Traditional Educational Materials Research Articles

YOLO-Type Neural Networks in the Process of Adapting Mathematical Graphs to the Needs of the Blind

This publication focuses on verifying the AI effectiveness in adapting traditional educational materials to digital form, with a focus on blind people. Despite the existence of solutions to assist visually impaired people, the adaptation of graphics is still problematic. To address these challenges, the use of machine learning, which is becoming increasingly prominent in modern solutions, can be effective. Of particular note are YOLO neural networks, known for their ability to analyze images accurately and in real time. The potential of these networks has not yet been fully validated in the context of mathematical graphics for the visually impaired. This research allowed for the determination of the effectiveness of selected versions of YOLO in recognizing relevant elements in mathematical graphs and the identification of the advantages and limitations of each version. It also helped to point out further potential developments in adapting graphs to accessible forms for blind people. The obtained results indicate that YOLOv5 and YOLOv8 have the most potential in this field. This research not only highlights the applicability of machine learning to accessibility challenges but also provides a foundation for the development of automated tools that can assist teachers in inclusive classroom environments.

AUGMENTED AND VIRTUAL REALITY IN U.S. EDUCATION: A REVIEW: ANALYZING THE IMPACT, EFFECTIVENESS, AND FUTURE PROSPECTS OF AR/VR TOOLS IN ENHANCING LEARNING EXPERIENCES

This study provides an in-depth analysis of the impact, effectiveness, and future prospects of Augmented Reality (AR) and Virtual Reality (VR) in educational settings. The primary objective was to explore how these immersive technologies are reshaping learning and teaching landscapes. Employing a systematic literature review and content analysis methodology, the research analyzed recent scholarly articles and reports from 2014 to 2024, focusing on AR/VR applications in education. The findings reveal that AR and VR significantly enhance learning experiences by offering immersive, interactive, and engaging environments. These technologies have been shown to improve student engagement, knowledge retention, and skill development. AR enriches traditional educational materials by overlaying digital information onto the real world, while VR facilitates experiential learning in virtual environments. However, challenges such as high costs, technical infrastructure requirements, and content development complexities were identified as barriers to widespread adoption. The study predicts a future where AR and VR technologies will continue to evolve, focusing on enhancing user experience, improving accessibility, and integrating seamlessly into educational curricula. Recommendations for stakeholders, including educators, administrators, and policymakers, emphasize the need for investment in infrastructure, educator training, content development, and collaboration with technology companies. Lastly, AR and VR technologies hold great promise for transforming educational practices. Addressing current challenges and leveraging opportunities will be key to realizing their full potential in enhancing teaching and learning experiences. Continued research and innovation in this field are essential for the effective integration of AR and VR in education.
 Keywords: Augmented Reality (AR), Virtual Reality (VR), Educational Technology, Immersive Learning.

The Effectiveness of Using Virtual and Augmented Reality Technologies for Teaching Computer Science in Schools

Currently, using new technologies in education provides great opportunities for schools. This research aims to determine the effectiveness of using Virtual reality and Augmented reality technologies for teaching Computer science in schools. Furthermore, using Virtual and Augmented Reality in teaching computer science has been proposed as a pedagogical approach. The article theoretically analyzes the use of virtual reality and augmented reality technologies, and determines the effectiveness of practical applications of Virtual reality created in the Unity environment, as well as Augmented reality created in the Vuforia environment for teaching Computer science at school with the non-parametric method of Pearson’s chi-squared. Workbooks and digital educational materials for teaching computer science have been produced in the pedagogical model’s methodological section. The participants of the research were students from schools in the Republic of Kazakhstan, whose total number was 151. They were divided into two groups: a control one and an experimental one. For teaching students in the control group, only traditional educational materials were used, while students in the experimental groups took part in the experiment involving the use of Virtual and Augmented reality applications. At the end of the research, both groups were assigned a test according to three motivational, content, and technical categories, which enabled them to compare the results. As a result, the effectiveness of using virtual reality and augmented reality to teach Computer Science to students at school was determined with the non-parametric method of Pearson’s chi-squared. Compared to traditional teaching methods, research has demonstrated that virtual and augmented reality helps students learn computer skills better. This has led to improvements in motivation, content comprehension, and technical proficiency in computer science education in schools.

Impact of Virtual Reality (Vr) and Augmented Reality (Ar) in Education

Virtual Reality (VR) and Augmented Reality (AR) technologies have emerged as powerful tools with the potential to revolutionize the field of education. This study provides an overview of the impact of VR and AR in education, drawing from existing research and analytical applications. The impact of VR in education is evident in its ability to create immersive and engaging learning experiences. Students can be transported to virtual environments that facilitate experiential learning, from exploring historical landmarks to simulating complex scientific experiments. The result is enhanced student engagement, improved retention of knowledge, and the development of practical skills. AR, on the other hand, overlays digital information onto the real world, enriching traditional educational materials. Interactive textbooks and guided field trips using AR provide students with dynamic and context-rich learning experiences. Language learners benefit from instant translations and pronunciation guides, while complex data becomes tangible through AR visualizations. Both VR and AR contribute to the promotion of collaborative learning, enabling students and educators to interact in virtual environments. These technologies offer new opportunities for special needs education, as they can be customized to cater to the unique requirements of individual learners. The adoption of VR and AR in education comes with challenges, including cost considerations, the need for suitable technical infrastructure, content development complexities, and the necessity to address safety concerns. Integrating VR and AR into the existing curriculum and ensuring alignment with educational objectives are also ongoing challenges. The study aim is to analyse the impact of VR and AR in education.

Effective communication and shared decision making: Theoretical approach from the doctor-patient relationship approach

Introduction: shared decision making is understood as a communicational model in which health personnel collaborate with the patient or caregiver in making optimal health decisions, encouraging patients, family members and physicians to evaluate clinical information and compare risk-benefit in order to select the most appropriate treatment option.Objective: to characterize shared decision making as a model of patient-physician communication.Development: the method has gained acceptance among the medical community in recent years; despite having an approach in line with current medicine due to benefits such as a decrease in medical errors, being associated with a better overall quality of decisions and less decisional conflict, its use is controversial due to weaknesses such as lack of practical guidelines for its use, lack of training for the parties involved, lack of time and applicability due to the patient's characteristics. Shared decision support tools provide information about the options and potentially expected outcomes for a person's health status, and are different from traditional educational materials. Conclusions: shared decision making emerges as a method of patient-physician communication centered on the participation of the patient in his or her medical therapy and is credited with reducing decisional uncertainty. The scientific evidence is insufficient to recommend its use over traditional methods, although its application has gained acceptance among the international community in recent years.

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.

Examining the Efficacy of a Novel Augmented Reality Mobile Delivery Platform for the Enhancement of Asthma Care Education for Children

<p align="center"> </p><p align="center">MySpira is the world first augmented reality (AR) asthma inhaler training app; it enables children to learn asthma keywords, types of inhalers, the preparation of the inhaler and spacer, asthma triggers, and develop skills on how to use an asthma inhaler effectively. All of these are compiled into an enjoyable 20-minute experience, introducing likable characters and tactile interactions, which incentivise the child to progress all the way through the learning experience. This study aimed to compare the efficacy of the MySpira application to traditional educational material (e.g. leaflets and videos) to improve asthma treatment compliance, technique and user engagement amongst 110 schoolchildren, aged 6 to 13. The findings indicate that MySpira surpasses the traditional educational materials, specifically in terms of enjoyment rating, the use of different inhalers’ techniques, particularly in the younger group (aged 6-9 years). Therefore, MySpira may enhance the level of available asthma care in an attempt to resolve one of the major problems facing asthma suffers and their carers, notably effective use of asthma inhalers.</p>

ІННОВАЦІЙНІ КОМП'ЮТЕРНІ ТЕХНОЛОГІЇ У ВИКЛАДАННІ ІНОЗЕМНИХ МОВ В УКРАЇНСЬКИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.

Health Professions Digital Education on Antibiotic Management: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration.

BackgroundInappropriate antibiotic prescription is one of the key contributors to antibiotic resistance, which is managed with a range of interventions including education.ObjectiveWe aimed to summarize evidence on the effectiveness of digital education of antibiotic management compared to traditional education for improving health care professionals’ knowledge, skills, attitudes, and clinical practice.MethodsSeven electronic databases and two trial registries were searched for randomized controlled trials (RCTs) and cluster RCTs published between January 1, 1990, and September 20, 2018. There were no language restrictions. We also searched the International Clinical Trials Registry Platform Search Portal and metaRegister of Controlled Trials to identify unpublished trials and checked the reference lists of included studies and relevant systematic reviews for study eligibility. We followed Cochrane methods to select studies, extract data, and appraise and synthesize eligible studies. We used random-effect models for the pooled analysis and assessed statistical heterogeneity by visual inspection of a forest plot and calculation of the I2 statistic.ResultsSix cluster RCTs and two RCTs with 655 primary care practices, 1392 primary care physicians, and 485,632 patients were included. The interventions included personal digital assistants; short text messages; online digital education including emails and websites; and online blended education, which used a combination of online digital education and traditional education materials. The control groups received traditional education. Six studies assessed postintervention change in clinical practice. The majority of the studies (4/6) reported greater reduction in antibiotic prescription or dispensing rate with digital education than with traditional education. Two studies showed significant differences in postintervention knowledge scores in favor of mobile education over traditional education (standardized mean difference=1.09, 95% CI 0.90-1.28; I2=0%; large effect size; 491 participants [2 studies]). The findings for health care professionals’ attitudes and patient-related outcomes were mixed or inconclusive. Three studies found digital education to be more cost-effective than traditional education. None of the included studies reported on skills, satisfaction, or potential adverse effects.ConclusionsFindings from studies deploying mobile or online modalities of digital education on antibiotic management were complementary and found to be more cost-effective than traditional education in improving clinical practice and postintervention knowledge, particularly in postregistration settings. There is a lack of evidence on the effectiveness of other digital education modalities such as virtual reality or serious games. Future studies should also include health care professionals working in settings other than primary care and low- and middle-income countries.Clinical TrialPROSPERO CRD42018109742; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=109742

Active learning methods used in nursing education

In recent years; expectations, personality traits and learning styles vary between generations as a result of the changes in traditional lifestyle and the development of technology. In particular the members of generation Z, who start to use internet from an early age, are recommended to be educated with rather innovative teaching styles different from traditional education materials. Therefore, the nursing education system needs to encompass innovative methods. A qualified nursing education will also enhance the quality of health care.

Health Professions Digital Education for Antibiotic Management: A Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Background: Inappropriate antibiotic prescribing is one of the key contributors to antibiotic resistance that is tackled with a range of interventions including education. We aimed to summarise the evidence on effectiveness of digital education of antibiotic management compared to traditional in improving healthcare professionals' knowledge, skills, attitudes and clinical practice. Methods: Seven electronic databases and two trial registries were searched for randomised controlled trials (RCTs) and cluster RCTs published between January 1, 1990 and September 20, 2018. There were no language restrictions. We followed Cochrane methods to select studies, extract data and to appraise and synthesise eligible studies. Findings: Six cluster RCTs and two RCTs with 655 primary healthcare practices, 1392 primary care physicians and 485,632 patients were included. The interventions included personal digital assistants, short text messages, online digital education including emails and websites, and online blended education which used a combination of online digital education and traditional education materials. The control groups received traditional education. Six studies assessed post-intervention clinical practice. The majority of the studies (4 out of 6 studies) reported greater reduction in antibiotics prescription or dispensing rate with digital education compared to traditional education. Two studies showed significant difference in post-intervention knowledge scores in favour of mobile education compared with traditional education [standardised mean difference (SMD)=1.09, 95% CI 0.90 to 1.28, I2=0%, large effect size, 491 participants (2 studies)]. The findings about healthcare professionals' attitudes and patient-related outcomes were mixed or inconclusive. Three studies found digital education to be more cost-effective than traditional education. None of the included studies reported on skills, satisfaction or adverse effects. Interpretation: Findings from studies deploying mobile and/or online modalities of digital education on antibiotic management were complementary and found to be more cost-effective than traditional education in improving clinical practice and post-intervention knowledge particularly in post-registration settings. There is a lack of evidence on the effectiveness of other digital education modalities such as virtual reality, or serious games. Future studies should also include healthcare professionals working in other settings than primary care, and in low- and middle-income countries. Funding Statement: Funding support is from Lee Kong Chian School of Medicine Start-Up Grant, Nanyang Technological University Singapore, Singapore. Declaration of Interests: The authors declare no competing interests. Ethics Approval Statement: We carried out a systematic review and meta-analysis by following Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) guidelines. The protocol for this review was registered in PROSPERO (CRD 42018109742).

The role of three-dimensional printed models of skull in anatomy education: a randomized controlled trail

Three-dimensional (3D) printed models represent educational tools of high quality compared with traditional teaching aids. Colored skull models were produced by 3D printing technology. A randomized controlled trial (RCT) was conducted to compare the learning efficiency of 3D printed skulls with that of cadaveric skulls and atlas. Seventy-nine medical students, who never studied anatomy, were randomized into three groups by drawing lots, using 3D printed skulls, cadaveric skulls, and atlas, respectively, to study the anatomical structures in skull through an introductory lecture and small group discussions. All students completed identical tests, which composed of a theory test and a lab test, before and after a lecture. Pre-test scores showed no differences between the three groups. In post-test, the 3D group was better than the other two groups in total score (cadaver: 29.5 [IQR: 25–33], 3D: 31.5 [IQR: 29–36], atlas: 27.75 [IQR: 24.125–32]; p = 0.044) and scores of lab test (cadaver: 14 [IQR: 10.5–18], 3D: 16.5 [IQR: 14.375–21.625], atlas: 14.5 [IQR: 10–18.125]; p = 0.049). Scores involving theory test, however, showed no difference between the three groups. In this RCT, an inexpensive, precise and rapidly-produced skull model had advantages in assisting anatomy study, especially in structure recognition, compared with traditional education materials.

Mobil cihazların bir eğitim materyali olarak kullanımı:Doğru tasarlanmış mobil eğitim uygulamalarının öğrenime katkısı

Students transport their learning processes to mobile media thanks to tablets and PCs. Students can determine the place and time of learning thanks to mobile education. Although these personal devices are technologically developed in today’s world, they cannot turn into education materials without necessary educational software. When teaching software is compared with other teaching materials, we see that they are difficult to develop and expensive materials for teachers. Those limits led the transformation of traditional and e-learning materials as exactly same to content as education materials. This situation turns the aimed education to a more complex and unpractical situation. When it comes to visual and audial interaction, tablets and PCs seem as they serve the purpose. But, when we come to mobile education; since the contents do not have visual design and multimedia characteristics, they cannot turn them to developed devices but just traditional education materials. Aim of this study is to examine the advantages of tablets and PCs as education materials. These devices have a visual, audial and physical communication with the user. Besides, they led an education method which students can determine education place and time. In this context, this study aims to present goals about contribution of tablets and PCs to educational processes throughout the correctly designed education software and the development methods of educational level.

Factors promoting engaged exploration with computer simulations

This paper extends prior research on student use of computer simulations (sims) to engage with and explore science topics, in this case wave interference. We describe engaged exploration; a process that involves students actively interacting with educational materials, sense making, and exploring primarily via their own questioning. We analyze interviews with college students using PhET sims in order to demonstrate engaged exploration, and to identify factors that can promote this type of inquiry. With minimal explicit guidance, students explore the topic of wave interference in ways that bear similarity to how scientists explore phenomena. PhET sims are flexible tools which allow students to choose their own learning path, but also provide constraints such that students' choices are generally productive. This type of inquiry is supported by sim features such as concrete connections to the real world, representations that are not available in the real world, analogies to help students make meaning of and connect across multiple representations and phenomena, and a high level of interactivity with real-time, dynamic feedback from the sim. These features of PhET sims enable students to pose questions and answer them in ways that may not be supported by more traditional educational materials.

Synthetic Learning Environment Games: Prototyping a Humanities-Based Game for Teaching African American History

Generational differences and financial and motivational barriers have limited student access to humanities resources. We contend that Simulation-based Learning Games (SLGs) offer a potential means for delivering humanities content in a format that is more accessible to students and more appealing – both visually and interactively – than traditional educational materials. To explore this assertion, a prototype SLG was developed by students and faculty at the University of Central Florida. This prototype was created using off-the-shelf game technology, and was designed to incorporate sound principles drawn from both the science of learning and the area of game design. Additionally, the SLG is designed to reference and incorporate Florida's Sunshine State Educational Standards to ensure relevance to and support of traditional educational methods.

Classroom innovation: engaging students in interactive multimedia learning

With the infusion of the multimedia technology into the education arena, traditional educational materials can be translated into interactive electronic form through the use of multimedia authoring tools. This has allowed teachers to design and incorporate multimedia elements into the content to convey the message in a multi‐sensory learning environment. The focus in education is thus moving towards using multimedia as the instructional media and a platform in teaching and learning. This paper focuses on using the multimedia design process to enable educators to re‐design their educational curricula into an interactive and media‐rich learning environment. This multimedia educational design process will reinforce and strengthen the traditional instructional communication process and foster a number of innovative methods to communicate knowledge to the learners. In this context, there is a need to adjust the educator's approach to teaching, preparing content and delivering learning materials.

Adding a Daily Dosage of Diabetes Wisdom to Your Prescription

In the words of Dr. Elliott Joslin, “The person with diabetes who knows the most lives the longest.” Despite the technological advances in medicine and health coupled with the successful efforts of the American Diabetes Association and numerous other organizations in raising public awareness of the HbA1c blood test, most people with diabetes still cannot name the test or state their current HbA1c level or target goals. The amount of patient information needed to manage diabetes on a daily basis is often overwhelming. Providing daily diabetes management tips in a calendar format allows patients to digest self-management techniques one day at a time without causing information overload. In conjunction with the Delmarva Foundation for Medical Care, the peer review organization that conducts quality improvement projects for Medicare and Medicaid in Maryland and the District of Columbia, I set forth to develop a unique information and education resource for Medicare recipients. We first distributed the daily, spiral-bound diabetes calendar logbook in 1997, after conducting focus groups and gathering feedback from Medicare recipients. From 1998–2001, 964 patients with diabetes received the calendars yearly. The initial survey conducted among calendar recipients after the first year of use revealed that 83% found the calendar helpful; 70% liked the reminders, advice, and encouragement; 83% learned about the importance of the HbA1c test; and 92% better understood the importance of a foot exam. Patients attributed the benefits of the calendar to its permanence, content, and inspirational messages.1 Our experience has shown that a daily calendar format that includes concise daily tips, information notes, and inspirational messages about diabetes may be more beneficial to patients than traditional educational materials designed for one-time use. This article presents some of the barriers to delivering optimal self-management training materials and reviews the ongoing process of developing this tool.

Space education in developing countries in the information era, regional reality and new educational material tendencies: example, South America

The initial activities on space education began right after World War II, in the early 1950s, when USA and USSR started the Space Race. At that time, Space education was only and exclusively available to researchers and technicians working directly in space programs. This new area was restricted only to post-graduate programs (basically master and doctoral degree) or to very specific training programs dedicated for beginners. In South America, at that time there was no kind of activity on space education, simply because there was no activity in space research. In the beginning of the 1970s, Brazil, through INPE, had created masteral and doctoral courses on several space areas such as remote sensing and meteorology. Only in the mid-1980s did Brazil, after a UN request, create its specialisation course on remote sensing dedicated to Latin American professionals. At the same period, the Agustin Codazzi Institute (Bogota, Colombia) began to offer specialisation courses in remote sensing. In South America, educational space programs are currently being created for elementary and high schools and universities, but the author personally estimates that 90% of these educational programs still make use of traditional educational materials — such as books, tutorials, maps and graphics. There is little educational material that uses multimedia resources, advanced computing or communication methods and, basically, these are the materials that are best suited to conduct instructions in remote sensing, GIS, meteorology and astronomy.