Instructional Video Research Articles

Motivation Unraveled: Giving Choice to Football Players to Improve Anterior Cruciate Ligament Injury Prevention.

Benjaminse, A, Nijmeijer, EM, Gokeler, A, Broekhaar, DC, and Cortes, N. Motivation unraveled: giving choice to football players to improve anterior cruciate ligament injury prevention. J Strength Cond Res XX(X): 000-000, 2024-Providing athletes some control over a training session facilitates motor skill acquisition. This is a promising concept to use in anterior cruciate ligament (ACL) injury prevention, as the key for risk reduction is to improve quality of movement. The goal of this study was to better understand why improved motor learning occurred when football players had the opportunity to choose when to receive feedback when practicing sidestep cutting (SSC) movements. Healthy male recreational football players (n = 22, 22.9 ± 1.7 years, 185.5 ± 7.2 cm, 79.3 ± 9.2 kg) were included and assigned to the self-control (SC) or the yoked (YK) group. The players performed anticipated and unanticipated SSC. They received video instructions and were instructed to "copy the movement of the model to the best of their ability." During the training blocks, the SC group could ask for feedback, whereas the YK group could not. Cutting movement assessment scores (CMAS) were measured to test quality of movement and the Intrinsic Motivation Inventory was administered to measure constructs of motivation. In the anticipated condition, SC group showed better scores in immediate post and the retention test compared with pretest (p < 0.001), whereas the YK group showed worse scores in the retention test compared with immediate posttest (p = 0.001). Perceived competence (p = 0.017) and self-efficacy (p = 0.032) were consistent factors that correlated with improved CMAS in the SC group. This has given us innovative insights into underlying mechanisms optimizing the quality of movement, necessary to improve current ACL injury prevention approaches.

Gaze cueing improves pattern recognition of histology learners.

Experts perceive and evaluate domain-specific visual information with high accuracy. In doing so, they exhibit eye movements referred to as "expert gaze" to rapidly focus on task-relevant areas. Using eye tracking, it is possible to record these implicit gaze patterns and present them to histology novice learners during training. This article presents a comprehensive evaluation of such expert gaze cueing on pattern recognition of medical students in histology. For this purpose, 53 students were randomized into two groups over eight histology sessions. The control group was presented with an instructional histology video featuring voice commentary. The gaze cueing group was presented the same video, but with an additional overlay of a live recording of the expert's eye movements. Afterward, students' pattern recognition was assessed through 20 image-based tasks (5 retention, 15 transfer) and their cognitive load with the Paas scale. Results showed that gaze cueing significantly outperformed the control group (p = 0.007; d = 0.40). This effect was evident for both, retention (p = 0.003) and transfer tasks (p = 0.046), and generalized across different histological contexts. The cognitive load was similar in both groups. In conclusion, gaze cueing helps histology novice learners to develop their pattern recognition skills, offering a promising method for histology education. Histology educators could benefit from this instructional strategy to provide new forms of attentional guidance to learners in visually complex learning environments.

Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa.

Healthcare embraces simulation's learning boost, from medicine to dentistry. But can it unlock the secrets of intricate fixed prosthodontics? This study takes a pioneering step to find out. To evaluate low-fidelity medical simulation (LFMSim) in fixed prosthodontics by assessing its effectiveness in training corono-radicular preparations and by exploring participants' perceptions of LFMSim as an innovative teaching tool for developing pre-practice skills. A prospective, descriptive study was executed to explore these facets among 6th-year students. The Debriefing Assessment for Simulation in Healthcare (DASH©) evaluation grid, student version, was employed for assessment. The study encompassed one week, from 03/03/2023 to 10/03/2023. The study involved 28 learners with an average age of 23 and a sex ratio of 0.33, half of whom had prior exposure to simulation sessions. Seventy-five percent of participants watched the instructional video a day before the simulation, with nine expressing presession stress. Overall, 19% of students found the session as expected, while 43% considered it better than anticipated. Satisfaction levels varied, with 50% indicating they were "rather satisfied," and 46.4% expressing absolute satisfaction. The Debriefing Assessment using DASH yielded an average score of 4.85. The study's findings shed light on the effectiveness of LFMSim in training corono-radicular preparations and post-space impressions for fixed prosthodontics among 6th-year students. The varied satisfaction levels and the emphasis on debriefing discussions suggest avenues for improving simulation sessions in the future. These insights are pertinent for educators and institutions aiming to enhance dental education through innovative teaching tools like simulation. By refining simulation sessions based on debriefing feedback, educators can better prepare students for real-world clinical scenarios, ultimately improving patient care outcomes. This highlights the practical importance of incorporating simulation-based learning into dental curricula. How to cite this article: Hadyaoui D, Boukhris H, Riahi Z, et al. Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa. J Contemp Dent Pract 2024;25(5):463-472.

A Comparative Study of Trauma Management Education Using Traditional and Combined Methods with Instructional Videos on the Knowledge and Skills of Medical Students

Background: Improving the knowledge and skills of medical students using new educational methods to deal with trauma can help reduce the mortality and morbidity of injured patients. Objectives: This study aimed to compare the effect of traditional training with combined trauma management training using educational videos on the knowledge and skills of medical interns at Mashhad University in 2021. Methods: This educational intervention study involved two groups during the academic year 2019 - 2020. Eighty-seven medical interns participated over a six-month period and were randomly assigned to either the intervention or control group. Data collection tools included a demographic questionnaire, a clinical skills checklist covering seven skills, and a pretest-posttest MCQ test. Statistical tests used included the independent univariate test and multiple linear regression, analyzed with Stata Ver 17 software. The significance level was set at 0.05. Results: The average knowledge score of the intervention and control groups before the intervention was 12.09 ± 3.06 and 13.00 ± 3.01, respectively. After the intervention, the average knowledge score was 14.84 ± 3.30 in the intervention group and 15 ± 2.98 in the control group. The average skill score of the students before the intervention in the intervention and control groups was 7.00 ± 2.67 and 7.56 ± 2.42, respectively. After the intervention, the skill score was 10.67 ± 3.70 in the intervention group and 8.72 ± 3.46 in the control group. Conclusions: Although the advanced trauma life support course in Iran is relatively new, its positive impact on increasing the skills of medical students suggests a need to review traditional teaching methods. Incorporating new combined methods could enhance the quality of education and improve the skill levels of young doctors.

Storifying instructional videos on online credibility evaluation: Examining engagement and learning

This study used video-based instruction to promote adolescents' online credibility evaluation skills and to examine whether storification of instructional videos can maintain students' situational interest and positive activating epistemic emotions during a four-lesson intervention better than non-storified instructional videos. The study also investigated whether storified instruction can enhance students' learning of online credibility evaluation skills better than non-storified instruction. The learning content of the videos was equivalent, differing only in terms of storification. Students participated in either a non-storified (n = 135) or storified (n = 115) video-based instruction (4 x 45-min lesson). In each of the first three lessons, students watched an instructional video explaining one credibility evaluation strategy. In the fourth lesson, the video introduced a case requiring students to apply the taught strategies. After watching the video, students' situational interest and positive activating epistemic emotions (i.e., curiosity and excitement) were measured. Then, students practiced the taught strategies with learning tasks. Students' credibility evaluation skills were measured before and after the intervention with an online credibility evaluation task. The latent growth curve model showed that non-storified and storified videos similarly maintained students' situational interest. No decline was observed. However, a small decline in positive activating epistemic emotions was observed in both instructional conditions. Students' credibility evaluation skills improved equally across instructions. The results underline that professionally produced videos following several multimedia design principles can trigger and maintain situational interest and enhance students’ online credibility evaluation skills without the need to incorporate additional storified elements.

TakeMeHome: A Novel Method for Reaching Previously Untested People Through Online Ordering and Self-Collect HIV and STI Testing.

Despite national testing guidelines, rates of testing for HIV, sexually transmitted infections (STIs), and hepatitis C remain lower than recommended for men who have sex with men in the United States. To help address this, the TakeMeHome (TMH) program was started in March 2020 by Building Healthy Online Communities, a consortium of public health organizations and dating apps, to work with health departments to increase access to HIV testing for men who have sex with men on dating apps. Users of participating dating apps were sent messages about opportunities for testing with self-collected specimens through TMH. Program users were eligible to receive test kits if they lived in a participating zip code and were aged at least 18 years. Users who were interested in testing could order kits to be mailed to them for laboratory-based testing of HIV, hepatitis C, chlamydia, gonorrhea, and/or syphilis, depending on risk and availability in their zip code. Orders were sent via application programming interface to Molecular Testing Labs for fulfillment; kits were provided at no cost to the program user. Within approximately 24 hours of order receipt, Molecular Testing Labs mailed program users a kit with required collection supplies, directions, and a link to a video instruction for self-collection. Program users received an automated email after testing was complete with a link to access results through their online account. Individuals with positive results on any of the relevant tests were directed to additional information and to local providers for linkage to additional testing or treatment, depending on local protocols. The positivity rate of specimens processed through TMH was 1.4% for HIV, 0.6% for hepatitis C, and 2.9% for all STIs combined. The per-person positivity rate was 15.3% across all STIs. The TMH program demonstrates that self-collected laboratory-processed testing is feasible and effective at identifying new HIV and STI cases.

Development of Integrated Electronic Module with Instructional Videos

This research was conducted to develop a teaching material product for teaching Mathematics. The product developed is an electronic module containing instructional videos aimed at addressing common issues in online learning. The research method used was Research and Development (R&amp;D). The R&amp;D stages included analyzing field needs, designing the concept of the developed product, designing the product itself, and validating the product with three experts: Content Validator, Media Validator, and Language validator. Based on the questionnaire validation from the experts on the e-module development, the findings are as follows: Content validation scored 73.5 out of 75 in total, or 4.9 out of 5 on a scale of 5. The score interval obtained was 98%, indicating that the content validity criteria are highly valid. Language validation aspect indicated that the language used is highly valid, scoring 50 out of 50 in total, or 5 out of 5 on a scale of 5, meeting the 100% validity criteria. Media validation scored 65.33 out of 75, or 4.35 out of 5 on a scale of 5. The score interval obtained was 87%, indicating that the media validity criteria are very valid.

Korelasi Penggunaan Media Pembelajaran Canva Terhadap Motivasi Belajar Peserta Didik

Purpose – The objective of this study is to examine the correlation between the use of Canva-based SKI instructional videos and student motivation at MAS DDI As-Salman Allakuang. It aims to determine how Canva's integration influences aspects of student motivation such as interest, effort, and perseverance, providing insights into the effectiveness of digital learning tools in enhancing student engagement and motivation.Method – This study employs a quantitative correlational design to measure the impact of using Canva-based SKI instructional videos on student motivation at MAS DDI As-Salman Allakuang. A purposive sample of 54 students was selected. Data were collected using a validated motivation questionnaire covering aspects like interest, effort, and perseverance. Pearson correlation statistics were used to analyze the relationship between the use of Canva-based SKI instructional videos and student motivation.Findings – This study found a significant moderate positive correlation (r=0.617, p=0.001) between the use of Canva-based SKI instructional videos and student motivation in Aqidah Akhlak learning at MAS DDI As-Salman Allakuang. This indicates that more frequent use of Canva-based videos is associated with higher student motivation. These findings confirm the hypothesis and demonstrate that digital learning tools like Canva can enhance student motivation. Research Implications – Using Canva-based instructional videos in Aqidah Akhlak learning can practically enhance student motivation. However, to confirm this effect, more diverse, experimental, and long-term studies are needed due to limitations in causation and potential biases.

Immediate Versus Delayed Low-Stakes Questioning: Encouraging the Testing Effect Through Embedded Video Questions to Support Students’ Knowledge Outcomes, Self-Regulation, and Critical Thinking

AbstractIn light of the educational challenges brought about by the COVID-19 pandemic, there is a growing need to bolster online science teaching and learning by incorporating evidence-based pedagogical principles of Learning Experience Design (LXD). As a response to this, we conducted a quasi-experimental, design-based research study involving nN = 183 undergraduate students enrolled across two online classes in an upper-division course on Ecology and Evolutionary Biology at a large R1 public university. The study extended over a period of 10 weeks, during which half of the students encountered low-stakes questions immediately embedded within the video player, while the remaining half received the same low-stakes questions after viewing all the instructional videos within the unit. Consequently, this study experimentally manipulated the timing of the questions across the two class conditions. These questions functioned as opportunities for low-stakes content practice and retention, designed to encourage learners to experience testing effect and augment the formation of their conceptual understanding. Across both conditions, we assessed potential differences in total weekly quiz grades, page views, and course participation among students who encountered embedded video questions. We also assessed students’ self-report engagement, self-regulation, and critical thinking. On average, the outcomes indicated that learners exposed to immediate low-stakes questioning exhibited notably superior summative quiz scores, increased page views, and enhanced participation in the course. Additionally, those who experienced immediate questioning demonstrated heightened levels of online engagement, self-regulation, and critical thinking. Moreover, our analysis delved into the intricate interplay between treatment conditions, learners’ self-regulation, critical thinking, and quiz grades through a multiple regression model. Notably, the interaction between those in the immediate questioning condition and self-regulation emerged as a significant factor, suggesting that the influence of immediate questioning on quiz grades varies based on learners’ self-regulation abilities. Collectively, these findings highlight the substantial positive effects of immediate questioning of online video lectures on both academic performance and cognitive skills within an online learning context. This discussion delves into the potential implications for institutions to continually refine their approach in order to effectively promote successful online science teaching and learning, drawing from the foundations of pedagogical learning experience design paradigms and the testing effect model.

Effects of Singing on Vascular Health in Older Adults with Coronary Artery Disease: A Randomized Trial.

The impact of singing on cardiovascular health has not been extensively studied. The aim of this study is to investigate the effect of singing on cardiovascular biomarkers in an aging population with coronary artery disease. Participants had three study visits separated by 2-7 days, according to a randomized, single-blind, cross-over, controlled design: (1) a 30-minute period of coached singing from an in-person music therapist, (2) a 30-minute period of singing along to an instructional video and (3) a 30-minute rest (control). Primary outcomes included macrovascular endothelial function assessed by brachial artery flow-mediated dilation and microvascular function assessed by peripheral arterial tonometry (Framingham reactive hyperemia index; fRHI). Heart rate variability was a secondary outcome. Sixty-five subjects (mean age 67.7± 0.8, 40% women) completed the study. Compared to control, there was an increase in fRHI for the singing video intervention (estimate 0.54, SE 0.25, p=0.005) but not for the coaching intervention (estimate 0.11, SE 0.18, p=0.570). There was no change in macrovascular function with either intervention. The low frequency/high frequency (LF/HF) ratio increased by 2.80 (SE 1.03, p=0.008), and the LnHF power decreased by -0.90 ms2 (SE 0.29, p=0.003) with the video (during to pre-change). When assessing post- to pre- change, the coaching intervention showed a significant change of -0.62 ms2 (SE 0.29, p=0.036) in LnHF power. Singing along to an instructional video for 30 minutes improved microvascular, but not macrovascular, endothelial function, in older patients with CAD. HRV changes with singing are similar to that of exercise. ClinicalTrials.gov, identifier: NCT04121741.

Development of a virtual reality simulator for training canine endotracheal intubation technique and evaluation of the educational impacts

Virtual reality (VR)-based training has shown some benefits in medical education, supporting skill acquisition, and helping reduce anxiety in real-world settings. However, the use of VR simulators in veterinary education remains limited. This study aimed to introduce a VR simulator to support veterinarian training in canine anaesthesia induction and endotracheal intubation. This study involved a group that learned solely with instructional videos (video group), and one that learned concurrently with the video and VR simulator (VR group). Third- and fourth-year veterinary students were included and underwent a descriptive test on canine endotracheal intubation. Canine endotracheal intubation success rates were compared between the video (n = 364) and VR (n = 60) groups of fifth-year students. A survey on the VR usability was conducted (n=91). The median descriptive test scores improved in the VR (63.3/100) vs the video group (51.5/100). The canine intubation success rates were comparable in the VR and video groups at 84.3 % and 77.4 %, respectively. A total of 90.1 % of the surveyed students rated the ease of use of the simulator highly. Overall, VR simulators were well-received, suggesting benefits in new skill retention. Further studies are required to evaluate the extent of skill improvement through VR-based training, compared to conventional methods, and to assess its impact on student motivation. Evaluating the long-term effects of VR-based training on skill development and retention will also provide a deeper understanding of its educational benefits.

Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos

Background & aimsInstructional videos on the internet that incorporate emotional design often employ a narrative frame. This frame is intended to enhance the value of the content to-be-learned and, in turn, promote sustained learning in longer learning sessions. We tested whether the presence of a value-evoking narrative frame (vs. expository frame) actually enhances sustained learning. Sample & methodsWe employed a 2 × 2 × 3 mixed between-subject design (N = 128) with repeated measures on three 5-min sections of video. The between-subject factors included audiovisual design (emotional vs. neutral) and frame (narrative vs. expository). Results & conclusionWe observed a three-way interaction between audiovisual design, frame, and learning phase with respect to learning outcomes: The narrative frame was essential for improving sustained learning at the end of the video. Without the narrative frame, emotional audiovisual design hindered sustained learning. This pattern of results suggests that employing a narrative frame maintains triggered situational interest and contributes significantly to sustained learning from instructional video.

Video Versus Nonvideo in a Rabbit Training Model for Establishing an Emergency Front of Neck Airway in Children: A Prospective Trial.

Simulating a realistic "cannot intubate, cannot oxygenate" (CICO) situation to train an "emergency front of neck airway" is difficult. It further remains unclear if provision of regular technical refreshers improves performance in the setting of a real CICO situation. The purpose of this prospective study on an established surgical rabbit cadaver tracheostomy model was to evaluate the benefit of viewing training material shortly before performing "emergency front of neck airway." Previously trained participants were randomized into 2 groups. The control group (video) was allowed to watch an instructional video before performing a tracheotomy on the training model, while the study group (nonvideo) was not. Queried outcomes included success rate, performance time, and severe secondary airway injuries between the 2 groups. In 29 tracheotomies performed by 29 participants, the overall success rate was 86% (92% video; 81% nonvideo, P = 0.4). Performance time was not different between the 2 groups (video: 80 s [IQR25-75: 53-86], nonvideo 64 s [IQR25-75: 47-102]; P = 0.93). Only in the nonvideo group, the performance time and the time between the workshops correlated positively (P = 0.048). Severe secondary injuries were noted in 4 of 29 rabbit cadavers, 2 in each group. Watching a refresher video before performing an emergency surgical tracheostomy in an infant training model did not influence the success rate and the performance time in previously trained anesthetists. These results highlight the ease of learning, memorization, and recall of this emergency surgical tracheostomy technique and may demonstrate its applicability in a real infant CICO situation.

أساليب تعليم مهارة الكلام عبر الإنترنت و وسائله التكنولوجية و المعلومات

In the era of information technology, the approach of teaching Arabic language teachers in developing speaking skills must change. Currently, the traditional methods used in teaching speaking skills in Arabic are considered outdated and less developed compared to modern techniques used in teaching other languages. Arabic language teachers should take advantage of available technology, such as the internet, to make the process of learning speaking skills more engaging, creative, and motivating. The use of the internet in teaching speaking skills is considered an important step in developing the learning process. Teachers can utilize various internet resources to present interactive and engaging lessons that stimulate student participation and enhance their understanding of the topics discussed. Multimedia resources such as instructional videos and interactive resources on the internet can be used to expand students' understanding and stimulate them to learn more effectively. Study results indicate that speaking skill learning methods and internet-based media have a significant impact on improving students' speaking skills. These modern methods can make the learning process more effective and suitable for students' needs in the era of information technology.

CCPA: cloud-based, self-learning modules for consensus pathway analysis using GO, KEGG and Reactome.

This manuscript describes the development of a resource module that is part of a learning platform named 'NIGMS Sandbox for Cloud-based Learning' (https://github.com/NIGMS/NIGMS-Sandbox). The module delivers learning materials on Cloud-based Consensus Pathway Analysis in an interactive format that uses appropriate cloud resources for data access and analyses. Pathway analysis is important because it allows us to gain insights into biological mechanisms underlying conditions. But the availability of many pathway analysis methods, the requirement of coding skills, and the focus of current tools on only a few species all make it very difficult for biomedical researchers to self-learn and perform pathway analysis efficiently. Furthermore, there is a lack of tools that allow researchers to compare analysis results obtained from different experiments and different analysis methods to find consensus results. To address these challenges, we have designed a cloud-based, self-learning module that provides consensus results among established, state-of-the-art pathway analysis techniques to provide students and researchers with necessary training and example materials. The training module consists of five Jupyter Notebooks that provide complete tutorials for the following tasks: (i) process expression data, (ii) perform differential analysis, visualize and compare the results obtained from four differential analysis methods (limma, t-test, edgeR, DESeq2), (iii) process three pathway databases (GO, KEGG and Reactome), (iv) perform pathway analysis using eight methods (ORA, CAMERA, KS test, Wilcoxon test, FGSEA, GSA, SAFE and PADOG) and (v) combine results of multiple analyses. We also provide examples, source code, explanations and instructional videos for trainees to complete each Jupyter Notebook. The module supports the analysis for many model (e.g. human, mouse, fruit fly, zebra fish) and non-model species. The module is publicly available at https://github.com/NIGMS/Consensus-Pathway-Analysis-in-the-Cloud. This manuscript describes the development of a resource module that is part of a learning platform named ``NIGMS Sandbox for Cloud-based Learning'' https://github.com/NIGMS/NIGMS-Sandbox. The overall genesis of the Sandbox is described in the editorial NIGMS Sandbox [1] at the beginning of this Supplement. This module delivers learning materials on the analysis of bulk and single-cell ATAC-seq data in an interactive format that uses appropriate cloud resources for data access and analyses.

Is video demonstration for type III sleep studies performance worse than technical face-to-face teaching?

Obstructive sleep apnea (OSA) is the most common sleep-disordered breathing. The high prevalence makes its diagnosis a priority. To perform type III sleep studies, patients usually receive instructions from a technician. The switch to instructions through a video could save professionals time and make OSA diagnosis more accessible. This study aimed to compare the technical quality of type III sleep studies when instructions are provided by face-to-face technical teaching or via video. One hundred consecutive patients aged ≥ 18 years with suspected OSA were randomly assigned to receive device placement instructions in person by a technician or through video (50 in each group). The overall quality of the sleep studies was analyzed by determining the number of technically invalid studies. The recording quality of four sensors (pulse oximeter, nasal flow cannula, chest, and abdominal bands) was evaluated by checking for signal artifacts. The majority (86%) of the studies were valid. 20% of the studies in the face-to-face group and 8% of the studies in the video-instruction group were technically invalid, but no statistically significant difference was found (p = 0.148). The quality of the oximetry signal was better in those who received video instructions (p = 0.05). Regarding the recording quality of the remaining sensors, no significant differences were found. Type III sleep studies with previous explanation through a video are as effective as those with an explanation performed by a technician, with associated advantages, without increased errors. The quality of the oximetry signal was better in the video group, a critical signal for OSA diagnosis.

Virtual Classroom Competences Required by Electrical Installation and Maintenance Works Trade Teachers in Technical Colleges in Yobe State, Nigeria

This study investigated the virtual classroom proficiencies needed by Electrical Installation and Maintenance Works trade teachers in Technical Colleges in Yobe State, Nigeria. Employing a descriptive survey research design, the population of the study was 69 individuals, comprising 53 teachers and 16 ICT experts from eight Technical Colleges in Yobe State, Nigeria. Due to the manageable size of the population, the entire population was included in the study, eliminating the need for sampling. Data collection utilized the "Technical Colleges Virtual Classroom Competency Questionnaire (TCVCCQ)," structured with responses on a 5-point scale. Validation of the instrument was performed by three experts from the Department of Electrical/Electronic Technology Education, Federal College of Education (Technical), Potiskum, Yobe State, resulting in a reliability index of 0.82 determined through the Cronbach Alpha technique. Mean statistics were employed to analyze data for the research questions, while hypotheses were tested at a significance level of 0.05 using a t-test. The findings revealed a lack of proficiency among teachers in utilizing participant panels and video play features within virtual classrooms. The study recommends that principals arrange in-house workshops for teachers to acquire requisite proficiency in using participant panel features, and further suggests consultation with video experts to enhance the quality of instructional videos for improved utilization of video play features within virtual classrooms.

A randomised controlled trial to evaluate the effectiveness of personalised oral hygiene advice delivered via video technology

ObjectivesTo determine whether video-technology oral hygiene advice (OHA) improved clinical plaque and bleeding on probing (BOP) scores in individuals diagnosed with gingivitis, compared to conventional OHA after 3-months. MethodsThis parallel, randomised 2-arm treatment, single-centre study, assessed Turesky Plaque Index (TPI) and BOP at baseline and 3-months in adult participants with mild-moderate gingivitis. Eligible participants with smartphones were randomised at baseline to intervention (tailored video OHA), or control (conventional OHA). Oral hygiene (OH) habits/attitudes were recorded with a questionnaire. All participants used a manual toothbrush with anti-gingivitis toothpaste twice daily. Results57 participants completed the study. Both groups had improved gingival health (BOP) after 3-months, change from baseline being significantly greater in the intervention group (12.21% vs 6.80 %, p < 0.05). TPI scores decreased more in the intervention than control group, but the difference did not reach significance (1.15 vs 0.92, p = 0.079). OH habits and attitudes were similar at baseline and few differences between the groups were observed after 3-months, however frequency of interdental brush use was significantly increased, while self-rated oral health was significantly decreased in the intervention as compared to control group at this timepoint (p < 0.05). ConclusionsThe combination of an individually tailored instructional video with appropriate toothbrushing using anti-gingivitis toothpaste and interdental brush, significantly improved participants’ gingival health over 3-months compared to brushing with an anti-gingivitis toothpaste with conventional OHA as delivered in the general dental services. This study demonstrates the benefit of changing OH behaviour and delivering OHA using an individually tailored approach with contemporary methodology. Clinical SignificanceOHA is usually verbally delivered over short time periods. This study demonstrates video technology with individualised OHA improves OH adherence and empowers individuals, the recipient receiving personal visual cues with ability to replay advice and technique reiteration. This real-world technology could be better utilised in general dental practice.

Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts

ABSTRACT Many students struggle with algebra and often turn to instructional explanatory videos (IEVs) as learning resources. This feasibility study explored whether students implicitly recognize quality indicators in algebra videos and how these influence their choices. Using Conjoint analysis in a 2×2 design, we examined the focus on subject-matter didactical and multimedia features among 34 students aged 14–15 years. We presented authentic IEVs on solving algebraic equations varying in didactical and multimedia features. Bayesian analysis revealed that both didactical and multimedia features influenced video choices with no notable differences in impact strength. Student characteristics (mathematics achievement, interest, and self-concept) affected preferences only for the didactical features. The study concludes that students can identify quality indicators in math videos, although this recognition is limited and may be further enhanced through targeted guidance. Methodologically, conjoint analysis demonstrated its efficacy in mathematics education research, effectively addressing social desirability bias and implicit behaviors.

Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.