Search

Medical illustration, which involves the creation of visual representations of anatomy, has long been an essential tool for medical professionals and educators. The integration of AI and medical illustration has the potential to revolutionize the field of anatomy education, providing highly accurate, customizable images. The authors evaluated three AI‐powered text‐to‐image generators in producing anatomical illustrations of the human skulls, heart, and brain. The generators were assessed for their accurate depiction of foramina, suture lines, coronary arteries, aortic and pulmonary trunk branching, gyri, sulci, and the relationship between the cerebellum and temporal lobes. None of the generators produced illustrations with comprehensive anatomical details. Foramina, such as the mental and supraorbital foramina, were frequently omitted, and suture lines were inaccurately represented. The illustrations of the heart failed to indicate proper coronary artery origins, and the branching of the aorta and pulmonary trunk was often incorrect. Brain illustrations lacked accurate gyri and sulci depiction, and the relationship between the cerebellum and temporal lobes remained unclear. Although AI generators tended toward esoteric imagery, they exhibited significant speed and cost advantages over human illustrators. However, improving their accuracy necessitates augmenting the training databases with anatomically correct images. The study emphasizes the ongoing role of human medical illustrators, especially in ensuring the provision of accurate and accessible illustrations. [ABSTRACT FROM AUTHOR]

Three‐dimensional (3D) modeling is a recent, innovative approach to teaching anatomy. There is little literature, however, to suggest how 3D modeling is best used to teach students and whether or not students can gain the same level of understanding as they might use more traditional, hands‐on, teaching methods. This study evaluated the use of a 3D modeling software in both a flipped classroom curriculum and as an active learning tool in comparison to traditional, physical model‐based teaching. Pre‐ and post‐course content‐based assessments were used to evaluate students' learning. Our findings indicated no significant difference between standard and flipped classroom learning; however, the students who used 3D modeling software as an active learning tool significantly underperformed students in the standard group (F(2,1060) = 112.43, p < 0.0001). These findings suggest that these technologies may not yet be useful as a primary means of instruction. Possible explanations may include cognitive overload in navigating the system, intrinsic limitations of the software, or other factors. Further development and research of these technologies is necessary prior to their adoption into teaching practices in anatomy. [ABSTRACT FROM AUTHOR]

Computers are widely used for the purpose of education along with the developing technology as in every field. Students can learn and understand theoretical information individually with computer tools such as lectures, animations, solved/unsolved examples, simulations, interactive simulators, online support. In this study, a new software tool has been designed which contains many methods for stability analysis in discrete-time systems and is not available in the literature/application. By using this computer tool, which includes eleven stability analysis methods, related lectures, interactive analysis and application (exercise) simulators; it is aimed that students learn and understand the knowledge in the related field in a simple and easy way on their own. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The knowledge-sharing, decision-making model can not only combine the two processes but also improve the teaching quality and students' learning achievements. However, the existing knowledge-sharing, decision-making model has many shortcomings. Therefore, for this article the authors applied the computer-aided instruction (CAI) system to the knowledge-sharing decision model and compared it with the traditional knowledge-sharing decision model. They compared and analyzed the application effects of the two processes in the student education management platform, and the experimental comparison was made from the perspective of curriculum and students. When the authors used the traditional knowledge-sharing decision model, the average score of the five people in the course A exam was 78.2. After they used the knowledge-sharing decision model based on the computer-aided instruction system, the average score of the five people in the course A exam was 85.4. Obviously, the knowledge-sharing, decision-making model based on the CAI system can effectively improve students' academic performances. [ABSTRACT FROM AUTHOR]

Computer-Aided Instruction (CAI) is one of the interactive teaching methods that electronically presents instructional resources and enhances learner performance. In health settings, using CAI is one of the important ways to improve learners' knowledge and usefulness in their healthcare specialization yet there is still a lack of research that offers a comprehensive synthesis of investigating into the adoption of CAI in healthcare. This research aims to provide a comprehensive review of related literatures on the enablers and barriers for technology adoption of CAI in healthcare. 31 journals were analyzed and revealed that several studies were utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT). The researchers then conducted qualitative coding for thematic analysis and categorized the qualitative data to find themes and patterns. Enablers as well as barriers to CAI adoption in healthcare were then discussed along with the common conclusions, limitations and recommendations for future studies. Results shows that key enablers were perceived ease of use, ease of usefulness, performance expectancy, social influence, user experience, and effort expectancy while identified key barriers were government support, funding constraints, and interactivity. The majority of the research articles highlighted the benefits of CAI in healthcare education as an innovative method for boosting the effectiveness of both teaching and learning. [ABSTRACT FROM AUTHOR]

Study was born in the construction of problem concepts in the deployment of a governance strategy in institutions under digital environments, a technical position of understanding from South America is raised, the initial hypothesis of knowing aspects and determining requirements, an efficient model of governance can be achieved from the use and application of ICT, which allow to argue the as of the process, The use ICT, TAC, TEP as change managers in virtuality, to interact in a disruptive way, the most important achievements of research to recognize the legal, digital and technological resource environment. [ABSTRACT FROM AUTHOR]

Objectives Dental students are to an increasing extent presented with new digital learning technologies, especially online delivery of class content. Edpuzzle is a web-based eLearning application that allows educators to select subject-related videos and customize them by editing, cropping, voice-over recording, and adding questions directly to the video stream. Under the teacher's guidance, students log into Edpuzzle using their iPads, take the class, and answer questions. The aim of this study was to compare an Edpuzzle class with a traditional class for undergraduate oral radiology students in order to evaluate the educational effectiveness of each teaching method. Materials and Methods The study sample comprised 20 fourth-year dental students who agreed to participate in the study. A traditional class developed a differential diagnosis topic with pre- and post-knowledge tests. A second differential diagnosis topic was developed for an Edpuzzle class, also with a pre- and post-knowledge test. After the two classes were given, a Google Forms feedback questionnaire was sent to the students to evaluate their perceptions and preferences regarding the two classes. The educational effectiveness of each class type was evaluated by comparing means and analyzing the feedback questionnaires. Statistical Analysis The Wilcoxon signed-rank test was used to examine pre- and post-knowledge for each class, and Welch's t-test was used to test for differences in means of post-knowledge of both classes. Results Students in both classes obtained significantly better scores in the posttest than they did in the pretest (p = 0.0001). However, the differences in means of post-knowledge of both classes showed no significant differences (p = 0.0975). The feedback questionnaire showed higher percentages of positive attitude toward Edpuzzle class. Conclusion As a first-time experience, the Edpuzzle class interested most of the students. Workshops for the staff are needed to become expert in these technologies and to overcome any obstacles in implementing them for undergraduate dental students. [ABSTRACT FROM AUTHOR]

Abstract Background Computer-assisted learning has been suggested to improve enjoyment and learning efficacy in medical education and more specifically, in neuroscience. These range from text-based websites to interactive electronic modules (eModules). It remains uncertain how these can best be implemented. To assess the effects of interactivity on learning perceptions and efficacy, we compared the utility of an eModule using virtual clinical cases and graphics against a Wikipedia-like page of matching content to teach clinical neuroscience: fundamentals of stroke and cerebrovascular anatomy. Methods A randomized control trial of using an interactive eModule versus a Wikipedia-like page without interactivity was performed. Participants remotely accessed their allocated learning activity once, for approximately 30 min. The primary outcome was the difference in perceptions on enjoyability, engagement and usefulness. The secondary outcome was the difference in learning efficacy between the two learning activities. These were assessed using a Likert-scale survey and two knowledge quizzes: one immediately after the learning activity and one repeated eight weeks later. Assessments were analysed using Mann–Whitney U and T-tests respectively. Results Thirty-two medical students participated: allocated evenly between the two groups through randomisation. The eModule was perceived as significantly more engaging (p = 0.0005), useful (p = 0.01) and enjoyable (p = 0.001) by students, with the main contributing factors being interactivity and clinical cases. After both learning activities, there was a significant decrease between the first and second quiz scores for both the eModule group (-16%, p = 0.001) and Wikipedia group (-17%, p = 0.003). There was no significant difference in quiz scores between the eModule and Wikipedia groups immediately afterwards (86% vs 85%, p = 0.8) or after eight weeks (71% vs 68%, p = 0.7). Conclusion Our study shows that increased student satisfaction associated with interactive computer-assisted learning in the form of an eModule does not translate into increased learning efficacy as compared to using a Wikipedia-like webpage. This suggests the matched content of the passive webpage provides a similar learning efficacy. Still, eModules can help motivate self-directed learners and overcome the perceived difficulty associated with neuroscience. As computer assisted learning continues to rapidly expand among medical schools, we suggest educators critically evaluate the usage and cost–benefit of eModules.

The study aimed to determine the effectiveness of computer-aided instruction (CAI) on students' conceptual understanding in Life Science. The objectives of the study is to develop lesson plans with computeraided instruction packages; assess the developed lesson plans in terms of congruency of objectives, learning experiences, assessment of learning outcomes, features of computer-aided instruction packages, and to determine the effect of CAI on students' conceptual understanding. The study utilized the pre-experimental method. The study involved 27 students who took a Bioenergetics Achievement Test (B.A.T) before and after CAI. It was found out that developed daily lesson plans are excellent; congruency of lesson objectives (WM = 4.80), learning experiences (WM =4.76), assessment of learning outcomes (WM =4.79), and features of computer-aided instruction (WM =4.39). The test of the difference between the pre-test and post-test scores showed a significant result (t26=-14.30, p<0.01), and it was supported with the positive increase on the Learning Gain Score (LGS=3.18) which showed an increase in conceptual understanding and mastery in the learning competencies. Hence, there is sufficient evidence to show that the students' scores improved significantly after being taught in computer-aided instruction. Therefore, the developed lesson plans with the integration of computer-aided instruction are excellently and effectively improved the students' conceptual understanding and mastery of the learning competencies. [ABSTRACT FROM AUTHOR]

Contribution: An intensive three-month educational program can be used for rapid integration of foreign-born people into the IT industry. A novel method for integrating industrial needs with the practical parts of a bachelor’s Computer Science program. Background: The program was motivated by (1) the societal need to increase the meaningful integration of immigrants into the workforce, and (2) the demand for IT specialists in the IT labor market. Intended outcomes: An effective intensive software developer program with a high level of industrial integration and a working matching model for employment. Application design: The program consists of three different phases; recruitment of participants, training and job matching. The training is divided into six modules using five different teaching methods. An evaluation model, based on passive and active data, is implemented with fast learning loops for teachers and participants. Findings: The program has been run seven times with 263 unemployed participants of different nationalities. On average 82.6 percent of the participants found employment in the IT industry within 5 months of the course ending. Female participants are in the majority and are more successful in securing employment. The findings suggest that it was possible to rapidly prototype and deliver an advanced reskilling program within a university setting and use it as a positive method to support newcomers find meaningful work that has a direct benefit for the local IT industry, as well as for the wider society.

Abstract Integrating advantages of automated driving and mass transport, autonomous buses have broad development prospects. The research on the public acceptance of autonomous buses will help to provide a basis for formulating policies and measures, and thus have important theoretical and practical significance. In this paper, an initial theoretical model of acceptance of autonomous buses was established. An on‐line survey was conducted with a total of 401 valid samples collected. The reliability and validity tests of the data showed that the internal consistency of the questionnaire was high, and the reliability and validity all met the requirements. Based on the results of structural equation modelling, the proposed model was validated and all the hypotheses were confirmed. Attitude would positively affect behavioural intention, and trust and perceived usefulness would positively affect attitudes. Moreover, both perceived ease of use and perceived comfort would have positive effects on perceived usefulness as well as on trust. Perceived risk would be negatively associated with trust. Multi‐group analyses were conducted to test the moderating effects of the individual's education and knowledge of autonomous buses, and the two factors showed significant effects. Based on the results, corresponding measures can be taken to increase the acceptance of autonomous buses.

Contribution: A new operational definition of series connections is given based on elements belonging to the same two meshes, which is properly dual to the usual definition of parallel elements being connected to the same two nodes. Furthermore, computer-based exercises have been developed and tested to teach students about such connections in gateway linear circuits courses, using color coding of nodes and meshes as a pedagogical device. Background: Series and parallel connections are a crucial but difficult concept. Existing textbooks give them limited attention, resulting in later difficulties learning circuit analysis. Research Questions: RQ1: Can an improved definition of series elements aid student understanding and student satisfaction? RQ2: Can a computer-based “game” lead to effective mastery and student satisfaction at a wide range of institutions, including minority-serving ones? Methodology: Standard and new definitions were elaborated in a multiple-choice tutorial. A game was developed focusing on identifying series and parallel connections, with color coding of both nodes and meshes. Student learning was assessed over eight years using pretest and posttest in 14 varied institutions. Student opinions were assessed using several types of surveys. Findings: Strong learning gains were observed every semester from built-in pretest and posttest, with average scores of 28% and 87%, respectively. Large improvements were observed at every institution including five minority-serving ones. The posttest score is increased by a statistically significant amount after introducing the new definition of series elements. Students preferred the new definition of series and recommended its use, and very strongly endorsed color coding. [ABSTRACT FROM AUTHOR]

Background: Computer-assisted learning has been suggested to improve enjoyment and learning efficacy in medical education and more specifically, in neuroscience. These range from text-based websites to interactive electronic modules (eModules). It remains uncertain how these can best be implemented. To assess the effects of interactivity on learning perceptions and efficacy, we compared the utility of an eModule using virtual clinical cases and graphics against a Wikipedia-like page of matching content to teach clinical neuroscience: fundamentals of stroke and cerebrovascular anatomy. Methods: A randomized control trial of using an interactive eModule versus a Wikipedia-like page without interactivity was performed. Participants remotely accessed their allocated learning activity once, for approximately 30 min. The primary outcome was the difference in perceptions on enjoyability, engagement and usefulness. The secondary outcome was the difference in learning efficacy between the two learning activities. These were assessed using a Likert-scale survey and two knowledge quizzes: one immediately after the learning activity and one repeated eight weeks later. Assessments were analysed using Mann–Whitney U and T-tests respectively. Results: Thirty-two medical students participated: allocated evenly between the two groups through randomisation. The eModule was perceived as significantly more engaging (p = 0.0005), useful (p = 0.01) and enjoyable (p = 0.001) by students, with the main contributing factors being interactivity and clinical cases. After both learning activities, there was a significant decrease between the first and second quiz scores for both the eModule group (-16%, p = 0.001) and Wikipedia group (-17%, p = 0.003). There was no significant difference in quiz scores between the eModule and Wikipedia groups immediately afterwards (86% vs 85%, p = 0.8) or after eight weeks (71% vs 68%, p = 0.7). Conclusion: Our study shows that increased student satisfaction associated with interactive computer-assisted learning in the form of an eModule does not translate into increased learning efficacy as compared to using a Wikipedia-like webpage. This suggests the matched content of the passive webpage provides a similar learning efficacy. Still, eModules can help motivate self-directed learners and overcome the perceived difficulty associated with neuroscience. As computer assisted learning continues to rapidly expand among medical schools, we suggest educators critically evaluate the usage and cost–benefit of eModules. [ABSTRACT FROM AUTHOR]

Augmented, mixed, and virtual reality applications and content have surged into the higher education arena, thereby allowing institutions to engage in research and development projects to better understand their efficacy within curricula. However, despite the increasing interest, there remains a lack of robust empirical evidence to justify the mainstream acceptance of this approach as an effective and efficient learning tool. In this study, the impact of a mixed reality application focused on long spinal cord sensory and motor pathways is explored in comparison to an existing resource already embedded within an active curriculum (e.g., anatomy drawing screencasts). To assess the changes in learner gain, a quasi‐randomized control trial with a pre‐ and post‐test methodology was used on a cohort of Year 2 medical students, with both the absolute and normalized gain calculated. Similar patterns of learner gain were observed between the two groups; only the multiple‐choice questionnaires were shown to be answered significantly higher with the screencast group. This study adds important empirical data to the emerging field of immersive technologies and the specific impact on short‐term knowledge gain for neuroanatomy teaching, specifically that of long sensory and motor pathways. Despite the limitations of the study, it provides important additional data to the field and intends to support colleagues across the education landscape in making evidence‐informed decisions about the value of including such resources into their curricula. [ABSTRACT FROM AUTHOR]

Research in learning technologies is often focused on optimizing some aspects of human learning. However, the usefulness of practical learning environments is heavily influenced by their weakest aspects, and, unfortunately, there are many things that can go wrong in the learning process. In this article, we argue that in many circumstances, it is more useful to focus on avoiding stupidity rather than seeking optimality. To make this perspective specific and actionable, we propose a definition of stupidity, a taxonomy of undesirable behaviors of learning environments, and an overview of data-driven techniques for finding defects. The provided overview is directly applicable in the development of learning environments and also provides inspiration for novel research directions and novel applications of existing techniques. [ABSTRACT FROM AUTHOR]

Learning to write computer programs and engaging students in introductory programming subjects are difficult tasks. This study presents the results obtained when using flipped classroom and peer instruction methodologies in an introductory course of programming. Before the lecture, out‐of‐class study and on‐line homework questionnaires were applied, and peer instruction was used in the classroom to encourage students' participation and discussion, assisted by an on‐the‐fly assessment app. The main academic results, the degree of involvement in the course activities, and the students' feedback were collected and compared with similar data from previous academic years. Significantly better pass (χ2 = 12.94, p <.001) and dropout rates (χ2 = 7.08, p <.01) were obtained when using flipped classroom and peer instruction. Laboratory attendance also improved significantly (χ2 = 27.62, p <.001). Our results showed significant positive correlations between the work performed at home and the grade obtained in the final exam (ρ = 0.51, p <.001). According to the students' opinions, class preparation at home increased significantly (χ2 = 46.59, p <.001) by 33% due to the new methodologies used. These results, based on a sample of six offerings of the same programming course, suggest that the application of flipped classroom and peer instruction improves the quality of the autonomous work of the students as well as their involvement in the lectures, and therefore, their knowledge acquisition improves. [ABSTRACT FROM AUTHOR]

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, logistic knowledge tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to six learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. We introduce features to stand in for student-level intercepts and argue that to be maximally applicable, a learner model needs to adapt to student differences. The results of our comparisons show the general importance of modeling recent learning for all datasets, with special importance for terms that model memory in datasets involving fact learning. [ABSTRACT FROM AUTHOR]

Although the additive manufacturing (AM) market continues to grow, industries face barriers to AM adoption due to a shortage of skilled designers in the workforce that can apply AM effectively to meet this demand. This shortage is attributed to the high cost and infrastructural requirements of introducing high- barrier-to-entry AM processes such as powder bed fusion (PBF) into in-person learning environments. To meet the demands for a skilled AM workforce, it is important to explore other mediums of AM education, such as computer-aided instruction (CAI) and virtual reality (VR), which can increase access to hands-on learning experiences for inaccessible AM processes. However, limited work compares virtual and physical AM instruction or explores how the differences in immersion and presence between mediums can affect the knowledge gained and the mental effort exerted when learning about different AM processes. To address this gap in the literature, this research evaluates the use of CAI, VR, and in-person instruction in AM process education when learning about material extrusion (ME) and PBF. Our findings show that the differences in immersion and presence between CAI, VR, and in-person instruction do not have a statistically significant effect when learning about ME, but do have a significant effect when learning about PBF. Specifically, we found that VR generally yields equivalent effects in knowledge gain and cognitive load to in-person PBF education while offering advantages in both metrics over CAI learning. The findings from this work thus have significant implications for using VR as an alternative to in-person training to improve designer development in process-centric AM education of typically high-barrier-to-entry AM processes., Competing Interests: No competing financial interests exist., (Copyright 2024, Mary Ann Liebert, Inc., publishers.)

A tool is presented that can automatically assess the quality of students’ concept maps and provide feedback based on a reference concept map. It is shown that this tool can effectively assess the quality of concept maps, and that it can provide accurate and helpful feedback on a number of specific shortcomings often evident in students’ concept maps. However, it was also found that students who had access to feedback often did not request it, or did not take full advantage of the feedback given. [ABSTRACT FROM AUTHOR]

Contributions: A concept-map-based remedial learning system is presented to enhance students’ grasp of the learning concepts of the IEEE floating-point standard and microprocessor without interlocked pipeline stages (MIPSs) encoding according to their understanding of these learning concepts. Background: Concept maps have been used to represent the knowledge structures of learning topics. This study presents another usage of concept maps, illustrating the prerequisite relationships between and among the learning concepts in a concept map. Simulation-based systems for learning the IEEE floating-point standard and MIPS encoding have been implemented. A simple remedial learning system that helps students to learn the IEEE floating-point standard and MIPS encoding would therefore be valuable, but had yet to be designed. Intended Outcomes: Students’ understandings of the IEEE floating-point standard and MIPS encoding are expected to enhance via studying the remedial materials generated by this system. Application Design: A one-group-pretest-posttest design was utilized. The students first took a pretest to get their grasp of the learning concepts, and then studied the remedial learning materials according to their understanding of the learning concepts in the pretest. Findings: 1) The score progress of the IEEE floating-point learners was significant after they undertook remedial learning; 2) the score progress of the low-achieving students was significantly greater than that of the high-achieving students, in their learning of the IEEE float-pointing standard; 3) the score progress of the MIPS encoding learners was significant after they undertook remedial learning; and 4) the score progress of the low-achieving students was significantly greater than that of the high-achieving students in their learning of MIPS encoding, with weak evidence. [ABSTRACT FROM AUTHOR]

Using a traditional e-learning system, when teaching structured query language (SQL) queries in classical classrooms help instructors, to improve the students' SQL skills and learning effectiveness. However several problems in using e-learning as a teaching and learning assistant remain - such as difficulties in differences in learning ability and knowledge level. We solved these problems by applying an adaptation module to our e-learning system. However, we still found it required considerable effort to create enough exercises to make the adaptation effective enough. So, we developed a novel automatic question generating algorithm, named Reverse SQL Question Generation Algorithm (RSQLG), to automatically generate exercises (including both answer and question) from a source database. RSQLG reverses the traditional manual process used previously by instructors. Instead of creating questions and answers for them, RSQLG creates the answers first. The generated exercises are presented to students by applying question adaptation methodology based on student knowledge level in each supported learning objective. We evaluated the learning effectiveness of our approach by using outcome-based learning. After post-test to pre-test scores were compared, we found students using our system improved their scores by 26%. Consequently, the adaptive e-learning framework using RSQLG could be applied in any adaptive or traditional e-learning for a database course to benefit the instructors leading to less effort in exercise management and to improve the learning outcome from the students allowing as much practice as they need.

Hands-on experimentation has widely demonstrated its efficacy in engineering training, especially in control formation, since experimentation using computer-aided control system design (CACSD) tools is essential for future engineers. In this context, this article describes a case study for Control Engineering formation, based on a new lab practice for the linear and angular velocity control for a commercial P3-DX robot platform, to teach industrial control. This lab proposal includes all the stages involved in the design of a real control system, from plant identification from an open-loop test to real experimentation of the designed control system. The lab practices proposed have a twofold objective: First, it is an interdisciplinary approach that allows students to put into practice the skills from other subjects in the curriculum, facilitating the integration of knowledge. In addition, it allows increasing the motivation of the students by working with a complex and realistic plant. The proposal has been evaluated through the grades of the students, as well as the perception of both students and instructors, and the results obtained allow to confirm the benefits of the proposal. [ABSTRACT FROM AUTHOR]

Introduction: A diminished number of young doctors opt for specialty neurology training and show reduced confidence in managing neurology patients and interlink difficulties in managing neurology patients with impaired understanding of neuroanatomy and associated clinical correlates. Aim: To evaluate an interactive e-resource for the neuroanatomy of the spinal pathways based on cognitive theories of multimedia learning in aiding medical students learn neuroanatomy. Methods: Using a single-blinded controlled experimental design, knowledge of the spinal pathways was assessed prior and after usage of the novel e-resource compared to control web resource. The perceived usefulness of the tool used was gauged using Likert-scale questionnaires. Results: Performance in the second assessment improved for all users but the learning gain of participants in the experimental groups was higher compared to participants who did not use e-resources. Likert-scale ratings revealed a significantly higher appreciation for the novel tool compared to the control tool when learning clinical correlates. Conclusions: Stronger correlations between the students' perception of the tool used and their second assessment scores suggest that students favored the instructional design of the novel e-tool which shows promising results in bridging the gap between neuroanatomy knowledge and its clinical application.

Background: Medical imaging (MI) education has experienced a shift aligned with the advances in technology and the role played by radiographers in pattern recognition. This has led to increased use of technology-enhanced teaching and simulated learning approaches (e.g. computer-aided detection [CAD] tools) which also support the increasing requirement to develop pattern-recognition skills at undergraduate level. However, the development of these approaches need to be explored and planned carefully to be context-relevant. Aim: The aim of this study was to explore and describe the need for and capability of a CAD tool for teaching chest radiography pattern recognition in an undergraduate radiography programme. Setting: The setting was a university that offers MI education. Method: The study employed a qualitative descriptive design with an interpretive research paradigm. Purposive sampling was used to recruit information-rich participants for a focus group interview. Information-rich participants were considered to be those who were involved in teaching clinical skills, such as those required in pattern recognition, to radiography students. Data were transcribed verbatim and analysed in a step-by-step approach. Results: Three main themes emerged: (1) a structured approach to enhance implicit skills is critical in the CAD tool design; (2) an authentic tool which is able to simulate real-world experiences in image analysis is essential; and (3) a tool which encourages self-directed learning using a wide variety of pathological conditions would be ideal. Conclusion: The results of this study are essential in guiding radiography educators in designing CAD tools for teaching chest radiography pattern recognition.

Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game's levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow's citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders (N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution. [ABSTRACT FROM AUTHOR]

Background: Medical imaging (MI) education has experienced a shift aligned with the advances in technology and the role played by radiographers in pattern recognition. This has led to increased use of technology-enhanced teaching and simulated learning approaches (e.g. computer-aided detection [CAD] tools) which also support the increasing requirement to develop pattern-recognition skills at undergraduate level. However, the development of these approaches need to be explored and planned carefully to be context-relevant. Aim: The aim of this study was to explore and describe the need for and capability of a CAD tool for teaching chest radiography pattern recognition in an undergraduate radiography programme. Setting: The setting was a university that offers MI education. Method: The study employed a qualitative descriptive design with an interpretive research paradigm. Purposive sampling was used to recruit information-rich participants for a focus group interview. Information-rich participants were considered to be those who were involved in teaching clinical skills, such as those required in pattern recognition, to radiography students. Data were transcribed verbatim and analysed in a step-by-step approach. Results: Three main themes emerged: (1) a structured approach to enhance implicit skills is critical in the CAD tool design; (2) an authentic tool which is able to simulate real-world experiences in image analysis is essential; and (3) a tool which encourages self-directed learning using a wide variety of pathological conditions would be ideal. Conclusion: The results of this study are essential in guiding radiography educators in designing CAD tools for teaching chest radiography pattern recognition. [ABSTRACT FROM AUTHOR]

The academic achievements of students in Mathematics greatly depend on the effectiveness of teaching methodologies employed in the classroom. Thus, it is the task of mathematics teachers to evaluate persistently the teaching and learning process in mathematics subjects as part of curriculum development and students' evaluation process. The experimental-descriptive design was used to compare the effectiveness of Understanding by Design (UBD) and Computer-Aided Instruction (CAI) on students' test scores and determinants of learning which includes motivation, concept formation, application and retention, in learning special products and factoring. The respondents composed of 50 second-year high school students from Zambales National High School and Botolan National High School. A pretest and a posttest were administered before and after the instruction using UBD and CAI, respectively, to measure the student performance. A Likert-type perception instrument was used to assess the effectiveness of UBD and CAI on the particular learning aspects. The values for the pretest and posttest mean, median and modal scores were significantly higher for CAI than for UBD. There is moderately low positive correlation between the students' performance and perception under UBD instruction and very low positive correlation under CAI instruction. It is recommended that the CAI-based learning method be used to supplement UBD-based instruction to provide students with frequent, immediate and adequate feedback in the traditional classroom practice.

Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the philosophical positions of the opposing sides of an intense debate in the literature as to whether delivery media alone influence learning outcomes. We then select at random several representative media comparison studies to illustrate the inadequacy of their methodologies and conclusions. More important, we derive critical design considerations for those who evaluate or conduct media comparison research. ALN practitioners should not assume that students would learn better from technology delivery systems. Rather, ALN practitioners should adhere to time-tested instructional design strategies, regardless of the medium they choose. Learning effectiveness is a function of effective pedagogical practices. Accordingly, the question for ALN practitioners ought to be: "What combination of instructional strategies and delivery media will best produce the desired learning outcome for the intended audience?"