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Secondary school students often lack the necessary motivation to program visually. The present study aims to analyse the effects of error learning orientation on students' intrinsic motivation for visual programming. According to the control-value theory of Pekrun (2006), we posit that the influence of error learning orientation on intrinsic motivation is mediated by self-efficacy for visual programming as well as by error-related achievement emotions. A sample of 269 Swiss secondary school students (grades 7 to 9), who were beginners in visual programming, filled out a questionnaire as part of a course on visual programming. A structural equation model was established to illustrate the expected relationships between students' attitudes and their impacts. As expected, the results point to the need of paying more attention to errors in STEM education and indicate that students' error learning orientation had a low but significant effect on their intrinsic motivation for visual programming. The findings confirmed the effects of error learning orientation on intrinsic motivation for visual programming, which are mediated by self-efficacy but not by error related achievement emotions in the context of coding activities.

Secondary school students (N = 269) participated in a daylong visual programming course held in a stimulating environment for start‐up enterprises. The tasks were application‐oriented and partly creative. For example, a wearable device with light‐emitting diodes, (ie, LEDs) could be applied to a T‐shirt and used for optical messages. Our research questions related to the control‐value model of achievement emotions. We measured experienced enjoyment four times and examined the dependence of enjoyment on the individual tasks. Experience of enjoyment was also tested for the prediction of students' self‐efficacy for programming. The results showed that momentary enjoyment was not significantly dependent on the task situation, but it was dependent on the general enjoyment of programming. However, students with lower enjoyment scores showed higher increases in enjoyment during the final tasks than those with higher initial scores. The emotion score of the girls increased more than those of the boys but the girls' overall enjoyment scores were lower than those of the boys. Students' self‐efficacy beliefs of both genders increased over the course, and some of the differences in beliefs can be explained by the enjoyment of the course. In conclusion, our teaching approach seemed beneficial for the motivation to learn programming, particularly among girls. Practitioner notes What is already known about this topic Lower secondary students often report a lack of self‐efficacy beliefs for visual programming, especially girls whose confidence in their abilities seems to be missing. Activities that show how programming can be used in everyday life or at work promote interest and enjoyment, especially among girls. What this paper adds Experiencing enjoyment did not depend on individual task types (more structured vs. more open), but proved to be stable across all tasks. The experience of positive emotions in our computer science course had an impact on the secondary school students' self‐efficacy beliefs. Implications for practice and/or policy The combination of smart textiles and programming was viewed as a motivating learning experience with the potential to foster secondary school students' confidence and problem‐solving skills in computer science. A guided sequence of learning to debug can provide a self‐enhancing foundation for the students' own activities with following tasks that are more open and creative approaches. What is already known about this topic Lower secondary students often report a lack of self‐efficacy beliefs for visual programming, especially girls whose confidence in their abilities seems to be missing. Activities that show how programming can be used in everyday life or at work promote interest and enjoyment, especially among girls. What this paper adds Experiencing enjoyment did not depend on individual task types (more structured vs. more open), but proved to be stable across all tasks. The experience of positive emotions in our computer science course had an impact on the secondary school students' self‐efficacy beliefs. Implications for practice and/or policy The combination of smart textiles and programming was viewed as a motivating learning experience with the potential to foster secondary school students' confidence and problem‐solving skills in computer science. A guided sequence of learning to debug can provide a self‐enhancing foundation for the students' own activities with following tasks that are more open and creative approaches. [ABSTRACT FROM AUTHOR]

Background Aims Samples Methods Results Conclusion Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1‐day course on visual programming in an out‐of‐school learning environment.The sample consisted of 269 lower secondary school students (grades 7–9).The data were collected in an intervention study, with questionnaires applied directly before and after the course, and with four measurements of state emotions during the course.The results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found.Changes in error learning orientation are difficult to achieve during 1‐day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem‐oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning. [ABSTRACT FROM AUTHOR]

Background: Spectral‐domain optical coherence tomography (OCT) may detect retinal changes as a biomarker in neurodegenerative diseases like manifest Huntington's disease (HD). We investigate macular retinal layer thicknesses in a premanifest HD (pre‐HD) cohort and healthy controls (HC). Methods: Pre‐HD mutation carriers underwent standardized ratings and a preset macular OCT scan. Thickness values were determined for each sector of all macular retinal layers, the mean of all sectors and the mean of the inner ring (IR, 3 mm) after segmentation (Heyex segmentation batch). HC were retrospectively included from an existing database. The IR thickness of the ganglion cell layer (GCL), retinal nerve fiber layer (RNFL), GCL + inner plexiform layer (GCIPL), and total retina were included in the exploratory correlation analyses with paraclinical ratings and compared to HC. Results: The analyses comprised n = 24 pre‐HD participants (n = 10 male, n = 14 female) and n = 38 HC (n = 14 male, n = 24 female). Retinal layer parameters did not correlate with paraclinical ratings. Expected correlations between established HD biomarkers were robust. The IR thicknesses of the GCL, GCIPL, and total retina did not differ between pre‐HD and HC. The IR thickness of the RNFL was significantly higher in pre‐HD participants (pre‐HD: 23.22 μm (standard deviation 2.91), HC: 21.26 μm (1.90), p =.002). Discussion: In this cross‐sectional cohort of genetically determined pre‐HD participants, neurodegenerative features were not detected with retinal layer segmentation. Since our pre‐HD collective was more than 16 years before disease onset, OCT may not be sensitive enough to detect early changes. [ABSTRACT FROM AUTHOR]

Treatment with an unconventional double osteotomy of the pelvis in a 9-year-old girl with recurrent anterior hip subluxation after hip reconstruction in cerebral palsy is presented. Classical Pemberton or Salter osteotomy is effective for superolateral acetabular dysplasia, but corrections in the anterior or posterior direction are limited. In this case, double osteotomy of the pubic and iliac bone allowed better coverage in the anterior part of the acetabulum. The bone provided sufficient elasticity to achieve the desired correction without an ischial cut, therefore providing more stability of the pelvis.

With the cases described, we strive to introduce single photon emission computerized tomography in combination with conventional computer tomography (SPECT/CT) to shoulder surgeons, illustrate the possible clinical value it may offer as new diagnostic radiologic modality, and discuss its limitations. SPECT/CT may facilitate the establishment of diagnosis, process of decision making, and further treatment for complex shoulder pathologies. Some of these advantages were highlighted in cases that are frequently seen in most shoulder clinics.