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The measurement of knowledge contribution in collaborative knowledge building is an important research topic in computer-supported collaborative learning. The information measures of knowledge contribution based on information theory are proposed in this study, which includes two measures: amount of information and information gain. Discourse data collected from a collaborative knowledge building activity were analyzed to validate these measures. The results showed that our information measures can complement the traditional behavioral. With the help of the two measures, community-level variation tendency and individual-level knowledge contribution characteristics could be analyzed in collaborative knowledge building activities. A log function was used to fit the community knowledge variation tendency to measure the convergence of knowledge building. Students were clustered into five types according to their behaviors and contributions in collaborative knowledge building. Both teachers and researchers can benefit from these two information measures by using them in practice.

Despite the continuous emphasis on emotion in multimedia learning, it was still unclear how pedagogical agent emotional cues might affect learning. In the present study, a between-subjects experiment was performed to examine the effects of a pedagogical agent with dual-channel emotional cues on learners' emotions, cognitive load, and knowledge transfer performance. Participants from a central Chinese university (age mean = 21.26, N = 66) were randomly divided into three groups. These groups received instructions from an affective pedagogical agent, a neutral pedagogical agent, or a neutral voice narration without pedagogical agent embodiment. Results showed that learners assigned the affective pedagogical agent reported a significantly higher emotional level than learners assigned the neutral pedagogical agent. Learners' perceived task difficulty was not significantly different among groups while instructional efficiency was significantly higher for learners with the affective pedagogical agent. Moreover, learners assigned to the affective pedagogical agent performed significantly better on the knowledge transfer test than those assigned the neutral pedagogical agent or the neutral voice.

Farmland ecosystems represent a vital carbon source and sink within terrestrial ecosystems. The investigation into the characteristics of carbon emissions and their influencing factors within farmland ecosystems is crucial for the realization of carbon reduction and the promotion of low-carbon development. This study leveraged the analytical prowess of CiteSpace software (version 6.1.5) to examine a comprehensive body of 2805 scholarly works related to carbon emissions within agricultural ecosystems, as documented in the Web of Science Core Database from 1991 through to 2023. Through a visual dissection of data based on national, institutional, and thematic dimensions, the study elucidated emergent focal points and evolving trajectories within this scholarly domain. The findings revealed that current scholarly discussions on carbon emissions from agricultural lands have primarily focused on three key areas: the factors that influence these emissions, the possibilities for their reduction, and the subsequent environmental impacts. Focal points of research have predominantly centered on four key themes: "greenhouse gas emissions from farmland ecosystems", "carbon emission models for farmland ecosystems", "carbon sequestration in farmland ecosystems", and "sustainable development in agricultural ecosystems". The academic perspective has gradually shifted from a broad overview of carbon emissions towards a detailed examination of the determinants of emissions and the efficiency of agricultural resource utilization. Looking forward, it is crucial to explore the mechanisms behind high-carbon agricultural practices and to establish their optimal operational thresholds. The focus of research is shifting from macro carbon emissions to the analysis of emission factors and the efficiency of agricultural input use. Future efforts should emphasize exploring the mechanisms of the environmental impacts caused by high-carbon agricultural inputs and the optimal input levels, refining emission reduction methods in agricultural ecosystems, and promoting collaboration and exchange among researchers worldwide. [ABSTRACT FROM AUTHOR]

Problem‐oriented teaching (POT) activities are important in classroom instruction. The level of student response can be influenced by different teacher behaviours in POT. However, the characteristics of teachers' multimodal behaviours at different levels of response are unclear. This study applied epistemic network analysis to explore the characteristics of teachers' multimodal behaviours in POT with different response levels. Using 256 POT segments from 12 classroom teaching videos in primary and secondary schools, this study found that authentic questions and iconic gestures occupied a central position in multimodal behaviours. The concomitant use of multimodal behaviours and the flexibility in eye contact could improve the response levels of students. These findings help understand how teachers' multimodal behaviours can promote students' responses. Practitioner notesWhat is already known about this topic Various behaviours have been shown to impact learners' response, such as teachers' responses to students and teachers' non‐verbal behaviours.Epistemic network analysis can be used to analyse the structure of the connections between cognitive, social and interaction data.What this paper adds This study analyses the characteristics of teachers' multimodal behaviours during problem‐oriented activities.It also compares the salient properties of non‐verbal, verbal and multimodal behavioural networks generated by interactive fragments of students' responses of different cognitive levels.Implications for practice and policy Teachers should ask more authentic questions in the classroom to promote in‐depth thinking processes in students.The appropriate coordination of multimodal behaviours by teachers is crucial to promote the cognitive level of students' responses.Upon making eye contact with students, teachers should also use iconic gestures and be flexible regarding the use of eye contact. [ABSTRACT FROM AUTHOR]

Aims: To examine the prospective association between fibroblast growth factor 21 (FGF21) and risk of gestational diabetes mellitus (GDM) and the modifying effect of overweight/obesity for this association. Methods: Serum FGF21 levels were measured at 6–15 weeks of gestation among 332 GDM cases and 664 matched controls. Conditional logistic regression was used to evaluate its association with GDM risk. Interaction analyses on multiplicative and additive scales were conducted to investigate the modifying effect of overweight/obesity. Results: Elevated FGF21 levels were associated with a higher risk of GDM in multivariable models, but the positive association was attenuated after further adjustment for pre‐pregnancy body mass index (BMI). A significant multiplicative interaction was noted between FGF21 (both continuous and dichotomous) and pre‐pregnancy BMI (p for interaction = 0.049 and 0.03), and the association was only significant in participants with pre‐pregnancy BMI ≥24 kg/m2. When participants were grouped based on pre‐pregnancy BMI (≥24 and <24 kg/m2) and FGF21 levels (≥median and

Objective: To examine the association of a combined healthy lifestyle in early pregnancy with gestational diabetes mellitus (GDM) risk. Design, setting and population: A Chinese prospective cohort study with 6980 pregnant women. Methods: Individual modifiable lifestyle factors were assessed in early pregnancy and a combined lifestyle score was derived from the sum of the lifestyle factors, with a higher score indicating a healthier lifestyle. The association of a combined healthy lifestyle with GDM risk was examined. Main outcome measures: Gestational diabetes mellitus was diagnosed in middle pregnancy according to the International Association of Diabetes and Pregnancy Study Group criteria or diagnoses in medical records. Results: Overall, 501 (7.2%) pregnant women were diagnosed with GDM. Being physically active (total energy expenditure in upper three quintiles, i.e. ≥100.1 metabolic equivalent of task [MET]‐hours/week; odds ratio [OR] 0.76, 95% confidence interval [CI] 0.63–0.92), healthy diet (total intake of vegetables and fruits ≥5 times/day; OR 0.74, 95% CI 0.59–0.94), sufficient sleep (night‐time sleep duration ≥7 hours/night; OR 0.66, 95% CI 0.48–0.90) and healthy weight (early‐pregnancy BMI <24.0 kg/m2; OR 0.57, 95% CI 0.46–0.71) were associated with lower GDM risk. The GDM risk decreased linearly across the combined lifestyle score (Ptrend <0.001): women with 2, 3 and 4 lifestyle factors compared with those with 0–1 factor had 38% (OR 0.62, 95% CI 0.46–0.84), 57% (OR 0.43, 95% CI 0.31–0.58) and 66% (OR 0.34, 95% CI 0.22–0.52) lower risks of GDM, respectively. Conclusion: A healthy lifestyle in early pregnancy was associated with a substantially lower GDM risk. [ABSTRACT FROM AUTHOR]

In view of the needs of secondary water quality evaluation and intelligent operation and maintenance management, the data quality evaluation of two major secondary water supply online monitoring indicators (residual chlorine and turbidity) was carried out, and the variance analysis and covariance analysis of the impact factors of the water quality of the four major secondary water supply were proposed, and the water quality evaluation method of secondary water supply online monitoring based on K-means clustering method and entropy value method was proposed, which was applied in the secondary water supply management system of L City, and the evaluation results provided an important reference for the secondary water supply manager. Evaluation methods can be widely applied in the water quality management of secondary water supply. [ABSTRACT FROM AUTHOR]

Ecological restoration, as a vital means of effectively enhancing the carbon sink function of ecosystems, is currently the subject of active research by scientists. Researchers are actively exploring how to scientifically assess the response mechanisms of ecosystem carbon reservoirs during the process of ecological restoration. In this study, CiteSpace 6.1.(R3 and R6) literature visualization software was employed to conduct data mining on 1566 research articles published from 1996 to 2022, focusing on the impact of ecological restoration on ecosystem carbon reservoirs, as recorded in the Web of Science core database. The analysis involved visualizing various aspects, including the countries involved, research institutions, publication output, research hotspots, and cutting-edge research areas. The research indicates that China holds significant influence in the study of the impact of ecological restoration on ecosystem carbon reservoirs. The literature covers a wide range of research directions and encompasses rich content on the subject matter. The current research focuses on ecological restoration, and its impact on the carbon sink function of ecosystems mainly revolves around four key themes: "the carbon sequestration potential of ecological restoration", "technological approaches to enhancing the carbon sink function of ecological restoration", "the importance of assessing carbon sink in terrestrial ecosystems", and "characteristics of carbon sources/sinks in terrestrial ecosystems". Currently, the development of research findings on the impact of ecological restoration on the carbon reservoirs of ecosystems is progressing rapidly. Novel research theories, methodologies, and scientific techniques are emerging, necessitating the continuous monitoring and investigation of scholarship in this field. It is crucial to integrate ongoing global environmental-change factors, ensuring the continuity of research and observations and, thus, furnishing robust data support for the assessment and computation of ecosystem carbon sinks. [ABSTRACT FROM AUTHOR]