills were also found to be highly connected to math achievement. The study suggests that mathematics teachers integrate various applications, create interactive materials, and use teaching approaches that promote 21st-century abilities such as communication, creativity, and critical thinking through active learning, project-based, and problem-based projects.

Assessing the performance of AI chatbots in answering patients’ common questions about low back pain

ObjectivesThe aim of this study was to assess the accuracy and readability of the answers generated by large language model (LLM)-chatbots to common patient questions about low back pain (LBP).MethodsThis...

MATHEMAGIC SQUARE PUZZLE: AN INTERVENTION IN IMPROVING BASIC OPERATION SKILLS ON INTEGERS

Basic operation skills on integers are crucial for building a strong mathematical foundation. However, many students in early schooling show poor performance in these fundamental skills. To address this issue, this study aims to assess the effectiveness of using the MatheMagic Square Puzzle as an intervention to enhance integer operation skills among Grade 7 students at Kapalong National High School. The study had a total of 114 students, and it employed quantitative research with a one-group pre-test post-test design and purposive sampling. Results revealed that the overall mean score level of basic operation skills on integers of the experimental group in the pre-test is very low, which is interpreted as it did not meet the expectation. While results in the post-test revealed from the overall mean is average, which is interpreted as satisfactory. Results indicate significant difference between the pre-test and post-test of the experimental group shows that there is a significant difference in the performance levels of the experimental group before and after the intervention. The study revealed a significant improvement in students' ability to solve basic operations on integers. This improvement proved the effectiveness of the MatheMagic Square Puzzle intervention and proved it to be a valuable tool in mathematics education, specifically for teaching integers. The researchers suggest implementing MatheMagic Square Puzzle widely for teaching basic integer operations in Grade 7 due to its effectiveness in improving student performance. They also suggest studying its effectiveness across various grades and mathematical concepts to expand its impact. KEYWORDS: MatheMagic Square Puzzle, Basic Operation on Integers, Intervention, Grade 7 students, Philippines

A technical–scientific content management system on water reuse as an environmental education tool: the experience of a Portugal/Brazil partnership

ABSTRACT This study presents the Instituto Reúso de Água (IRdA) as a high-quality environmental education tool. The results measured the reach of IRdA's direct (webinars, learning series, and mentoring) and indirect (technical–scientific repository and the production of more easily assimilated data) educational actions since its conception (Period 01), operation of the platform (Period 02), and operation of IRdA (Period 03), through its digital platform and social media. The direct actions proved to be effective in disseminating knowledge, highlighting a preference for the topic ‘regulation’ and adherence to content produced in different video formats. On the other hand, the indirect actions showed that the scientific approach is less accessed due to its complex language. However, when presented into more accessible data, scientific content gains confidence and can be of great relevance for the transformation of society. The results corroborate the current trend of greater educational reach in a free and digital format to build a society truly committed to water reuse and its more efficient management.

Bridging musical gaps: creating educational songs with thematic learning for primary school students

This study investigates how elementary school teachers without musical backgrounds create educational songs to support thematic learning under Indonesia's Kurikulum Merdeka. Thematic learning aims to integrate various subjects into cohesive themes, fostering student-centered learning (SCL) and emphasizing active engagement and critical thinking. Although the government provided the guiding textbooks, teachers face challenges in implementing SCL. Eventually, they often revert to conventional, teacher-centered methods. Previous research indicates that songs can serve as effective educational tools, but there is still a lack of thematic songs that align with the curriculum's specific themes. Using a case study approach, this research involved classroom observations, document analysis, and interviews with two first-grade teachers who developed songs for an environmental theme. The study found that teachers could create educational songs by deriving lyrics from teaching materials and improvising melodies, although they needed formal musical notation skills. Teachers and students then used these songs in classroom instruction, engaging in singing and physical activities. Despite inconsistencies in musical performance, the findings indicated that students were enthusiastic and better understood the material through these songs. The study highlights teachers' adaptive nature in leveraging available resources to meet educational objectives and emphasizes the importance of integrating arts, particularly music, into educational practices. The research contributes to the broader discourse on educational innovation, suggesting that even teachers without musical training can effectively create and use educational songs to enhance learning. Empowering teachers with resources and training in songwriting could further enrich thematic learning, fostering creativity, critical thinking, and collaboration among students. This approach aligns with the goals of the Kurikulum Merdeka, supporting holistic educational reforms and improving learning outcomes in Indonesian elementary education.

Культурные промыслы России как современный и востребованный продукт

The article discusses the possibilities of various information and educational tools for popularizing Russian culture. The experience of successful organizations in the field of positioning cultural crafts of the peoples of Russia as a modern and popular product is analyzed. As a result, it was found that information and educational technologies have great potential in the field of presenting folk crafts to a wide audience. They make it possible to show products as a standard on the domestic and foreign market. A study of the activities of such large cul-tural crafts enterprises as the Pavlovo Posad Shawl Manufactory and JSC Gzhel Porcelain Factory shows that the use of various tools, including the organization of exhibitions, master classes, virtual excursions, live broad-casts, interaction with famous designers contributes to the fact that the manufactured products acquire the sta-tus of a modern brand. It was revealed that information technologies help to introduce more people to the cul-ture of folk crafts, while the presentation of folk crafts in unusual collaborations and the development of tourism products are very effective.

Evaluating chatGPT-4 and chatGPT-4o: performance insights from NAEP mathematics problem solving

This study assesses the capabilities of OpenAI’s ChatGPT-4 and ChatGPT-4o in solving mathematics problems from the National Assessment of Educational Progress (NAEP) across grades 4, 8, and 12. Results indicate that ChatGPT-4o slightly outperform ChatGPT-4 and both models generally surpass U.S. students’ performance across all grades, content areas, item type, and difficulty level. However, both models perform worse on geometry and measurement than on algebra and face more difficulties with high-difficulty mathematics items. This investigation highlights the strengths and limitations of AI as a supplementary educational tool, pinpointing areas for improvement in spatial intelligence and complex mathematical problem-solving. These findings suggest that while AI has the potential to support instruction in specific mathematical areas like algebra, there remains a need for careful integration and teacher-mediated strategies in areas where AI is less effective.

Measurement of mid-upper arm circumference to screen for childhood malnutrition: General applicability and use in special populations.

Since the development of consensus-recommended indicators for pediatric malnutrition in 2014, screening and diagnosis of pediatric malnutrition have improved, but the indicators are not always used; malnutrition continues to be underdiagnosed in some community and healthcare settings. In particular, mid-upper arm circumference (MUAC) is underused as a screening indicator for pediatric malnutrition, despite its unique advantages and usefulness in several clinical situations. In December 2022, a scientific roundtable was held to bring together several experts in pediatric malnutrition. One of the goals of the scientific roundtable was to discuss the clinical use of anthropometric measures as screening tools for pediatric malnutrition status, with a focus on the use of MUAC. This article arose from that event and is intended as an educational tool to aid clinicians in implementing MUAC measurements. In addition to describing the use of MUAC as a screening tool, the article discusses several clinical situations in which MUAC is especially useful. Additionally, the article reviews practical aspects of measuring and interpreting MUAC values, provides links to additional educational resources, and briefly reviews areas in which further research is needed regarding the use of MUAC for screening of nutrition status in children.

Virtual reality education on myalgic encephalomyelitis for medical students and healthcare professionals: a pilot study

IntroductionMyalgic encephalomyelitis/ chronic fatigue syndrome (ME/CFS) is a chronic condition which may be characterised by debilitating fatigue, post-exertional malaise, unrefreshing sleep, and cognitive difficulties. ME/CFS has significant negative impact on quality of life for those living with the condition. This may be exacerbated by a lack of knowledge within healthcare regarding the condition. Previous research has found that immersive virtual reality (VR) educational experiences within healthcare education can increase knowledge and empathy.MethodsThe present study employed a quasi-experimental pre-test-post-test design to investigate the impact of a short immersive VR educational experience on knowledge of ME/CFS and empathy for those living with the condition. The VR experience placed participants into a virtual scene which told real life stories of the experience of people living with ME/CFS and their families. 43 participants completed in this pilot study: 28 medical students and 15 primary care health professionals. Participants completed measures of knowledge of ME/CFS and empathy before and after engagement with the experience.ResultsA statistically significant increase was found for levels of knowledge (p < .001, d = 0.74) and empathy (p < .001, d = 1.56) from pre-VR experience levels to post-VR experience levels with a medium and large effect size, respectively. Further analysis revealed no statistically significant difference between baseline levels of knowledge of ME/CFS between healthcare professionals and medical students.DiscussionThe present study is the first to explore the use of this short immersive VR experience as an education tool within healthcare to increase knowledge of ME/CFS, and empathy for those living with the condition. Findings allude to the previously established lack of knowledge of ME/CFS within healthcare although promisingly the increases in knowledge and empathy found suggest that this immersive VR experience has potential to address this. Such changes found in this small-scale pilot study suggest that future research into the use of VR as an educational tool within this setting may be beneficial. Use of a control group, and larger sample size as well as investigation of retention of these changes may also enhance future research.

Shaping Tomorrow: The Impact of AI on Architectural History and Interior Design Education

Artificial Intelligence (AI) techniques have become popular in architecture and design, and several studies have focused on using these technological advancements to solve various architectural problems. AI is used in various architectural design applications, from intelligent material composition to layout solutions, and it is also vital in supporting the architecture and design education mechanism. A comprehensive understanding of literature is necessary to use these powerful tools in education adequately. This is due to the large volume of research being created and disseminated on this subject as well as the increasing application of AI techniques to address various education design-related questions. This article offers a comprehensive and critical assessment of the study of artificial intelligence applications in architecture and interior design education as a course application in the history of architecture and interior design. The study's conclusions indicate that AI's implications in architecture and design re-imagination are beneficial; however, it was concluded that AI- in its current phase- cannot replace human input and perspective. The students' feedback indicates that critical thinking skills cannot be replaced, and AI complements but doesn't replace their intellect.

ХАЛЫҚ ПЕДАГОГИКАСЫНЫҢ ҚҰНДЫЛЫҚТАРЫН МАТЕМАТИКАНЫ ОҚЫТУДА ҰТЫМДЫ ПАЙДАЛАНУ

The article is based on the idea of transforming the calculus system in the textbook with the traditional ancient tasks of the Kazakh people in separate sections of mathematics for educational purposes, as well as turning traditions and historical data into a necessary condition for solving the problem for educational purposes, as well as turning the solution of the problem into a powerful educational tool. A model of teaching mathematics is developed, based on the rational use of the values of folk pedagogy.

Enhancing university students' learning performance in a metaverse‐enabled immersive learning environment for STEM education: A community of inquiry approach

AbstractThe research paper explores the use of a metaverse‐enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self‐regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self‐directed learning, and cultivating 21st‐century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.

Exploring cooperative learning as a tool in civic education

ABSTRACT Background Civic participation is a fundamental element of democracy; therefore, upholding and supporting civic participation, especially among the upcoming generation, is important. Political efficacy – an individual’s understanding of their capacity to participate in civic life – has been found to exert an important influence on the expected civic participation of adolescents. The study reported in this article considers how civic participation can be supported through educational efforts to promote students’ political efficacy. Purpose The study is based on a formative intervention project in the tradition of cultural−historical activity theory (CHAT). Cooperative learning techniques were used in a Norwegian social studies classroom with students aged 13 and 14 to explore how the experience was connected to the students’ political efficacy. Methods The data underlying the research were drawn from focus group interviews with 14-year-old Norwegian students, in which the students evaluated and elaborated on their experiences in the cooperative learning period. Findings Cooperative learning has the potential to enhance students’ political efficacy, mainly by providing students with opportunities to practice democratic skills and through peers functioning as political role models. However, the students’ responses point towards tensions within the student group and between the classroom as a unit of learning and the expectations of the classroom as a unit of individuality and evaluation. These key contradictions may hinder the realisation of cooperative learning classrooms and limit the rehearsal space that could be favourable for political efficacy. Conclusions The study illustrates how using cooperative learning in the social studies classroom can be a way to enhance students’ political efficacy. Simultaneously, the classroom context contains historically developed contradictions that shape the students’ understanding of their classroom experiences.

Exploring the Utilisation of Generative AI Tools by Undergraduate First-Year Mechanical Engineering Students in Programming Assessments.

Integrating the fundamentals of computer science and programming skills into the undergraduate engineering curriculum has been a primary focus for many educational institutions worldwide. Learning the basics of programming from the beginning of undergraduate engineering education allows students to incorporate such skills into their future work easily. Therefore, an introductory programming course for first-year undergraduate students has been running since 2021 in the Mechanical Engineering Department at University College London intending to teach the fundamentals of Python programming language. However, it is well-known that generative artificial intelligence (Gen AI) tools in higher education are moving so fast that a wait-and-see approach cannot be taken. These applications have received much global attention from academics on their impact and proper use within the teaching-learning process. This paper investigates first-year undergraduate mechanical engineering students' use of Gen AI tools in their programming assessment. The results show that 60% of the cohort used tools that helped mainly to check their code, improve their English language, and understand error messages. However, 40% abstained from using any. Based on these findings, recommendations on how Gen AI tools can be utilised by undergraduate students in ways that support their learning and enhance their ability to achieve learning outcomes are made.

The 3-Steps Approach for Lumbar Stenosis with Anatomical Insights, Tailored for Young Spine Surgeons

Background/Objectives: Lumbar decompression surgery for degenerative lumbar stenosis is an intervention which addresses a degenerative condition affecting many patients. This article presents a meticulous three-phase surgical approach, derived from our clinical experiences and intertwining anatomical insights, offering a nuanced perspective tailored for the educational needs of young spinal surgeons. Methods: Six hundred and eighty-seven patients who underwent lumbar decompression surgery at a single institution were included in the present study. A retrospective analysis of patient demographics and surgical techniques was performed. All surgeries were performed by a consistent surgical team, emphasizing uniformity in approach. The surgical technique involves a meticulous three-phase process comprising exposure and skeletal visualization; microscopic identification and decompression; and undermining of the spinous process base and contralateral decompression. Results: Presenting results from 530 patients, the study examines demographic characteristics, health profiles, operative details, complications, and clinical assessments. The three-phase approach demonstrates low complication rates, absence of recurrences, and improved clinical outcomes, emphasizing its efficacy. Conclusions: The three-phase surgical approach emerges as a valuable educational tool for both novice and seasoned spinal surgeons. Rooted in anatomical insights, the structured methodology not only caters to the educational needs of young surgeons, but also ensures a standardized and safe procedure. The emphasis on tissue preservation and anatomical points aligns with current trends toward minimally invasive techniques, promising enhanced patient outcomes and satisfaction.

From Selfies to Surgery: Unveiling Trends and Ethical Considerations in Facial Feminization on Instagram.

Facial feminization surgery (FFS) is a critical gender-affirming intervention utilized to alleviate gender dysphoria. This study investigates the role of Instagram in shaping public perceptions and disseminating information about FFS. The authors analyzed the most recent 500 Instagram posts using the hashtag "#facialfeminizationsurgery" through a nonbiased data scraping platform between June 1, 2023 and October 13, 2023. Posts were categorized, for example, by tone, author, hospital, practice location, and whether it was a patient or physician-reported outcome. Of the posts, 85% connoted a positive tone. Health care providers and organizations posted 65.4% of content. Geographic breakdown showed that of posts written in English, 55% of health care providers were from the United States. The top 3 most frequently cited locations outside of the United States were India (25.2%), England (19.1%), and South Korea (16.0%). Common themes among posts were perception of FFS and whether it be deemed cosmetic or reconstructive, ethical considerations, and insurance/funding. 36% of posts were advertisements, and 20% were educational, which emphasized the role of social media in disseminating information. This study emphasizes the dynamic nature of social media and its large impact on FFS with regard to disseminating accurate information, navigating the patient-physician relationship, and posting ethical content. The demographics of the users and posts show growing global interest in FFS, a largely positive tone from users, and a large presence of health care workers. Lastly, Instagram is an educational tool for FFS and spreads awareness of insurance and issues faced by patients through first-hand perspectives.

Effects of Kahoot! on K-12 Students’ Mathematics Achievement and Multi-Screen Addiction

Digital platforms are increasingly prevalent among young students in K-12 education, offering significant opportunities but also raising concerns about their effects on self-assessment and academic performance. This study investigates the effectiveness of Kahoot! compared to traditional instructional methods in enhancing mathematics achievement and its impact on multiple screen addiction (MSA) among Greek students aged 9 to 12 during a STEM summer camp. A quasi-experimental design was employed with a purposefully selected sample of one hundred and ten (n = 110) students, who were non-randomly divided into two groups: (a) an experimental group of fifty-five students (n = 55) who engaged with Kahoot! (using dynamic visual aids and interactive content) and (b) a control group of fifty-five students (n = 55) who received traditional instruction (using digital textbooks and PowerPoint slides with multimedia content) on laptops and tablets. The findings revealed a statistically significant difference in MSA scores, with the experimental group exhibiting lower MSA scores compared to their counterparts, indicating a positive impact on reducing screen addiction levels. While Kahoot! led to lower MSA levels, it significantly improved overall mathematical achievement, with a substantial effect size, suggesting a strong positive impact on learning outcomes. The current study highlights the importance of aligning educational tools with the intended outcomes and recommends further research to explore the broader impact of gamified learning on student engagement, screen addiction, and learning outcomes.

Gemini AI vs. ChatGPT: A comprehensive examination alongside ophthalmology residents in medical knowledge.

The rapid advancement of artificial intelligence (AI), particularly in large language models like ChatGPT and Google's Gemini AI, marks a transformative era in technological innovation. This study explores the potential of AI in ophthalmology, focusing on the capabilities of ChatGPT and Gemini AI. While these models hold promise for medical education and clinical support, their integration requires comprehensive evaluation. This research aims to bridge a gap in the literature by comparing Gemini AI and ChatGPT, assessing their performance against ophthalmology residents using a dataset derived from ophthalmology board exams. A dataset comprising 600 questions across 12 subspecialties was curated from Israeli ophthalmology residency exams, encompassing text and image-based formats. Four AI models - ChatGPT-3.5, ChatGPT-4, Gemini, and Gemini Advanced - underwent testing on this dataset. The study includes a comparative analysis with Israeli ophthalmology residents, employing specific metrics for performance assessment. Gemini Advanced demonstrated superior performance with a 66% accuracy rate. Notably, ChatGPT-4 exhibited improvement at 62%, Gemini at 58%, and ChatGPT-3.5 served as the reference at 46%. Comparative analysis with residents offered insights into AI models' performance relative to human-level medical knowledge. Further analysis delved into yearly performance trends, topic-specific variations, and the impact of images on chatbot accuracy. The study unveils nuanced AI model capabilities in ophthalmology, emphasizing domain-specific variations. The superior performance of Gemini Advanced superior performance indicates significant advancements, while ChatGPT-4's improvement is noteworthy. Both Gemini and ChatGPT-3.5 demonstrated commendable performance. The comparative analysis underscores AI's evolving role as a supplementary tool in medical education. This research contributes vital insights into AI effectiveness in ophthalmology, highlighting areas for refinement. As AI models evolve, targeted improvements can enhance adaptability across subspecialties, making them valuable tools for medical professionals and enriching patient care. What is known AI breakthroughs, like ChatGPT and Google's Gemini AI, are reshaping healthcare. In ophthalmology, AI integration has overhauled clinical workflows, particularly in analyzing images for diseases like diabetic retinopathy and glaucoma. What is new This study presents a pioneering comparison between Gemini AI and ChatGPT, evaluating their performance against ophthalmology residents using a meticulously curated dataset derived from real-world ophthalmology board exams. Notably, Gemini Advanced demonstrates superior performance, showcasing substantial advancements, while the evolution of ChatGPT-4 also merits attention. Both models exhibit commendable capabilities. These findings offer crucial insights into the efficacy of AI in ophthalmology, shedding light on areas ripe for further enhancement and optimization.