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BackgroundSince the end of 2019 to the present day, the outbreak of the coronavirus disease 2019 (COVID-19) has had an immense impact on China and on other countries worldwide. This outbreak represents a serious threat to the lives and health of people all around the world. The epidemic first broke out in Wuhan, where the Chinese government was unable to prevent the spread of the disease by implementing home quarantine measures. Mobile cabin hospitals were used to relieve pressure on hospitals due to the need for beds while also isolating the sources of the infection through a centralized quarantine and treatment of mild cases.MethodThis paper reviewed and summarized the treatment of patients with mild illness and symptoms during the period from the construction to the closing of the Hanyang Mobile Cabin Hospital in Wuhan, China, and presented the operational elements and possible improvements of running this hospital.ResultsMobile cabin hospitals helped China to curb the epidemic in only 2 incubation periods in 28 days.The basic conditions required for a normal operation of mobile cabin hospitals included the selection of the environment, medical staff to patient ratio, organizational structure, management model, admission criteria, treatment approaches, discharge process, livelihood guarantee, security, and other safeguarding measures. All of these components were performed carefully in Wuhan Hanyang Mobile Cabin Hospital, without medical staff being infected.ConclusionThe mobile cabin hospital compulsory quarantine for mild patients was an alternative method to combat COVID-19. It is hoped that the presented work in this manuscript can serve as a reference for the emergency prevention and control measures for global epidemic outbreaks.

Communicate! is a serious game for practicing communication skills. It supports practicing interpersonal communication skills between a health care professional such as a doctor or a pharmacist, or a (business) psychologist, and a patient or client. A player selects a scenario, and holds a consultation with a virtual character. In the consultation, the player chooses between the various options offered in the scenario. The player scores on the learning goals addressed by the scenario, and gets immediate feedback through the effect of the choice between the answer options on the utterance and emotion of the virtual character. Communicate! also offers an editor for scenarios. A scenario is a graph-like structure, extended with several constructs to avoid the development of repetitive structures. We have performed several experiments with Communicate!, both with students to evaluate the use of Communicate! in various programs at Utrecht University, and with teachers to evaluate the development of scenarios for Communicate!

This paper presents a Learning Analytics approach for understanding the learning behavior of students while interacting with Technology Enhanced Learning tools. In this work we show that it is possible to gain insight into the learning processes of students from their interaction data. We base our study on data collected through six laboratory sessions where first-year students of Computer Engineering at the University of Genoa were using a digital electronics simulator. We exploit Process Mining methods to investigate and compare the learning processes of students. For this purpose, we measure the understandability of their process models through a complexity metric. Then we compare the various clusters of students based on their academic achievements. The results show that the measured complexity has positive correlation with the final grades of students and negative correlation with the difficulty of the laboratory sessions. Consequently, complexity of process models can be used as an indicator of variations of student learning paths.

Virtual Learning Environments (VLEs) provide students with activi-ties to improve their learning (e.g., reading texts, watching videos or solving exercises). But VLEs usually also provide optional activities (e.g., changing an avatar profile or setting goals). Some of these have a connection with the learn-ing process, but are not directly devoted to learning concepts (e.g., setting goals). Few works have dealt with the use of optional activities and the relation-ships between these activities and other metrics in VLEs. This paper analyzes the use of optional activities at different levels in a specific case study with 291 students from three courses (physics, chemistry and mathematics) using the Khan Academy platform. The level of use of the different types of optional ac-tivities is analyzed and compared to that of learning activities. In addition, the relationship between the usage of optional activities and different student be-haviors and learning metrics is presented.

The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning. A 5-week classroom inquiry learning project on energy consumption was designed and implemented as a mobile serious game. While engaging in the game and training inquiry skills, students were introduced to basic concepts in the energy domain and to everyday practices of energy consumption in their direct environment. The design was based on a model of inquiry-based science learning with social and open mobile tools developed in the European research project weSPOT. The pilot indicated that using an ubiquitous tool does not necessarily help sustain student motivation. There are indications of gender differences in motivation related to use of mobile devices for learning. These differences should be taken into account in the design of activities. Implementation of the inquiry-based learning model in conjunction with a mobile game scenario into the school practice confirmed the importance of good design with sufficient testing and teacher ownership.

The automatic collection of data concerning the interaction between students and Technology Enhanced Learning (TEL) systems has become increasingly common. Such data availability has led to applications of Learning Analytics (LA) techniques, characterized by the capability of extracting non-trivial patterns from them. In this framework, we describe the methodology we are adopting to explore the way students learn the concepts of digital electronics by exploiting LA. In particular, a simulator named DEEDS (Digital Electronics Education and Design Suite) is used, and we aim at extracting non-trivial knowledge from data, gathered through a logging application, properly realized for monitoring DEEDS usage.1

Recently Web Based Training (WBT) starts to be widely used as a new way of teaching. Unfortunately, this mode of teaching imposes new requirements and constraints. It has made the creation of learning material a complex and demanding task for the instructors as it takes much time and demands a multitude of skills, in particular technical skills that must be developed and continuously updated. Hence, we propose a collaborative authoring methodology based on division of labour as a way to produce WBTs where the processes of production are clearly separated to meet the existing and needed skills of persons involved in WBT production. This paper presents an efficient method to support instructor’s guidance during the first phase of the WBT production called the Macro Design using the Rhetorical Structure Theory (RST) and the taxonomies we developed.

A mutant of Proteus mirabilis had been previously isolated as defective in swarming. The mutation had been found to be in a gene related to the Escherichia coli zntA gene, which encodes the ZntA Zn(II)-translocating P-type ATPase. In this study the P. mirabilis gene was expressed in an E. coli strain in which the zntA gene had been disrupted. The P. mirabilis gene complemented the sensitivity to salts of zinc and cadmium. Everted membrane vesicles from the zntA-disrupted strain lost ATP-driven 65Zn(II) uptake. Membranes from the complemented strain had restored 65Zn(II) transport. These results demonstrate that the P. mirabilis homologue of ZntA is a Zn(II)-translocating P-type ATPase.