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This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the challenges in proofreading a manuscript. Emerging researchers might think that someone in the production team will catch any errors. This may not always be the case. We emphasize the importance of guiding mentees to take the process of preparing a manuscript for submission seriously.

Scientific papers at this time are something that must be mastered by a student. Scientific articles produced by someone contribute new knowledge to the world of Education. This study aims to analyze the obstacles experienced by students when writing scientific articles. The research was conducted on biology education students at the Open University who are in their final semester and take scientific work courses as one of the graduation requirements. There were at least 13 students who were the research samples taken purposively. To obtain data, the researcher provided a questionnaire and conducted interviews with a sample of students. The data were then analyzed descriptively and resulted in the discovery that the main barriers of biology education students in writing scientific papers are lack of student experience in writing scientific papers especially in the components of scientific papers. They found it difficult when creating an introduction (54%), method (46%), and presenting results and discussions (54%). The recommendation from this study is the need to develop learning strategies in scientific work courses that can train students to get used to developing ideas and process these ideas into original articles and free from plagiarism.

Large amounts of waste paper are generated annually worldwide. Although some of it is recycled, up to 50% is landfilled or incinerated. The remanufacturing of waste paper to produce pencils is proposed as a novel, sustainable business solution. A sustainability analysis of this process was performed to quantify indexes of technical, environmental, economic, and social sustainability. Small-to-medium business models were evaluated, in which 15 000 pencils/shift/day can be produced from 135 kg of waste paper, with a maximum productivity of 64 800 pencils/day. Productivity, operating costs, power consumption, land footprint, machine delivery cost, and number of workers were used to analyze the technical feasibility. The cost-to-profit ratio, cost and profit per pencil, and daily profit were used to evaluate economic sustainability. The amounts of municipal solid waste and recovered paper waste, saved embodied energy, and prevented CO2 emissions were used to analyze environmental sustainability. The number of workers and labor costs were used to evaluate human development and social sustainability. The machines required for the remanufacturing line are considered sufficiently mature, remanufactured pencils are less expensive to produce than wooden pencils, and the proposed process minimizes the amount of waste paper sent to landfills and avoids the use of new wood for producing pencils, thereby satisfying technical, economic, and environmental sustainability, respectively. The final sustainability index of 0.9 is considered very high and sufficient for operating a profitable, sustainable business with a profit of 252–583 USD/day.

Abstract Background Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

The aim of this research is to design, test the feasibility and effectiveness of QR-Code based Smart Paper as a learning medium in improving the critical thinking skills of elementary school students through social studies learning content. The research method used is Research and Development (RD) with the Borg Gall development model. Data collection techniques used include observation, interviews, questionnaires, tests and documentation. The initial data analysis technique used the normality test and homogeneity test. Next, the final data analysis technique used the average difference test and the N-Gain test. The research results show that QR-Code based Smart Paper has been successfully developed. This is proven by the validation results of material experts 91.67% and media experts 96.67% with very appropriate criteria. Furthermore, the calculated results of the N-Gain test on the learning outcomes aspect obtained a score of 0.57 with medium criteria and the results of the average difference test obtained a sig (2-tailed) value 0.05, so Ha was accepted. So it can be concluded that QR-Code based Smart Paper is a suitable and effective learning medium for improving students' critical thinking skills.

This comprehensive analysis delves into the multifaceted evolution of research concerning information and communication technology (ICT) within the dynamic landscape of education. Embracing the meta-analysis methodology, this study embarks on a detailed journey through the corpus of scientific literature devoted to exploring the intricate interplay between ICT and education. Covering a substantial temporal span from 2002 to 2022, this investigation meticulously scrutinises and synthesises a wealth of scholarly contributions, illuminating diverse dimensions of the integration of ICT and its impact in educational settings. The overarching objective is to discern not only the methodological nuances, but also the transformative potential and broader trends that underscore the nexus of ICT and education. With a keen focus on Lithuanian scholarly output, this analysis seeks to unravel the intricate tapestry of research endeavours, shedding light on the methodological paradigms, thematic trajectories, and empirical insights that have shaped the discourse surrounding the role of ICT in education over the past decade. At its core, this study aims to address a constellation of probing questions that lie at the heart of contemporary educational discourse. How has the research methodology pertaining to the application of ICT in education evolved over time? In what specific domains and subdomains of education are the contours of the influence of ICT most discernible, and what emergent themes and focal points have garnered scholarly attention? Furthermore, what demographic cohorts and educational stakeholders emerge as primary subjects of inquiry, and how do researchers navigate the complexities of data collection and analysis in elucidating the nuanced dynamics of ICT integration in educational contexts? Through a judicious blend of quantitative and qualitative analyses, this study embarks on an ambitious journey to unravel the intricate threads of inquiry that animate the discourse surrounding ICT in education. By adopting a mixed-method meta-analytical framework, this investigation offers a panoramic vista that spans thematic, temporal, methodological, and demographic dimensions, thereby affording a nuanced understanding of the multifaceted landscape of the integration of ICT in education. In traversing this expansive terrain of inquiry, this study aspires not only to illuminate the contours of past research endeavours, but also to chart a course for future inquiry and innovation in harnessing the transformative potential of ICT to enrich and enhance educational practices and outcomes. After analysing Lithuanian scientific works related to the application of ICT in the field of education, it is evident that quantitative methodologies are most commonly chosen for empirical research on this topic, while qualitative methodologies are less prevalent. In articles employing quantitative methodologies, prevalent themes relating to ICT include: competency, application, possibilities and experiences, virtual learning environments, users of these environments, development in education, usage habits, attitudes towards ICT tool usage, augmented reality technologies, ICT as a component of learning environments, computer usage at home, and incentive-based encouragement using ICT tools. In articles employing qualitative methodologies, prevalent themes relating to ICT include: values education, opportunities, the internet, incentive-based encouragement, virtual learning environments, cloud computing, and experiences of using ICT in the teaching and learning process. Mixed-methodology articles commonly focus on the pedagogical foundations of educational environments, virtual experiments, the engagement of education participants, skills development, adult education, the personalisation of teaching and learning, e-learning, the educational environment, and increasing motivation. The most frequently studied subjects in these articles are teachers, followed by students, with other participant groups such as education experts and support specialists being less common. Systematising the data collection instruments used in the scientific articles analysed revealed that questionnaires predominated, with interviews being chosen less frequently, and other types of instruments being rare. An analysis of the essential conclusions of the examined scientific articles reveals that positive experiences of using ICT in the field of education are significantly more prevalent than negative experiences.

IntroductionPaper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game.MethodsThe Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III).ResultsThis manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found.

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

In 2016, two years into my career at a large suburban New Jersey public high school, I was prepared--or so I thought--to teach American Literature for the first time. I'd [...]

Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found. [ABSTRACT FROM AUTHOR]

The advent of Generative Artificial Intelligence (genAI) has significantly reshaped the educational landscape, heralding new prospects and concurrently introducing complex challenges. Mirroring the essence of René Magritte's iconic artwork "Ceci n'est pas une pipe", where the depiction of a pipe is not actually a pipe, this publication is not a publication, at least not from the beginning. This article acts as a case study, showcasing the ability to generate coherent and pertinent AI-created content, while also drawing attention to its limitations in depth and diversity. Moreover, it underscores the facility with which such content can be produced. The paper culminates by examining the role of AI-generated content within the academic sphere, particularly highlighting the complexities involved in distinguishing AI-produced material from human-authored text. [ABSTRACT FROM AUTHOR]

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students’ multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown’s Society Papers in Julia Quinn’s novel The Viscount Who Loved Me (2000), her appearances as narrator in the Netflix series Bridgerton (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students’ multimodal communicative competence.