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The aims of the study were to investigate learner profiles in a MOOC focused on attitudinal learning, Science of Happiness, based on learner self-assessment of “happiness” and relationships with demographics, attitudinal learning gains and preferred instructional activities. A sequential explanatory mixed methods design was used in the attitudinal learning survey. The survey assessed cognitive, affective, and behavioral learning, and was followed by interviews with 12 participants. Latent profile analysis identified two profiles based on the differences in the levels and trends of happiness reported by learners during the 10-week course. Results indicated that MOOC learners described different preferences for exploratory or instructor-directed instructional strategies. Identified implications for the instructional design of MOOCs for attitudinal learning included recognizing that MOOC learners often view MOOCs more as entertainment as opposed to formal education. Therefore, course length, pace, scope, and difficulty should be considered in this light. Furthermore, supporting varied learner goals and interests, and instructional preferences are important. Finally, special consideration must also be paid to the design and facilitation of course discussions. [ABSTRACT FROM AUTHOR]

This study examines the case of an Animal Behavior and Welfare MOOC that specifically targeted attitudinal change in its learners. Attitudinal learning outcomes were evaluated using an author-developed survey with questions on perceptions in the four areas of attitudinal learning: General Learning, Cognitive Learning, Affective Learning, and Behavioral Learning. The survey also examined learner goals for enrolling in the course and their perceptions of the instructional methods implemented in the course. Results showed that learners perceived positive learning outcomes across all four areas. Statistically significant differences were found in relation to perceptions of attitudinal learning based on their reason for enrolling in the MOOC and its relation to attitude formation. There were also significant differences in learners' reasons for enrollment based on whether they intended to change animal welfare related behaviors due to their MOOC experience. Learners overwhelming indicated that the instructor videos were the most impactful instructional strategy regardless of whether they had a higher perception of learning, or a lower perception. Finally, learners with higher perceptions primarily enrolled in the MOOC in order to form a viewpoint on animal welfare, while lower perception learners enrolled to earn a formal certificate of completion. Implications are discussed for instructional design for attitude change as well as for the use of MOOCs for learning regarding social topics. [ABSTRACT FROM AUTHOR]

This study examines the case of a sophomore high school history class where Making History, a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school located in a small town in the Midwestern United States. The teacher had been teaching with the game for several years and spent one school week teaching World War II, with students playing the game in class for three days of that week. The purpose of this study was to understand teacher and student experiences with and perspectives on the in-class use of an educational video game. Results showed that the use of the video game resulted in a shift from a traditional teacher-centered learning environment to a student-centered environment where the students were much more active and engaged. Also, the teacher had evolved implementation strategies based on his past experiences using the game to maximize the focus on learning. [Copyright &y& Elsevier]

Abstract: The purpose of this retrospective study was to evaluate the treatment outcome of root canal systems obturated with gutta-percha and Kerr Pulp Canal Sealer compared with Resilon and Epiphany sealer. One hundred three teeth treated in a private endodontic practice were included in the study. Clinical outcomes (healed versus nonhealed) were assessed by using the Periapical Index determination and clinical evaluation at recall appointments. The magnitude of the association between obturation materials used and outcome measured was evaluated with univariate and multivariate logistic regression analysis. Univariate analysis indicated that pulpal vitality, presence of a preoperative lesion, and length of recall times were statistically significant in predicting the outcome. Logistic regression analysis showed that age, tooth position, and length of recall times were statistically significant in predicting the outcome. Root canal systems obturated with gutta-percha and Kerr Pulp Canal Sealer or Resilon and Epiphany sealer had statistically indistinguishable differences in clinical outcome. [Copyright &y& Elsevier]

Background: Stricture formation in Crohn’s disease occurs as a result of persistent fibroblast activation. Chronic inflammation seen in patients with Crohn’s disease leads to enhanced adhesion molecule expression in fibroblasts. Stress-activated mitogen-activated protein kinases are critical signaling pathways that control expression of intracellular adhesion molecule-1 (ICAM-1) in inflammation. The purpose of this study was to investigate the involvement of stress-activated mitogen-activated protein kinases in the regulation of ICAM-1 expression by tumor necrosis factor-α (TNF-α) and interleukin-1β (IL-1β) in serosal fibroblasts isolated from patients with Crohn’s disease.Study design: Fibroblasts were isolated from serosal biopsies of strictures in patients with Crohn’s disease and normal colon in patients with colorectal carcinoma. Cell surface and whole cell ICAM-1 expression were evaluated by flow cytometry and Western blot analysis, respectively. Cells were stimulated with TNF-α and IL-1β. To determine the mitogen-activated protein kinase signaling pathway required for ICAM-1 induction, cells were pretreated with inhibitors to Jun N-terminal kinase, p38 kinase, and p42/44 kinase.Results: Baseline ICAM-1 expression was higher (p < 0.001) in fibroblasts isolated from strictures in patients with Crohn’s disease (3.2 ± 0.3) as compared with nonstrictured Crohn’s fibroblasts (2.1 ± 0.3) and control fibroblasts (1.6 ± 0.1). TNF-α and IL-1β increased ICAM-1 expression in both control and Crohn’s disease. Pretreatment of fibroblasts with the Jun N-terminal kinase inhibitor dimethylaminopurine abolished TNF-α– and IL-1β-stimulated ICAM-1 expression.Conclusions: Serosal fibroblasts isolated from strictures of patients with Crohn’s disease demonstrate enhanced expression of ICAM-1. TNF-α and IL-1β upregulate ICAM-1 expression in serosal fibroblasts through a Jun N-terminal kinase signaling pathway. Specific inhibition of inflammatory signaling pathways could provide novel therapeutic targets for treatment of Crohn’s disease. [Copyright &y& Elsevier]

Environmental responsibilities have evolved beyond controlling the emissions and wastes of industrial production to now incorporating logistics, products and processes. Corporations have become environmentally conscious to satisfy corporate responsibilities and to ensure sustainable development, increasing the demand for environmental engineering professionals. Engineering education should not be restricted to satisfying the demands of employers, industry and the marketplace or be isolated within disciplines. This study examined the instructional strategies implemented by a professor in his environmental sustainability engineering course to make his students critical thinkers, who can create sustainable products, programs and solutions. This mixed methods single case study adopted a positive deviance approach to identify this best practices case where the professor applied attitudinal learning principles in a non-intrusive way, that is without trying to change attitudes directly and forcefully. This allowed students to critically examine presented content, connect emotionally to issues they valued, take ownership of their learning, and make decisions and take responsibility for their actions, according to this study. Since sustainability projects are multi-disciplinary in the real world, ill-structured problem solving incorporated in semester-long team projects showed that students learned to work in diverse teams and understood team dynamics. These skills are expected to be transferred into students' future engineering professional careers where they could demonstrate broader management, multidisciplinary, and communication skills, in addition to social, economic and environmental responsibilities. • Course objective: Creating critical thinkers, problems solvers and team players. • Non-intrusive instruction (without trying to change attitudes directly and forcefully). • Attitudinal instruction focused on cognitive, affective, behavioral, and social learning. [ABSTRACT FROM AUTHOR]

Awareness of environmental sustainability issues alone is not enough. Environmental Sustainability Education (ESE) should produce changes in attitude and encourage lifelong behaviors. However, behavioral changes are curtailed by constraints and negative perceptions, necessitating the use of persuasive pedagogical tools in ESE. Digital game-based learning (DGBL) environments can provide cognitive knowledge, besides emotionally engaging learners by letting them test new behaviors and seeing the consequences instantly. This study examined the effectiveness of DGBL in producing attitudinal and behavioral changes regarding environmental sustainability and about learning experiences from a game, through a mixed methods study. One group of undergraduate students in an educational technology course played EnerCities, an ESE game. Another group played a Science game that was not connected to ESE. The Attitudinal Learning Instrument was administered to collect quantitative data pertaining to attitudinal and behavioral learning after one week and after five weeks of game play. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to develop a model to measure learning. PLS-SEM helps analyze relationships simultaneously in complex models. Quantitative data analysis using PLS-SEM showed that EnerCities was effective in producing attitudinal and behavioral changes that were retained until one week of game play. Thematic analysis of qualitative data, collected through interviews after five weeks of game play, helped interpret why and how attitudinal changes were produced by the game. This provided insights into what game features facilitated cognitive, affective, behavioral and social learning and learning retention, that could be used in future game design. Future research could apply the measurement model to measure long-term retention of attitudinal and behavioral learning using games and other interventions on socio-scientific topics. • Digital Games help produce environmentally friendly attitudes and behaviors. • Cognitive, affective, behavioral and social learning were enhanced because of the game. • Study used the Attitudinal Learning Instrument to measure attitudinal learning. • PLS-SEM and mixed-methods research provided deep insights into attitudinal learning. [ABSTRACT FROM AUTHOR]