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Background: Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note‐taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts. Aims: The current study investigates university students' perceptions of the efficacity of their own preferred note‐taking method, along with the strategies they employ. Sample: Data were collected from 108 university students. Methods: Students answered a questionnaire about their note‐taking strategies during initial note‐taking (in class) and revision (after class). Results: The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper. Conclusions: These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note‐taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper‐based. [ABSTRACT FROM AUTHOR]

Objective: The Patient Information Leaflet (PIL) is an authoritative document that all people with epilepsy in the EU receive when prescribed antiseizure medication (ASM). We undertook the first independent, comprehensive assessment to determine how understandable they are. Regulators state that when patients are asked comprehension questions about them, ≥80% should answer correctly. Also, recommended is that PILs have a maximum reading requirement of US grade 8. Methods: Study 1: We obtained 140 current ASM PILs written in English. "Readability" was assessed using four tests, with and without adjustment for influence of familiar, polysyllabic words. A total of 179 online materials on epilepsy were also assessed. Study 2: Two PILs from Study 1 were randomly selected (Pregabalin Focus; Inovelon) and shown to 35 people from the UK epilepsy population. Their comprehension was assessed. Study 3: To understand whether the student population provides an accessible alternative population for future examination of ASM PILs, Study 3 was completed, using the same methods as Study 2, except that participants were 262 UK university students. Results: Study 1: No PIL had a reading level of grade 8. Median was grade 11. Adjusting for context, the PILs were still at grade 10.5. PILs for branded ASMs were most readable. PILs were no more readable than (unregulated) online materials. Study 2: Users struggled to comprehend the PILs' key messages. The eight questions asked about pregabalin were typically answered correctly by 54%. For Inovelon, it was 62%. Study 3: Most student participants comprehended the PILs' key messages. The questions about Inovelon were answered correctly by 90%; for pregabalin it was 86%. Significance: This is the first independent and comprehensive examination of ASM PILs. It found that PILs being used fail to meet recommendations and regulatory requirements and risk not being understandable to a substantial proportion of users. In finding that people from the epilepsy population differ markedly in comprehension of PILs compared to students, this study highlights the importance of completing user testing with the target population. [ABSTRACT FROM AUTHOR]

Introduction: Learning through international experience has been well documented in USA literature, yet not well explored in Australia. The aim of this study is to understand Australian dental students' experiences and perceptions of international dental experience by: (i) capturing past participation; (ii) identifying potential interests for participants who have not been on a trip and (iii) ascertaining perceived benefits of the trip/s. Materials and Methods: A 19 question paper survey was distributed to 310 eligible undergraduate dental students of The University of Queensland (UQ). An online counterpart survey was created via Google Forms and promoted on relevant Facebook groups targeted at current dental students of UQ. Results: A total of 203 of the 310 eligible UQ undergraduate dental students responded to the distributed paper and electronic surveys making the response rate 65.5%. A total of 13 undergraduate respondents participated in an international experience trip. The majority of respondents who had not participated in an international dental experience trip were interested in participating in one. Education (84.6%) and improved dental skills (84.6%) were the most reported perceived benefits by the students who had participated in an international dental experience. Conclusion: A majority of respondents were interested in participating in international dental experiences. Despite this, only 1 in 15 respondents had participated in an international dental experience. Further exploration of this concept is needed; however, dental schools within Australia could potentially explore integration of international short‐term dental experiences into formal curricula in the future. [ABSTRACT FROM AUTHOR]

Nowadays the size of university classes along with the growing number of students to be tested for final examination raise unprecedented challenges relating to the management, monitoring and evaluation of learning. Technology may provide some solutions that deserve to be investigated. This paper explores the potentialities and limitations of Computer‐Based Testing (CBT), specifically BYOD e‐test, compared to traditional Paper‐Based Testing (PBT) to verify whether, and to what extent, an electronic mode of assessment can become a suitable alternative to PBT. It is based on a study carried out at the University of Florence during 2016/17. 606 students participated in the study, of whom 443 opted for CBT using their own devices, while 163 preferred PBT. Participants who experienced CBT also answered a survey on perceptions, self‐efficacy and satisfaction. The results show that students' performances were better with CBT, and that a positive relationship exists between the perceived level of self‐efficacy and the propensity to adopt digital tests. In addition, students greatly appreciated the electronic system, especially for the possibility of immediate feedback. Some critical issues emerged relating to on‐screen reading, which suggests the need for careful design of testing tools. [ABSTRACT FROM AUTHOR]

The article presents a study that compares student performance using web and paper-based homework in college-level physics. Homework is an important component of introductory physics instruction at the college level. Introductory algebra- and calculus-based physics courses at the college level put a great emphasis on the ability to solve problems. Specifically, these are word problems requiring students to find a numerical quantity using given information and applying one or more physics formulas. A switch to Web-based homework alters the nature of feedback received, potentially changing the pedagogical benefit. Calculus- and algebra-based introductory physics students enrolled in large paired lecture sections at a public university completed homework of standard end-of-the-chapter exercises using either the Web or paper. Comparison of their performances on regular exams, conceptual exams, quizzes, laboratory, and homework showed no significant differences between groups; other measures were found to be strong predictors of performance. This indicates that the change in medium itself has limited effect on student learning. Ways in which Web-based homework could enable exercises with greater pedagogical value are discussed.

A study was undertaken to assess the equivalence of the paper-and-pencil and computer versions of the Self-Directed Search (SDS) for 62 college students. The results showed a significant positive correlation in SDS scores for the two SDS forms: however, users strongly preferred the computer format. [ABSTRACT FROM AUTHOR]

The article focuses on cognitive workload as a key factor which influence paper-based and computer-based assessment of the academic performance of university undergraduates. Cognitive workload has been defined as the interaction between demands of a task that an individual experiences and a person's ability to cope with theses demand. Cognitive workload can be relatively easily measured using subjective, self-report measures. One of the most widely used measures of cognitive workloads is NASA-TLX. It assesses workload on a number of dimensions and has been shown to be more reliable than other subjective workload scales.

One of the well‐accepted ways of introducing undergraduates to the method of scientific inquiry is to introduce them to primary literature. A matter of concern is that undergraduate students of Indian universities are generally not trained to read primary literature. We combined traditional teaching and student‐centered approach in a 3‐day module for introducing first‐year students to critical reading of primary literature. This article describes the design of the module, the method of assessment of student performance, the learning outcomes, and student feedback. We received positive feedback from students and observed significant improvement in their understanding of the rationale and results of the research paper under consideration. The module may be viewed as an example of a simple introductory activity to enthuse and initiate college students to scientific thinking and research paper reading. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):581–588, 2019. [ABSTRACT FROM AUTHOR]

The article focuses on the 2017 Navigating Research Report "How Academic Users Understand, Discover and Utilize Reference Resources" of the Oxford University Press related to student engagement with easily available and library-acquired reference materials. Topics discussed include 75 percent of free library-acquired reference materials used by students, students from English-speaking regions use free available study materials and student behavior.

The article examines the relation between traditional and paper-and-pencil formal operations tasks in the U.S. The aim of the study was to provide information based on high school students' performance on both the Tomlinson-Keasey and Campbell measure and a set of traditional, individually administered tasks. The subjects used were 27 children from 9th- and 10th grade. The results of the study indicates that Pearson correlations between the traditional formal operations tasks and their paper-and-pencil analogs were generally low and nonsignificant.

Whilst learning analytics is still nascent in most African higher education institutions, many African higher education institutions use learning platforms and analytic services from providers outside of the African continent. A critical consideration of the protection of data privacy on the African continent and its implications for learning analytics in African higher education is therefore needed. In this paper, we map the current state of legal and regulatory environments and frameworks on privacy to establish their implications for learning analytics. This scoping review of privacy regulations in 32 African countries, complemented by 15 scholarly papers, revealed that there are numerous national and regional legislation and regulatory frameworks, providing clear pointers pertaining to (student) data privacy to governments, higher education institutions and researchers. As such, the findings of this research have implications for African higher education to ensure not only legal compliance but also to oversee and safeguard student data privacy as part of their fiduciary duty. This research provides crucial insights regarding the importance of context for thinking about the expansion and institutional adoption of learning analytics. Practitioner notesWhat is already known about this topic Personal data have become commodified and are regarded as a valuable commercial asset.The commercial value of data relies on the collection and analysis of increasing volumes, granularity, variety and velocity of personal data (both identifiable and aggregated).Africa and African higher education are regarded as new data frontiers to be exploited.What this paper adds This paper, for the first time, makes an attempt to map privacy legislation and academic research on (student) data privacy in the African continent.Maps key implications for African higher educations to consider in collecting, analysing, using and sharing student data.It provides pointers for a research agenda pertaining to student data privacy on the African continent.Implications for practice and/or policy African higher education institutions should consider student data privacy when entering into service level agreements with educational technology and platform providers.African governments should develop common data sharing frameworks to facilitate cross‐border data transfer.Current African data privacy legislation provides important implications for the adoption and institutionalisation of learning analytics.African higher education also has to consider the ethical aspects of learning analytics. [ABSTRACT FROM AUTHOR]

Spatial thinking is essential for nurturing spatially literate graduates in tertiary education. However, there is limited research on individual differences in cognitive processes and their impact on spatial problem solving in disciplinary contexts. This study aimed to investigate cognitive processes involved in spatial thinking in geography majors using a web‐based geographic information systems (GIS) mapping tool. The results revealed three clusters characterised by distinctive cognitive processes: spatial analytic, spatial diagrammatic and alternative. Each cluster adopted unique spatial strategies to solve problems with web‐based GIS. Notably, spatial analytic learners demonstrated the most optimal profile, resulting in high spatial task performance. These findings have implications for maximising students' learning potential in spatial thinking in the tertiary classroom, optimising performance outcomes in spatial problem solving and building intelligent tutoring systems for adaptive learning. Practitioner notes What is already known about this topic There are individual differences in spatial reasoning. The processes of spatial thinking may have an impact on learners' spatial performance outcomes. What this paper adds Three clusters characterised by distinctive processes of spatial thinking were identified: spatial analytic, spatial diagrammatic and alternative. Each cluster adopted unique spatial strategies to solve problems with web‐based GIS. Spatial analytic learners demonstrated the optimal profile, resulting in high‐level spatial performance, whereas alternative learners exhibited the maladaptive profile, which was associated with low task outcomes. Implications for practice and/or policy Web‐based GIS mapping tools make it possible to track the processes of spatial thinking that have remained largely unexplored. Cluster analysis and lag sequential analysis reveal differences in spatial reasoning, aiding educators in maximising the potential for university students to learn spatial thinking and optimising performance outcomes in spatial problem solving. Our findings could inform learning technology designers to build adaptive learning applications in which students receive automatic feedback and tailored support while completing spatial tasks at their own pace. What is already known about this topic There are individual differences in spatial reasoning. The processes of spatial thinking may have an impact on learners' spatial performance outcomes. What this paper adds Three clusters characterised by distinctive processes of spatial thinking were identified: spatial analytic, spatial diagrammatic and alternative. Each cluster adopted unique spatial strategies to solve problems with web‐based GIS. Spatial analytic learners demonstrated the optimal profile, resulting in high‐level spatial performance, whereas alternative learners exhibited the maladaptive profile, which was associated with low task outcomes. Implications for practice and/or policy Web‐based GIS mapping tools make it possible to track the processes of spatial thinking that have remained largely unexplored. Cluster analysis and lag sequential analysis reveal differences in spatial reasoning, aiding educators in maximising the potential for university students to learn spatial thinking and optimising performance outcomes in spatial problem solving. Our findings could inform learning technology designers to build adaptive learning applications in which students receive automatic feedback and tailored support while completing spatial tasks at their own pace. [ABSTRACT FROM AUTHOR]

This paper focuses on two aspects of gender inequality in Irish higher education: inequality in participation by gender and inequality of performance by gender, institution and subject. We use a rich set of data from the Higher Education Authority of Ireland which detail inter alia enrolment in institutions of higher education—Universities and Institutes of Technology—and record the class of degree received by graduating students, by subject and gender. The first aspect was the participation of women. Although more women enrolled as full‐time undergraduates in universities than did men, the reverse was the case in the Institutes of Technology. This had much to do with the subject structure of universities vis‐à‐vis the Institutes of Technology in tandem with the subject preferences of women and men. The second issue was inequality in performance. A major conclusion of this paper is that after enrolment there was little difference between the success rates of women and men in receiving first‐class degrees in the different subjects but there was considerable difference between the institutions. [ABSTRACT FROM AUTHOR]

Conversational user interfaces (CUI), including voice interfaces, which allow users to converse with computers via voice, are gaining wide popularity. VoiceBots allow users to receive a response in real‐time, regardless of the communication device. VoiceBots have been explored in fields such as customer service to automate repetitive queries and help reduce redundant tasks; however, they have not been widely applied in the classroom. This study aimed to explore the effects of VoiceBot implementation on student learning. A pre‐test–post‐test design was implemented with 65 participating undergraduate students in multimedia programming who were randomly allocated to scenarios representing a 2 × 2 design (experimental and control cohorts). Data were collected using an academic achievement test and semi‐structured interviews, which allowed for a more in‐depth analysis of the students' experiences with the VoiceBot. The results showed that how the VoiceBot was applied positively influenced student learning in the experimental cohort. Moreover, the focus group data demonstrated that the VoiceBot can be a valuable assistant for students and could be easily replicated in other courses. To the best of our knowledge, this study was the first to use VoiceBot to engage undergraduate students in Ghana, thus contributing to the growing literature stream on the development of VoiceBots to improve student learning experiences. This study elucidates the design process using a zero‐coding technique, which is considered a suitable approach for educational institutions with limited resources. Practitioner notes What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. What is already known about this topic Conversational user interfaces (CUIs), including voice interfaces, have gained popularity and are used to interact with computers through natural language. VoiceBots have been utilised in various fields such as customer service to automate tasks and reduce redundancy. Instant messaging systems such as WhatsApp and Telegram have been used for communication in educational contexts. Advances in artificial intelligence (AI) and natural language processing (NLP) have led to significant improvements in voice‐enabled CUIs (VoiceBots). Existing studies indicate that chatbots affect students' motivation, learning experiences, and achievements; however, research on using VoiceBots for learning improvement is limited. What this paper adds A VoiceBot was introduced as an assistant to facilitate learning in a multimedia programming course. The study used an experimental design with an experimental cohort using a WhatsApp group platform equipped with a zero‐coding VoiceBot and a control cohort without the bot. The study found that students interacting with VoiceBot demonstrated better learning achievement than the control group. The study also provides clear suggestions on integrating VoiceBots into educational institutions. Implications for practice and/or policy The study's findings suggest that VoiceBots can play a significant role in improving student learning achievements, especially in subjects such as multimedia programming. Educational institutions could establish learning design and technology centres with subject matter experts to integrate VoiceBots effectively into the learning process. Instructors must possess adequate technological proficiency to engage students with VoiceBots and targeted in‐service training may be necessary. Future research can explore VoiceBot use across various academic domains and levels of education, analyse the impact of usage patterns on learning outcomes, and assess its long‐term effects on student engagement and motivation. [ABSTRACT FROM AUTHOR]

This paper is concerned with the situated production of opinions in human geography research. Drawing on an online focus group project in which university students were asked to discuss smartphone use in urban greenspace, I'm interested in how our methods can make opinions as much as collect those that are already assumed to exist. Why were these students inclined to speak of having and sharing opinions? How important should opinions be to us if they are not actively influencing the everyday lives of those who we hope to understand in our studies? And what does this all say about staging effective group discussion in the discipline? This paper considers how opinions feature in human geography research and how focus groups are organised most effectively. It does this by drawing on a study in which university students were asked to discuss smartphone use in urban greenspace. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses several articles published within issue on topics including critique of current trajectories in curriculum studies, feedback as a relational rather than technical concept, and micro-level classroom interactions.

Two quasi-experimental studies were conducted to examine the equivalence of an online unsupervised test battery (ICES ability, interests and personality tests) in relation to supervised paper administration and to test whether differences were because of the lack of supervision, the test being online as opposed to on a PC, or the computerization of the test. In the first study, data from a sample of 86 employed individuals suggested a lack of equivalence on ability scales between online unsupervised and paper supervised testing modes. Effect sizes ranged from .04 to .49 and corrected coefficients of equivalence and stability from .65 to .81. Study two used a more controlled design as well as obtaining data on personality and interest scales. Data from 118 college and university students were collected, with 64 students replicating the design in study 1 and 54 tested in supervised paper and supervised PC modes. For the ability scales, a similar pattern to study 1 was seen between supervised paper and unsupervised online testing as well as between supervised paper and supervised PC testing. Data for interest and personality scales were more positive showing lower effect sizes and higher coefficient values across testing modes. When ability test data from the online testing group were compared with data from the PC group, results showed that the scales were affected by the computerization process rather than the lack of supervision or because they were in online as opposed to PC mode. [ABSTRACT FROM AUTHOR]

To support broader global efforts to improve diversity and inclusion in economics, this paper provides a statistical picture of the gender composition of the economics profession in Australia and the evidence‐based initiatives taken by the Women in Economics Network (WEN) to improve women's representation and recognition. WEN's impact is evaluated across a range of metrics. This includes a case study of WEN's mentorship programme for university students that was delivered as a behavioural intervention and evaluated as a randomised control trial. Drawing on practical experiences in combination with research insights, the paper identifies some of the challenges encountered and the lessons that can be shared with similar organisations globally that are pursuing diversity and inclusion goals. [ABSTRACT FROM AUTHOR]

This paper critically comments on the state of affairs in the UK relating to the pandemic and explores how a focus on inequities experienced by marginalized and vulnerable groups is necessary for exposing the material realties of everyday life, but also how such a focus has been hijacked by center right politics to distract us from collective responsibilities and building alliances for systemic change. The paper critically reviews the impact of the COVID‐19 pandemic on the most marginalized and vulnerable in UK society and highlights the interconnected risk factors of COVID‐19 and its secondary impacts to demonstrate how these are linked to political ideology, policy, and practice. We conclude with recommendations informed through a looking back at the key tenants and purposes of universal healthcare to apprise what is needed in this moment of crisis and beyond. [ABSTRACT FROM AUTHOR]

The article investigates the representation of an assigned reading-to-write task by third-year level university students in Spain as indicated by the type of papers they produced and the relationship between the linguistic quality of those papers and the type of task representation. They interpret such task in different ways, therefore producing different types of papers. Their ability to write syntactically complex sentences does not lead to cognitively sophisticated composing. The authors also found that the ability to write with grammatical accuracy is not an indicator of the student's ability to express elaborated ideas which lead them to write more syntactically complex sentences.

Programming has received extensive attention for the embodiment of computational thinking (CT) skills. However, the lack of in‐depth research on the characteristics of college students' CT skills in text‐based programming learning has resulted in the unknown distribution characteristics and evolution patterns of their CT skills, which cannot effectively constitute an effective tracking analysis of their CT skills, thus affecting the cultivation of creative thinking and problem‐solving skills for them. Therefore, the purpose of the paper is to explore the characteristics of college students' CT skills through text‐based programming work and discover the overall characteristics, individual differences and evolutionary patterns of their CT skills on the relation between text‐based programming and CT skills through data analysis. It was found that there are roughly five categories of CT difference and four major categories with nine subcategories of CT evolution among college students. The results showed that the Control and Data skills were the students' dominant skills. In contrast, Algorithm skills were relatively weak. Only about 1/3 of the students had the phenomenon of continuous skill improvement, and programming learning did not have a significant impact on the improvement of CT skills for some students. Finally, we propose several suggestions for CT skills development strategies in response to the students' characteristics in CT skills. The study can not only fill the gaps of the current study but also identify the evolutionary characteristics of students' CT skills, which can effectively intervene in college students' programming learning and help improve their CT skills. [ABSTRACT FROM AUTHOR]

Background: Many learners struggle to productively self‐regulate their learning. To support the learners' self‐regulated learning (SRL) and boost their achievement, it is essential to understand the cognitive and metacognitive processes that underlie SRL. To measure these processes, contemporary SRL researchers have largely utilized think aloud or trace data, however, not without challenges. Objectives: In this paper, we present the findings of a study that investigated how concurrent analysis and integration of think aloud and trace data could advance the measurement of SRL and assist in better understanding the mechanisms of SRL processes, especially those details that remain obscured by observing each data channel individually. Methods: We concurrently collected think aloud and trace data generated by 44 university students in a laboratory setting and analysed those data relative to the same timeline. Results: We found that the two data channels could be interchangeably used to measure SRL processes for only 17.18% of all the time segments identified in a learning task. Moreover, SRL processes for around 45% of all the time segments could be detected via either trace data or think aloud data. For another 27.17% of all the time segments, different SRL processes were detected in both data channels. Conclusions: Our results largely suggest that the two data collection methods can be used to complement each other in measuring SRL. In particular, we found that think aloud and trace data could provide different perspectives on SRL. The integration of the two methods further allowed us to reveal a more complex and more comprehensive temporal associations among SRL processes compared to using a single data collection method. In future research, the integrated measurement of SRL can be used to improve the detection of SRL processes and provide a fuller picture of SRL. Lay Description: What is already known about this topic: To support the learners' self‐regulated learning (SRL) and boost their achievement, it is essential to understand the cognitive and metacognitive processes that underlie SRL.To measure SRL processes, contemporary researchers have largely utilized think aloud or trace data, however, not without challenges.Think aloud and trace data should complement each other and, when analysed concurrently, can provide a more valid and fuller picture of SRL than when analysed separately, which is typically the case in the SRL research to date. What this paper adds: We proposed a novel alignment approach to triangulate the measurement of self‐regulated learning (SRL) based on trace and think aloud data.We defined integration rules to integrate the measurement results from trace data and think aloud, which helped to provide a fuller picture of SRL.The integrated results revealed a more complex, complete and comprehensive SRL process map compared to using a single method. Implications for practice and/or policy: First, our results suggest that using a single measurement method can often reveal SRL processes only partially.Second, our findings indicated that the integration of the two measurement methods could not address all their methodological shortcomings and more research is needed towards new integrative approaches that can further reduce the number of misaligned results.In future research, the integrated measurement of SRL can be used to improve the detection of SRL processes and provide a fuller picture of SRL.More specifically, the integrated measurement of SRL can be used in the future to better (1) test the effects of instructional SRL interventions, for example, scaffolding; and (2) evaluate how learners use specific learning tools. [ABSTRACT FROM AUTHOR]

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non‐native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed influences of captioning and repetition have never been investigated. Objectives: This paper addressed these research gaps in two separate studies. More specifically, this study attempted to examine the influences of captioning and repetition on non‐native students' immediate and relayed retention. Methods: In Study One, three captioning conditions; word‐by‐word captions, closed captions, and no‐captions; were compared to examine their efficacies in immediate and delayed content knowledge retention on 82 Chinese university students. To address the limitations in Study One as the multimedia lesson was short and played only once, Study Two incorporated captioning and two repetition types in its design. One hundred and eleven Chinese university students watch a video lesson in one of four captioning and repetition conditions. Results: The statistical analyses of Study One indicated that there were no significant differences in both immediate and delayed retention test scores across the three captioning condition. Similarly, in Study Two, there were no significant differences in retention tests scores across the four captioning and repetition conditions. Findings: Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention, which lent support to existing studies. Based on the research results, the limitations and future study possibilities are discussed. Lay Description: What Is Already Known About This TopicEmpirical studies on captioning have focused on immediate learning right after the treatment, so have studies on repetition.Empirical studies on multimedia lessons for non‐native students have focused on English language learning. What This Paper AddsThree types of captioning were compared to examine their efficacies in both immediate and delayed content retention of Chinese students.Two types of repetition were compared to examine their efficacies in both immediate and delayed content retention of Chinese students. Implications for Practice and/or Policy:Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention.The availability of textual keywords adjacent to their corresponding graphics might have compromised the efficacy of captioning. [ABSTRACT FROM AUTHOR]

Local sales tax bases are determined by factors including businesses, residential populations, and nonresidential visitors. This paper capitalizes on the COVID‐19 pandemic, using the sudden absence of in‐commuters, tourists, and college students to estimate the contributions these populations have on the sales tax base in North Carolina's 100 counties. The findings suggest that losing one in‐commuter results in a loss of roughly $1000 a month in taxable sales. Similarly, the loss of one hotel night booking results in a loss in taxable sales of approximately $525. This translates, for the median county, to exporting 17% to in‐commuters and 12% to tourists. The impact on the loss of a residential college student is less clear. Key Takeaways: Nonresidents, such as commuters, tourists, and college students, are important components to many local governments' sales tax base.A single in‐commuter is estimated to contribute approximately $1000 to the local sales tax base, which translates to about 17% of the tax base for the median county in our sample.The contribution to local sales for a hotel night stay, our proxy for tourism, is estimated to be approximately $525 to the local sales tax base, which translates to about 12% of the tax base for the median county in our sample.We do not find evidence that college students contribute meaningfully to the local sales tax base.This paper informs policy conversations around tax leakage, revenue‐raising capacity, and the benefits and costs of local sales taxes. [ABSTRACT FROM AUTHOR]

The world‐wide pivot to remote learning due to the exogenous shocks of COVID‐19 across educational institutions has presented unique challenges and opportunities. This study documents the lived experiences of instructors and students and recommends emerging pathways for teaching and learning strategies post‐pandemic. Seventy‐one instructors and 122 students completed online surveys containing closed and open‐ended questions. Quantitative and qualitative analyses were conducted, including frequencies, chi‐square tests, Welch Two‐Samples t‐tests, and thematic analyses. The results demonstrated that with effective online tools, remote learning could replicate key components of content delivery, activities, assessments, and virtual proctored exams. However, instructors and students did not want in‐person learning to disappear and recommended flexibility by combining learning opportunities in in‐person, online, and asynchronous course deliveries according to personal preferences. The paper concludes with future directions and how the findings influenced our planning for Fall 2021 delivery. The video abstract for this article is available at https://www.youtube.com/watch?v=F48KBg%5fd8AE. Practitioner notesWhat is already known about this topicEmergency Remote Teaching (ERT) allowed institutions across the world to continue teaching and learning at all levels of education during the COVID‐19 pandemic. However, this form of delivery, created under conditions of uncertainty, was developed out of an urgency to keep education going rather than maintaining it at the same level.What this paper addsThis study comes after ERT, and is situated between ERT and the return to campus, with some social distancing restrictions still active, in a delivery method widely viewed as "remote delivery".This is a case study of an entire Canadian higher education institution that implemented remote learning for over one full academic year, documenting and examining instructors' and students' experiences and challenges of the remote learning course delivery format.Quantitative and qualitative data were collected to provide a holistic overview of instructors' and students' experiences of delivery method and assessments including the use of face‐tracking proctoring software.Implications for practice and/or policyCompared to ERT, remote delivery was a thoughtful and deliberate way to transform in‐person courses into virtual learning experiences.Instructors and students were able to successfully replicate many features of in‐person learning and assessments experiences in remote delivery of courses by using effective online tools to teach and learn.As a result, instructors and students called for the use of elements of remote delivery to create more flexible learning opportunities by combining in‐person, live streaming, and asynchronous learning options. [ABSTRACT FROM AUTHOR]

Unlike business, health, or engineering courses, undergraduate liberal arts programs do not point majors directly to a professional application, so students often need to creatively explore and identify professional roles and workplaces in which to use their education. Anthropology presents particular challenges: while students may enroll in economics if their institution has no undergraduate business program, or biochemistry may function as premed, there is no clear sense of what comes after an anthropology degree. In 2018, the American Anthropological Association announced a new approach to understanding this issue through its Undergraduate Research Fellowship. Currently enrolled anthropology majors worked together with faculty mentors, collaboratively across universities, to do anthropological research on the question, "how do anthropology majors approach the question of what comes after college?" The research provided practical insights and recommendations to departments, faculty members, career counseling centers, and the students themselves. This special section comprises six papers: an introduction to the project and the field sites; four analytic papers in which student researchers and faculty mentors explore the topics, "how students come to major in anthropology," "how students are changed by studying anthropology," "what anthropology majors think about their professional future," and "what resources are available to support students' college‐to‐career transition"; and a reflective essay that considers the fellowship not as a research program but as a high‐impact pedagogical intervention. We show that, by participating in ethnographic research, student researchers become full members of the anthropology community who can give valuable recommendations for the future of the discipline. [ABSTRACT FROM AUTHOR]

This paper presents results from a randomized experimental design replicated over four semesters that compared students' performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper‐based exercise. While both methods were shown to be effective at enhancing students' learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper‐based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students' learning in geoscience. Science major students generally outperformed non‐science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students' learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education. [ABSTRACT FROM AUTHOR]

Inspired by, and drawing from, Jacqueline Tivers' early and foundational paper in Area (1978) on the need for dedicated geographical research on women, in this brief paper I offer selected reflections on the progressive "engendering" of geography from the late 1970s to the present from the perspective of a feminist geographer with enduring interests in gender and development (GAD) in the Global South. I concentrate, first, on "hindsight," tracing some key steps at the beginning of my personal academic journey as an undergraduate at King's College Cambridge, and subsequently as a PhD student at University College London, when the "geography of gender," especially in developing regions, was still very much in its birth pangs. In the latter part of the paper I turn to the "foresight" demonstrated by Tivers in her call to redress the absence of attention to women in geographical study, and particularly to problematise assumptions about women as a proxy for "households" (commonly construed as conforming with nuclear units headed by men), and the frequently limited, if not invisibilised, "female" roles within them. Despite the paucity of data and scholarship on women, let alone gender, and "alternative" family forms, 40 years ago, I comment on the prescience of Tivers' work in identifying challenges which continue to persist as well as to preoccupy feminist geographers on the eve of the third millennial decade. [ABSTRACT FROM AUTHOR]

Background: Simulated learning activities are an effective tool for reducing speech–language therapy (SLT) students' anxiety and improving their confidence for clinical placements. Such activities include interacting with patients who are actors, clinical educators or peers and are known to decrease anxiety and increase confidence in SLT students. Screen‐simulated patients using video are another alternative, which has not yet been fully evaluated in the education of SLT students. Aims: To compare the effectiveness of (1) modified simulated patient and (2) video simulated learning for increasing self‐reported (a) confidence and (b) preparedness and (c) decreasing self‐reported anxiety. Methods & Procedures: This study used a randomized crossover design with 127 first‐year graduate‐entry master's SLT student participants. Students participated in two activities related to a clinical interaction with a paediatric client's carer: (1) a 1‐hr modified simulated patient experience with clinical staff as the simulated patient; and (2) a video‐learning task, with two videos of a clinician–carer interaction and an accompanying worksheet. Students were randomly allocated to a group of four students and the groups randomly allocated to receive modified simulated patient or video‐learning first. Students were not blinded to the activities. The students completed a 19‐item questionnaire at three time points: before either activity, after the first activity and after the second activity, to evaluate their self‐reported confidence, clinical preparedness and anxiety. Outcomes & Results: A total of 62 students completed modified simulated patient first and 63 completed video‐learning first. After either single activity the students had significantly increased confidence and preparedness scores, while only the modified simulated patient significantly reduced student anxiety scores. As a second activity, modified simulated patient resulted in further significant improvements in confidence, preparedness and anxiety; however, adding video learning as a second activity resulted in no significant benefit. Conclusions & Implications: This study demonstrates the effectiveness of two low‐resource clinical‐learning activities for novice SLT students that can be applied in a range of settings. Of the two activities, modified simulated patient had greater effectiveness, as it was the only activity to decrease anxiety. An investigation of the pedagogical principles within the activities revealed that modified simulated patient activity had more opportunities for peer learning, supervisor feedback and verbal reflection in comparison with video learning that may explain the increased benefits. What This Paper Adds: What is already known on the subject: Simulated learning activities are an effective teaching tool for SLT students, increasing confidence and decreasing anxiety in preparation for placement. Simulated patients require more resources than video simulation. Both simulated patients and video simulation provide a safe learning environment, where students can learn without risk to clients. What this paper adds to existing knowledge: This study is among the first to investigate a modified version of simulated patients; our modification involves a clinical educator performing the role of both the simulated patient and simulation facilitator. It is the first to evaluate simulation via video learning for SLT students. The paper demonstrates the effectiveness of these two activities, and the slight advantage of modified simulated patient, for increasing novice students' confidence and preparedness and decreasing their anxiety about clinic. It also unpacks the pedagogical principles used in each activity to explain the reasons that modified simulated patient had greater effectiveness. What are the potential or actual clinical implications of this work?: The two educational activities required no specialist equipment and can be applied in a range of pre‐clinical and clinical settings by university staff and/or community clinical educators. Increasing confidence and preparedness, and decreasing anxiety will help ensure that student learning on scarce clinical placements is maximized. [ABSTRACT FROM AUTHOR]

Context: With many health and social care schools offering mindfulness training (MT) there is a need for deeper understanding about pedagogical issues. Despite encouraging findings showing relationships between MT and student stress reduction, there is little qualitative synthesis of the literature about best principles for teaching and learning. Methods: We report on a qualitative scoping review using the stages of Arksey and O'Malley's framework. The search identified papers from MEDLINE, PsychINFO, CINAHL (Cumulative Index to Nursing and Allied Health Literature) and SCOPUS over 15 years. The included papers were synthesised using the 3P model of teaching and learning to explore current MT for presage (teaching set‐up), process (teaching delivery) and product (outcomes) factors. Results: A total of 16 articles were included in the review. There was a lack of consensus on definition of MT, facilitator training and the intervention used. The majority of studies involved small self‐selected, mainly female cohorts. For the set‐up (presage factors), the majority of curricula included MT for stress management and well‐being, delivered in the early years. Providing appropriate facilitators was a concern, whereas process factors revealed enormous variability in delivery. Few studies had formal assessment, although many had outcome evaluation measures (product factors). Conclusions: The qualitative review has highlighted additional benefits from MT aside from stress reduction; most noticeably, student self‐awareness, peer cohesion and group support, ability to attend to patients, and student insights into health and social education culture. Seeking presage, process and product factors has illuminated variability in how MT is being adapted within health and social care curricula. This review highlights the next steps and recommendations for the future. The authors review the literature on mindfulness training and conclude that benefits range well beyond stress reduction, including peer cohesion and enabling ability to attend to patients. [ABSTRACT FROM AUTHOR]

Background and Aims: There is a dearth of information about binge eating disorder (BED) among Bangladeshi university students, who may be more susceptible to BED due to the rise in unhealthy lifestyles and food habits. Therefore, the purpose of this study was to assess the prevalence and associated factors of BED symptoms among Bangladeshi university students. Methods: Students (N = 525) from three public universities in Bangladesh participated in this cross‐sectional study between November 2022 and March 2023. Face‐to‐face interviews were conducted using a structured paper‐based questionnaire that included two validated survey tools; the binge eating disorder screener and the patient health questionnaire‐9. To identify the factors associated with BED symptoms, multiple logistic regression analysis was conducted, with sociodemographic and behavioral information (e.g., age, sex, smoking status, etc.) considered as covariates. Results: The prevalence of BED symptoms among participants (mean age 21.28 years, 50.3% male and 49.7% female) was 20.6%. Male students had a 2.28 times higher likelihood of having BED symptoms compared to female counterparts (adjusted odds ratio [AOR] = 2.28; 95% CI: 1.33−3.89). Older students (AOR = 3.56, 95% CI: 1.80−7.05), students who were overweight or obese (AOR = 3.32, 95% CI: 1.87−5.89), and students reporting higher depressive symptoms (AOR = 2.69, 95% CI: 1.66−4.35) were at greater risk for developing BED compared to their respective counterparts. Conclusions: This study provides new insights into the prevalence of BED symptoms and its contributing factors among Bangladeshi students. Approximately 1‐in‐5 university students reported having BED symptoms. University students who are older, overweight, or obese, and who report depressive symptoms may be at greatest risk. Future longitudinal studies are needed to determine the causal factors underlying BED. Findings from this study can assist policymakers and public health professionals in developing effective and targeted strategies to mitigate the risks associated with BED among Bangladeshi university students. [ABSTRACT FROM AUTHOR]

This paper brings out the effect of movie piracy on legitimate sales of the movies in the Indian context. The paper becomes much more relevant when internet and streaming services are very much common these days. Based on the survey of 500 undergraduates students of university of Delhi, the paper finds that first, one unit of unpaid movie viewing displaces about 0.35 units of paid (first) movie viewings. Second, due to presence of "sampling effect" one unit of unpaid (first) movie viewing increases second paid viewings by 0.1 units. Thus, we find support for incomplete displacement, that is, a displacement rate less than one‐for‐one. Third, these displacements rates are causing an estimated 6.2% loss in sales of movies based on back‐of‐ envelope‐calculation. The number of lost movie sales are 6,3123,667 and approximately Rs 12 billion in Indian rupees as revenue lost due to movie piracy in the year 2019. Finally, Individuals who tend to show greater interests in movies are in fact contributes towards movie sales even though their indulgence in piracy cannot be ignored. [ABSTRACT FROM AUTHOR]

How to collect relevance judgment has long been an important problem in Information Retrieval (IR). A popular method is to collect relevance judgment in a point‐wise manner, in which assessors examine and give an absolute relevance score for each item independently of the others. As an alternative, pair‐wise relevance judgment, also named preference judgment, allows an assessor to compare two items side‐by‐side and express their preference for one over the other. Previous work has explored the differences between these two paradigms of relevance judgments from many different aspects. Most of these works are conducted through explicit/implicit feedback. However, few works investigate the underlying neurological mechanisms of the two paradigms. In this paper, we conduct a lab study to investigate and compare point‐wise and pair‐wise relevance judgment in image search scenarios. We study the neurological mechanisms of the two paradigms through an event‐related potential (ERP) analysis of the users' brain signals while viewing images during a search process. We have obtained several observations, such as search engine users tend to pay more attention to preferred items in the point‐wise paradigm but unpreferred items in the pair‐wise paradigm. Furthermore, we test the adoption of brain signals as implicit feedback for predicting pair‐wise relevance judgment, highlighting the feasibility of leveraging brain signals to understand users' relevance judgments. [ABSTRACT FROM AUTHOR]

The academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education. [ABSTRACT FROM AUTHOR]

In an increasingly data‐driven world, statistical literacy is a necessity yet statistical learning is often inhibited by statistics anxiety. Using the Auzmendi Scale to Measure Attitude toward Statistics (ASMAS), this study examines how statistics anxiety in university students is related to other dimensions of their attitudes toward statistics and how statistics anxiety and other dimensions change following introductory statistics instruction. Based on data collected from Spain, Canada, and Australia, this study finds that anxiety is negatively related to security–confidence, pleasantness, and motivation. The structure of these relationships is consistent across countries and disciplines and remains in place after statistics instruction. Further, by the end of an introductory statistics course, students report higher security–confidence and pleasantness but lower anxiety. Results thus suggest where efforts to improve students' experience with statistics might need to be directed, and the paper concludes with a discussion of the implications of these results for statistics instruction. [ABSTRACT FROM AUTHOR]

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) offers significant potential for hands‐on learning environments by providing immersive and visually stimulating experiences. Interacting with such environments can bring numerous benefits to learning, including enhanced engagement, knowledge construction, and higher‐order thinking. However, many current VR studies in hands‐on learning tend to utilise one‐way learning materials, limiting participants' ability to interact with and reflect on their actions and learning experiences. Moreover, these studies often neglect to assess learners' capacity to transfer their skills from VR learning to real‐world scenarios. Therefore, this study aims to investigate participants' engagement, learning outcomes, higher‐order thinking, and their ability to apply acquired skills in real‐world contexts. Method and Objective: Participants were immersed in a hands‐on learning environment in VR, where they received feedback and engaged in reflection during the learning process. This study recruited 68 university students to participate in the experiment, employing a quasi‐experimental design. Participants experienced learning units both with and without reflection on the feedback. The theme of these learning units was related to embedded systems, encompassing topics such as the assembly of embedded components and Python programming. The investigation aimed to assess whether reflection in VR could enhance cognitive levels, engagement, real‐world hands‐on tasks abilities, and higher‐order thinking. Results: The research results indicate that in the VR hands‐on learning environment, participants engage in reflection through the provided feedback, effectively enhancing their engagement, cognitive levels, and hands‐on task abilities. Simultaneously, it also successfully assists participants in developing problem‐solving skills and critical thinking in higher‐order thinking. Conclusions: Participants actively engaged in reflection on their own learning tasks and actions within the hands‐on learning environment, enabling them to develop a deeper understanding of the learning material and enhance their real‐world hands‐on tasks abilities, we encourage the integration of reflection strategies in VR learning environments for hands‐on learning, as they can yield positive benefits for learners. Lay Description: What is already known about this topic: Virtual reality learning environments can enhance students' cognitive levels.Higher‐order thinking has a significant impact on hands‐on learning.Reflection has an important influence on the cognitive process. What this paper adds: Providing reflection through feedback in a virtual reality environment increases learning engagement and promotes higher‐order thinking.Reflection in virtual reality enhances cognitive levels and practical abilities. Implications for practice and/or policy: We demonstrated the effectiveness of providing reflection through feedback in a VR hands‐on learning environment.Learners, through reflection in VR, enhance higher‐order thinking, engagement, cognitive levels, and practical abilities. What are the 1 or 2 major takeaways from the study: Providing reflection in VR learning environments used for training or hands‐on learning can effectively promote cognitive levels, engagement, higher‐order thinking abilities, and practical skills.Through VR reflection, we reveal the potential of cultivating higher‐order thinking through VR. [ABSTRACT FROM AUTHOR]

Amidst a critical shortage of registered nurses, nursing schools are aiming to expand enrollment while working with ongoing resource constraints. Service‐learning clinical activities can enhance nursing education by improving clinical quality, addressing faculty and clinical site shortages, and meeting increasing enrollment demands. This paper describes a health fair experience that served as a service‐learning clinical experience within an undergraduate public health nursing course. The experience bridged theoretical knowledge with real‐world application, fostering competency‐based learning and addressing community health needs, resulting in a positive impact on students, faculty, and the community. [ABSTRACT FROM AUTHOR]

This paper examines how recreational marijuana legalization (RML) affects first‐time college enrollment in the US using a unique college‐level dataset and various estimation methods such as difference‐in‐differences and event study. I find that RML increases enrollments by approximately up to 9%, without compromising degree completion or graduation rate, and it boosts college competitiveness by offering a positive amenity, as evidenced by the rise in out‐of‐state enrollments relative to neighboring states. In addition, I find no evidence that RML affects college prices, quality, or in‐state enrollment. This effect is stronger for non‐selective public colleges in early‐adopting RML states. [ABSTRACT FROM AUTHOR]

Educational technology designs in developing countries mostly focus on making knowledge resources widely available, through MOOCs, repositories and computer‐based tutoring. The use of digital media for cognitive augmentation, particularly interactive designs that help learners understand modelling topics in STEM, is underexplored. We report a 3‐year design study examining this potential in the Indian context, testing two iterations of an interactive system, Touchy‐Feely Vectors (TFV). The design supports learning vectors, a modelling topic pre‐university students struggle with. Virtual lesson‐plans were co‐designed with teachers to augment — but not replace — their existing practices, and to address classroom and resource constraints. Pre‐post testing of TFV‐1 (a computer‐based prototype) showed that it helped students develop a more integrated vector concept, and improved their reasoning. Field‐implementation of TFV‐2 (a textbook‐linked touch‐screen based design) in 6‐classrooms (3‐Control, N=135; 3‐Experimental, N=131) showed that it fostered cognitive engagement in average‐students and geometry‐algebra integration (model‐based reasoning) in good‐students. These results, along with a requirements analysis based on textbooks, indicate that the interaction possibilities supported by different representational media critically shape student reasoning. The study also illustrates a systematic approach to design and test digital media systems that support cognitive augmentation in developing countries. Lay description: What is already known about this topic: Computational modelling is central to model‐based reasoning (MBR) in contemporary scientific practice. Education needs to change to support this new way of thinking. However, it is not clear how this could be done systematically in developing countries.Textbooks are thus not replaceable in developing nation contexts, and any digital media designed to help develop model‐based reasoning in students would need to work with textbooks and existing teaching/learning practice. It is unclear how this could be done.When learning basic model‐based reasoning using static textbook media, students struggle with core MBR topics like vectors. What this paper adds: The paper reports a 3‐year design‐based study, where a vector simulation system was developed (Touchy‐Feely Vectors), which addressed the following issues. Addressing 2 above, the study illustrates a design that builds on static textbook media and associated practices.Addressing 3 above, a 2‐phase field test of the design (N = 266) showed that the system changes student reasoning, towards better integration of algebra and geometry, while reasoning with vectors.Addressing 1 above, the study provides a new model to implement the learning of modelling using interactive simulations, in developing country classrooms.Addressing 1 above, the study offers a clear model for designing such interventions in developing country contexts.More broadly, the study reveals how the nature of the medium used to present science content changes student cognition and reasoning. Implications for practice and/or policy: For curricula: The design we present can be extended easily, to develop similar systems for other topics. The design also illustrates how teachers adopt technology when they participate in the design.For policy: This design provides a workable policy alternative to the costly model of the digital medium replacing current media and its teaching/learning practices.For Research and Pedagogy: Our results suggest that researchers and teachers need to examine the capabilities and constraints of different media while analysing learning difficulties, and develop ways to address these issues [ABSTRACT FROM AUTHOR]

Financial provision for retirement consists of two phases, accumulation and decumulation. Young people as an age group have generally been ignored in previous research and there has been little research investigating financial literacy levels of young people and attitudinal aspects of their decision making. As such, this paper examines university students' views on decumulation. We find that student predictions of their costs in retirement are inaccurate, and this is driven by overconfidence and somewhat mitigated by better financial literacy. Furthermore, when planning for retirement income, the Age Pension is expected to be used the least while interestingly personal savings are expected to be used more than superannuation. The biggest drivers of the different levels of usage for the different funding sources are opinions on the effectiveness and understanding of superannuation. These results demonstrate that there is a lack of understanding of the costs of living and the characteristics of the different pillars of the Australian retirement system. Increasing skills and knowledge in financial literacy and of the Australian retirement system is paramount. The implications of our findings are of interest to government, finance professionals and academics from an education and research perspective. This paper examines university students' views on decumulation. We find that their predictions of their costs in retirement are inaccurate and that this inaccuracy is driven by overconfidence and somewhat mitigated by better financial literacy. Increasing skills and knowledge in financial literacy and of the Australian retirement system is paramount. The implications of our findings are of interest to government, finance professionals and academics from an education and research perspective. [ABSTRACT FROM AUTHOR]

Nearly half of students who enter college do not graduate. The majority of efforts to increase college completion have focused on supporting students before or soon after they enter college, yet many students drop out after making significant progress towards their degree. In this paper, we report results from a multi‐year, large‐scale experimental intervention conducted across five states and 20 broad‐access public colleges and universities to support students who are late in their college career but still at risk of not graduating. The intervention provided these "near‐completer" students with personalized text messages that encouraged them to connect with campus‐based academic and financial resources, reminded them of upcoming and important deadlines, and invited them to engage (via text) with campus‐based advisors. We find little evidence that the message campaign affected academic performance or attainment in either the full sample or within individual higher education systems or student subgroups. The findings suggest low‐cost nudge interventions may be insufficient for addressing barriers to completion among students who have made considerable academic progress. [ABSTRACT FROM AUTHOR]

'Dysarthria' is a group of motor speech disorders resulting from a disturbance in neuromuscular control. Most individuals with dysarthria cope with communicative restrictions due to speech impairments and reduced intelligibility. Thus, language‐sensitive measurements of intelligibility are important in dysarthria neurological assessment. The Frenchay Dysarthria Assessment, 2nd edition (FDA‐2), is a validated tool for the identification of the nature and patterns of oro‐motor movements associated with different types of dysarthria. The current study conducted a careful culture‐ and linguistic‐sensitive adaption of the two intelligibility subtests of the FDA‐2 to Hebrew (words and sentences) and performed a preliminary validation with relevant clinical populations. First, sets of Hebrew words and sentences were constructed, based on the criteria defined in FDA‐2, as well as on several other factors that may affect performance: emotional valence, arousal and familiarity. Second, the new subtests were validated in healthy older adults (n = 20), and in two clinical groups (acquired dysarthria, n = 15; and developmental dysarthria, n = 19). Analysis indicated that the new subtests were found to be specific and sensitive, valid and reliable, as scores significantly differ between healthy older adults and adults with dysarthria, correlated with other subjective measures of intelligibility, and showed high test–retest reliability. The words and sentences intelligibility subtests can be used to evaluate speech disorders in various populations of Hebrew speakers, thus may be an important addition to the speech–language pathologist's toolbox, for clinical work as well as for research purposes. What this paper adds: What is already known on the subject: 'Dysarthria' is a group of disorders reflecting impairments in the strength, speed and precision of movements required for adequate control of the various speech subsystems. Reduced speech intelligibility is one of the main consequences of all dysarthria subtypes, irrespective of their underlying cause. Indeed, most individuals with dysarthria cope with communicative restrictions due to speech impairments. Thus, language‐sensitive measurements of intelligibility are important in dysarthria assessment. The FDA‐2's words and sentences subtests present standardized and validated tools for the identification of the nature and patterns of oro‐motor movements associated with different types of dysarthria. What this paper adds to existing knowledge: The lack of assessment tools in Hebrew poses challenges to clinical evaluation as well as research purposes. The current study conducted a careful culture‐ and linguistic‐sensitive adaption of the FDA‐2 intelligibility subtests to Hebrew and performed a preliminary validation with relevant clinical populations. First, sets of Hebrew words and sentences were constructed, based on the criteria defined in FDA‐2, as well as on several other factors that may affect performance: emotional valence, arousal and familiarity. Second, the new subtests were validated in healthy older adults (n = 20), and in two clinical groups (adults with acquired dysarthria, n = 15; and young adults with developmental dysarthria, n = 19). What are the potential or actual clinical implications of this work?: Analyses indicated that the new word and sentence subtests are specific, sensitive, valid and reliable. Namely, (1) they successfully differentiate between healthy individuals and individuals with dysarthria; (2) they correlate with other subjective measures of intelligibility; and (3) they show high test–retest reliability. The words and sentences intelligibility subtests can be used to evaluate speech disorders in various populations of Hebrew speakers. Thus, they may be an important addition to the speech–language pathologist's toolbox, for clinical and research purposes. The methods described here can be emulated for the adaptation of speech assessment tools to other languages. [ABSTRACT FROM AUTHOR]

Understanding students' privacy concerns is an essential first step toward effective privacy‐enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non‐self‐disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non‐self‐disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non‐self‐disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non‐self‐disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy‐enhancing practices' development in higher education is offered. Practitioner notesWhat is already known about this topic Addressing students' privacy is critical for large‐scale learning analytics (LA) implementation.Understanding students' privacy concerns is an essential first step to developing effective privacy‐enhancing practices in LA.Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.What this paper adds The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self‐disclosure behaviour in the LA context of higher education.It offers a set of relevant implications for LA researchers and practitioners.Implications for practice and/or policy Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.Contextual factors that may influence students' privacy concerns should be considered. [ABSTRACT FROM AUTHOR]

An interview with college student Rongzhou Zeng is presented. When asked about his research paper on self-aligned graphene transistors, he refers to graphene as a channel material for field effect transistors. He also talked about the problems associated with the transistor such as zero bandgap, gate length, dielectric and substrate materials.

People generally attribute less mind to groups than to individuals. Previous research has also shown differences of mind perception between different types of groups, such that not‐for‐profit organizations were viewed as having more minds than for‐profit organizations. In this paper, we ascertained this mind perception differences and further examined its underlying mechanisms and concomitant consequences. Across three studies, we replicated that people attributed more mind to not‐for‐profit organizations than to for‐profit organizations. More critically, the current research linked mind perception to stereotype content model and added that this effect was mainly explained by perceived warmth of the groups rather than perceived competence. We found that although not‐for‐profit organizations were perceived as warmer but less competent than for‐profit ones, the former was perceived both as having more experiential and agentic mental capacities than the latter. In addition, for‐profit organizations received less compassionate responding than not‐for‐profit ones when they suffer, which was attributable to mind perception. This paper highlights the distinction between experience and warmth, and between agency and competence, thus extending our theoretical understanding of the fundamental dimensions of mind perception and those of the stereotype content of groups. [ABSTRACT FROM AUTHOR]

Objective: The online program began in 2012 to support aged care workers without a tertiary education or vocational qualification. This paper documents changes in the student profile since initiation of the program, and how the program may support recommendations of the Royal Commission into Aged Care Quality and Safety and engage other educators, providers and policymakers. Methods: Four hundred and seventy‐one commencing undergraduate students completed a 16‐item online survey in 2017 to document demographics and reasons for study. Categorical associations were assessed with univariate logistic regression in R v3.6. Results: Most students (71%; 336) were aged between 41 and 60 years but the program now included younger (<41 years) and older (>80 years) people. Unlike the 2012 students, about 41% had tertiary‐level qualifications, and 56% were employed in professional positions, including registered nurse, general practitioner and allied health professional. Professional and practice development was the primary reason for study; significantly so for younger (<41 years) participants in aged and dementia care (χ2 (5) = 18.15, p = 0.003) and for those with previous university experience (χ2 (4) = 22.17, p = 0.001). Older (≥61 years) participants enrolled to gain greater knowledge about dementia (χ2 (4) = 17.60, p = 0.002). Conclusions: Understanding the changed student profile guided program refinement to ensure the provision of effective, evidence‐based education in dementia understanding and care. Work now focusses on increasing partnerships with aged care organisations, community and postsecondary training institutions to support a continuum of workforce development options, guided by the recommendations of the Royal Commission. [ABSTRACT FROM AUTHOR]

Background: It is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles. Objectives: We present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes. Methods: The Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking. Results and Conclusions: Through the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received. What are the 1 or 2 Major Takeaways from the Study?: This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice. Lay Description: What is currently known about the subject matter: Self‐regulated learning (SRL) is important for academic achievement, especially during online learning; more research is needed to understand students' SRL and its cyclical nature.Learning analytics (LA) is an advocate for gathering and analysing data for supporting students' learning. It lacks empirical evidence based on theoretical and students' motivational studies.Institutions will benefit from more research on evidence‐based practice in Blended Learning (BL). What this paper adds to that: Evidence for the understanding of students' SRL, identifying student subgroups (different SRL profiles), and observing the cyclical nature of SRL during BL courses.We enhanced LA through the use of empirical research into motivation and its mapping of students' SRL profiles.Contribute to knowledge within BL about the dynamics of students' motivation, strategy use, and SRL, and showing that successful students better self‐regulate their learning.Evidence to support the emerging role of LA in identifying at‐risk students during BL.Evidence shows the most important motivational and learning strategy constructs that are significantly correlated with the final score in BL. The implications of study findings for practitioners: Through LA, students, educators, and institutions can benefit when universities implement BL.Enabling educators to better understand their students' SRL and how students can adapt quite different SRL profiles over time. Through this information, they can help students adopt a better profile. They also can help students in their SRL process, for example, by applying appropriate interventions.Pedagogically helps lecturers when developing the instructional and interventional design. [ABSTRACT FROM AUTHOR]

Background: The emergence of the COVID‐19 and the resulting global pandemic has ushered in far‐reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location‐based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well‐understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations. Objectives: This study investigates students' digital confidence and competence to undertake online proctored exams to determine whether issues of equity exist for students. Methods: This study reports the results of a survey (N = 761) of one university's students' experiences of end‐of‐semester online proctored exams in New Zealand. Results: Most students were positive about online exams, felt reasonably confident to complete an exam, and had the necessary digital access (i.e., devices, internet) and competence to succeed. However, digital inequalities were found between students' perceptions of digital competence based on ethnicity. While more time learning online equated to increasing self‐reported digital competence for most ethnic groups, this was not the case for Pacific learners. Takeaways: Perceptions of low digital competence can contribute to digital inequalities. Educators can support learners to develop positive perceptions of digital competence by teaching digital literacy skills. Lay Description: What is already known about this topic: Online proctored exams (OPE) have replaced many traditional exams because of the pandemic.Research on the use of online proctored exams during the pandemic suggests some acceptance among students.Apart from access related issues, little is known about digital inequalities associated with online exams. What this paper adds: Most participants were positive about OPE and felt reasonably confident to successfully complete them.Confident students were more likely to report that the exam software was easy to use.Perceptions of digital competence differed based on ethnicity.Marginalized groups were more likely to experience digital inequalities than other groups. Implications for practice and/or policy: Digital inequality is about more than issues of digital access (i.e., devices, internet).Provide differentiated technical support for students who express low digital competence.Teaching online exam digital literacy skills might increase perceptions of digital competence. [ABSTRACT FROM AUTHOR]